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involved.","imgSizes":{"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/09/it-takes-a-village2_custom-8911c9e598aa6d905ffb3ef59ce0ff93dc2db1b9-400x236.jpg","width":400,"height":236,"mimeType":"image/jpeg"},"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/09/it-takes-a-village2_custom-8911c9e598aa6d905ffb3ef59ce0ff93dc2db1b9-800x473.jpg","width":800,"height":473,"mimeType":"image/jpeg"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/09/it-takes-a-village2_custom-8911c9e598aa6d905ffb3ef59ce0ff93dc2db1b9-768x454.jpg","width":768,"height":454,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/09/it-takes-a-village2_custom-8911c9e598aa6d905ffb3ef59ce0ff93dc2db1b9-1440x851.jpg","width":1440,"height":851,"mimeType":"image/jpeg"},"fd-lrg":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/09/it-takes-a-village2_custom-8911c9e598aa6d905ffb3ef59ce0ff93dc2db1b9-1920x1135.jpg","width":1920,"height":1135,"mimeType":"image/jpeg"},"fd-med":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/09/it-takes-a-village2_custom-8911c9e598aa6d905ffb3ef59ce0ff93dc2db1b9-1180x697.jpg","width":1180,"height":697,"mimeType":"image/jpeg"},"fd-sm":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/09/it-takes-a-village2_custom-8911c9e598aa6d905ffb3ef59ce0ff93dc2db1b9-960x567.jpg","width":960,"height":567,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/09/it-takes-a-village2_custom-8911c9e598aa6d905ffb3ef59ce0ff93dc2db1b9-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/09/it-takes-a-village2_custom-8911c9e598aa6d905ffb3ef59ce0ff93dc2db1b9-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"cat_post_thumb_sizecategory-posts-2":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/09/it-takes-a-village2_custom-8911c9e598aa6d905ffb3ef59ce0ff93dc2db1b9-50x50.jpg","width":50,"height":50,"mimeType":"image/jpeg"},"guest-author-32":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/09/it-takes-a-village2_custom-8911c9e598aa6d905ffb3ef59ce0ff93dc2db1b9-32x32.jpg","width":32,"height":32,"mimeType":"image/jpeg"},"guest-author-50":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/09/it-takes-a-village2_custom-8911c9e598aa6d905ffb3ef59ce0ff93dc2db1b9-50x50.jpg","width":50,"height":50,"mimeType":"image/jpeg"},"guest-author-64":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/09/it-takes-a-village2_custom-8911c9e598aa6d905ffb3ef59ce0ff93dc2db1b9-64x64.jpg","width":64,"height":64,"mimeType":"image/jpeg"},"guest-author-96":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/09/it-takes-a-village2_custom-8911c9e598aa6d905ffb3ef59ce0ff93dc2db1b9-96x96.jpg","width":96,"height":96,"mimeType":"image/jpeg"},"guest-author-128":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/09/it-takes-a-village2_custom-8911c9e598aa6d905ffb3ef59ce0ff93dc2db1b9-128x128.jpg","width":128,"height":128,"mimeType":"image/jpeg"},"detail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/09/it-takes-a-village2_custom-8911c9e598aa6d905ffb3ef59ce0ff93dc2db1b9-150x150.jpg","width":150,"height":150,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2016/09/it-takes-a-village2_custom-8911c9e598aa6d905ffb3ef59ce0ff93dc2db1b9-e1474373445828.jpg","width":1920,"height":1135}},"fetchFailed":false,"isLoading":false},"mindshift_40631":{"type":"attachments","id":"mindshift_40631","meta":{"index":"attachments_1591205162","site":"mindshift","id":"40631","found":true},"title":"Mental-Health","publishDate":1432296300,"status":"inherit","parent":40583,"modified":1432296310,"caption":null,"credit":"Getty 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Flanagan","firstName":"Linda","lastName":"Flanagan","slug":"lindaflan","email":"lindaflan@comcast.net","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"Linda Flanagan is a freelance writer, researcher, and editor. Her work has appeared in The Atlantic, The Wall St. Journal, Newsweek, Running Times, and Mind/Shift, and she blogs regularly for the Huffington Post. Linda writes about education, culture, athletics, youth sports, mental health, politics, college admissions, and other curiosities. 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If her nerves got too intense before races, she might have to bow out in advance. “I have anxiety!” she explained with a nervous grin.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61195 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/EMOTIONAL-LIVES-OF-TEENAGERS-Cover-flat-160x242.jpg\" alt=\"\" width=\"160\" height=\"242\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/EMOTIONAL-LIVES-OF-TEENAGERS-Cover-flat-160x242.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/EMOTIONAL-LIVES-OF-TEENAGERS-Cover-flat.jpg 298w\" sizes=\"(max-width: 160px) 100vw, 160px\">I recalled this episode while reading psychologist and author \u003ca href=\"https://drlisadamour.com/bio/\" target=\"_blank\" rel=\"noopener\">Lisa Damour’s\u003c/a> refreshing new book, \u003ca href=\"https://drlisadamour.com/books/the-emotional-lives-of-teenagers/\" target=\"_blank\" rel=\"noopener\">“The Emotional Lives of Teenagers: Raising Connected, Capable, and Compassionate Adolescents.”\u003c/a> Damour’s voice is forceful but comforting, and she uses it here to drive home her central point: Achieving mental health does not mean a life without unhappiness, anguish, anger, worry or self-doubt. Rather, these painful emotional states are an unavoidable feature of being human, especially for young people buzzing with hormones and adjusting to operatic moods prompted by recent rewiring of their brains. To best help their developing teenagers, parents should work to build their self-esteem and then guide them in learning how to express and manage these feelings. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61194\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61194 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-160x160.jpg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-1536x1536.