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AMITY KULIS

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School Stressors in a Pandemic

By | NESCA Notes 2021

By: Amity Kulis, PsyD
Pediatric Neuropsychologist, NESCA

A recent article published by NBC News highlights the multiple stressors facing school-aged children and their families during this pandemic, with a more specific focus on the differing stress levels between remote and in-person learners. It is becoming clearer that during this time, learners and their families are facing higher rates of depression and anxiety, and there are concerns that students who are attending school remotely are learning less, particularly children with disabilities and those from low-income families.

A recent study from NBC News and Challenge Success, a nonprofit affiliated with Stanford Graduate School of Education, compared the differences between students who have been learning exclusively online and those who have been able to attend at least partially in-person. The study involved more than 10,000 students in 12 U.S. high schools who completed a self-questionnaire provided by the research study. The high schools were reported to come from multiple locations around the country (Arizona, Texas, New York and Midwest) and were descried as “demographically similar to the nation in terms of student family income,” though this was not true of being matched for race and likely other factors not discussed in the article. This also does not appear to be a peer-reviewed study, which suggests limitations to predictive power of the outcomes. Nevertheless, findings suggested that students who spent time in the classroom self-reported lower rates of stress and worry than students who were fully remote. An alarming finding was that half of all students, regardless of how they were attending school at the time of the study, reported they were more stressed by school than they had been during the previous year. Students reported exhaustion, headaches, insomnia or other stress-related ailments at high levels – regardless of whether they were in-person or not – with the highest rates being for remote learners: 84 percent fully remote learners; 82 percent hybrid students; and 78 percent fully in-person.

The article suggested that additional stressors found for remote students included on average more homework and that these remote students were also less likely to feel they had an adult they could go to with a personal problem. Anecdotally, one teacher commented, “In the room, you get more eye contact.” The teacher added, “On the screen, oftentimes the kid could be sitting in front of a window. You can’t see them, so it’s hard to make sure they’re attentive.”

While there are limitations to this study, it is clear that students and their families are currently experiencing a high level of stress. Many schools have been aware of this problem and have taken steps to embed extra programming into their students’ weeks. We need to continue to prioritize community connection and wellness for students attending school in-person and online. It is important to ensure that students know who they can reach out to and how, particularly those learners who are not stepping foot into a school building this year. It is also important to build in opportunities for stress management, as well as instruction in healthy habits, such as exercise, sleep hygiene and healthy eating. Clearly both children and their caregivers could benefit from this type of support right now. If you or a loved one is experiencing heightened emotional stress, it is important to reach out for help. This can include alerting your child’s school to their increasing stress, as well as bringing concerns to your child’s doctor. A referral to a psychologist or licensed mental health professional may be in order to help you and your child through this difficult time.

Source: Remote Students Are More Stressed Than Their Peers In The Classroom, Study Shows by Erin Einhorn, 2/15/2021 published by NBC News.

 

About the Author
Dr. Amity Kulis joined NESCA in 2012 after earning her doctoral degree in clinical psychology from the Massachusetts School of Professional Psychology, with a concentration in Children, Adolescents and Families (CAF). She completed post-doctoral training in pediatric neuropsychology with an emphasis on treating children with developmental, intellectual, learning and executive functioning challenges. She also has extensive training psychological (projective) testing and has conducted individual and group therapies for children of all ages. Before joining NESCA, Dr. Kulis worked in private practices, clinics, and schools, conducting comprehensive assessments on children ranging from toddlers through young adults. In addition, Dr. Kulis has had the opportunity to consult with various school systems, conducting observations of programs, and providing in-service trainings for staff. Dr. Kulis currently conducts neuropsychological and psychological (projective) assessments for school-aged children through young adulthood. She regularly participates in transition assessments (focusing on the needs of adolescents as they emerge into adulthood) and has a special interest in working with complex learners that may also struggle with emotional challenges and psychiatric conditions. In addition to administering comprehensive and data-driven evaluations, Dr. Kulis regularly conducts school-based observations and participates in school meetings to help share her findings and consultation with a student’s TEAM.

 

To book an evaluation with Dr. Kulis or one of our many other expert neuropsychologists and transition specialists, complete NESCA’s online intake form.

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

 

School’s Out For Summer

By | NESCA Notes 2020

By: Amity Kulis, PsyD
Pediatric Neuropsychologist, NESCA

With everyone home-schooling these last several months, there has been a push towards academics and getting work done. But now it is summer vacation, and the pressure is off. However, this is a summer like no summer we have ever known. Many families are continuing to spend more time at home, many activities are still closed, or at the very least, they are more limited. It can be hard to figure out what to do with all of this time.

