Common Problems
Common Problems
Articles
Fearful: How to Prevent
2009-05-29 21:58:00
Prepare for Coping with StressChildhood should be a time of continuous preparation for coping with any type of problem, particularly stress. There should be ample amounts of explanation, reassurance, and forewarning of possible difficulties. Sexual maturation (body hair, menstruation, nocturnal emission) how to handle both feelings and events; it is a natural means of learning how to handle fear. Acting out fears is often a relieving experience. Water games lead to more familiarity with water, and any aroused fear can be a handled in the play situation. Pretend games help children of all ages act out satisfying and constructive means of handling new feelings and the accompanying stress. It is very effective when traumas are anticipated and children are prepared properly. Discussions can take place, or young children can play act what the traumatic event might be like. Children's books are available which describe positive handling by children of operations, death of a relative or pet,
2009-05-29 21:58:00
Prepare for Coping with StressChildhood should be a time of continuous preparation for coping with any type of problem, particularly stress. There should be ample amounts of explanation, reassurance, and forewarning of possible difficulties. Sexual maturation (body hair, menstruation, nocturnal emission) how to handle both feelings and events; it is a natural means of learning how to handle fear. Acting out fears is often a relieving experience. Water games lead to more familiarity with water, and any aroused fear can be a handled in the play situation. Pretend games help children of all ages act out satisfying and constructive means of handling new feelings and the accompanying stress. It is very effective when traumas are anticipated and children are prepared properly. Discussions can take place, or young children can play act what the traumatic event might be like. Children's books are available which describe positive handling by children of operations, death of a relative or pet,
Fearful: Reason Why
2009-05-29 03:57:00
Traumatic ExperiencesTraumas occur when mental stress or physical injury result in more than momentary fear. Children feel helpless and not prepared to cope with events. The result is residual fear that may become more intense and last for some period of time. There are many situations that can trigger off this type of fear. Some are obvious and well known while others are relatively subtle. For example, being bitten or menaced by an animal may cause specific fear of that animal, fear of all animals, or even a heightened fearful approach to any situation. How far a fear broadens from the original feared object is called generalization. Fear often generalize in children to whole categories. In young children, a traumatic experience with a sheepdog could lead to a fear of all dogs, all animals, or all wooly or furry objects. Other potentially traumatic experiences are hospitalizations, operations, fire, water, thunder, crashes, falling, etc. bathing can be scary in terms of slipping int
2009-05-29 03:57:00
Traumatic ExperiencesTraumas occur when mental stress or physical injury result in more than momentary fear. Children feel helpless and not prepared to cope with events. The result is residual fear that may become more intense and last for some period of time. There are many situations that can trigger off this type of fear. Some are obvious and well known while others are relatively subtle. For example, being bitten or menaced by an animal may cause specific fear of that animal, fear of all animals, or even a heightened fearful approach to any situation. How far a fear broadens from the original feared object is called generalization. Fear often generalize in children to whole categories. In young children, a traumatic experience with a sheepdog could lead to a fear of all dogs, all animals, or all wooly or furry objects. Other potentially traumatic experiences are hospitalizations, operations, fire, water, thunder, crashes, falling, etc. bathing can be scary in terms of slipping int
Fearful
2009-05-28 05:03:00
Fear is an unpleasant strong emotion caused by awareness or anticipation of danger. Fears are learned, but there are the instinctual fears of loud sounds, loss of balance, and sudden motion. Children experience terror or fright over a large number of things or situations. Unreasoning and overpowering fear results in a panic state, while aversion or reluctance to face situations is called dread. When an irrational fear persists, the term used is a phobia. Typical childhood fears include dark, abandonment, mutilation, loud noises, illness, monsters, animals, heights, transportation, storms, strangers, and unfamiliar situations.Three factors have been identified in childhood fears:1) Physical injury - poisons, operations, war, being kidnapped.2) Natural events-storms, riots, dark, death (these fears decrease significantly with age).3) Psychic stress-tests, mistakes, social events, school, being criticized. Some children appear to be generally timid and fearful, while others have one or t
2009-05-28 05:03:00
Fear is an unpleasant strong emotion caused by awareness or anticipation of danger. Fears are learned, but there are the instinctual fears of loud sounds, loss of balance, and sudden motion. Children experience terror or fright over a large number of things or situations. Unreasoning and overpowering fear results in a panic state, while aversion or reluctance to face situations is called dread. When an irrational fear persists, the term used is a phobia. Typical childhood fears include dark, abandonment, mutilation, loud noises, illness, monsters, animals, heights, transportation, storms, strangers, and unfamiliar situations.Three factors have been identified in childhood fears:1) Physical injury - poisons, operations, war, being kidnapped.2) Natural events-storms, riots, dark, death (these fears decrease significantly with age).3) Psychic stress-tests, mistakes, social events, school, being criticized. Some children appear to be generally timid and fearful, while others have one or t
Anxious-Worrier: What to Do
2009-05-25 05:14:00
