This document discusses communication, parenting, and self-care for caregivers of veterans with PTSD. It addresses how PTSD can impact relationships and parenting, the importance of open communication between caregivers and veterans as well as with children, and strategies for discussing mental health issues with kids. Caregivers are encouraged to take care of themselves through maintaining social support systems and healthy habits. Overall it provides guidance for caregivers on building understanding and coping with PTSD as a family unit.
Expressed emotions refer to the amount and type of emotions that relatives express towards a family member with a psychological disorder when they are not present. There are two types - high expressed emotions, which are hostile, critical, or overly involved, and low expressed emotions, which are reserved and accepting. High expressed emotions can lead to increased relapse in the patient's disorder due to feelings of being trapped or dependent. Cultural and social factors can influence the level of expressed emotions.
“Adult Children of Alcoholics" was presented on May 19, 2009 by MaryGrace Fisher, LLMSW, CAAC; Dawn Farm Huron Street therapist. This program provides an overview of beliefs and behaviors that are common to adult children of alcoholics. This program is part of the Dawn Farm Education Series, a FREE, annual workshop series developed to provide accurate, helpful, hopeful, practical, current information about chemical dependency, recovery, family and related issues. The Education Series is organized by Dawn Farm, a non-profit community of programs providing a continuum of chemical dependency services. For information, please see http://www.dawnfarm.org/programs/education-series.
The document discusses different types of relationships, including good, bad, influential, and abusive relationships. It notes that maintaining good relationships takes hard work, and outlines qualities of good relationships like trust, honesty, and equality. The document also discusses communication styles, arguing constructively, dealing with influential relationships, and qualities of bad and abusive relationships like control and cycles of abuse.
A dysfunctional family is one that does not meet the needs of all its members, such as love, communication, safety, security, self-esteem, and growth. Dysfunctional families have more complicated problems that are harder to solve, and some issues may be difficult to recognize. They may provide survival needs but not happiness. Some dysfunctional family issues, like alcoholism or violence, are easier to identify since few family needs are met and members do not feel safe. The document discusses how Tyler's family in the book Twisted is dysfunctional, with constant fighting between parents and kids being left on their own. It also describes a survey of students that found most have families that are not considered dysfunctional.
This document discusses self-injurious behaviors (SIB), providing examples like cutting, substance abuse, and head-banging. SIB is defined as intentionally injuring one's body tissue without suicidal intent. It is described as a coping mechanism for difficult feelings like sadness or emptiness, though only a temporary solution. Those who engage in SIB often experience abuse, low self-esteem, and were discouraged from emotional expression. The document outlines signs of SIB and recommends treating students with respect, alternative outlets, and seeking medical help for severe cases.
The document defines a dysfunctional family as one where conflict, misbehavior, and abuse occur regularly, leading members to accommodate such actions and see them as normal. Dysfunctional families often result from issues like addiction, mental illness, or parents emulating their own dysfunctional upbringings. The document then lists 10 characteristics of dysfunctional families, including using shame to control members, being performance-oriented rather than valuing individuals, having unspoken rules, communicating in coded ways, numbing emotions, being adult-focused rather than child-centered, preoccupying with fault and blame, excelling at defensive "head skills" over emotional "heart skills", and appearing okay on the surface but being incredibly needy underneath.
Crisis counseling ii chapter 10 - children in crisisGlen Christie
This document provides information on ministering to children in crisis and grief situations. It discusses the nature of crisis and grief, common categories of crisis experienced by children such as abuse, substance abuse in the family, depression and suicide. It also outlines the phases of grief and guidelines for ministry to children experiencing grief and crisis.
Coping With Transitions Short Version Presented To Northwestern 12 08 1keasme
The document discusses adjustment disorders and strategies to help prevent and manage them. It defines adjustment disorders as short-term disturbances in response to an identifiable stressor. Common symptoms can include depressed mood, anxiety, behavioral changes, and physical problems. Risk factors include life stressors, personality traits, coping skills, and social support. Prevention strategies encourage healthy lifestyle habits, self-care, developing a support system, and seeking help from a healthcare provider if needed.
Expressed emotions refer to the amount and type of emotions that relatives express towards a family member with a psychological disorder when they are not present. There are two types - high expressed emotions, which are hostile, critical, or overly involved, and low expressed emotions, which are reserved and accepting. High expressed emotions can lead to increased relapse in the patient's disorder due to feelings of being trapped or dependent. Cultural and social factors can influence the level of expressed emotions.
“Adult Children of Alcoholics" was presented on May 19, 2009 by MaryGrace Fisher, LLMSW, CAAC; Dawn Farm Huron Street therapist. This program provides an overview of beliefs and behaviors that are common to adult children of alcoholics. This program is part of the Dawn Farm Education Series, a FREE, annual workshop series developed to provide accurate, helpful, hopeful, practical, current information about chemical dependency, recovery, family and related issues. The Education Series is organized by Dawn Farm, a non-profit community of programs providing a continuum of chemical dependency services. For information, please see http://www.dawnfarm.org/programs/education-series.
The document discusses different types of relationships, including good, bad, influential, and abusive relationships. It notes that maintaining good relationships takes hard work, and outlines qualities of good relationships like trust, honesty, and equality. The document also discusses communication styles, arguing constructively, dealing with influential relationships, and qualities of bad and abusive relationships like control and cycles of abuse.
A dysfunctional family is one that does not meet the needs of all its members, such as love, communication, safety, security, self-esteem, and growth. Dysfunctional families have more complicated problems that are harder to solve, and some issues may be difficult to recognize. They may provide survival needs but not happiness. Some dysfunctional family issues, like alcoholism or violence, are easier to identify since few family needs are met and members do not feel safe. The document discusses how Tyler's family in the book Twisted is dysfunctional, with constant fighting between parents and kids being left on their own. It also describes a survey of students that found most have families that are not considered dysfunctional.
This document discusses self-injurious behaviors (SIB), providing examples like cutting, substance abuse, and head-banging. SIB is defined as intentionally injuring one's body tissue without suicidal intent. It is described as a coping mechanism for difficult feelings like sadness or emptiness, though only a temporary solution. Those who engage in SIB often experience abuse, low self-esteem, and were discouraged from emotional expression. The document outlines signs of SIB and recommends treating students with respect, alternative outlets, and seeking medical help for severe cases.
The document defines a dysfunctional family as one where conflict, misbehavior, and abuse occur regularly, leading members to accommodate such actions and see them as normal. Dysfunctional families often result from issues like addiction, mental illness, or parents emulating their own dysfunctional upbringings. The document then lists 10 characteristics of dysfunctional families, including using shame to control members, being performance-oriented rather than valuing individuals, having unspoken rules, communicating in coded ways, numbing emotions, being adult-focused rather than child-centered, preoccupying with fault and blame, excelling at defensive "head skills" over emotional "heart skills", and appearing okay on the surface but being incredibly needy underneath.
