Encouraging Children to Attend Counseling

Posted on by Susie Munsey

 

 

When children are resistant to counseling, it can be frustrating. You, as the parent, want them to be happy and healthy, and to be able to process their emotions in healthy ways as they grow and experience new life experiences. You feel that counseling will be able to offer them tools and techniques that will help them tackle the trials they are facing. But, they say they say they don’t want to and continue to refuse no matter what you say. This is a completely natural response. It can seem like an intimidating thing to do. Talking to a stranger about your feelings is hard and initially can feel scary. A child refusing to go to therapy, may not be ready to engage in counseling presently, that is normal and ok, but there are a few more things you may decide to explore before moving on. 

Have an open-minded and empathy-filled conversation with your child when they (and you)  are in a calm and open mood. Many kids worry that the reason that their parents want them to go to counseling is because, “I am bad” or “something is wrong with me”. Right off the bat, normalize therapy, by explaining how it is similar to having a doctor to help our bodies. Most people go to the doctor to check up on, get help with and learn about their body. Connect this to how every human also has emotions, thoughts and behaviors and we also all need support with learning about and getting help with our emotional well-being. We don’t go to therapy because “something is wrong with us”. We go to therapy because we are human and we need a team of support to help us through the challenges of life. At Resilience Therapy, we take a strengths-based approach to working with children, youth and families. Throughout therapy the child will learn about and discover their own unique strengths and how those can be built upon to meet their goals and help that child or teen see just how resilient they truly are. 

When kids refuse to go to counseling a parent wonders, “why?”. Sometimes kids can’t exactly express their “why” for the choices they make or the things they say or do. Start with validating their emotions and possible hesitation. Then, rather than asking them “why”, see if you can have them talk about what their thoughts and feelings are surrounding the idea of counseling. What are the pros and cons of going? What do they think will happen if they go? Sometimes giving the example of your “why” can help kids find their own. Do they know why you want them to try counseling (i.e. share your hopes for ways they could feel better or understand themselves better, to learn about mental health together)? Better yet, try to help them uncover why they may want to go to counseling for themselves ( i.e. what goals do they have for their emotions and where could they see themselves benefiting from support). Helping them see their own desire or reasons to engage in counseling will increase their motivation to not only go but to be an active participant.  Perhaps, through these exploratory discussions, they can give you some insight into their world and what is making them reluctant or what they would find beneficial to work on. You may choose to empower them so that they can work on whatever they would find beneficial and create their own goals for therapy, as a nice starting point. From there, the child, parent and therapist can collaborate on a plan. Once you understand their worries and needs, you can address their concerns with facts about the experience that reduces their fears, helpful explanations that increase their understanding and problem solving together to make it a good and beneficial experience for them.

At Resilience Therapy, we love to engage children and youth in fun and creative ways. We often use crafts, games, activities, music and rewards to help children learn about and process their thoughts, emotions and behaviors. We also have fidget toys for the youth to play with while we talk. We find this brings a lot of joy and comfort to the kids we work with. 

We make every effort to help the child and teen feel heard, understood, appreciated, and cared for. They will never be forced to do or say anything in our counseling sessions. This is a non-judgemental and safe space for them, so we will do our best to make sure they feel at ease. We operate under the idea that no client cares what we know until they know that we care, so we always make sure that the first thing we communicate in therapy is the fact that we, as therapists, care about each child, their health and success in accomplishing their goals. We believe the number one success of therapy is the relationship that is developed between the therapist, client and family. We take the time, care and intentionality needed to build an individualized relationship that meets the unique needs of each child.

 

What is EMDR?

