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Tips and strategies for children's mental wellness SPOTLIGHT ON CHILDREN'S MENTAL HEALTH
Twenty-five percent of American children are being raised in a family challenged to provide enough food. Up to 10 percent of children have asthma. 186,300 children have been diagnosed with diabetes. According to the Surgeon General, 20 percent of children will experience a mental health disorder at some time between the ages of six and eighteen.
These numbers are alarming. Parents are being encouraged to prevent or minimize the effects of asthma and diabetes. I have never read a public services announcement that addressed how parents, families, and communities could either prevent or minimize the impact that mental health disorders would have on their children.
Just as we teach children how to care for their physical health, we need to teach them to care for their mental health. Many adults have grown up not knowing how to take care of their own mental health. This can make it hard for us to know how to teach our children to care for their mental health. Here are some guidelines that can help parents, teachers, or any adult who has the opportunity to have a positive influence on a child.
A child with good mental health will be successful in four critical areas of development.
First, the child will engage in productive activities. For most children, this means attending school, participating in classroom activities, and completing assignments. Children can also be productive in their church youth group, boy scouts, athletics, volunteering, or a part time job. Self confidence results from participation in productive activities.
Second, the child will form and maintain fulfilling relationships with others. Children need to be able to develop friendships with same age peers. They also need guidance that can only come from involved adults. Parenting is challenging for everyone. Parents need to provide realistic rules and boundaries while at the same time providing their children opportunities to test their skills and prepare for independence. Every child is unique and comes with his/her own strengths and shortcomings.
Third, the child will develop the ability to adapt to change. All children benefit from a stable routine and consistency. This foundation, provided by parents, family, and other involved adults, provides safety and security for children. Children who feel secure are able to adapt to change. Our lives are always changing. The classroom teacher is sick, so a substitute teacher is assigned. The car breaks down, so a family outing needs to be rescheduled. A day at the beach is canceled due to bad weather. Parents can teach their children the ability to cope by demonstrating these skills. Children need to witness adults involved in discussion and coping with changes in their routines.
Fourth, and perhaps the most difficult, is the ability to cope with adversity. Coping with adversity means handling disappointments, losses, and problems that most people face routinely. Adverse situations could include the death of a pet or relative, a friend moving away, or a conflict with a friend. Children need to be able to tolerate distress in their lives. We all experience varying amounts of emotional pain and we are better able to resolve conflicts if we can tolerate the situation until we can resolve it. Tolerance can also be explained as "not making a bad situation worse." Children learn to cope with adversity by witnessing the important adults in their lives cope with disappointment and distressing circumstances.
Very young children (infants, toddlers, and preschoolers) also need to develop good mental health. Over the first year of life, forming and maintaining attachments is a key developmental task. This task of forming secure, trusting relationships with caregivers usually develops smoothly. When caregivers respond to children's bids for reassurance, children develop expectations that caregivers will be available for them when needed. Young children with secure attachments are able to move forward and develop the ability to regulate their emotional responses and, explore and learn from their environments.
No one has perfect mental health. When a child seems stuck and unable to develop good mental health, parents need to know where to turn for help. Possibly a friend or relative has experienced a similar concern with a child. The Early Childhood Family Education Program in Brainerd (Tracey Malone: 454-5434) and Crow Wing County Public Health (824-1079) employ teachers and nurses who have expertise in early childhood development. Another resource for parents is the member of the Collaborative Service Team (CST) assigned to every public school in Crow Wing County.
This article was written by George Tetreault, a 9sychologist and EBD consultant with the Paul Bunyan Educational Cooperative in Brainerd.
Submitted by Holly Biggins, Northern Pines Mental Health Center.
Spotlight on Children's Mental Health is a monthly feature contributed by the Crow Wing County Local Advisory Council on Children's Mental Health.
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