Crisis counseling ii chapter 10 - children in crisisGlen Christie
This document provides information on ministering to children in crisis and grief situations. It discusses the nature of crisis and grief, common categories of crisis experienced by children such as abuse, substance abuse in the family, depression and suicide. It also outlines the phases of grief and guidelines for ministry to children experiencing grief and crisis.
Coping With Transitions Short Version Presented To Northwestern 12 08 1keasme
The document discusses adjustment disorders and strategies to help prevent and manage them. It defines adjustment disorders as short-term disturbances in response to an identifiable stressor. Common symptoms can include depressed mood, anxiety, behavioral changes, and physical problems. Risk factors include life stressors, personality traits, coping skills, and social support. Prevention strategies encourage healthy lifestyle habits, self-care, developing a support system, and seeking help from a healthcare provider if needed.
This document discusses emotional intelligence (EQ). It defines EQ as the ability to monitor one's own emotions and the emotions of others to guide thinking and behavior. EQ can increase over a person's lifetime, unlike IQ which remains fixed. EQ became popular due to research in the 1990s and a 1995 bestselling book. Abilities involved in EQ include self-awareness, self-regulation, empathy, and social skills. Higher EQ is associated with better leadership, relationships, and health. The document provides tips to increase self-awareness as the first step to raising one's EQ.
This document discusses bullying, including what it is, what causes it, different types of bullying, how to identify bullies, long term effects of bullying, why bullying is wrong, how to deal with bullies, what empathy is, and ways to apologize. It aims to educate students on these important topics related to bullying prevention and promoting kindness.
This document defines bullying and its various forms such as verbal, physical, cyber and social bullying. It identifies signs of bullies as dominant behavior and lack of empathy. Long term effects of bullying include depression, self-harm and possible suicide. The document recommends dealing with bullies by telling trusted adults, standing up for others, and saying no. It also defines empathy and provides ways to apologize such as stopping bullying and being kind.
Children from dysfunctional families often struggle and do not know how to get help. They may turn to substances, crime, or gangs to cope or find a sense of family and structure missing from their homes. Teachers and communities need to do more to identify signs of trouble in these children's homes and families and direct them to assistance. Left unsupported, these children are at risk for long-term negative consequences in their physical, mental, and social development.
AACC 2015 - Dr. Gregory Jantz's Media and Technology Addiction Presentation, ...Dr. Gregory Jantz
The document discusses emotional abuse and its effects on relationships. It identifies common signs of emotional abuse such as humiliation, threats, and manipulation. Emotional abuse can lead to lack of self-esteem, perfectionism, anger, and difficulty with intimacy. The role of spiritual abuse is also examined, with spiritual dependency arising from addressing core fears with love rather than fear. The brain's reward pathways are implicated in relationship dependency. Overall, the document analyzes how emotional and spiritual abuse impact relationships and identity.
This document provides information about grief counselling. It discusses what grief and mourning are, common causes of grief like death, divorce or job loss. It outlines some of the emotional, physical, behavioral, academic and social impacts of grief on children of different ages. It also discusses gender differences in expressing grief, stages of grief, healthy and unhealthy ways of coping, and tips for helping children cope with loss.
The document discusses children and grief, describing how children grieve differently than adults due to their cognitive and emotional development. It covers how children may experience magical thinking, challenges at different developmental stages including middle school youth, and the goals and structure of grief group counseling for children, including typical activities.
1) Dysfunctional families are characterized by members operating out of lies and misconceptions from the past that lead to wrong conclusions and decisions.
2) An example of a dysfunctional family is the "Bottle Family" with members fulfilling stereotypical roles like the addict, co-dependent spouse, hero child, scapegoat child, and lost child.
3) A deosfunctional family, in contrast, is one where the truth of God is present and His meaning guides all members, rather than their past experiences and misunderstandings.
We've all heard about dysfunctional families but it is hard to recognise one from the inside. This presentation looks at ten patterns you often see in a dysfuctional family. We look at some of the reasons families can become dysfunctional and some of the ways that kids learn to cope.
If you grew up in a dysfuctional family it doesn't mean that you have to repeat the same behaviours as you endured. It might take a bit of work but you can learn to be empathetic, supportive and loving towards your family members.
The document discusses child abuse, including definitions of physical, emotional, and neglect abuse. It notes that child abuse is often caused when parents take out their anger on children or were themselves abused. Victims of abuse can experience depression, anger, fear, and feelings of worthlessness. Suggested solutions include contacting emergency services if needed, calling abuse hotlines, listening supportively, having the child stay elsewhere temporarily, and telling others about the abuse.
The document discusses child abuse, including definitions of physical, emotional, and neglect abuse. It notes that child abuse is often caused when parents take out their anger on children or were themselves abused. Victims of abuse can experience depression, anger, fear, and feelings of worthlessness. Suggested solutions include contacting emergency services if needed, calling abuse hotlines, listening supportively, having the child stay elsewhere temporarily, and telling others about the abuse.
Parental Alienation Syndrome (PAS) refers to when one parent attempts to undermine the child's relationship with the other parent through various behaviors like badmouthing, scheduling activities during visitation times, or putting the child in an uncomfortable position by asking personal questions. If experiencing PAS attacks, it is important to take the high road by not stooping to the other parent's level, continue being a good role model, don't blame the child, keep trying to spend time with the child, and get legal help if visitation rights are being denied. The law firm Wall Legal Solutions has experience helping parents fight PAS for over 40 years.
This document provides advice on developing healthy relationships and navigating adolescence. It discusses the key aspects of healthy relationships, including mutual respect, trust, honesty, support, maintaining separate identities, and good communication. It also covers signs of unhealthy relationships, dealing with breakups, and making responsible choices. The overall message is that developing these relationship skills during teenage years can help with lifelong learning, communication, citizenship, and problem-solving.
Children who witness domestic violence suffer emotional and behavioral effects, according to this document. They may experience issues like low self-esteem, social withdrawal, depression, anxiety, anger, and confusion. Witnessing violence can disrupt children's eating, sleeping, and emotional/social behaviors. The impacts are greater with longer exposure to violence. Young children may show excessive irritability or regression. Teenagers risk isolation, relationship issues, and involvement in violent relationships. The document provides tips for caregivers to help children cope, like teaching conflict resolution, safety skills, and positive expression of emotions.