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174.jpg 1708w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Lisa Damour \u003ccite>(Downie Photo/Courtesy of Lisa Damour)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Damour explains how we got to the point of considering unhappiness an aberration from some imaginary blissful norm. To start, advances in antidepressant medications made them safer and more attractive to the masses; she earnestly acknowledges that psychotropic medications improve and sometimes save lives. But prescriptions for Prozac and its medicinal brethren are as ubiquitous today as those for hypertension and cholesterol, making ordinary disappointment seem like a problem in need of a chemical solution. The mental wellness industry, too, \u003ca href=\"https://globalwellnessinstitute.org/industry-research/the-global-wellness-economy-looking-beyond-covid/\" target=\"_blank\" rel=\"noopener\">worth about $131 billion globally\u003c/a>, sells the idea that feeling rotten is avoidable (if you purchase just the right eucalyptus oil or bath bomb). Finally, because \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">adolescents are in fact gloomier today than they were just ten years ago\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s harder for parents and kids to figure out what distinguishes a legitimate mental health crisis from everyday emotional discomfort.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On this last point, Damour shares the findings of social psychologist Jonathan Haidt and psychology professor Jean Twenge who are \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1diMvsMeRphUH7E6D1d_J7R6WbDdgnzFHDHPx9HXzR5o/edit\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">sounding the alarm about youth mental health\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Just before the start of the COVID-19 pandemic, 44 percent of teenagers reported experiencing anxiety, up from 34 percent about ten years ago; 37 percent felt “persistently sad or hopeless”; 16 percent of teenagers said that they’d developed a suicide plan. Those self-reported findings were matched by increases in hospitalizations for self-harm and a surge in the number of completed suicides, mostly since 2012. New \u003c/span>\u003ca href=\"https://www.cdc.gov/healthyyouth/data/yrbs/yrbs_data_summary_and_trends.htm\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">findings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> released by the CDC in February revealed that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">girls and LGBTQ+ youth especially are floundering\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Whether from what Haidt calls the rise in “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">phone-based childhoods\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” creeping \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">existential despair\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or the effect of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">too little free and unstructured time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — and likely some combination of all these and more — adolescents are struggling today in ways that they weren’t just a decade ago. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What’s a conscientious parent to do? “One of the most important things we can do for teenagers is help them distinguish between emotions that are uncomfortable (and) emotions that are unmanageable,” Damour told me. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mothers and fathers should help their young children build authentic self-esteem by celebrating kids’ actions and avoiding effusive praise. Encourage girls and boys to be of service to others, not only to interrupt their solipsistic mindset, but also to reinforce their ability to make a difference. Next, urge them to develop an interest that’s unrelated to school or college applications, like cooking or knitting. Indulging an intrinsic interest is protective of kids’ feelings of self-worth. Finally, get going on these pursuits before a child reaches middle school, when even the healthiest child might falter. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The best thing parents can do after this is help their children learn both to express and regulate their emotions. Articulating painful feelings robs the feelings of their power, and learning how to manage them restores kids’ self-control.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To encourage open expression, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">listen\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Damour advises. Be curious about your child’s state of mind. Ask your child to be as verbally precise as possible. Then, repeat back what your child says in her moment of sorrow or fear to demonstrate that you genuinely understand. Once they’ve expressed their heartache, try capturing their hurt in a one-sentence summary — like the editor who creates a headline for a story — and show empathy in return. “Listening attentively and then offering empathy shows them that they are doing exactly the right thing when they seek relief by finding a loving listener (that would be us!) and sharing what’s on their mind,” Damour writes. Above all, defy the temptation to jump in with creative solutions, as irresistible as that may seem.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the teenager who resists face-to-face conversations, try other ways of inviting communication. Some children will respond to gentle text messages from parents. Others will be more talkative if they’re strapped into the back seat of the car, spared the awkwardness of direct eye contact. And if parents want their teenagers to talk, they might have to be around more often so that it can happen \u003c/span>\u003ca href=\"https://www.washingtonpost.com/parenting/2023/02/21/teen-talks-night-parents/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">when the kids are conversational\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Though they can be mercurial and ornery, teenagers typically like their parents and feel safer when they know where the grown-ups are. Another way to invite emotional expression: Own up to your own mistakes. For example, if you’ve gossiped to a friend about something personal your child has shared with you, and he learns of it, correct your blunder the right way: Apologize for violating his confidence, explain why you did, take responsibility, vow never to blab again, offer to make amends and ask for forgiveness. Because emotional expression is so essential to adolescents’ (and adults’) well-being, parents need to safeguard their kids’ trust. