Helping Children EXpress Their not-so-fun Feelings

I'm sure, if you have children, or been around them, you've experienced at least once, and I'm sure more, the emotional, confusing and overwhelming temper tantrum. I remember walking with my friend and her 4 year old son when suddenly he dropped to the ground and began wailing. I asked her what was wrong and she simply replied, "I don't have a clue." We both stood their in utter disbelief.

I've learned a thing or two about children's behavior since then and one thing I have learned is never try to reach a child when they are in the midst of a temper tantrum. It's similar to getting my dog's attention when she sees a squirrel...it's just not going to happen. The point is, once a child is in a state of emotional overload, not much is going to distract them let alone getting them to talk about what they are feeling. What you can do though, is let them know you are there for them, hold them, tell them they must be feeling really bad right now proceed to gently rock them. Once they have calmed down, you can then move to the next step which is getting them to verbalize what they are feeling. I recommend giving the names of feelings to them such as, are you feeling mad, sad, happy, frustrated? Children, depending on their age, can't always identify the feeling on their own. Another idea is to have a "feeling" chart in your house. Many times children can look at a facial expression of a feeling and can identify how they are feeling that way. When there is the time, I ask children to create a picture of how they are feeling. I ask them to pick a color, shape and size of their feeling. I would recommend always having markers or crayons on hand and paper. I like to help children identify when they are reaching their so to speak breaking point. They begin to recognize how anger, for instance, they are and can take steps to calm themselves down. They can count, take deep breaths, jump on one foot, do push-ups or take out the coloring supplies. To help children express what they are feeling, here are a few tips:

• Talk openly in your family about feelings
• All feelings are ok...it's how you express them
• Encourage children to use their words not their fists to express feelings
• Help by suggesting a few feelings they might be feeling
• Have a feeling chart in your home
• Share how you are feeling
• Be a positive example, i.e., do you use bad words; do you yell and scream? do you hit?
• children learn by observing and if you do the above...they will.
• Last but not least....STAY CALM!

The "MAGIC" of Model Magic

It is always a challenge, well at least for me, when a teen comes into session with their head hung low, unwilling to participate in therapy, and wanting the session to end yesterday! I don't know what I would do if I didn't have training as an art therapist. Recently, a young boy ambivalently came into the playroom remarking that he didn't want to be there and didn't want to do "anything." I validated his feelings and at one point, asked him where in his body he feels the intense feelings he was having. He reported, "his stomach." I quickly told him that many times we have physical symptoms when the feelings have not been expressed. I let him mull on a few of the things I said and then handed him a large piece of model magic. Model Magic is a clay-like substance that comes in different colors and hardens if you leave it out in the air. It is soft to touch when first opened and stays soft if kept in a plastic bag. Young and old love it's texture and its tactile experience. Colors can be mixed to make interesting combinations of colors or you can color pieces with magic markers also creating a beautiful kaleidoscope of color combinations. I suggested my client hold the clay in his hands to see how it felt. He continued to hang his head, but also proceeded to play with the clay by squeezing and twisted it eventually lifting his head up. I showed him how the clay can be made into a ball and that it can bounce. At one point the boy made a ball out of the clay and began to toss it in the air and against the wall. As I worked with another piece of clay, I also formed a ball and asked him if he knew how to juggle. Be then made two balls out of the same piece of clay and began to juggle with two and eventually with three balls of clay. I acknowledged what a good juggler his is and this might be something he can do when he is feeling anxious. I know this teen plays basketball, so at one point we both shot baskets into the waste basket using the balls we had made. My client appeared to relax and engage in the process with me. 5 minutes before the end of the session, my client announced he wanted to leave and I walked with him to the waiting area to wait for his parents. If children and teens are not taught how to manage anxiety, they become adults that are not in control of their overwhelming worry. Knowing tools to manage anxiety is as important as knowing how to take care of a headache or toothache.

I made sure that he understood that juggling and or tossing balls was something he could do when he felt anxious. It is important for children and teens to have tools they can turn to when feelings come up that they have difficulty managing. I call it their emotional toolbox. I suggested he come up with some other tools he can used when he feels overwhelmed by anxiety and worry.

Selective Mutism - Understanding a Child's Silence

I've been seeing a young girl in my private practice for about three months now, who I am totally fascinated with. Until recently, I had no idea she remains completely silent in class except for Spanish and Music. She is in Kindergarten and is 6. At She has a 9 year old brother, who at the first session informed me that she doesn't speak and that he will speak for her. At home it's a different story. She talks, plays, and wrestles with her brother. She is also aggressvive at times, acts out inappropriately and uses profanity.

So what's going on with this six-year old girl? That's what I've been seeking to understand and figure out since beginning to see her. I first thought I was working with a child with ODD, oppositional defiant disorder, a diagnosis from the DSM IV manual. The more I work with this young girl, the more I begin to see an intelligent, witty and athletic child, who is doing the best she can to cope with her surrounding environment. She loves animals, loves sports and loves to win. After speaking to her teacher, I realized that this kindergartner is silent throughout most of the day. Some how, she keeps it all together without speaking or uttering a word. She has pretty good peer relations, but definitely has her triggers. The clinical term given to children who do not speak is called Selective Mutism. Many will report that selective mutism is about control, but it is not. It is a social anxiety disorder that causes children to clam up for fear of being laughed at and fear of social embarrassment. It is found in less than 1% of mental health settings and can develop into other issues later in life if not treated. It usually occurs before the age of 5, but does not become recognized until a child enters school.

One of my therapeutic goals is to help my client improve her self-confidence and to decrease her social anxiety. As an art therapist, I do this by incorporating play, art and games. It has taken about 3 months for this child to feel comfortable and to begin to trust me and to not act out or miss use my art supplies or toys. Though this child does exhibit signs and symptoms of ODD, it is due in part to her underlying anxiety disorder. It makes sense that a child who remains silent for a good portion of his or her day, would at some point need to some how release all their built up feelings and emotions. I continue to learn, and try to understand how this child perceives her world. Part of my job as her therapist, is to help her develop healthy and constructive coping skills to handle her world. Becasue at six, she already sees her world as being scarey and unpredictable. I have to help her learn tools to not only cope, but to handle disappointment and unpredictability.

Power of the Dinner Table Ritual

It's come to my attention that very few families actually practice the art of gathering around the dinner table anymore. Ok, so most of my childhood dinners ended in arguing, fist-banging and my mother retreating to her bedroom, I still feel it is necessary to the mental health of families today...how ever you define family. My family consists of me and my dog, but then again, there are no children present. I read recently that it is important to a child's wel-being to have at least 15 minutes of a parents undivided attention a day. That doesn't mean as the parent is arguing with them or attacking them for misbehavior, it means, asking questions about their day, checking in on home they are doing emotionally, academically, physically and with their peers. When the child responds, "everything is OK," the conversation doesn't end there. "What do you mean by OK?" should be the next question. Details, details, details. "What did you find interesting at school today?" Try not to ask yes, no questions, because you'll only get yes, no answers. Suggest your child help out with the dinner preparation even if it is a take out meal.
TIP:
Be creative with your communication style with your child/children. Sit down and do a nonverbal drawing together about how you and your child's day was. All you need is a big piece of paper or small and markers. Each picks a color marker and take turns drawing images that represent your day.
When your down, talk about the images. You can learn a lot from pictures.