Accept and ReassureVery anxious children need reassurance from calm, firm adults. Staying calm yourself is necessary if children scream, cry, pace, or panic in any way. You show an acceptance of their anxiety by not criticizing of blaming them for being so foolish or upset. Instead, you provide an atmosphere of safety and optimism that whatever they feel will be handled and will pass. Parent and teacher should strive to provide a secure, nonthreatening context. Reassurance can be fostered by the following types of statements. "You're very important to me. I love you for yourself, not only for what you do." "Many people feel very upset and get through it." "Sometimes it seems that nothing will help, but the feeling passes and things are fine again." When you spend time with children, you do not give them partial attention or give the feeling that there are more important things that you should be doing. You communicate that it is more important and enjoyable to be with children than to
2009-05-25 05:14:00
Accept and ReassureVery anxious children need reassurance from calm, firm adults. Staying calm yourself is necessary if children scream, cry, pace, or panic in any way. You show an acceptance of their anxiety by not criticizing of blaming them for being so foolish or upset. Instead, you provide an atmosphere of safety and optimism that whatever they feel will be handled and will pass. Parent and teacher should strive to provide a secure, nonthreatening context. Reassurance can be fostered by the following types of statements. "You're very important to me. I love you for yourself, not only for what you do." "Many people feel very upset and get through it." "Sometimes it seems that nothing will help, but the feeling passes and things are fine again." When you spend time with children, you do not give them partial attention or give the feeling that there are more important things that you should be doing. You communicate that it is more important and enjoyable to be with children than to
Anxious-Worrier: How to Prevent
2009-05-20 06:56:00
Foster Understanding and Problem SolvingUnderstanding oneself, others, and things is an excellent preventer of anxiety. Knowing "what causes what" also helps. Parents should strive to explain things to children in language that they comprehend. From ab early age, they should learn how things work. Especially important in understanding the functioning of the human body. Many children develop worries about their body because it is a total mystery to them. One hears young children worrying that their heart might stop or that they won't be able to breath if they fall asleep. Parents should be excellent sources of how to solve problems. You teach children how to pose a question and then think of several possible alternative approaches. Based upon their growing knowledge of cause and effect, they can learn to select the approaches that have the greatest likelihood of succeeding. Then, they are able to decide upon a couse of action and do it. They learn how to take risks based upon their bes
2009-05-20 06:56:00
Foster Understanding and Problem SolvingUnderstanding oneself, others, and things is an excellent preventer of anxiety. Knowing "what causes what" also helps. Parents should strive to explain things to children in language that they comprehend. From ab early age, they should learn how things work. Especially important in understanding the functioning of the human body. Many children develop worries about their body because it is a total mystery to them. One hears young children worrying that their heart might stop or that they won't be able to breath if they fall asleep. Parents should be excellent sources of how to solve problems. You teach children how to pose a question and then think of several possible alternative approaches. Based upon their growing knowledge of cause and effect, they can learn to select the approaches that have the greatest likelihood of succeeding. Then, they are able to decide upon a couse of action and do it. They learn how to take risks based upon their bes
Anxious-Worrier
2009-05-16 21:37:00
Some people think of anxiety as a general feeling of present uneasiness, and worry as a concern about future events. Dictionaries list anxiety and worry as synonyms, and we will use these words interchangeably. Anxious/worry means distress, brooding, apprehensiveness, and uneasiness about impending or anticipated problems or pain. The infant's feeling of security is very tenuous. Sudden noise or events scares him. By age 3, children show anxiety about physical harm, loss of parental love, being different, or not being able to cope with events. In early childhood, anxieties about imaginary dangers are very common. The height of anxiety occurs between 2 and 6 years of age. Anxious feelings occur when real or imaginary danger is thought about. The negative, agitated sensations feel the same to the child whether they worry about realistic or imaginary possibilities. Symptoms of anxiety include agitation, crying, screaming, pacing, obsessive thinking, insomnia, nightmares, poor eating, swe
2009-05-16 21:37:00
Some people think of anxiety as a general feeling of present uneasiness, and worry as a concern about future events. Dictionaries list anxiety and worry as synonyms, and we will use these words interchangeably. Anxious/worry means distress, brooding, apprehensiveness, and uneasiness about impending or anticipated problems or pain. The infant's feeling of security is very tenuous. Sudden noise or events scares him. By age 3, children show anxiety about physical harm, loss of parental love, being different, or not being able to cope with events. In early childhood, anxieties about imaginary dangers are very common. The height of anxiety occurs between 2 and 6 years of age. Anxious feelings occur when real or imaginary danger is thought about. The negative, agitated sensations feel the same to the child whether they worry about realistic or imaginary possibilities. Symptoms of anxiety include agitation, crying, screaming, pacing, obsessive thinking, insomnia, nightmares, poor eating, swe
Insecure Behaviors
2009-05-12 01:33:02
