Tag

MINDFULNESS

Daily Journaling While Social Distancing

By | NESCA Notes 2020

By Dot Lucci, M.Ed., CAGS
Director of Consultation and Psychoeducational Services, NESCA

*This post was originally published almost a year ago. While we slowly start to emerge from our quarantine and begin to safely re-engage in some of the activities and duties from our pre-pandemic lives, it is important to remember to participate in activities to better ourselves and others on a daily basis.

This is such a unique time that we are living in, but one day it will be a distant memory. Get a special journal book, make it from scratch or create one online. It will give you something to look back on and remember how you achieved something every day, smiled and made it through a very surreal time in history. Keep your journal to share with future generations. While we are practicing social distancing or being asked to stay home, challenge yourself to do something out of every category below on a daily basis. Do something for your brain, your mental health, your body, your home, your community, your creativity, your family, the environment and your friends/neighbors. Adults and kids can do this.

 

While Physically Distancing, Do Something For:

Your Brain

❏     Do a puzzle

❏     Listen to a podcast

❏     Tour a Virtual Museum

❏     READ

❏     Challenge yourself with a game, crossword puzzle, Sudoku, etc.

Your Mental Health

❏     Try a meditation app, like “stop, breathe, think” or www.calm.com

❏     Find an example of someone giving back or helping others

❏     Laugh out loud at least twice a day, tell a joke, watch a funny movie

❏     Turn off the news

❏     Record how you are feeling using the Yale Mood Meter

Your Body

❏     Take a walk, go for a run, ride a bike

❏     Create a dance play list and dance, dance, dance – We Are Family!

❏     GoNoodle Indoor Recess

❏     YouTube: workouts, yoga or dance

Your Home

❏     Do a chore – vacuum, dishes, laundry

❏     Clean your room

❏     Put your things away

Your Creativity

❏     Learn something new

❏     Draw/paint

❏     Build with LEGO

❏     Learn Calligraphy or Hand Lettering

❏     Play an instrument

❏     Search Pinterest for “DIY” or “upcycle”

Your Community

❏     Follow CDC Guidelines – stay home and wash your hands

❏     Go through clothing and toys to donate

❏     Check out your community website for what is needed

❏     Make cards to send to a local nursing home, nurses, doctors

The Earth

❏     Go for walks and enjoy nature

❏     Plant something

❏     Pick up litter – wear gloves

❏     Find another use for something before you recycle it

Family, Friends, Neighbors

❏     Stay in touch with each other

❏     Connect on FaceTime calls

❏     Have dinners together over FaceTime, Skype, Zoom

❏     Call people instead of text, write a letter, draw a picture

❏     Make a photo book of memories with a service like shutterfly

❏     Cook something for your family, neighbors

❏     Ask if someone needs help

 

About the Author

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

 

To book a consultation with Ms. Lucci or one of our many expert neuropsychologists, complete NESCA’s online intake form. Indicate whether you are seeking an “evaluation” or “consultation” and your preferred clinician/consultant in the referral line.

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, Plainville, 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.

 

 

Good Ideas for Dogs are Good for People, Too

By | NESCA Notes 2020

By Dot Lucci, M.Ed., CAGS

Director of Consultation and Psychoeducational Services, NESCA

  • Play Every Day! — Play can promote calmness and reduce anxiety. This is true for adults and kids.
  • Play Is Learning — Reflect after play by creating and asking questions. Did you learn anything new? What surprised you? How did you feel before you played? How you feel now?
  • Walk, Walk, Walk! — Walking helps dogs stay engaged with the world and brains stimulated. Yup, works for humans, too.
  • Be Present While Walking — Go for walks with or without a dog. Feel the air blowing, smell the flowers, hear the birds singing, feel the rain on your face. Learn the bird calls, bring binoculars and look closely at the birds. Be present as you walk, laugh, sing, splash in puddles….
  • Game Play — Playing games can help satisfy natural instincts. Play old games, teach your children games you played as a child, learn new games. Any games will do – board, card, dice, movement, etc. Play skill games, games of chance or luck games, silly games, etc.
  • Feed Relationships Through Play and Exercise — Bond with each other (a child, a dog or both!) through playing or getting some exercise together. Be active together…teach new tricks, kick a ball around, play catch, take a yoga or Zumba class, watch GoNoodle as long as it’s together.
  • Be in gratitude that you are experiencing this time together to slow down and reconnect with each other. Laugh, play, sing and dance together. Love and care for each other. Enjoy each other.