Gary struggled to let his wife Shirley take on a parental role with his children due to fears stemming from his previous marriage ending. In therapy, Gary realized he was subconsciously making Shirley jealous of his children to assure her commitment, which built resentment over time. When Gary addressed his underlying fears directly, both he and Shirley grew more confident in their marriage.
1. The document discusses various psychological concepts related to reactance, avoidance, and scarcity. It describes how reactance is a state of emotional reaction to perceived restrictions on freedom or choice.
2. Experiments are described that show how introducing or removing choice can impact how people value options. Restricting access to something can paradoxically increase how much people want it due to reactance.
3. Different strategies are proposed for dealing with reactance, such as acknowledging resistance, explaining restrictions, using fear appeals combined with efficacy messages, and giving choices to reduce reactance.
Peer pressure is the feeling that someone your own age group is influencing your choices. Peers are those of similar age who can exert influence on each other, especially teenagers exploring their identities. Peer pressure can lead to substance abuse as teenagers try to fit in and avoid feeling isolated through conformity. Bullying involves an imbalance of power and repeated negative actions against an individual.
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Unlimited Counseling CEUs for $59 https://www.allceus.com/
Specialty Certificate tracks starting at $89 https://www.allceus.com/certificate-tracks/
Live Webinars $5/hour https://www.allceus.com/live-interactive-webinars/
Patreon: https://www.patreon.com/CounselorToolbox
Pinterest: drsnipes
Examines codependency in terms of its function to help the codependent survive, identifies common cognitive pitfalls and proposes some basic interventions to get people started addressing their codependency issues.
This workshop will engage practitioners, educators, and researchers in exploring regional differences in adolescent romantic relationship characteristics, youth reflections on what they would like from programs including instruction on romantic relationships, and developmental neuroscience principles that can be used to help strengthen the application of relationships content in sexual health programming. Addressing romantic relationships embodies an adolescent development approach that is more holistic than focusing only on preventing sexually transmitted disease or pregnancy. Participants will have an opportunity for practical application by designing innovative strategies that can be incorporated into their programs.
Co-parenting walking the walk with your ex 1.2Kevin Karlson
This document outlines the format and content of a 4-week course on effective communication and co-parenting for divorced parents. Each weekly session includes relationship simulations, mini-lectures on topics like managing anger and resolving financial conflicts, and group discussions. Parents role-play high-conflict situations and receive coaching from others. The goal is to teach constructive communication skills and address psychological factors and "evil spirits" that damage relationships, while promoting forgiveness and cooperation for the sake of children's well-being.
This document outlines a proposal for an equine therapy program for individuals with mental illnesses at WindReach Farm. It discusses conducting a needs assessment, establishing program goals and a critical path, identifying facilities and equipment needs, staffing requirements, a public relations strategy, and budget. It also covers an implementation plan including safety legislation and an evaluation plan. Additionally, it provides a business plan for WindReach Farm, including a business profile, financial statements, and SWOT analysis. The overall purpose is to utilize horse therapy to promote emotional growth and wellness for those with mental health diagnoses.
The document provides guidance for completing a needs assessment for recreation programming in the town of Craigmont. It outlines why a needs assessment is important, including to develop goals, define problems, set priorities, prove competence, understand public opinion, and stimulate community support. It discusses selecting relevant information, creating a research plan, appropriate research methods, and presenting results. The needs assessment will help the Social Planning Council understand what supports aging residents of Craigmont need, such as an Adult Day Program, given the town's growing senior population and limited existing services. Completing the assessment properly is important to gain support and funding to improve programs and facilities for seniors in the community.
This document discusses emotional intelligence (EQ). It defines EQ as the ability to monitor one's own emotions and the emotions of others to guide thinking and behavior. EQ can increase over a person's lifetime, unlike IQ which remains fixed. EQ became popular due to research in the 1990s and a 1995 bestselling book. Abilities involved in EQ include self-awareness, self-regulation, empathy, and social skills. Higher EQ is associated with better leadership, relationships, and health. The document provides tips to increase self-awareness as the first step to raising one's EQ.
This document discusses bullying, including what it is, what causes it, different types of bullying, how to identify bullies, long term effects of bullying, why bullying is wrong, how to deal with bullies, what empathy is, and ways to apologize. It aims to educate students on these important topics related to bullying prevention and promoting kindness.
This document defines bullying and its various forms such as verbal, physical, cyber and social bullying. It identifies signs of bullies as dominant behavior and lack of empathy. Long term effects of bullying include depression, self-harm and possible suicide. The document recommends dealing with bullies by telling trusted adults, standing up for others, and saying no. It also defines empathy and provides ways to apologize such as stopping bullying and being kind.
Children from dysfunctional families often struggle and do not know how to get help. They may turn to substances, crime, or gangs to cope or find a sense of family and structure missing from their homes. Teachers and communities need to do more to identify signs of trouble in these children's homes and families and direct them to assistance. Left unsupported, these children are at risk for long-term negative consequences in their physical, mental, and social development.
AACC 2015 - Dr. Gregory Jantz's Media and Technology Addiction Presentation, ...Dr. Gregory Jantz
The document discusses emotional abuse and its effects on relationships. It identifies common signs of emotional abuse such as humiliation, threats, and manipulation. Emotional abuse can lead to lack of self-esteem, perfectionism, anger, and difficulty with intimacy. The role of spiritual abuse is also examined, with spiritual dependency arising from addressing core fears with love rather than fear. The brain's reward pathways are implicated in relationship dependency. Overall, the document analyzes how emotional and spiritual abuse impact relationships and identity.
This document provides information about grief counselling. It discusses what grief and mourning are, common causes of grief like death, divorce or job loss. It outlines some of the emotional, physical, behavioral, academic and social impacts of grief on children of different ages. It also discusses gender differences in expressing grief, stages of grief, healthy and unhealthy ways of coping, and tips for helping children cope with loss.
The document discusses children and grief, describing how children grieve differently than adults due to their cognitive and emotional development. It covers how children may experience magical thinking, challenges at different developmental stages including middle school youth, and the goals and structure of grief group counseling for children, including typical activities.
1) Dysfunctional families are characterized by members operating out of lies and misconceptions from the past that lead to wrong conclusions and decisions.
2) An example of a dysfunctional family is the "Bottle Family" with members fulfilling stereotypical roles like the addict, co-dependent spouse, hero child, scapegoat child, and lost child.
3) A deosfunctional family, in contrast, is one where the truth of God is present and His meaning guides all members, rather than their past experiences and misunderstandings.
We've all heard about dysfunctional families but it is hard to recognise one from the inside. This presentation looks at ten patterns you often see in a dysfuctional family. We look at some of the reasons families can become dysfunctional and some of the ways that kids learn to cope.