Posted on by Susie Munsey

 

 

Have you experienced a life challenge or a trauma that simply has your brain stuck in a never-ending spiral? Many of us can relate to this never-ending spiral experience. However, the good news is that we as humans can overcome many of our challenges. EMDR is empirically supported by science and lots of research. So, what exactly is EMDR? EMDR stands for Eye Movement Desensitization and Reprocessing. With many years of treatment, EMDR continues to be very successful in treating a plethora of concerns. Some of these concerns include but are not limited to PTSD, trauma, anxiety, depression, issues with sleeping, grief/loss, and pain. Francine Shapiro is the mastermind behind EMDR, and through many years of research, all beginning from 1987 to the current day, EMDR has become an ideal therapy modality for individuals who prefer minimal talking and more processing. A trained and professionally licensed individual who works in the mental health field can conduct the EMDR practice. The professional will support their client in creating a safe space where healing can begin. 

 

Now let’s get into the mechanics of EMDR. It is said that our thoughts/distressing recollections are stored in the memory and are processed in their unique way. Oftentimes, we are exposed to these stressors, thus causing more continuous distress emotionally and physically. The brain will associate feelings, body sensations, and images with the stressful event(s), thus causing heightened stress and anxiety. EMDR is effective in allowing the thought to come to the surface and allows the individual the time and space to reprocess the stressors in a different way through bilateral stimulation (hand movements or tapping). Memories/thoughts from the past, present, and future are tackled to desensitize the individual to the maladaptive thought or memory. These thoughts are reformed or reborn into a thought or memory that has been resolved. When successful, the individual who has received EMDR treatment can now view the stressful memory or fear as a memory and can experience less fear and anxiety related to stressors. The EMDR approach includes 8 phases to help prepare individuals receiving treatment. The phases are as follows:

 

  • Phases 1: History taking and treatment planning 
  • Phase 2: Preparation and stabilization 
  • Phase 3: Target assessment 
  • Phase 4: Desensitization 
  • Phases 5: Installation 
  • Phase 6: Body scan 
  • Phase 7: Closure 
  • Phase 8: Reevaluation

 

Each phase is completed thoroughly and provides time for the client and professional to understand the underlying concerns and develop a method that works best for the client in reprocessing the memories/thoughts. Good rapport and communication are crucial for the EMDR experience. Children and adults will be equipped with proper knowledge and psychoeducation about EMDR to help them through the experience or process. If we can become unstuck from our negative thoughts, views, and memories, we might take a chance on EDMR. It is encouraged to discuss EMDR with trained professionals in the behavioral health field. You might be one step closer to healing. 

For more information about EMDR, please visit: About EMDR Therapy – EMDR International Association (emdria.org) 

 

For a visual experience on EMDR see the videos down below: 

 

https://www.youtube.com/watch?v=1IPsBPH2M1U 

 

https://www.youtube.com/watch?v=tLrmZXheY5c 

 

https://www.youtube.com/watch?v=hKrfH43srg8

 

Written by Celina Peña

No-Drama Discipline: Proactivity Vs. Reactivity: Emotional Regulation Begins with the Parent

Posted on by Susie Munsey

 

 

The authors of Whole-Brain Child, Siegel M.D. and Bryson Ph.D., bring us more words of wisdom when it comes to raising children as peacefully as possible and teaching them to be well-regulated human beings. They suggest a proactive rather than reactive approach to our children when we see them heading down an emotionally destructive path. Seigel and Bryson tell us that the secret to proactivity is connection. When parents see their children engaging in behaviors that they know will end poorly (ex: yelling, acting aggressively, stomping, aggressive words, etc.), it is their job to intervene. However, the thing to be aware of, as parents, is that some can have a tendency to jump in with their own reactive emotions in those moments. 

You are a model to your children. Your reactions show your kids how they should be handling their emotions, so you need to enter the situation with a calm frame of mind. Your approach will be mirrored by your children.  If you meet their anger with anger, it results in escalation.  They need you to teach and guide from a place of empathy and love.  Entering a situation with a calm frame of mind can be hard to do when you hear a raucous coming from the other room or see your kids stomping around the house using upsetting words and tones. You may want to yell, to tell your kids to settle down, or tell them to go to their room until they calm down, etc. But in order to teach your children to be less reactive, you need to show them how.