 

About the Author

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

 

To book a consultation with Ms. Lucci or one of our many expert neuropsychologists, complete NESCA’s online intake form. Indicate whether you are seeking an “evaluation” or “consultation” and your preferred clinician/consultant in the referral line.

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, Plainville, 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.

 

Daily Journaling While Social Distancing

By | NESCA Notes 2020

By Dot Lucci, M.Ed., CAGS

Director of Consultation and Psychoeducational Services, NESCA

This is such a unique time that we are living in, but one day it will be a distant memory. Get a special journal book, make it from scratch or create one online. It will give you something to look back on and remember how you achieved something every day, smiled and made it through a very surreal time in history. Keep your journal to share with future generations. While we are practicing social distancing or being asked to stay home, challenge yourself to do something out of every category below on a daily basis. Do something for your brain, your mental health, your body, your home, your community, your creativity, your family, the environment and your friends/neighbors. Adults and kids can do this.

 

While Physically Distancing, Do Something For:

Your Brain

❏     Do a puzzle

❏     Listen to a podcast

❏     Tour a Virtual Museum

❏     READ

❏     Challenge yourself with a game, crossword puzzle, Sudoku, etc.

Your Mental Health

❏     Try a meditation app, like “stop, breathe, think” or www.calm.com

❏     Find an example of someone giving back or helping others

❏     Laugh out loud at least twice a day, tell a joke, watch a funny movie

❏     Turn off the news

❏     Record how you are feeling using the Yale Mood Meter

Your Body

❏     Take a walk, go for a run, ride a bike

❏     Create a dance play list and dance, dance, dance – We Are Family!

❏     GoNoodle Indoor Recess

❏     YouTube: workouts, yoga or dance

Your Home

❏     Do a chore – vacuum, dishes, laundry

❏     Clean your room

❏     Put your things away

Your Creativity

❏     Learn something new

❏     Draw/paint

❏     Build with LEGO

❏     Learn Calligraphy or Hand Lettering

❏     Play an instrument

❏     Search Pinterest for “DIY” or “upcycle”

Your Community

❏     Follow CDC Guidelines – stay home and wash your hands

❏     Go through clothing and toys to donate

❏     Check out your community website for what is needed

❏     Make cards to send to a local nursing home, nurses, doctors

The Earth

❏     Go for walks and enjoy nature

❏     Plant something

❏     Pick up litter – wear gloves

❏     Find another use for something before you recycle it

Family, Friends, Neighbors

❏     Stay in touch with each other

❏     Connect on FaceTime calls

❏     Have dinners together over FaceTime, Skype, Zoom

❏     Call people instead of text, write a letter, draw a picture

❏     Make a photo book of memories with a service like shutterfly

❏     Cook something for your family, neighbors

❏     Ask if someone needs help

 

About the Author

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

 

To book a consultation with Ms. Lucci or one of our many expert neuropsychologists, complete NESCA’s online intake form. Indicate whether you are seeking an “evaluation” or “consultation” and your preferred clinician/consultant in the referral line.

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, Plainville, 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.

 

But First, Settle into the New Normal

By | NESCA Notes 2020

By Dot Lucci, M.Ed., CAGS

Director of Consultation and Psychoeducational Services, NESCA

Let’s face it, parents have a big job to do when life is “normal,” never mind when we are living in this new normal. Parents are being bombarded with information from every corner of your life—even all of us at NESCA are blogging every day to help parents with information. Packets of educational information are being sent home, online learning classes are being arranged, etc. Talk about information overload. Are you feeling overwhelmed or saturated yet? Do you need a break from it all, even though we are only in week two of this pandemic in the United States?  Some parents are worried about their child’s education and, perhaps, their special education services. I get it. Many federal and state agencies as well as local school districts are trying to figure this out as we speak. This is a time to exercise patience with yourself, your leaders and your family members as we figure this new normal out.