If you grew up in a dysfuctional family it doesn't mean that you have to repeat the same behaviours as you endured. It might take a bit of work but you can learn to be empathetic, supportive and loving towards your family members.
The document discusses child abuse, including definitions of physical, emotional, and neglect abuse. It notes that child abuse is often caused when parents take out their anger on children or were themselves abused. Victims of abuse can experience depression, anger, fear, and feelings of worthlessness. Suggested solutions include contacting emergency services if needed, calling abuse hotlines, listening supportively, having the child stay elsewhere temporarily, and telling others about the abuse.
The document discusses child abuse, including definitions of physical, emotional, and neglect abuse. It notes that child abuse is often caused when parents take out their anger on children or were themselves abused. Victims of abuse can experience depression, anger, fear, and feelings of worthlessness. Suggested solutions include contacting emergency services if needed, calling abuse hotlines, listening supportively, having the child stay elsewhere temporarily, and telling others about the abuse.
Parental Alienation Syndrome (PAS) refers to when one parent attempts to undermine the child's relationship with the other parent through various behaviors like badmouthing, scheduling activities during visitation times, or putting the child in an uncomfortable position by asking personal questions. If experiencing PAS attacks, it is important to take the high road by not stooping to the other parent's level, continue being a good role model, don't blame the child, keep trying to spend time with the child, and get legal help if visitation rights are being denied. The law firm Wall Legal Solutions has experience helping parents fight PAS for over 40 years.
This document provides advice on developing healthy relationships and navigating adolescence. It discusses the key aspects of healthy relationships, including mutual respect, trust, honesty, support, maintaining separate identities, and good communication. It also covers signs of unhealthy relationships, dealing with breakups, and making responsible choices. The overall message is that developing these relationship skills during teenage years can help with lifelong learning, communication, citizenship, and problem-solving.
Children who witness domestic violence suffer emotional and behavioral effects, according to this document. They may experience issues like low self-esteem, social withdrawal, depression, anxiety, anger, and confusion. Witnessing violence can disrupt children's eating, sleeping, and emotional/social behaviors. The impacts are greater with longer exposure to violence. Young children may show excessive irritability or regression. Teenagers risk isolation, relationship issues, and involvement in violent relationships. The document provides tips for caregivers to help children cope, like teaching conflict resolution, safety skills, and positive expression of emotions.
Gary struggled to let his wife Shirley take on a parental role with his children due to fears stemming from his previous marriage ending. In therapy, Gary realized he was subconsciously making Shirley jealous of his children to assure her commitment, which built resentment over time. When Gary addressed his underlying fears directly, both he and Shirley grew more confident in their marriage.
1. The document discusses various psychological concepts related to reactance, avoidance, and scarcity. It describes how reactance is a state of emotional reaction to perceived restrictions on freedom or choice.
2. Experiments are described that show how introducing or removing choice can impact how people value options. Restricting access to something can paradoxically increase how much people want it due to reactance.
3. Different strategies are proposed for dealing with reactance, such as acknowledging resistance, explaining restrictions, using fear appeals combined with efficacy messages, and giving choices to reduce reactance.
Peer pressure is the feeling that someone your own age group is influencing your choices. Peers are those of similar age who can exert influence on each other, especially teenagers exploring their identities. Peer pressure can lead to substance abuse as teenagers try to fit in and avoid feeling isolated through conformity. Bullying involves an imbalance of power and repeated negative actions against an individual.
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Unlimited Counseling CEUs for $59 https://www.allceus.com/
Specialty Certificate tracks starting at $89 https://www.allceus.com/certificate-tracks/
Live Webinars $5/hour https://www.allceus.com/live-interactive-webinars/
Patreon: https://www.patreon.com/CounselorToolbox
Pinterest: drsnipes
Examines codependency in terms of its function to help the codependent survive, identifies common cognitive pitfalls and proposes some basic interventions to get people started addressing their codependency issues.
This workshop will engage practitioners, educators, and researchers in exploring regional differences in adolescent romantic relationship characteristics, youth reflections on what they would like from programs including instruction on romantic relationships, and developmental neuroscience principles that can be used to help strengthen the application of relationships content in sexual health programming. Addressing romantic relationships embodies an adolescent development approach that is more holistic than focusing only on preventing sexually transmitted disease or pregnancy. Participants will have an opportunity for practical application by designing innovative strategies that can be incorporated into their programs.
Co-parenting walking the walk with your ex 1.2Kevin Karlson
This document outlines the format and content of a 4-week course on effective communication and co-parenting for divorced parents. Each weekly session includes relationship simulations, mini-lectures on topics like managing anger and resolving financial conflicts, and group discussions. Parents role-play high-conflict situations and receive coaching from others. The goal is to teach constructive communication skills and address psychological factors and "evil spirits" that damage relationships, while promoting forgiveness and cooperation for the sake of children's well-being.
This document outlines a proposal for an equine therapy program for individuals with mental illnesses at WindReach Farm. It discusses conducting a needs assessment, establishing program goals and a critical path, identifying facilities and equipment needs, staffing requirements, a public relations strategy, and budget. It also covers an implementation plan including safety legislation and an evaluation plan. Additionally, it provides a business plan for WindReach Farm, including a business profile, financial statements, and SWOT analysis. The overall purpose is to utilize horse therapy to promote emotional growth and wellness for those with mental health diagnoses.
The document provides guidance for completing a needs assessment for recreation programming in the town of Craigmont. It outlines why a needs assessment is important, including to develop goals, define problems, set priorities, prove competence, understand public opinion, and stimulate community support. It discusses selecting relevant information, creating a research plan, appropriate research methods, and presenting results. The needs assessment will help the Social Planning Council understand what supports aging residents of Craigmont need, such as an Adult Day Program, given the town's growing senior population and limited existing services. Completing the assessment properly is important to gain support and funding to improve programs and facilities for seniors in the community.
The document discusses avoiding being locked into a single cloud provider by adopting a hybrid cloud approach. It summarizes Walmart's scale and use of open source technologies like OpenStack and OneOps to manage infrastructure across 30+ cloud regions. It then explains how Walmart achieved a hybrid cloud through continuous lifecycle management, cloud portability, and control of environments across public and private infrastructures. Finally, it emphasizes the benefits of a hybrid cloud approach for speed, scale, and flexibility across cloud platforms.