In a No-Drama Discipline approach, the best way to do that is by connecting with them rather than jumping straight into discipline. Take a moment to step back, get on their level, listen to them, hold them, help them to feel understood, seen, “felt”. When emotions run high it’s hard to think logically and listen to a lecture or a lesson. They can’t hear you when they’re in that frame of mind (none of us can when we are in that state), and then you may get frustrated when they seem to not listen. When you give them your time and your emotional connection, they become less defensive and more calm. When they are ready to hear what you have to say, you can then have an open conversation about what happened and how the situation can be improved in the future. This is where as a parent you have a window of opportunity to influence your child and teach them valuable lessons on relationships and healthy emotional regulation skills. Let them share their version of the story. Ask them for solution suggestions and create a plan together. Give them a space to feel heard and validated in their emotions, even if their behaviors were poorly chosen. It’s the behavior, not the child that’s the problem (and they’re allowed to have emotions). Allowing your children the time to feel that connection and regulate themselves before a full-on tantrum starts can greatly impact how the situation ends. 

Being proactive versus reactive can stop the fight before it starts, and encourage personal growth and strengthen family relationships. Even if you are a few moments too late, using this connection approach can lessen the impact of negative consequences. A talk can be much more effective than a general time-out, where they spend the whole time thinking about how “mean” you are versus what they did to end up there. At its core, discipline is not about punishment but about teaching our child what they need to get through the ups and downs of life. Being proactive may not be the only tool in our parenting tool belt that we need, but it is a solid foundation for building discipline practices in the family. We can never fully predict what responses we will get. But we can put forth the effort and let our kiddos know that we are there for them unconditionally, not just when they are happy.

Written by Emily Brown

 

Three Parenting Steps to Manage Difficult Behaviors

Posted on by Susie Munsey

 

 

 

Let’s run this scenario. You are sitting down relaxing by the pool and enjoying your summer as your child enjoys a picnic with their cousins. All of a sudden you hear screaming and sounds of hitting coming from your child. You begin to get upset and assume you already know what is happening when your child comes to you shouting and crying. You begin to tense up because you are seeing that not only was there screaming and hitting involved, but the picnic lunch you made for your child and their cousins is all over the grass (the grass that you mowed and cleaned yesterday). There is peanut butter and jelly all over the place, sticky juice is all over the picnic blanket, and there is a mess of crushed chips on the floor. PURE CHAOS! Ladies and gentlemen, As  Daniel J. Siegel and Tina Payne Bryson describe in “No-Drama Discipline”, please cue the jaws theme song. Let’s take a moment to reflect, do we really need to have that soundtrack playing or can we turn it down to assess the situation?

Parents, it is so common that we often assume we know and approach a situation in a one-size fits all manner, but what if we approached each situation in a different and a less fear-based manner? In, “No-Drama Discipline”, Daniel J. Siegel and Tina Payne Bryson discuss 3 important components in order to muffle or silence the shark music. The first component includes reflection. We are all human, and we get upset. This is completely normal. We want to make sure we acknowledge our feelings, and also reflect on what we know about the situation.  We then want to use response flexibility. What does response flexibility mean? It means being intentional and understanding why the situation may have happened. You might make a mental note of the scene itself and possible emotions that may have played a part in the situation. Instead of bringing out your shark teeth and chasing the “bate”, we need to chase the why’s. Curiosity, especially when not knowing what actually happened, is the ideal route to take. When we do this, we can now move on to the 3rd component. This would be connecting with your child during a distressing moment.