Many of you are not teachers and, even if you are a teacher, teaching your own child is different than teaching your class. To your son/daughter, you are mom/dad—not their teacher.  So, trying on this new role isn’t going to be easy. If you aren’t a teacher, you may feel ill-equipped or may not even not know where to begin in doing these new educational tasks with your children. Even in the best of circumstances, children may “regress” or not learn new content during this time period. It is what it is. They can learn new and different things that aren’t in this realm—something we’ll continue to elaborate on in future blogs.

In the midst of this new normal, you are also home trying to figure out your own new rhythm of working from home or being unemployed, etc. Take the next few weeks to settle into this new normal. We are creating new rhythms as we are all at home trying to work, play, live and love each other. Most importantly during this time, don’t forget to enjoy each other, love each other and have some fun. Given all the tasks being asked of you, be realistic. Ask yourself what you are capable of doing given your circumstances and life realities. Don’t set your expectations too high, or you will be disappointed. Try to create structure out of chaos before you even begin to “be your child’s teacher.”

Words of advice:

  • Smile each day upon waking – make the best of the day
  • Live in the moment – one day at a time
  • Have fun and laugh every day – create moments of laughter and joy, as these are the moments that will be remembered
  • Breathe, and do it deliberately – use a reminder on your smart watch, fitness tracker or phone
  • Communicate honestly with each other
  • Be flexible – know there will be curveballs thrown your way
  • Be kind and gentle with yourself and your family members

These helpful hints will hopefully make each day go a little smoother! We are all in this together.

 

About the Author

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

 

To book a consultation with Ms. Lucci or one of our many expert neuropsychologists, complete NESCA’s online intake form. Indicate whether you are seeking an “evaluation” or “consultation” and your preferred clinician/consultant in the referral line.

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, Plainville, 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.

 

We’re in this together, but do we have to be together all the time?

By | NESCA Notes 2020

By Dot Lucci, M.Ed., CAGS

Director of Consultation and Psychoeducational Services, NESCA

Everyone being home at once is now the “new normal,” and, let’s face it, nothing feels normal about the situation we are in now. We are in uncharted waters and need to create life boats for all of us to use when the going gets tough. No matter how much you love your kids, your pets, your wife, husband or partner and they love you, you will all need some time away from each other.

As you try to create a routine and schedule of activities for your family, one activity to include – one life boat to create – is designated “alone time.” Alone time is when everyone in the house chooses an activity that they can do by themselves without interruption. Specify time limits for alone time based on the ages and stages of your kids and the types of activities they can do independently. This could be watching a movie, reading a book, drawing, playing with special toys (only used during this time), listening to music or a podcast, doing a puzzle, or even a little screen time, etc. Another life boat for parents and guardians needing to work from home is to make “Stop” and “Go” signs to hang on a door. When the Stop sign is up, it means, “No interrupting. ___ (i.e. mom, dad, grandma, etc.) is working.” Each parent or caregiver can take turns with work, keeping in mind that flexibility and kindness is needed for all of us to survive.

Another life boat to create is a calming space. Many kids share a bedroom with a sibling so they do not have a private, separate space to go to as a retreat. A calming space is one that’s as quiet as possible and away from the activity center of your dwelling. It is a separate space to “chill out” in. When you create this space, you will have to teach your kids about the space, what it is used for, how to use it, what can and can’t be done in it, etc. Set boundaries and stick to them so each child can get what they need. Get the kids involved in the design and creation of this new project. Let them choose what goes in it and what types of activities can be done in it. It can be a small nook already available in your house (i.e. under a stairwell, inside a closet, a corner in a bedroom, in the dining room if this space isn’t frequently used, etc.).