The Digital Repository @ Iowa State University provides free public access to research, scholarship, and creative works from Iowa State University. It contains journal articles, theses, presentations, and more. Content is optimized for search engines and included in library catalogs worldwide, providing visibility and impact. The repository has over 13,000 items and 1.3 million downloads, demonstrating its reach within and beyond the university community. It also offers faculty profile pages, image galleries, and publishing journals and conference proceedings to further extend the impact of design work.
This short document promotes creating presentations on Haiku Deck and sharing them on SlideShare. It includes photos from three photographers and a call to action encouraging the reader to get started making their own Haiku Deck presentation.
This document contains contact information for Luis Monsalve Alarcon including his email address alejandromonsalve23@hotmail.com. It lists his name and email address three separate times.
The document analyzes different perspectives on the American Dream through examining essays and events. It discusses how the American Dream shapes one's reality and goals but can never be fully achieved. The Dream is an eternal struggle between idealism and practicality. This is exemplified through the violence at the 1960s Altamont concert, where the counterculture's vision of the Dream collided with reality. While the Dream is immortal, it faces recurring agony each time it is resurrected as idealism clashes with the constraints of the real world.
Using APEX to Integrate Financial Projections into an OBIEE DashboardTeal Sexton
Slide deck including demo videos from award winning Kscope conference presentation on using Oracle Application Express to make data available upon immediate refresh in OBIEE. Content relevant to business, functional and technical professionals in the Oracle BI and Data Warehousing or APEX space.
This document summarizes a study on the rice gene PAY1 and its effects on plant architecture. PAY1 was identified through mutagenesis of a wild rice introgression line. The PAY1 mutant showed changes to traits like plant height, tiller number, and panicle morphology. PAY1 was mapped and cloned, found to encode a protein that regulates polar auxin transport. Overexpression of PAY1 in the introgression line replicated the mutant phenotype. Introduction of PAY1 into an elite rice variety through backcrossing improved plant architecture and increased yield. The identification of PAY1 provides insights into molecular mechanisms of plant architecture and a tool for breeding higher-yielding rice varieties through modification of architecture.
This resume summarizes the graphic design, illustration, and administrative experience of Jess Holguin. It includes experience designing brochures, magazines, identity manuals, book covers, and more for organizations like the Bronx Council on the Arts. Education includes an A.A.S. in Digital Arts and Graphic Design from Bronx Community College. Skills include Adobe software, organization, communication, and the ability to work with diverse groups. Contact information and a career objective are also provided.
Potenciales del membrana y potenciales de accionHouses Fernandez
El documento resume los conceptos fundamentales de los potenciales de membrana y de acción. Explica que los potenciales de membrana se producen por diferencias de concentración iónica a ambos lados de la membrana, y que los potenciales de acción se generan por la apertura y cierre secuencial de canales iónicos. También describe cómo la bomba sodio-potasio mantiene el potencial de reposo y cómo la conducción saltatoria aumenta la velocidad de transmisión en las fibras mielinizadas.
Tim Sweeney, Licensed Clinical Social, presents The Special Needs Family as part of the 2009 Spring Brown Bag Autism series at the University of Mary Washington.
Domestic Violence and Its Impact On The Developing ChildHealth Easy Peasy
This document discusses the impact of domestic violence on children and youth of different ages. It describes how infants and toddlers can be affected by experiencing loud noises and tension at home, and how this can negatively impact attachment and development. Pre-schoolers may learn unhealthy ways to express emotions and gender roles from witnessing violence. School-aged children may blame themselves and experience mental health issues. Teenagers are at risk for premature independence, peer problems, and continuing the cycle of violence into their own relationships as adults. The document provides strategies for helping children cope and promoting their healthy development despite exposure to domestic violence.
Parenting Skills For Adult Survivors of Childhood Sexual AbuseHealth Easy Peasy
This document discusses parenting skills for adult survivors of childhood sexual abuse. It provides statistics on childhood sexual abuse, common long-term effects on survivors, and treatment goals. Treatment approaches covered include safety planning, psychoeducation, cognitive processing, building self-esteem and relationships, and creating a trauma narrative. The document also discusses working with non-offending parents/caregivers, including helping them understand and support a child who has been abused.
This document discusses family relationships and communication. It provides advice on listening skills, boundaries, stages of change, and strategies for helping family members make positive changes. The key points are:
1) Effective family communication requires talking, listening, expressing feelings, adapting to change, and spending quality time together. Listening skills like asking open-ended questions and reflecting feelings are important.
2) Setting boundaries regarding physical, emotional, and spiritual interactions helps define appropriate relationships. Ambivalence about changes needs to be explored to increase commitment.
3) The stages of change include identifying issues, learning skills, and getting needs met. Resistance can be overcome by asking evocative questions, exploring goals and values, and coming alongside
This document summarizes research on the effects of military deployment on children and families, including the development of post-traumatic stress disorder (PTSD). It discusses signs of separation anxiety in children during a parent's deployment. It also addresses how deployments impact families and relationships, and the high rates of PTSD among female veterans and its effects on relationships and family functioning.
This document provides an agenda and slides for a training on supporting children exposed to domestic violence. The training covers:
- The effects of domestic violence on children and how it can impact their development, behavior, and emotions.
- Factors that influence how children are impacted such as their age, gender, relationship to the abusive parent, and presence of other supportive adults.
- Strategies for resource parents to support children affected by domestic violence, such as creating structure, validating children's feelings, and modeling healthy relationships.
Connect power point presentation(1) (1)Fakru Bashu
This document provides an agenda and slides for a training on supporting children exposed to domestic violence. The training covers topics like the effects of domestic violence on children, parenting and supporting children affected by domestic violence, and how resource families can help promote children's healing. Key points emphasized are that children experience domestic violence in different ways depending on factors like their age, gender, and presence of supportive adults. Resource parents can support children by creating structure, validating feelings, and modeling healthy relationships.
Helping Children Cope with Grief and Loss: A Guide for CaregiversKaitlynJones26
This is a guide my group created to be used by Shani Thornton, a registered CCLS in California. This guide walks caregivers through the difficult task of navigating their child's experience with grief while giving information on how to talk to the child, developmentally appropriate responses to loss, and a list of children's books that may be helpful in guiding their child.
This document provides an overview of the life and work of John Bowlby, a pioneering British psychiatrist and psychoanalyst. It summarizes that Bowlby graduated from Cambridge in 1928, worked with maladjusted children, and published influential papers on juvenile delinquency and family therapy in the 1940s and 1950s. It notes that he developed attachment theory, which posits that early relationships with caregivers shape later relationships, and explored the effects of separation on children. The document outlines Bowlby's conceptualization of attachment behaviors and internal working models, and the influence of his work on researchers like Mary Ainsworth and others who built upon and tested his theories.