Let’s replay the scene above using the 3 components described by Daniel J. Siegel and Tina Payne Bryson. Cue the play back: You are sitting down relaxing by the pool and enjoying your summer as your child enjoys a picnic with their cousins. All of a sudden you hear screaming and sounds of hitting coming from your child. You look over in their direction and begin to notice a few things. There was hitting, throwing, and screaming involved from your child. The picnic lunch you made for your child and their cousins is all over the grass (the grass that you mowed and cleaned yesterday). There is peanut butter and jelly all over the place, sticky juice is all over the picnic blanket, and there is a mess of crushed chips on the floor. PAUSE. You take a moment to acknowledge the scene and the mess. You allow yourself to feel angry and take a deep breath. You begin to wonder and become curious why your child is experiencing such distress. Upon assessing the scene, you see 3 cousins laughing and pointing to your child. And you begin to see your child is feeling upset but are not sure why. You walk over calmly to your child, get on one knee and say, “my, this is quite a mess. I see you are upset. May I give you a hug?” Your child reaches over to you and gives you a great big hug. Your child later tells you that they felt excluded and reacted by throwing, screaming and hitting. You are now connecting with your child. You listen to them and acknowledge their feelings. After, you might problem solve with them or explore alternative behaviors without shaming them. You have bonded with them and have made them feel safe and heard. You then pick up the mess together. Connecting is so important. We do not want to turn away from chaos, but we want the end goal to be connection. Parents, this is a scenario, and your real-life situation may perhaps be greatly different. We encourage you to attempt this approach. Remember parents, it is not an easy journey, but you’ve got this! 

Written by Celina Peña, LAC

 

Argue with a “We” in Mind

Posted on by Susie Munsey

 

Rise your hand if your children fight (with you, with each other, with friends, etc.). Disagreements are part of being human. We all have different viewpoints and opinions. It’s natural, and even difficult for us, as adults. Once again, we can’t put too much pressure on our kids to behave perfectly in situations where we struggle, but here are some tips from Daniel Siegel and Tina Payne Bryson in their book The Whole Brain Child.

      • Tip 1: When your child comes to you because their sister/brother hurt their feelings or called them a name, rather than asking “What did you do to him/her?” remember the Connect and Redirect strategy posted earlier. Try asking questions about the situation, such as “Why do you think he/she said that to you?”, “What was going on when that happened?”, and “How did the conversation go?”, and following up with questions addressing the conflict and how their actions or words may have made the other person feel. This will help decrease defensiveness and open your child’s mind to seeing how the other person feels and creating empathy in them. There is no guarantee that this solution will work every time, but by giving them the opportunity to think about how another person feels and why they reacted as they did, we are helping them gain skills that will allow them to have mature and fulfilling relationships with those around them.

 

      • Tip 2: We often teach our children to listen to words, “Listen to what they said: they don’t want _____”. This is a great and important part of learning to communicate and build understanding and empathy. But it’s also important to teach our kids about what is being said through body language. This can be a difficult skill for many children, as it takes time and patience to learn. We often hear something along the lines of, “But he/she likes it. We’re playing a game”.  Pointing out examples of body language (expressions, drooping shoulders, lowered head, etc.) to our children, we can help them learn to tune in to how others around them are feeling, even if they don’t say the words out loud. This can help avoid future arguments and strengthen relationships.

 

      • Tip 3: Apologizing may only be the first step at making something right. One of the first things we teach our children is to say they are sorry when they do something that negatively impacts another person. But “I’m sorry” doesn’t always resolve the issue. Sometimes they need to take steps to right whatever they did wrong. They may have to replace or rebuild something that they broke, or they might have to draw an apology picture or note. Through this, we are teaching our children to demonstrate acts of love and remorse to show that they have put thought into repairing the relationship versus just saying “I’m sorry”. Another part of apologizing is understanding that “I’m sorry” is more than just words. They have to remember that their actions or words hurt someone and actively try not to do it again. This helps to put trust behind the apology. Through these actions, the child is learning to communicate that they understand how the other person is feeling and why they are upset. Parents can help this process by asking questions such as, “If it were you and your favorite thing were broken, what would help you feel better?”, this actively plays into Tips 1 and 2. When we break through our children’s defensiveness and reluctance to accept responsibility, we can help them become thoughtful and compassionate individuals who have lasting and thriving relationships. Sometimes a sincere and honest apology does the trick, “I did ____ because I was feeling ____, and I’m sorry. I will try not to do that again”. But it’s necessary for kids to learn what it means to go the extra mile and take specific steps toward reconciliation.