If you don’t already have a “nook,” make one. Remember the “calming space” is a separate place used to pause and self-regulate; a cozy place away from everyone else. You can create a “calming space” by tacking a sheet to a couple of walls in a corner to create a triangular space. If you have extra folding chairs, set them up and drape a sheet over the chairs to create a tent-like space. If you go camping and have a room big enough to set up your tent in, do that! With so many packages being delivered these days, be on the lookout for a large delivery or appliance box. Let the kids decorate it. Use a curtain and a rod, hang a hook from the ceiling and attach a canopy.

What goes inside the tent can be decided upon by the kids. If they are new to this, offer some ideas, such as pillows, a sleeping bag, calming music, favorite stuffed animals, weighted blankets, fidget toys, soothing visuals (i.e. lava lamp, water toys, etc.), calming scents, etc. Activities for kids to do when inside may include coloring, drawing, matching games, reading stories about feelings and ways to express feelings, etc. (many are available online and can be downloaded). Each child could have their own box outside the calming space that has their own calming items in it to use when they enter the calming space. Encourage your child or have items in the space that promote calm and mindfulness, such as deep breathing exercises, calming scents, serene images, soft music, feeling cards, etc.).

Let this be a break from the chaotic pace of life and uncertainty of the present.

Resources for specific calming activities:

 

About the Author

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

 

To book a consultation with Ms. Lucci or one of our many expert neuropsychologists, complete NESCA’s online intake form. Indicate whether you are seeking an “evaluation” or “consultation” and your preferred clinician/consultant in the referral line.

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, Plainville, 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.

 

Managing Stress in Stressful Times

By | NESCA Notes 2020

By: Cynthia Hess, PsyD
Pediatric Neuropsychologist Fellow

News of the novel Coronavirus (COVID-19) is everywhere. The outbreak of the Coronavirus, or any critical event of this magnitude, can be stressful for people and communities. For some, the anxiety can be overwhelming. Children may also be experiencing stress and anxiety as news spreads through classrooms and on the playground. Furthermore, they are likely being asked to wash their hands or use sanitizer more frequently than ever before; a constant reminder of the seriousness of the situation, often without a having clear understanding of why these actions are important. As with any critical incident, it is important to maintain open communication with children and provide them with factual information, without going into too much detail, especially when the specifics are changing every minute. With regards to children:

  • Answer any questions they may have honestly and in a way they will understand. You may not know all the answers, but it’s important that they know that they have someone with whom they can share their concerns.
  • Encourage your child/children to share information they may have heard about the coronavirus with you and to share their feelings about it. Correct any misinformation they have heard, also in a way that they can understand.
  • Reassure your child that the risk of COVID-19 infection still remains low, at least at this time, and remind them that children seem to be having milder symptoms.
  • Limit children’s exposure to the news.

When events happen in our world that feel out of control, we often experience high levels of stress. Now is a great time for everyone, including parents and caregivers, to remember to practice self-care and self-compassion. Acknowledge your own feelings of stress and anxiety and accept that they are a natural response to a critical situation and one over which we have no control. With that in mind:

  • Exercise is a great tool for managing stress and anxiety. Try to carve out time to move your body by keeping up with a current exercise regimen or going for a walk.
  • Practice mindful breathing. Deep breathing reminds your brain that you are okay. These exercises can be short, 30-60 seconds of a mindful activity that relieves the pressure that intense periods of stress and anxiety create. They can also be done with children. One technique is breathing in for the count of 4, holding your breath for 7, and exhaling for 8. Do this 3-or-4 times and notice the relief.
  • Try using a grounding technique where you look for 5 things you see, 4 things you can feel, 3 things you can hear, 2 things you can taste, and 1 thing in the present moment that you are grateful for. This exercise focuses on your senses, which are present moment experiences.
  • Pay attention to your sleep and make sure you are getting enough rest.

For more advice for managing this uncharted territory in which we find ourselves, several helpful websites are listed below.

