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Russell Hyken Russell Hyken, Ph.D.
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    Archive for the ‘ Mental Health ’ Category

    Do you “bully” your child? Parenting Overweight Children

    Sunday, May 23rd, 2010

    Many believe that bully behaviors are confined to school yard taunts and teases.  This is not always  the case. Many children return home to face further humiliation especially if they happen to be overweight.  Parents often have difficulty approaching their teenagers about any difficult subject, but weight issues appear to be particularly misunderstood.

    Many parents “bully” their children and don’t even realize they are eroding their self esteem. Pet  names of endearment that focus on body image are often internalized as criticisms.  An affectionate  parent may call their overweight child “chunky monkey”, “marshmallow man” or  “butter ball”, but  a distraught child will often perceive this clever name as a subtle insult.

    Helpful hints such as diet more, eat less, eat only half, and avoid sweets appear to be helpful, yet  overweight teens resent these types of suggestions. These common knowledge comments are too general and tend to drive teens away from the trusted adults in their life.  Not knowing who to talk to, many will retreat to the privacy and stress free environment of their bedroom to indulge in hidden snacks.

    If your child or teen is overweight, the first thing to do is seek professional help. Discuss with your pediatrician if a medical concern could be the cause of excessive weight gain. After physical problems have been ruled out, seek the assistance of a therapeutic professional. Kids often eat in response to some type of stressor. If the issue can be identified, better coping strategies can be taught.

    Consider that you may not be modeling good eating habits. At dinner time, parents should cook healthy well balanced meals. Instead of allowing family members to serve themselves, make plates with sensible portions. If mom and dad load up on extra calories, children will follow.
     
    Plan fun and active family outings that everyone will enjoy. Overweight kids often have negative attitudes toward exercise because their weight may make it difficult to participate. PE class and sports are avoided because obese teens fear peer perceptions and bully comments. Parents should engage kids in lively activities that encourage movement and promote coordination.  Take a family bike ride in the park, throw a ball in the backyard, or learn to ice skate.

    The most effective way to help overweight children and teens is through family interventions and positive support. Scaring your kids into losing weight does more harm than good often causing angst ridden adolescents to become depressed, anxious, or eating disordered. Parents can’t control what happens at school, but you can create a positive, supportive environment at home.

    Better Batting and the Mental Game of Baseball… or Life

    Sunday, April 4th, 2010

    I was recently asked by a high school baseball coach to reduce the anxiety of his players, particularly as they step into the batter box. As I reviewed my strategies with the team, it became apparent these ideas were much bigger than the game itself and could be appliedmetaphorically to everyday life. Check it out and feel free to respond with some anxiety reducing strategies of your own.

    Take care of your body - Sleep is essential especially before a big game allowing your mind to be at its best. Eat a healthy breakfast/lunch and snacks with lots of protein. Avoid caffeine and stay hydrated—lots of water.

    Practice – Automaticity is the ability to perform complex tasks without thinking about it. Practice your swing over and over. When you get to the plate, don’t think about your swing as it takes focus away from the task at hand—just hit the ball.

    Positive Self Talk/Visual Success- Positive self-talk can be used to correct bad habits, focus attention, build self-confidence, and change negative thoughts to positive ones. Mental imagery is the process of using ones senses to create or re-create a positive or successful past experience in the mind. Tell yourself you can hit the ball and visualize yourself doing it well.  This process will build confidence.

    Focus/Attention – when at bat, only the ball matters—not the score, not your last performance—be in the moment. The ability to selectively attend to cues, events, or thoughts while disregarding others is the key to successful performances (Gill, 2000).

    Set Goals - Successful people in all professions and sports set goals, both short-term and long-term.  They write them down, they are realistic and measurable. If you don’t have goals, how will you know you are getting better?

    Relax - recognize anxiety and learn how to control it through relaxation strategies. Some of these techniques are deep breathing exercises which is an instantaneous process that can be used before batting. Before each game consider meditation (relaxing the mind first and letting the muscles follow), and progressive relaxation techniques (relaxing the muscles first, and letting the mind follow).

    You can’t be perfect -  Not all batters hit all balls. It is okay to be frustrated by bad at bats, but don’t hyper focus on it and learn from your mistakes.

    Final Words - Preparation (pregame mindset and nutrition), execution (be the best during the game), evaluation (postgame analysis used to improve).

    Aspergers and Autism

    Sunday, February 14th, 2010

    How will including Aspergers students under the Autism label impact the educational system.

