How are you feeling?

09/02/09 11:10 AM
Feelings - we all have them. Some positive and some negative. But having them doesn’t mean we know what to DO with them. Parents often ask me how to begin a discussion of feelings with their children. First, its important to remember that it is never to early to begin encouraging children to share their feelings/emotions. As many of you know, stuffing, bottling and overall not dealing with our feelings contributes to a variety of psychological and physical concerns. Often times, unresolved feelings (we especially think of “stress” in this category) will show up in the form of a tummy-ache, head-ache, and numerous other psychosomatic symptoms, or acting out behaviors. I have provided you with the link to a feelings chart that I use with students in classrooms and during individual sessions. Hopefully this will begin a dialogue between you and your child regarding emotions. Always remember that your modeling of emotional expression is an important part of your child’s understanding of feelings and emotions and will inevitably contribute to how they express themselves both at school and at home. I think that children should be exposed to their parents’ experience of a range of emotions from sadness to anger to happiness to frustration or disappointment. It doesn’t matter what emotion your are experiencing, just how you choose to express it that counts.

Helpful Tips
1. Try to use “I statements”. For example, “I feel __________ because”
2. Try to avoid blaming statements “You made me feel....” or “That made me feel....”. These only serve to reinforce helplessness in terms of not “owning” our feelings or being “out of control”.
3. Encourage other means of expression beyond verbalization. For example, drawing, playing, acting out situations. Sometimes direct questioning or contact can be too intense and often difficult for kids to respond to based on their developmental stage.

I have listed below a few good websites related to emotional expression and a link to a feelings chart that I posted (its helpful to print these off and use daily for check-ins or to begin a discussion).

Center for Social Emotional Foundations for Early Learning (provides a large variety of resources an information)

Kids Health - Dealing with Feelings - Great website with information for parents, kids and even another website for Teens!

AD/HD

08/27/09 08:56 AM
“You’re so ADD” - this language has become part of our pop culture lexicon. AD/HD (formerly referred at as ADD) has become a descriptor for forgetfulness, hyperactivity, and daydreaming, to name just a few. I think it is important that we gain awareness of the disorder and understand the various types in order to dispel any preconceived ideas and to correct misunderstandings. First, ADD/ADHD is a neuro-biological disorder, it is not a behavioral choice for the person or a result of environmental issues (such as parenting skills, for example). There are three subtypes of AD/HD by according to the DSM-IV (which is the manual that counselors, psychologists, psychiatrists and doctors use to diagnose mental health issues). The three types are predominantly 1) inattentive, 2)hyperactive-impulsive, and combined type. A diagnosis of one type or another depends on the specific symptoms (i.e. the "diagnostic criteria") that person experiences. Since all individuals present with some ADD characteristics from time to time, symptoms must be present for at least 6 months and occur in at least 2 environments (i.e. school and home; social and work) in order to warrant an official diagnosis. If you suspect that your child exhibits AD/HD symptoms, please set up a time to talk with me regarding referrals for evaluation, treatment options, and classroom modifications.

The links below will help you to begin establishing a better understanding of the disorder.

CHADD - Children and Adults with AD/HD

Causes of ADHD

Who can and who should be diagnosing ADHD

Treatment Overview

Myths and Misconceptions

Family Dinners

08/19/09 08:28 AM
I recently found an article that reinforced a common notion - quality time spent with children improves their overall functioning. Hmmm. Not a new discovery, right? Research has now proven that kids who have regular family dinners (as few as 2-3 per week) do better in school, have larger vocabularies and better behavior than their non-dinner eating peers. They are also less likely to “smoke, drink, do drugs, have eating disorders, become depressed or to have sex: things the Cleavers never seemed to worry about. Oh, they also get better nutrition”. Read the entire article and try to make a commitment to eat at least a few regular dinners as a family during this school year!

Welcome to my blog!!!

08/16/09 01:52 PM
Dear Parents, Students, and Teachers,

This blog is dedicated to issues related to the well-being of Pre-K through 8 students, Please subscribe to my blog as I will be posting information often. If you have a comment or suggestion for a topic, please contact me! Looking forward to being a part of the school community this year.

Best,

Kimberly Rogers, M.Ed, NCC, LPC-MHSP
School Counselor