Keep calm and breathe, and remember, this too shall pass.

https://www.cdc.gov/coronavirus/2019-ncov/about/share-facts.html

https://www.cdc.gov/childrenindisasters/helping-children-cope.html

https://childmind.org/article/talking-to-kids-about-the-coronavirus/

https://www.cdc.gov/coronavirus/2019-ncov/about/coping.html

 

About the Author

Dr. Cynthia Hess recently graduated from Rivier University with a PsyD in Counseling and School Psychology. Previously, she earned an M.A. from Antioch New England in Applied Psychology. She also worked as an elementary school counselor and school psychologist for 15 years before embarking on her doctorate. During her doctorate, she did her pre-doctoral internship with RIT in Rochester, N.Y. where she worked with youth ages 5-17 who had experienced complex developmental trauma. Dr. Hess’s first post-doctoral fellowship was with The Counseling Center of New England where she provided psychotherapy and family therapy to children ages 5-18, their families and young adults. She also trained part-time with a pediatric neuropsychologist conducting neuropsychological evaluations. Currently, Dr. Hess is a second-year post-doctoral fellow in pediatric neuropsychological assessment, working with NESCA Londonderry’s Dr. Angela Currie and Dr. Jessica Geragosian.

 

To schedule an appointment with one of NESCA’s expert neuropsychologists, please complete our online intake form

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton and Plainville, 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.

 

Mindfulness: It’s Not Just for Grown-ups

By | NESCA Notes 2019

By: Cynthia Hess, PsyD
Pediatric Neuropsychologist Fellow

There has been increasing interest in intervention strategies that target self-regulation in childhood. Self-regulation is the process through which the systems of emotion, attention and behavior are controlled in response to a situation, stimulus or demand. It develops rapidly in the early years of life. Self-regulation is necessary for social development because it supports and enhances peer acceptance and social success. Furthermore, it increases academic performance, particularly in elementary school. Problems with self-regulation and the accompanying executive functioning have been shown to correlate with a number of behavioral and emotional problems, particularly depression and anxiety. Mindfulness is emerging as an effective intervention for children struggling with self-regulation, especially when implemented at a time when children are acquiring these foundational skills.

Mindfulness is a way of paying attention, on purpose and non-judgmentally, to the experience of the present moment. Being mindful involves reflecting on the current internal experiences such as thoughts or emotions and the current external environment, such as sights and sounds, both clearly and objectively. This act of purposeful reflection enhances and facilitates self-regulation by promoting control, such as sustained attention and cognitive flexibility. Furthermore, it helps to reduce the incidences of such things as snap judgments, emotional reactivity or distressing thoughts.

Mindfulness-based social-emotional training has been shown to be effective in reducing stress, improving coping skills and building resilience when used with children. Mindfulness teaches children the skills needed to improve focus, calm themselves, plan and organize, and behave in a thoughtful manner. Research on adult populations shows that practicing mindfulness may reduce symptoms of anxiety and depression, and limited number of studies show some of the same benefits in children. Mindfulness is well tolerated by children and has been proven to improve psychological well-being. Introducing mindfulness practices to children has the potential to make a positive impact on a child’s ability to self-regulate, and thus facilitate their social, emotional and educational growth.

There are a number of ways to introduce children to mindfulness. One activity that children have responded positively to is being challenged to sit still and silent for as long as they possibly can. I have used this strategy in classrooms of children from pre-k to high school, as well as individually with children of all ages. Sometimes they are able to sit for 15 seconds, but they embraced the challenge of trying to beat their record by trying it again. Another mindful technique that works well with children is called “grounding.” Grounding techniques use the five senses to bring ourselves into the present moment. One grounding technique is finding five things in the room – they can be 5 things of the same color or any five things; four things the child can feel; three things the child can hear; two things the child can smell; and one thing the child can taste. Mindfulness can be playful and fun for children and families while effectively reducing stress, improving coping skills, improving ability to self-regulate and building resilience in children.