The summer can be a great time to engage multiple aspects of our minds. I am often reminded of Gardner’s theory of multiple intelligences. His theory proposes there are eight aspects of human intelligence, each representing different ways of processing information. Without getting into the deep specifics of his theory, I think it is important to consider the many different ways that our brains interact with the world. When trying to plan out activities or experiences for our kids this summer, taking these multiple aspects of functioning into consideration might help to stir up some great ideas.

Visual-Spatial: This can include activities such as drawing and other art activities using maps, puzzles and patterning tasks. Young children can practice making patterns and completing puzzles while our older children can create using Legos or planning out a family outing on a map. The possibilities are endless.

Linguistic-Verbal: This can include reading, writing and speaking. Children and families can enjoy reading books together or creating stories. Even conversations at the dinner table can be a form of engaging these verbal skills.

Logical-Mathematical: Activities that tap into this skillset can involve the use of numbers and relationships using patterns. Science or experiment-based activities can fall into this category. Young children love creating volcanos with vinegar and baking soda. Allowing them to measure materials out and add food coloring is always a fun idea. Older children may enjoy cooking or other activities that involve numbers and measurement.

Bodily-Kinesthetic: These activities engage the body and can involve strength and physical control. During the summer, the options are endless: nature walks, running through the sprinkler, dancing, biking, scootering, etc. Anything that gets the body moving! These activities can be enjoyed by the whole family.

Musical: Think about rhythms and sounds. Activities can include singing and playing musical instruments. While certainly traditional tools like the piano come to mind, you can also turn pots upside down, get some spoons and create a drum circle. Or possibly work as a family to turn the lyrics of a favorite song into something silly or more meaningful to your family. This summer could also be a great time to learn a new instrument with plenty of music instructors offering virtual lessons throughout the summer.

Interpersonal: This one may be a little harder as many people continue to distance themselves. While our health remains a priority, we do have to acknowledge that practicing social skills is important for everyone. This can involve calling or virtually meeting with family members, possibly a distanced activity with others outside, or leaving notes for friends and neighbors. Anything that gets your child thinking about others, their own thoughts and feelings, and finding ways to stay connected is important. Embracing the relationships within your family during this time is also a great idea.

Naturalistic: This means being in tune with nature and exploring the environment. These types of activities involve being outside, interacting with plants and animals. Perhaps you start a family garden or go for regular walks in the woods. Focusing on bugs, sounds and smells within your environment. Outdoor activities are probably the most readily available during this time.

Intrapersonal: Personal enrichment and being in tune with oneself is so important during this time. Taking time to calm our own frustrations and anxieties is essential for our overall health as well as setting a good example for children. Numerous mindfulness activities aimed at improving self-regulation can be found online. Being more aware of what is going on in our bodies and minds is so important to help us get through this time.

The summer is a time to relax and enjoy being a family. This can be a jumping off point to get the creativity flowing then allow the kids to jump in and help find fun ways to spend this summer—one that is unlike any other we have experienced.

 

About the Author:

Dr. Amity Kulis joined NESCA in 2012 after earning her doctoral degree in clinical psychology from the Massachusetts School of Professional Psychology, with a concentration in Children, Adolescents and Families (CAF). She completed post-doctoral training in pediatric neuropsychology with an emphasis on treating children with developmental, intellectual, learning and executive functioning challenges. She also has extensive training psychological (projective) testing and has conducted individual and group therapies for children of all ages. Before joining NESCA, Dr. Kulis worked in private practices, clinics, and schools, conducting comprehensive assessments on children ranging from toddlers through young adults. In addition, Dr. Kulis has had the opportunity to consult with various school systems, conducting observations of programs, and providing in-service trainings for staff. Dr. Kulis currently conducts neuropsychological and psychological (projective) assessments for school-aged children through young adulthood. She regularly participates in transition assessments (focusing on the needs of adolescents as they emerge into adulthood) and has a special interest in working with complex learners that may also struggle with emotional challenges and psychiatric conditions. In addition to administering comprehensive and data-driven evaluations, Dr. Kulis regularly conducts school-based observations and participates in school meetings to help share her findings and consultation with a student’s TEAM.

 

To book an evaluation with Dr. Kulis or one of our many other expert neuropsychologists and transition specialists, complete NESCA’s online intake form.

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

 

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