 

Written by Emily Brown

The Gift of Downtime

Posted on by Susie Munsey

 

 

Here is some good news kids, “Summer vacation is approaching!” Parents, here is some bad news…”Summer vacation is approaching…”

Is the arrival of summer so bad? Why do parents find this time stressful? Children can answer that question with one simple statement, “I am bored.” Does boredom lead to cognitive decline? In short, not necessarily, especially depending on how the downtime is used. While keeping children busy with extracurricular activities and screen time could be helpful and a great learning experience, it is also important to provide some downtime. Balance is the key to this thought process.

In, “The Yes Brain” by Daniel J. Siegal M.D., and Tina Payne Bryson, providing children with a balanced life through imaginative play can lead to discovery and exploration, along with learning about interests and disinterests. Through play, children learn and build upon planning and predicting, consequences, and cognitive skills. Not only does play enhance such aspects, but it also provides children a space to practice being social and learning emotional regulation.

Parents, you have so much going on in your lives. Doesn’t it feel good now and again to reset? The same can be said about children. During summer break, children can spend time with family and friends, leading to socializing and creating connections.

Children can also catch up on sleep, which is another huge aspect of development. It is said within The Yes Brain book, that age and development play a huge role in how many hours of sleep (including naps) are needed for each age range. To put sleep hours into a visual perspective, Daniel J. Siegal M.D. and Tina Payne Bryson share The American Academy of Sleep Medicine results, which are endorsed by The American Academy of Pediatrics. Let’s take a look at what is being recommended:

Ages 4-12 months= 12-16 hours of sleep (including naps)

Ages 1-2 years old= 11-14 hours of sleep (including naps)

Ages 3-5 years old= 10-13 hours of sleep (including naps)

Ages 6-12 years old= 9-12 hours of sleep

Ages 13-18 years old= 8-10 hours of sleep

I ask all parents to ponder upon these numbers. Are your children getting enough sleep? Sleep is a crucial component of the well-being of a child. Summertime can be the perfect time to catch up and create healthy sleep patterns for the upcoming school year.

As Daniel J. Siegal M.D. and Tina Payne Bryson explain, downtime is different from planned extra-curricular time. Typically, extra-curricular time involves activities such as soccer, dance, baseball, chess practice, etc. These types of activities are not to be discouraged but should be balanced with rest and self-exploration. Television, video games, and screen time…what is the deal with those? Again, the main consideration to keep in mind is a balanced lifestyle. One that can provide children with time to rest, explore, and be involved in the social aspects of the community.

Sleep, rest, and free play during summer, how many of you are in? But what should you do when your child comes up to you and says, “I am bored”? The answer is not a simple one parents, but providing space for your child to use their imagination can be the start. Allow them to explore the yard and play in the mud. This will engage the right side of their brain. This will help them build those core memories. Give them some tools to engage in a different and unique play where they can create their scenarios. Parents, while this information may be helpful it may not always be perfect and that is okay. Give it a try though. You never know, you might also be cheering hooray for the summer! Hooray for downtime! Regardless, you’ve got this parents!

To get some ideas, check these links out:

STEM Resources for Parents | National Inventors Hall of Fame®

100 Summer Fun Ideas for Kids and Parents

Free Summer Bucket List for Teens Printable Checklist (temeculablogs.com)

10 Cool Activities with Ice to Kickstart the Summer – Happy Tot Shelf

Check out “The Yes Brain” for more:

The Yes Brain: How to Cultivate Courage, Curiosity, and Resilience in Your Child: Siegel, Daniel J., Bryson, Tina Payne: 9780399594663: Amazon.com: Books

Written by Celina Peña

Connecting and Redirecting

Posted on by Susie Munsey

 

Every parent has likely had the struggle of attempting to rationalize with their irrational child. Be it over wanting to wear Superman pajamas vs Batman pajamas to bed, wanting to eat dessert before dinner, why they can’t crawl around on the ceiling like Spiderman, or something else. When children get upset, they tend to lose all reason and just want what they want. As parents, this can get frustrating. Many end up falling into the trap of losing their patience and using terms like, “Because I said so”, “Why don’t you understand ____? We’ve gone over this”. Often this leads to bigger arguments, tears, and an unhappy household.