         First let’s take a look at the definitions of these terms.  Individuals with Aspergers meet the current Diagnostic and Statistical Manual of Mental Disorders (DSM) criteria if they display impairments in social interaction and demonstrate restricted repetitive patterns of behavior (obsessive interests) without having any clinically significant delays in language acquisition skills and cognitive development.
         Individuals with Autism meet the current DSM criteria if they display impairments in social interaction and communication particularly in the area of development, conversational ability, and language spontaneity.  Additionally, there are functional delays with social interaction, language use, and/or imaginative play.
         When reviewing the definitions, it is easy to understand how these disorders fall on the same spectrum as both involve communication concerns. Aspergers individuals, however, do not have delays in language acquisition or cognitive impairments. Yes, they have special needs, but they are distinctly different from Autistic students.
         Due to their cognitive development, Aspergers students frequently display only minimal if any issues with the learning process and can be mainstreamed into general education classes more easily than students on the other side of the spectrum. Aspergers students can actually be taught how to function and behave in a classroom as their deficits are social in nature. Autistic children, on the other hand, sometimes need to be educated outside the traditional classroom environment due to a different set of classroom needs that include more supervision and individualized educational attention.
         By placing Aspergers students in the Autism spectrum, it may be difficult to adequately meet the needs of both sets of students because they require different types of attention. From an educational perspective, the typical Aspergers   student needs assistance with social skills and in many instances this is as straightforward as providing individual social skills coaching and social skills groups.  Autistic students typically need a much more structured environment and teachers that have a deep knowledge and understanding of students with communication and sensory deficits—special education teachers. 
         If all teachers could be educated about the needs of all of the individuals they teach, then there would be no need to label students. However, this is an unrealistic possibility. Teachers rely on labels to understand the needs of individuals because this is an efficient and appropriate methodology for delivering student profiles. Grouping Autistic and Aspergers students in the same category could confuse educational professionals.
         On the other hand, many Aspergers students do not receive the assistance they need because the can function relatively well in school and make good grades. These “quirky” kids may not be getting appropriate services because they are passing their classes. Grouping these students together could provide assistance to an underserved group.
         No matter what side of the spectrum of this debate you are on, one very positive things is happening in regards to this population—people are talking. Through conversation, news shows, and faculty room banter, awareness of Autism and Aspergers   has grown because of the DSM proposal to place Aspergers individuals in the Autism category is stimulating conversation.

    It would be great to hear your opinion.

    Teen Behavior - Postive Risk Taking

    Sunday, November 22nd, 2009

    Recently a Kansas City, Kansas beloved middle school teacher was fired for making an inappropriate comment in the classroom.  The teacher made a “bad” joke that pushed the limit of acceptable classroom banter.

    What happened next, however, was truly unique. Upon hearing that the teacher was suspended, his eighth grade students came together to protest. Utilizing modern day technology such as texting and Facebook, they organized more than fifty kids to picket the school, gathered parents to attend district meetings, and created a 200 plus person fan page on Facebook to support their cause. These tenacious, tech savvy teens took on the system!

    Behaviorally, these students involved themselves in a positive risk taking exercise. Risk-taking, in general, refers to the tendency to engage in behaviors that may potentially be harmful or dangerous, yet, at the same time, provide the opportunity for some kind of perceived positive outcome.  More often we hear about teenagers who engage in negative risky behaviors such as drug and alcohol use; however, there are also many students like the ones described above who push limits by participating in positive risk taking activities such as protesting for a cause.

    What is so unique about positive risk taking is that it can be a powerful and transformational process that encourages more positive behavior. In fact, teens who engage in these types of risks are more likely to avoid alcohol, drugs, and other dangerous activities than teens who do not push themselves to try new and appropriate things (Teens Today, 2004). Encourage your teens to step outside their comfort zone and see the postive benefits that result. 

    Interested in how the story ends, read the Kansas City Star newspaper article , who interviewed me to discuss the psychology and motivation of these unique teens who took on the system.

    Acceptable Anxiety vs. Anxiety Disorder

    Saturday, November 14th, 2009

    Anxiety is an inevitable part of life in today’s society. It is important to understand that there are many life situations in which anxiety, stress, or a little fear is an appropriate and reasonable reaction. If you don’t ever feel any anxiety in response to everyday challenges, something may be wrong. In fact anxiety can, in some cases, be a positive thing. Good stress motivates and energizes pushing you do your best work. A little fear may actually cause you
    to work harder and be more productive.

    Anxiety disorders are distinguished from everyday, normal anxiety in that they involve anxiety/stress that is more intense (panic attacks), lasts longer (don’t go away after the stressful situation has passed), and  may lead to phobias and other life impairing issues. When this occurs, it is time to see a professional.

     
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