Help your Child or Teen Get Back On Track


Help Your Child or Teen get Back on Track offers specific self-help interventions and a wide-ranging, practical discussion of the types of professional help available for a child or adolescent with emotional and behavioral problems. The book covers topics that would be discussed during a consultation with a child psychiatrist. The first section offers practical guidance and ideas to help parents understand their child's problems and learn to distinguish between normal disruption and that which warrants ...

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Help Your Child or Teen get Back on Track offers specific self-help interventions and a wide-ranging, practical discussion of the types of professional help available for a child or adolescent with emotional and behavioral problems. The book covers topics that would be discussed during a consultation with a child psychiatrist. The first section offers practical guidance and ideas to help parents understand their child's problems and learn to distinguish between normal disruption and that which warrants professional treatment. The second section of the book includes useful information for those parents who are considering, seeking, or already involved with professional help for their child. Essential reading for parents who are worried about a child or adolescent with emotional and behavioral problems, this book is also a useful resource for social workers, psychologists, school counselors, pediatricians, and adult psychiatrists.

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Product Details

  • ISBN-13: 9781843109143
  • Publisher: Kingsley, Jessica Publishers
  • Publication date: 5/15/2009
  • Edition number: 2
  • Pages: 288
  • Product dimensions: 6.10 (w) x 9.20 (h) x 1.00 (d)

Table of Contents

Introduction 15

Is this book for you? 15

How to use this book 16

What's in this book? 17

Why I wrote this book 19

A brief consultation 20

What I mean by "back on track" 24

Section I Parents' Interventions 27

Chapter 1 What to Do When You Think Your Child Has a Problem 28

Organization of Chapter 1 30

Questions and answers 30

1 I think my child is having a problem. Now what? 30

2 How do I know if my child's behavior and emotions are serious problems? 32

3 What simple guidelines will help me begin to understand the seriousness of my child's troubles? 35

4 How else can I distinguish between normal development and disorder/disruption? 37

5 What challenges in the "job" of growing up can result in emotional and behavioral distress? 39

6 What changes/stressors might make my child's "job" of growing up more difficult? 41

7 What if I've seen no sudden changes in my child, but am concerned in general about the type of person he is "becoming"? 45

8 What if I'm so angry, frazzled, or scared that I want my child to "just stop it"? 47

9 What if I cannot talk with my daughter and she won't talk with me? 48

10 Once I think I understand my child, is it better to do something or say something to help her? 49

11 What if I understand my child's problems, but do not know how to make the changes needed? 50

12 Can punishment lead to positive changes in my child and promote new ways of learning to cope? 50

13 I want to get professional help for my son, but my husband thinks he is "just being a boy" and that I'm making too much of it. What should I do? 52

14 If I do seek a professional consultation, does that mean my child will go on medication and be in treatmentfor a long time? 53