This document provides an overview of the career and contributions of John Bowlby, a pioneering British psychiatrist and psychoanalyst. It notes that he graduated from Cambridge in 1928, worked with maladjusted children, and published his first paper on juvenile thieves in 1944. After World War II, he worked at the Tavistock Clinic and published influential papers on family therapy and attachment theory. His 1969 book Attachment established his theory that early relationships with caregivers shape later relationships and development. The document outlines Bowlby's concepts of attachment behaviors, internal working models, and the importance of caregivers as a secure base. It also summarizes later research inspired by his work.
The document discusses coping with tragic events in the news and addressing concerns that these events may cause. It provides guidance on talking to children and students about tragedies and signs of concerning behaviors. While mental illness is associated with violence in some cases, it is not a reliable predictor on its own. The document recommends open communication, reassuring children about safety, focusing on helpers after tragedies, and self-care strategies like exercise and talking to a counselor to manage anxiety.
Talking to your children and young people about Familial Alzheimer's/Frontote...Jessica Collins
Alison Metcalfe presented her research on talking to children and young people about Familial Alzheimer's Disease and Familial Frontotemporal Dementia.
Talking to your children and young people about Familial Alzheimer's/Frontote...RareDementiaSupport
Alison Metcalfe gave a presentation about her research into talking to your children and young people about Familial Alzheimer's/Frontotemporal Dementia
This is my keynote from the 2008 Wayne County Head Start Healthy Marriage Initiative. I used material from the PREP program and my own experiance with my clients
This document discusses ministering to children in crisis and grief situations. It covers the nature of crisis and grief, the phases of grief, and guidelines for ministry. Specific crises covered include child maltreatment, substance abuse in the family, depression and suicide, divorce and separation, children and violence, and death and bereavement. Risk factors, signs, and intervention strategies are provided for each crisis.
The document discusses several legal and ethical concerns regarding working with children affected by divorce. Therapists may be asked to take on roles in divorce and custody issues and must consider confidentiality. They may also be called to testify in custody hearings. As a witness, a therapist provides factual information about the child's therapy and treatment, but acts as an unbiased source of information rather than an advocate for either parent. The limits of therapist testimony are defined by evidentiary rules regarding lay versus expert witnesses.
Definition of Grief. Review of 5 stages of grief by Elisabeth Kubler-Ross. Ways we can help youth who are greiving. How to make separation or loss easier.
This document provides guidance for educators on supporting students dealing with grief, loss, trauma, and other difficult experiences. It discusses types of loss students may face, how loss can affect them, strategies for addressing common reactions, and ideas for classroom activities and memorials. Key recommendations include listening without judgment, maintaining routines, acknowledging emotions, and connecting grieving students to support networks.
This document discusses mental health issues affecting Muslims and provides strategies for improving well-being. It notes that mental health problems can shorten life expectancy and that religiosity may protect Muslim youth from anxiety and depression. The document advocates getting rid of the stigma around therapy and provides exercises like deep breathing to reduce stress. Family roles, boundaries, and developing positivity versus criticism within relationships are addressed as important influences on mental health. Resources for further information are also included.
Similar to 14174_PTSD and Family Relationships_VHA Caregiver Training (20)
2. What best describes your relationship with the Veteran for
whom you are caring?
A. Parent
B. Spouse/Partner
C. Child
D. Sibling
E. Friend
F. Other Family Member
Poll Question
3. Knowing You’re Not Alone
Hope for the Future
Supporting Veterans, Caregivers,
and Their Families
5. Poll Results
What best describes your relationship with the Veteran for
whom you are caring?
A. Parent
B. Spouse/Partner
C. Child
D. Sibling
E. Friend
F. Other Family Member
6. Poll Results
What best describes your relationship with the Veteran for
whom you are caring?
A. Parent
B. Spouse/Partner
C. Child
D. Sibling
E. Friend
F. Other Family Member
8. Avoidance
Afraid to address what
happened to them
Family members fearful of
examining the event
9. Reactions
Knowing that something terrible can happen
can make people feel fearful
Trauma reactions change how a survivor
feels and acts
This change affects everyone in the family
Very often trauma survivors feel “on edge” due
to preoccupation with staying safe
10. Interplay of Reactions
Family members often feel upset that their
loved one has gone through a trauma
How the trauma survivor and family
member communicate about their
reactions is important
“She thinks I’m weak”
“He is always withdrawn from us”
11. The following are forms of relational stress that are
commonly experienced. Have you experienced any of the
following in your relationship?
A. Arguments and feeling on edge
B. Feeling cut off and lonely
C. Feelings of guilt, anger or embarrassment
D. Fearful of moving forward with activities you are
interested in
E. Several or all of the above
Poll Question
12. Guidance for
Caregivers
Be cautious about showing doubt about Veteran’s story
Be cautious about asking interrogative questions
13. “I am sorry that this has
happened to you.”
“You are not alone,” or
“This has happened to
other Veterans.”
“That must have been
very frightening.”
DO
express care and concern:
normalize trauma
reactions, say things like:
validate the experience:
14. The following are forms of relational stress that are
commonly experienced. Have you experienced any of the
following in your relationship?
A. Arguments and feeling on edge
B. Feeling cut off and lonely
C. Feelings of guilt, anger or embarrassment
D. Fearful of moving forward with activities you are
interested in
E. Several or all of the above
Poll Results
15. The following are forms of relational stress that are
commonly experienced. Have you experienced any of the
following in your relationship?
A. Arguments and feeling on edge
B. Feeling cut off and lonely
C. Feelings of guilt, anger or embarrassment
D. Fearful of moving forward with activities you are
interested in
E. Several or all of the above
Poll Results
16. &Relationship Dangers
High divorce rates
Increased risk of partner
and child abuse
Risk to partner’s mental
health
PTSD
17. “We” versus “You” Approach to PTSD
Communal coping—associated with healthier
relationships—How “we” deal with problems
Communal view—coping with problems as “We”
Communication—“On the same page” about
problems
Communal action—Partners discuss and both take
action in addressing problems
Communal coping
Associated with healthier
relationships—How “we” deal with
problems
Communal view Coping with problems as “We”
Communication “On the same page” about problems
Communal action
Partners discuss and both take
action in addressing problems
19. Listening Empathy
Hearing the other
person out
“We” approach to
problem solving
It may be the
PTSD, it may not
“Walk a mile in
someone else’s
shoes”
Respect &
24. You know your Veteran and child the best
Take into account your child’s age and development
You
Know
Best
25. What impact can PTSD
symptoms have on
parenting?
What may a child’s
experience of these
symptoms be?