 

Helpful resources for families:

Mindful Games Activity Cards: 55 Fun Ways to Share Mindfulness with Kids and Teens. Susan Kaiser Greenland and Annaka Harris

A Still Quiet Place: A Mindfulness Program for Teaching Children and Adolescents to Ease Stress and Difficult Emotions By Amy Salzman, MD

I am Peace: A Book of Mindfulness By Susan Verde and Peter H. Reynolds

Breathe Like a Bear: 30 Mindful Moments for Kids to Feel Calm and Focused Anytime, Anywhere By Kira Willey

 

References:

Britton, W. B., Lepp, N. E., Niles, H. F., Rocha, T., Fisher, N. E., & Gold, J. S. (2014). A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children. Journal of School Psychology, 52(3), 263-278.

Masten, A. S., Best, K. M., & Garmezy, N. (1990). Resilience and development: Contributions from the study of children who overcome adversity. Development and psychopathology, 2(4), 425-444.

Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental psychology, 51(1), 52.

Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The effects of a mindfulness-based education program on pre-and early adolescents’ well-being and social and emotional competence. Mindfulness, 1(3), 137-151.

Sibinga, E. M., Webb, L., Ghazarian, S. R., & Ellen, J. M. (2016). School-based mindfulness instruction: an RCT. Pediatrics, 137(1), e20152532.

 

About the Author

Dr. Cynthia Hess recently graduated from Rivier University with a PsyD in Counseling and School Psychology. Previously, she earned an M.A. from Antioch New England in Applied Psychology. She also worked as an elementary school counselor and school psychologist for 15 years before embarking on her doctorate. During her doctorate, she did her pre-doctoral internship with RIT in Rochester, N.Y. where she worked with youth ages 5-17 who had experienced complex developmental trauma. Dr. Hess’s first post-doctoral fellowship was with The Counseling Center of New England where she provided psychotherapy and family therapy to children ages 5-18, their families and young adults. She also trained part-time with a pediatric neuropsychologist conducting neuropsychological evaluations. Currently, Dr. Hess is a second-year post-doctoral fellow in pediatric neuropsychological assessment, working with NESCA Londonderry’s Dr. Angela Currie and Dr. Jessica Geragosian.

 

To schedule an appointment with one of NESCA’s expert neuropsychologists, please complete our online intake form

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton and Plainville, 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.

 

Understanding Chinese Medicine on a Deeper Level

By | NESCA Notes 2019

Breaking down a common pathology and get it in balance this spring

By Holly Pelletier, L.Ac.
Licensed Acupuncturist

If you are alive today, chances are you have some form of one of the most common Chinese medical diagnoses, Liver Qi stagnation. Let me break down this complex, and presumably new, terminology.

Liver (LV)—In Chinese medicine, all of the meridian systems are named after organs in the body. When we talk about Liver, Spleen or the Heart, for example, and you see it with a capital letter, the scope of the word’s meaning is much larger. When you see Liver in this post, know that it means the energetics of the organ as well as the organ itself. This includes the meridian system, the emotional connection and the actual physical lines in the body the meridian comprises—in this case, the inner leg line or your adductor muscles.

Qi—Qi = Energy (roughly). Everything is Qi, just like everything is energy—physics taught us this, and, well, there is no arguing with physics!

Stagnation—This one is simple. Stagnation simply means the stuck-ness of something/that something is not moving.

Pathology—A pathology is an imbalance in your system. Altogether, Liver Qi stagnation pathology is an imbalance caused by something not moving along your Liver meridian.

Now that you know the breakdown of the pathology, how do you know if you have Liver Qi stagnation? Let’s look at some common signs that might signal you have some (or a lot) of this imbalance.

Possible symptoms

Irritability, depression, displaced anger, tight muscles, pain anywhere in the body, restlessness, PMS, headaches, irregular and/or painful periods, constipation, inappropriate anger, frustration, abdominal pain/discomfort, mood swings, sighing, sensation of a lump in the throat, excessive sleep or hiccups. 99% of individuals have at least one of these common imbalances on a regular basis.

What causes LV Qi stagnation?

Stress and lack of movement are two BIG players, and the Liver organ system is actually most susceptible to imbalance in the Springtime. During spring, the above-mentioned symptoms can flare more easily. To take care of this organ system, now is the time to pay more attention to it, before we are fully into the spring season.