Most of the problem behaviors covered here have often been called "neurotic" types of behavior by professionals and by the public. We use the more common term insecure, which accurately describes children basically lacking in confidence and frequently feeling fearful and anxious. In the United States, approximately 10 percent of children have serious feelings of insecurity that interfere with their functioning. Behaviors covered are anxious-worrier, fearful, low self-esteem, depressed-self-injurious, hypersensitive to criticism, shy-withdrawn, and compulsive-perfectionistic. Some children are described as cowardly or being a sissy. The cowardly child is fearful, timid, lacks courage, and has little self-confidence. These problem behaviors are covered in the sections concerning low self-est
2009-05-12 01:33:02
Most of the problem behaviors covered here have often been called "neurotic" types of behavior by professionals and by the public. We use the more common term insecure, which accurately describes children basically lacking in confidence and frequently feeling fearful and anxious. In the United States, approximately 10 percent of children have serious feelings of insecurity that interfere with their functioning. Behaviors covered are anxious-worrier, fearful, low self-esteem, depressed-self-injurious, hypersensitive to criticism, shy-withdrawn, and compulsive-perfectionistic. Some children are described as cowardly or being a sissy. The cowardly child is fearful, timid, lacks courage, and has little self-confidence. These problem behaviors are covered in the sections concerning low self-est
Overdependent and Whining-Complaining
2009-05-12 00:27:24
Dependent behavior involves the seeking of excessive help, affection or attention from another. The overdependent child shows many signs of immaturity such as whining, crying, and dependency behaviors. The child often interrupts conversations being held by his parents. He frequently demands that they do things for him that be could do for himself, e.g., a 16 year old asking his mother to comb his hair. Rather than showing initiative, the child keeps going to an adult for assistance. Physical proximity - the need to stay close to an adult - is yet another behavior of the dependent child, as is attention seeking or wanting the parent to frequently watch him, talk to him, or look at something he has made. After age 4, another sign of overdependency is crying when separated from the mother eve
2009-05-12 00:27:24
Dependent behavior involves the seeking of excessive help, affection or attention from another. The overdependent child shows many signs of immaturity such as whining, crying, and dependency behaviors. The child often interrupts conversations being held by his parents. He frequently demands that they do things for him that be could do for himself, e.g., a 16 year old asking his mother to comb his hair. Rather than showing initiative, the child keeps going to an adult for assistance. Physical proximity - the need to stay close to an adult - is yet another behavior of the dependent child, as is attention seeking or wanting the parent to frequently watch him, talk to him, or look at something he has made. After age 4, another sign of overdependency is crying when separated from the mother eve
Overdependent and Whining-Complaining: What to Do
2009-05-12 00:26:47
Be FirmOnce you make a reasonable demand on a child or take a fair position resist all efforts by the child to get you to give in. In a firm, prompt, and matter-of-fact way, let the child know that you mean business and will not tolerate further argument or whining. Don't be cranky or angry; be firm and definite.To illustrate, if you are tired and your child asks to be read just one more story, say definitely, "I'm tired now and I want to read my paper. You can look at your picture books." Once she realizes you mean what you say, your child will understand the futility of whining or nagging. If a child is constantly complaining that she has "nothing to do," reply that you have both a lot of work and pleasant things to do but have difficulty finding time to do them all. Convey to the child
2009-05-12 00:26:47
Be FirmOnce you make a reasonable demand on a child or take a fair position resist all efforts by the child to get you to give in. In a firm, prompt, and matter-of-fact way, let the child know that you mean business and will not tolerate further argument or whining. Don't be cranky or angry; be firm and definite.To illustrate, if you are tired and your child asks to be read just one more story, say definitely, "I'm tired now and I want to read my paper. You can look at your picture books." Once she realizes you mean what you say, your child will understand the futility of whining or nagging. If a child is constantly complaining that she has "nothing to do," reply that you have both a lot of work and pleasant things to do but have difficulty finding time to do them all. Convey to the child
Selfish-Self Centered: What to Do
2009-05-09 19:34:25
Teach Empathy by Role PlayingRole playing is by far the most frequent method used by professionals to reduce selfishness in people of all ages. Acting the role of another is to behave and speak as if you were that character. Research has shown that costumes and masks lead to children expressing usually inhibit behavior. Old clothes can be used to dress up and act out plays. Children can plan or improvise various themes. Actual family events or fantasies can be expressed, Puppets are excellent devices to express feelings; children can do puppet shows for family and friends. Even more effective are adults acting the role of a puppet and then switching roles. This role several enables children to see and hear another role and then act that role themselves. For example, an adult can act in an
2009-05-09 19:34:25
Teach Empathy by Role PlayingRole playing is by far the most frequent method used by professionals to reduce selfishness in people of all ages. Acting the role of another is to behave and speak as if you were that character. Research has shown that costumes and masks lead to children expressing usually inhibit behavior. Old clothes can be used to dress up and act out plays. Children can plan or improvise various themes. Actual family events or fantasies can be expressed, Puppets are excellent devices to express feelings; children can do puppet shows for family and friends. Even more effective are adults acting the role of a puppet and then switching roles. This role several enables children to see and hear another role and then act that role themselves. For example, an adult can act in an