Impact of PTSD on
Parenting and the Child’s
Experience
27. A research study with married OEF/OIF Veterans who
were referred to mental health treatment in VA found …
reported difficulty
reintegrating with
their family
75%
(Sayers, Farrow, Ross, & Oslin, 2009)
28. felt “like a
guest within
their home”
41%
A research study with married OEF/OIF Veterans who
were referred to mental health treatment in VA found …
(Sayers, Farrow, Ross, & Oslin, 2009)
29. A research study with married OEF/OIF Veterans who
were referred to mental health treatment in VA found …
reported “their
children acting afraid
or not being warm
towards them”
25%
(Sayers, Farrow, Ross, & Oslin, 2009)
30. Parenting difficulties were greater
among Veterans with PTSD
(Sayers, Farrow, Ross, & Oslin, 2009)
A research study with married OEF/OIF Veterans who
were referred to mental health treatment in VA found …
31. Does your family talk about your Veteran’s
PTSD or mental health concerns?
A. Yes
B. No
Poll Question
32. If you’re like a lot of
families, NO one talks
about it.
33. Barriers to talking with children about PTSD
You don’t know how to explain it to your children
Talking about it is painful
You feel shame, guilt, and embarrassment
You worry about how your child will perceive you
You are afraid your children may tell others
34. Poll Results
Does your family talk
about your Veteran’s
PTSD or mental
health concerns?
A. Yes
B. No
35. Poll Results
Does your family talk
about your Veteran’s
PTSD or mental
health concerns?
A. Yes
B. No
37. How to prepare…
Discuss what/when/how
openly with your Veteran
Do your homework
38. Regularly open
the discussion
Timing is
everything
Encourage
children to ask
questions and
share feelings
39. Be hopeful yet honest
Start the conversation
Encourage sharing and
Be aware of your and
your Veteran’s feelings
Pay attention to your
child’s reaction
Starting the conversation …
slowly
questions
40. Avoid sharing details
of Veteran’s
traumatic event(s)
Help child
understand specific
symptoms and how
to cope
41. Daddy feels uncomfortable in large
groups. That’s why we take two cars
when we go to
family gatherings –
it allows him to
leave early if he
wants to.
“
42. Mommy is really sad today. She wants to come
to your soccer game tonight, but doesn’t feel well
enough to come. I bet she’ll look forward to
hearing the details when you get home and I’ll
be sure to take some pictures! I know you may
feel disappointed – she does too! Depression
can be tough for all of us.
“
43. Talking to your child…
“You cannot ‘catch’ PTSD”
“Many helpful treatments available”
“You are not to blame”
“I don’t have all the answers”
44. What are some red flags
that I may need
to explore
professional help
for my child?
45. Comments about self-harm
Aggressive / violent behavior
Admission to psychiatric unit
Inability to maintain
employment/schooling
Severe depression/
withdrawal
VETERAN Red Flags
46. Comments about hurting self or others
Depression/Anxiety
Regressive behaviors
Increased clinginess and crying
Aggressive behavior
Changes in sleeping/eating/weight/energy
Changes in school behavior
CHILD Red Flags
47.
48. Avoiding isolation
Maintaining a social life
Maintaining pleasant activities
Sleep, diet, exercise
Spirituality
Self-CareCaregiver
50. Being a parent is
challenging
PTSD affects everyone
It is important to talk to
your children about it
Maintain family routines,
rituals, one-on-one time
Self care is important to
get yourself through the
tough times
Ask for help
Caregiver Support Coordinator
www.caregiver.va.gov
P1: remind audience that poll is completely anonymous
Engaging
Building trust and safety
Support
Network
How each family member impacted by PTSD
How you might handle different situations that come up
Adult/couple communication, summarizing in relationship to Vet and Caregiver
Move outside energy that PTSD creates in home and care for selves
P1: remind audience that poll is completely anonymous
P1: remind audience that poll is completely anonymous
Brief statement about this section
If the trauma is associated with shame (for example, rape), they won’t talk about the event
P1: remind audience that poll is completely anonymous
Arguments
Caregiver feels cut off, lonely
Feelings of guilt, anger, embarrassment
Caregiver curtails activities
Caregiver on edge
Difficulty focusing on conversations, remembering leads to arguments
Caregiver at risk for distress
Do not appear to doubt or disbelieve the Veteran’s account of what happened.
Do not ask questions or make statements that suggest that you hold the Veteran responsible for traumatic experiences, like: “What were you doing in a place like that?”
Do express your care and concern: “I am sorry that this has happened to you.”
Do normalize trauma reactions, say things like: “You are not alone,” or “This has happened to other Veterans.”
Do validate the experience: “That must have been very frightening.”
Arguments
Caregiver feels cut off, lonely
Feelings of guilt, anger, embarrassment
Caregiver curtails activities
Caregiver on edge
Difficulty focusing on conversations, remembering leads to arguments
Caregiver at risk for distress
CLICK TO NEXT SLIDE - DO NOT DELETE
Concepts, not definitions
Assertiveness is a key component of communicating effectively
Passive VS Assertive VS Aggressive—what’s the difference?
Assertiveness = Respecting yourself by communicating your needs while also respecting the rights and needs of the other person
Hearing the other person out
“We” approach to problem solving
It may be the PTSD, it may not
“Walk a mile in someone else’s shoes”
Respect
Verbal
Ask clarifying questions
Paraphrasing—telling the speaker what you heard
Tone of voice
Non-verbal
Body language—leaning forward slightly, legs uncrossed
Attentiveness—not looking at the clock or fidgeting
Eye contact with the speaker
Facial expressions—smiling, looking interested, appropriate reactions to topics
Multiple slides
Take a time out! This allows both partners to calm down and collect their thoughts. But there are rules:
Have a code word or sign for taking a time out
Set a specific time to reconnect and continue the discussion. This should be within 24 hours of initiating the time out
Develop these guidelines for taking a time out with your partner before the first time you use it
Multiple slides
Take a time out! This allows both partners to calm down and collect their thoughts. But there are rules:
Have a code word or sign for taking a time out
Set a specific time to reconnect and continue the discussion. This should be within 24 hours of initiating the time out
Develop these guidelines for taking a time out with your partner before the first time you use it
PTSD can have ripple effects on all parts of the family [image of mobile?]
Now we’re going to shift our focus to your role as parent. May include some tips that will be helpful for your veteran as a parent, but focus is primarily on you as caregiver. We hope to Encourage reflection about what it may be like for your veteran to effectively parent in light of his/her symptoms of PTSD
Consider how your child may respond to the PTSD symptoms in your veteran
Provide some tips about talking with your children about PTSD
Information presented today based on our research and combined over 50 years of clinical experience.