In the Whole Brain Child book, Daniel Siegel and Tina Payne Bryson give some strategies on how to take these situations and turn them into calm, learning moments that promote bonding and understanding. The Connect and Redirect strategy is to first remember that we were taught logic over time, it is not our brain’s natural response to our feelings and frustrations. Even as adults we struggle to add logic to our big emotions, so imagine how difficult that is for our children who are still learning to even put words to those big feelings. It may seem counterintuitive, but trying to rationalize with them using logic isn’t the best approach.

Instead, try meeting them where they are at: Get down to their eye level, use a calm voice and body language, engage empathetically, listen non-judgmentally, and take their problems as seriously as they are. When we approach our emotional children with emotion, it lets them know that we are hearing them and are taking the time to consider what they are saying versus feeling brushed off and sent back to bed. In this state, they are only using their emotional right-side brain. When we connect with their right brain, using our right brain, it helps to bring them back into balance. Then, once they are calm again, we can introduce left-brain logic and redirect.

Here they can take the time to learn how to problem solve and make a plan to ease their worries or frustrations. This may not always work, as sometimes their emotional storm is too far gone and just needs time to pass before introducing the Connect and Redirect strategy, but remember, it’s never okay for them to harm others, themselves, or property when they are experiencing these right brain emotional floods. They still need to be safe, and your rules and boundaries still deserve to be respected.

 

Written by Emily Brown

Encouraging Children to Attend Counseling

Posted on by Susie Munsey

 

 

 

When children are resistant to counseling, it can be frustrating. You, as the parent, want them to be happy and healthy, and to be able to process their emotions well as they grow and experience new things in life. You feel that counseling will be able to offer them tools and techniques that will help them tackle the trials they are facing. But, they say they say they don’t want to and continue to refuse no matter what you say. This is a completely natural response. It can seem like an intimidating thing to do. Talking to a stranger about your feelings is hard and initially can feel scary.

It may help to have a conversation with your child when they are in a calm and open mood. Sometimes kids can’t exactly express their “why” for the choices they make or the things they say or do. So, rather than asking them “why”, see if you can have them talk about what their thoughts and feelings are surrounding the idea of counseling. What are the pros and cons of going? What do they think will happen if they go? Do they know why you want them to try counseling? Perhaps they can give you some insight into their world and what is making them reluctant. Once you understand their worries, you can address their concerns with facts about the experience that reduces their fears, helpful explanations that increase their understanding and problem solving together to make it a good experience for them. 

Sometimes giving the example of your “why” can help kids find their own. Also, it may be a matter of making it their idea or finding their currency. If there is something in it for them, they may be more likely to be willing to go, or they may just need to be able to talk themselves into going if it means they will be able to better manage something that they are struggling with. If they are into crafts or games, Resilience does a lot of play-based therapy, as children learn best when something is fun. We also have fidget toys for the clients to play with while they are in here, if a game doesn’t sound fun, as well as a piece of candy they get at the end of every session. 

We try to make sure that every client feels heard, understood, appreciated, and not forced to do or say anything while they are here. This is a safe space for them, so we will do our best to make sure they feel at ease. We operate under the idea that no client cares what we know until they know that we care, so we always make sure that the first thing we communicate in therapy is the fact that we, as therapists, care about each child, their health and success. We believe the number one success of therapy is the relationship that is developed between the therapist, client and family. We take the time, care and intentionality needed to build an individualized relationship that meets the unique needs of each client.

 

Written by Emily Brown

Child & Teen Anxiety: What Parents Can Do To Help

Posted on by Susie Munsey

When your child is anxious, it’s natural to want to help them feel better. However, when we try to protect them from things that are upsetting, we may, accidentally, be making their anxiety worse. The best course of action is to teach them to deal with it in a healthy manner, rather than trying to take them out of the uncomfortable situation and reinforcing that getting upset is a good way to cope. Instead, talk to them. Let them know they are going to be okay, even if they are scared. Unfortunately, you can’t promise your child that their fears are unrealistic. But you can express your confidence that they are capable of facing their fears and feeling less afraid over time.