Why is it important to pay attention to this?

Understanding how your body works and how the seasons affect us is the first step in your own personal health journey. This is one of the foundational principles of Chinese medicine as a preventative means to wellness.

When the Liver is in balance, it is a strong force to be reckoned with. You’re more likely to experience a lot of forward progress, determination and healthy amounts of focus and clarity in completing a particular “job” (think of a job as dreams, hopes, desires).

Unfortunately, many people have the mindset of, “If I’m not sick, I’m healthy.” The problem with that is we are not trained to see symptoms of early illness or disease. For the most part, we do not know how to correct imbalances early on or properly deal with emotions—i.e. not pushing them down or not taking them out on those who do not deserve it. We don’t know how to tap into the energy of the body and world around us to create an environment and a lifestyle conducive to optimal health. We will have pain and brush it off, or a nagging headache and say that’s normal, when in reality these are symptoms our body is trying to tell us about an imbalance! We need to learn to listen and to tap in EARLY if we want to live a healthy, disease-free life.

What’s more is that a MAJOR cause of disease is stagnation. There is usually some form of stagnation in every illness or ailment, and the Liver is the organ system in charge of clearing, moving and breaking up stagnation.

3 Easy Tips to Balance your Liver Qi this Spring!

1. Move!

The best way to take care of your Liver and harness the energy of this organ system is to move your body. There is so much flexibility with this—whatever you like to do to get moving is A-OK. Try walking, biking, yoga or dancing! Anything goes…just get going TODAY!

If movement and exercise is totally out of your lifestyle at the moment, start with small tricks like taking the stairs or parking further away so you have a longer walk through the parking lot!

2. Let emotion out in a healthy way!

When I first did therapy, my therapist introduced me to a “rage room.” It took me about three years to actually use it, but when I did, I felt amazing! My rage room back then consisted of a punching bag that we hit with a bat, but there are so many ways to release pent up emotions so they don’t stagnate and lead to disease.

Some easy and accessible examples are:

  • Scream while alone—in the car, woods or at your house when no one else is around. Note: If you are thinking about this in terms of your child, which undoubtedly many of you are, it is good to encourage them to let out emotion. Help them find a safe space they can do it in.
  • Jump up and down, shaking out your limbs (really effective)
  • Run or jog
  • Practice Vinyasa Yoga
  • Write a “rage page” in your journal where you get all of your feelings out (Note: the secret to this is that you must throw the page away after and never look back at it again. We are letting things out, NOT trying to dwell on them more).
  • Take an exercise class, like kickboxing

3. Get acupuncture, or at least acupressure!

Schedule an acupuncture session with a licensed practitioner—stick to an acupuncturist and not someone who just does “dry needling,” which doesn’t offer the benefits of a well-rounded treatment that addresses your root pathology, whether that be Liver Qi stagnation or something else.

If that is not in the cards for you, start tuning in to your own body. Begin with self-massage—the feet and hands are good places to begin—between the webbing of the fingers and the toes, in particular, and assess for stagnation. How can you tell if there is stagnation? If there is pain, sensitivity, built-up heat or cold, or numbness/tingling.

As you start to become intuitive with your own body, remember: Pain = Stagnation = Energy not flowing = built-up accumulation = disease at some point in the future. Start to get friendly with your own energy and begin to understand your body more!

 

About the Author:

Holly Pelletier, licensed acupuncturist, has been working with children, adolescents and young adults, in many different capacities since 2004. Prior to treating youth with acupuncture, she worked as a teacher, coach and mentor. She especially enjoys working with young people and acupuncture because of their speedy response time and genuine excitement about this form of medicine.  For more information about acupuncture at NESCA and our new ‘Acupuncture & Mindfulness’ program for teens, please email Holly Pelletier at hpelletier@nesca-newton.comFor more blog posts by Holly check out her personal blog: www.holisticallyinspired.org.

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton and Plainville, 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.

 

To book an appointment with Holly or other Integrative Treatment providers at NESCA, please fill out the intake form and note that you would like to see Holly.