However, YOU know your veteran and your child the best, and the general ideas may not apply to your situation. Take what is helpful and don’t worry about the rest!
All of these ideas must take into account your child’s age and development.
Consider the following common symptoms of PTSD
High levels of anxiety
Discomfort in crowds
Hypervigilance (“on edge”)
What impact can they have on parenting?
What may a child’s experience of these symptoms be?
Depression
Emotional Numbing
Irritability (general low-level frustration)
Anger outbursts
Panic attacks
Every veteran, child, and family is unique….but it’s helpful to consider how tough it can be to be a good parent when struggling with mental health symptoms, as well as some common kid reactions.
A research study with married OEF/OIF veterans who were referred to mental health treatment in VA:
75% reported difficulty reintegrating with their family
41% felt “like a guest within their home,”
25% reported “their children acting afraid or not being warm towards them,”
Parenting difficulties were greater among veterans with PTSD. (Sayers, Farrow, Ross, & Oslin, 2009).
A research study with married OEF/OIF veterans who were referred to mental health treatment in VA:
75% reported difficulty reintegrating with their family
41% felt “like a guest within their home,”
25% reported “their children acting afraid or not being warm towards them,”
Parenting difficulties were greater among veterans with PTSD. (Sayers, Farrow, Ross, & Oslin, 2009).
A research study with married OEF/OIF veterans who were referred to mental health treatment in VA:
75% reported difficulty reintegrating with their family
41% felt “like a guest within their home,”
25% reported “their children acting afraid or not being warm towards them,”
Parenting difficulties were greater among veterans with PTSD. (Sayers, Farrow, Ross, & Oslin, 2009).
A research study with married OEF/OIF veterans who were referred to mental health treatment in VA:
75% reported difficulty reintegrating with their family
41% felt “like a guest within their home,”
25% reported “their children acting afraid or not being warm towards them,”
Parenting difficulties were greater among veterans with PTSD. (Sayers, Farrow, Ross, & Oslin, 2009).
Confusion (I don’t understand it, how can I explain it to my children?)
Talking about it brings back bad memories and is painful
Shame/guilt/embarrassment
Fear being seen as “weak” and losing child’s respect
Fear they may tell other people
What else?
CLICK TO NEXT SLIDE - DO NOT DELETE
However, children (all people, actually!) fear what they do not understand.
Children tend to be very perceptive. They know something is going on
They make up reasons for upsetting situations, often blaming themselves
So…we strongly encourage direct communication with children about mental health issues.
Discuss openly with your veteran regarding what/when/how to talk with your kids. It’s best if it can be an entire family conversation.
Do your homework (reading, talk with your doctor or trusted friends, check out resources) to help be prepared
This will not be a one-shot conversation. Regularly open the discussion, encouraging your children to ask questions and share feelings as they arise.
Pick a good time for the conversations. As they say, timing is everything!
Be hopeful yet honest with your children.
Start the conversation slowly. Avoid sharing more than one or two ideas at a time
Encourage your child’s open and honest expression of worries, feelings, and questions.
If you or your veteran become overwhelmed and experiencing very strong emotions, you may want to take a break, calm down, and continue the discussion later
If your child starts becoming tearful, quiet, or scared, pay attention! He/she is telling you something! Stop sharing information and check in with him/her.
Helpful messages to share with your children
Avoid sharing details of the veteran’s traumatic event(s); doing so can upset and confuse the child
Help the child to understand the veteran’s specific symptoms and how the child can cope when the veteran is struggling
Note that the child cannot “catch” PTSD – it is not contagious!
Emphasize that there are many helpful treatments available (you may share if you/your veteran are getting help)
Tell your children that that they are not to blame – they didn’t do anything wrong
It’s ok to say you don’t have all the answers!
Red flags for when your child may need additional support
Although some children whose parent has PTSD develop anxiety or sadness themselves, most do well. Many children have layers of support-you as a caregiver, teachers, coaches, ministers/clergy, counselors, etc.
However, you may want to consider exploring professional help (counseling) if these situations arise:
Examples of Specific Veteran Behaviors that can Be Especially Difficult for Children:
Comments about self-harm
Aggressive / violent behavior (to pets, children, partner, household items, etc.)
Veteran is admitted to psychiatric unit
Veteran is unable to maintain employment/schooling (cannot engage in roles)
Severe depression resulting in significant withdrawal from family activities
Sample Child Behaviors that may Indicate they could benefit from professional help
Any comments about harming him/herself or others
Signs of depression or anxiety
Regression (e.g., wetting the bed long after they have passed this stage)
Significant increase in clinginess or crying
Aggressive behavior (to siblings, household items, peers, parents, pets)
Considerable changes in sleeping, eating, weight, or energy levels
Change in school behavior (grades, behavior problems, etc.)
NOTE: These behaviors may reflect distress in your child. However, remember they may be related to a variety of issues, not solely the veteran’s PTSD.
Fostering close relationships with children
Continue family traditions, discipline, and structure
Spend a few minutes of one-on-one time with each child on a daily basis.
Play with your children at their level, doing the activities they most enjoy.
Instill a sense of being loved by both parents / caregivers
Foster supportive relationships between the children and people outside the immediate family.
Being a good parent means taking care of yourself!
Make time for regular physical exercise.
Eat a balanced diet and try to get adequate sleep (7-8 hours per night).
Work to create some alone time every day.
Practice regular relaxation techniques, such as deep breathing, prayer/meditation, and muscle relaxation.
Get active in your own hobbies.
Commit to working on relationships with people that matter to you
Dedicate time, effort and energy to your relationship with your veteran. You are modeling healthy relationships for your children..
Connect with supportive friends and family members. Although exchanging text messages and chatting on Facebook can be great, there’s nothing like spending quality time together, even if it’s just a short chat over coffee. You need people who affirm you and can support you in the sometimes challenging journey of parenting
Engage in spiritual practices/activities and church/house of worship activities if that is meaningful for you.
**play on words about rewriting your story? Or new chapters? Or turning a new page?
Being a parent is challenging, and can be even tougher when a family member is dealing with PTSD or other mental health concerns.
PTSD can have ripple effects on family relationships. Children can respond in a variety of ways.
At some level, your children can sense/tell when family members are struggling. It’s important to TALK about it (at a level appropriate for your children!).
Work to keep a strong relationship with your children through regular special time, consistent family routines and rituals
Everyone has tough days, mental health issues or not! There are many things you can do to help yourself get through the rough patches.
If you and your child are struggling, ask for help! It’s much easier to get back on the “right” path when your difficulties are small than when they’ve spun out of control.