When you are talking your child through an anxious moment, try to avoid leading questions, such as “Are you worried about the test tomorrow?”, and instead ask open-ended questions, such as “How do you feel about the test tomorrow?”. It can also be helpful to play the “What If” game – What if their fear does happen? How would they respond? Who would they ask for help? Make a plan with them and give them confidence that your expectations are realistic – you don’t expect them to do something they can’t handle. Use calm body language and gentle tones to show that you are calm. This may help them gain a sense of calm as well. Remember though, validation doesn’t always mean agreeing with them. We don’t want to belittle their feelings, but we also don’t want to amplify them. Let them tell you about their fears, listen to understand rather than to respond, and then encourage them. A good example of this is, “I know you’re scared and that’s okay. I’m here and I’m going to help you through this”. Express to them that you understand the work and energy it takes to work through their anxiety, especially if it’s something they need to do over and over again.

The good news is that there is something called the “habituation curve”, which is a fancy term for “getting used to it”. Meaning their anxiety will drop over time as they continue to successfully come in contact with their stressor. However, it’s important to remember that this contact must be at the child’s pace, taking small manageable steps and done with care and compassion. Otherwise, you risk making their fears worse. It may take longer than you like, and it may not drop to zero, but that is how we learn to get over our fears, one step at a time, with repeated exposures. The most difficult time to face fears is the ‘Before Period’, such as before giving a presentation in front of the class. Try to reduce the anticipation by avoiding dragging out a long conversation before hand.

Lastly, kids are very perceptive and pick up on our reactions and behaviors. If you experience anxiety or high stress, they are going to notice how you handle it and imitate that response. If you let them see you managing that stress and anxiety calmly, working through it, and feeling good about making it to the other side of the moment, they will imitate that too.

 

To get your child and family help with anxiety please schedule an initial consultation with one of our our amazing clinicians!

 

Written by Emily Brown

The Joy and Power of Group Therapy

Posted on by Susie Munsey

As the mental health needs of our world rise and the stigma around mental illness falls, more and more people are becoming aware of the power of mental health therapy. Therapy is a beautiful opportunity to explore challenges and reshape our views of ourselves and our world.

And while the number of people seeking individual therapy continues to grow, most people have yet to discover the joy and power of group therapy. 

Group therapy is a place, like individual therapy, for someone to explore their thoughts and feelings in a safe and supportive environment – but it carries several unique advantages. 

Unlike individual therapy, group therapy gives everyone an opportunity to connect with other people living through similar experiences. Suddenly, the task of overcoming a particular difficult challenge is a group effort, with multiple others supporting each other through it. What used to be a person’s deepest burden held in isolation is now held in love with other caring hearts. The more we support and share with one another, the more we form strong bonds to withstand the many trials of life.

In addition, group therapy can be a cost effective way to remain connected with quality mental health services. Most group therapy services are less than half the price of an individual session, and for many, this represents something that can be maintained for more extended periods of time. It allows for continued connection and exposure to the practices that lead to abiding mental health – and this can make a huge impact over the course of a lifetime. Maintaining long term exposure to life changing truths is – well, life changing!

Also, group therapy can be an excellent supplement to individual therapy, as it can normalize many of the difficulties we experience. Once we realize we are not alone, and perhaps begin to see other people succeed as they work through similar issues, we can take courage in facing our own challenges. Sometimes all it takes is a change in perspective and a few others encouraging you along the way.

Finally, group therapy gives everyone the opportunity to be a healer, not just a patient. As we each create space for the difficulties of those around us, we are giving hope and healing to those who need it most. Group therapy can be wildly fulfilling in this way – allowing us all to walk away feeling like we are part of something bigger than ourselves. And sometimes, when we care deeply enough about others to serve them, we discover our own answers along the way.

Please reach out to us today to get connected in our therapy groups!

 

Written by Hunter Wilson