15 What if I'm waiting for an appointment with a specialist, but I am worried about my child's safety and mine? 53

Reference 54

Chapter 2 The Red Flags: An Alphabetical List of Symptoms 55

Contents 55

Organization of Chapter 2 58

The symptoms 58

Chapter 3 Disruptions in Development: The Whole Child 109

Organization of Chapter 3 110

The importance of a developmental perspective 110

Infants and toddlers 113

Disruption of bodily routine (eating, sleeping, and elimination) 113

Disruption of relationships (attachment) 115

Disruption of emotional modulation (mood, arousal, and anxiety) 116

Preschoolers 117

Disruption of bodily routine (eating, sleeping, and elimination) 117

Disruption of bodily activity (movement) 120

Disruption of emotional modulation (mood, arousal, and anxiety) 122

Disruption of relationships (attachment) 123

School-aged children: 6-12 125

Disruption of bodily routine (eating, sleeping, and elimination) 125

Disruption of bodily activity (movement) 126

Disruption of emotional modulation (mood, arousal, and anxiety) 128

Disruption of relationships (attachment) 131

Disruption of relationships (social custom) 132

Disruption of information processing (learning) 134

Adolescents 137

Disruption of bodily routine (eating, sleeping, and elimination) 137

Disruption of bodily activity (movement) 139

Disruption of emotional modulation (mood, arousal, and anxiety) 140

Disruption of relationships (attachment and sexual behavior) 144

Disruption of relationships (social custom) 146

Disruption of information processing (learning) 147

Disruption of information processing (thinking) 148

Chapter 4 Ten Steps to Help Your Child Get Back on Track 151

Organization of Chapter 4 151

The steps 152

1 Do remind your child that you are both on the same side 152

2 Do provide limits and reasonable expectations 153

3 Do make sure your child has regular routines 156

4 Do give your child encouragement 158

5 Do help your child to confront fear 160

6 Do Not try to predict your child's future 162

7 Do learn to see and appreciate small improvements and positive changes 165

8 Do Not let intense emotions dominate your interactions with your child 166

9 Do remember that your child is not you 168

10 Do take care of your own physical and emotional needs 170

Chapter 5 Coping with Your Feelings When Your Child Suffers 174

Organization of Chapter 5 175

Your own painful emotions 176

Guilt 176

Shame 177

Fear 178

Anger 179

Sadness 180

Parents' serenity prayer 182

Section II Professionals' Interventions 187

Changes in child mental health treatment in recent years 187

Chapter 6 Evaluation and Testing: Why, What, Who, and Where? 191

Organization of Chapter 6 192

Why was the evaluation or testing requested? 193

What is involved in evaluation and testing? 194

A Psychological tests 196

B Non-psychological tests 215

Who does the testing and who wants the information? 221

Who does the testing? 221

Who wants the information? 222

Where is the evaluation done? 223

A clinical example 224

Chapter 7 Questions about Treatment: Who Are the Helpers and Where Are They? 227

Organization of Chapter 7 227

Before you seek professional help 228

Who are the helpers? 229

Pediatrician/family physicial 229

Child psychiatrist 230

Clinical psychologist 231

Neuropsychologist 231

Clinical social worker 231

Family therapist 232

Mental health counselor 233

School adjustment counselor 233

Where are the treatments? 234

1 Outpatient services 234

2 Impatient services 235

3 Emergency/crisis services 238

Chapter 8 Psychotherapy and Its Side Effects 240

Organization of Chapter 8 240

Psychological treatment 241

Individual psychotherapy 242

Non-individual psychotherapy 247

Choosing a therapist 249

Psychotherapy: frequently asked questions 249

Psychotherapy and side effects 254

Chapter 9 Medications and Their Side Effects 257

Organization of Chapter 9 257

How medications/chemicals affect behavior 258

General guidelines for using medication with children 259

Side effects in general 262

Medications in children and side effects 263

Medications, and the side effects of medications for mental health problems 265

1 Inattention, impulsivity, hyperactivity, and distractibility 265

2 Depression 269

3 Bipolar disorder and severe mood instability 273

4 Anxiety 278

5 Psychosis, severe mood disorder, severe anxiety, severe aggression, severe agitation, and Tourette's syndrome 284

6 Medications for other specific disorders or symptoms 286

Pharmacotherapy: frequently asked questions 288

1 Who is the best person to provide medication treatment for my child, and why? 288

2 How do I decide to have my child take medication? Does my child take medication with, or instead of, psychotherapy? 289

3 How do I tell whether the medication is helping? 289

4 How long will pharmacotherapy last? 290

5 Will medication continue without psychotherapy? 291

Conclusion 292

Chapter 10 Complementary and Alternative Therapies and Their Side Effects 293

Organization of Chapter 10 293

The why, when, and what of alternative treatments 294

Herbal treatment 295

Vitamin and dietary treatments 299

Meditation and relaxation techniques 301

Neurofeedback 302

Sensory/motor integration therapy 305

References 307

Chapter 11 The Role of Play in Individual Psychotherapy from Childhood to Adolescence 308

Organization of Chapter 11 308

Play 309

A theory of psychotherapy 310

The complexity underlying feeling, thinking, and behavior 310

The storage and organization of experience: memory 311

Changes in memory: learning 312

Learning and psychotherapy 312

A discussion of psychodynamic theory, psychotherapy, and play 313

Psychodynamic theories of the mind 313

A theory of psychodynamic psychotherapy 316

Psychodynamic psychotherapy and play 319

Practical aspects of play therapy 322

Parents and play therapy 325

Chapter 12 Costs of Treatment: Money, Energy, and Time 328

Organization of Chapter 12 328

Your financial costs for treatment 329

The financial costs of psychotherapy 329

The financial costs of medications 331

Your energy and time costs in treatment 333

Costs for non-treatment: personal and community perspectives 334

Personal costs of non-treatment 334

Society's costs of non-treatment 335

Appendix: Self-Help Resources 338

General books on parenting 338

Specific problem/symptom focused books 339

Other books on children's mental health problems 341

Meditation/relaxation CDs for children and adolescents 341

Magazines 342

Internet 342

Topic focused groups 343

Index 344

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