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After they’ve exhausted their efforts to spur expression, parents can help children learn to self-regulate. Suggest a distraction to interrupt unpleasant rumination. Offer them small comforts tailored to their preferences. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Check in on their sleep habits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and help them reclaim the eight to ten hours they need. When offering advice, tread lightly: Ask if it’s wanted and approach solutions jointly. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some children experiencing protracted and irrational sadness and worry need more than a parent or guardian can provide. “I have so much empathy for parents who are trying to figure out if a meltdown is a sign of typical and expectable stress or a sign of a mental health concern,” Damour said. Adults would be wise to seek professional help if their adolescent’s feelings “don’t add up,” or they can’t manage them constructively, or they resort to risky coping strategies. But remember that zig-zagging, capacious feelings are not something to be avoided or feared. “Distress is part of life, and it certainly comes with the territory for teenagers,” she said.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"As teens face a worsening mental health crisis, psychologist Lisa Damour advises parents on how to help young people learn to express and regulate emotions.","status":"publish","parent":0,"modified":1682274038,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":1199},"headData":{"title":"What parents need to know about their teens’ mental health | KQED","description":"As teens face a worsening mental health crisis, psychologist Lisa Damour advises parents on how to help young people learn to express and regulate emotions.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What parents need to know about their teens’ mental health","datePublished":"2023-03-08T11:00:22.000Z","dateModified":"2023-04-23T18:20:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Years ago, when I was still coaching high school cross country, a teenage girl skipped up to me after practice with a warning: Don’t count on her to race all the time. If her nerves got too intense before races, she might have to bow out in advance. “I have anxiety!” she explained with a nervous grin.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61195 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/EMOTIONAL-LIVES-OF-TEENAGERS-Cover-flat-160x242.jpg\" alt=\"\" width=\"160\" height=\"242\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/EMOTIONAL-LIVES-OF-TEENAGERS-Cover-flat-160x242.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/EMOTIONAL-LIVES-OF-TEENAGERS-Cover-flat.jpg 298w\" sizes=\"(max-width: 160px) 100vw, 160px\">I recalled this episode while reading psychologist and author \u003ca href=\"https://drlisadamour.com/bio/\" target=\"_blank\" rel=\"noopener\">Lisa Damour’s\u003c/a> refreshing new book, \u003ca href=\"https://drlisadamour.com/books/the-emotional-lives-of-teenagers/\" target=\"_blank\" rel=\"noopener\">“The Emotional Lives of Teenagers: Raising Connected, Capable, and Compassionate Adolescents.”\u003c/a> Damour’s voice is forceful but comforting, and she uses it here to drive home her central point: Achieving mental health does not mean a life without unhappiness, anguish, anger, worry or self-doubt. Rather, these painful emotional states are an unavoidable feature of being human, especially for young people buzzing with hormones and adjusting to operatic moods prompted by recent rewiring of their brains. To best help their developing teenagers, parents should work to build their self-esteem and then guide them in learning how to express and manage these feelings. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61194\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61194 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-160x160.jpg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-1536x1536.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174.jpg 1708w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Lisa Damour \u003ccite>(Downie Photo/Courtesy of Lisa Damour)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Damour explains how we got to the point of considering unhappiness an aberration from some imaginary blissful norm. To start, advances in antidepressant medications made them safer and more attractive to the masses; she earnestly acknowledges that psychotropic medications improve and sometimes save lives. But prescriptions for Prozac and its medicinal brethren are as ubiquitous today as those for hypertension and cholesterol, making ordinary disappointment seem like a problem in need of a chemical solution. The mental wellness industry, too, \u003ca href=\"https://globalwellnessinstitute.org/industry-research/the-global-wellness-economy-looking-beyond-covid/\" target=\"_blank\" rel=\"noopener\">worth about $131 billion globally\u003c/a>, sells the idea that feeling rotten is avoidable (if you purchase just the right eucalyptus oil or bath bomb). Finally, because \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">adolescents are in fact gloomier today than they were just ten years ago\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s harder for parents and kids to figure out what distinguishes a legitimate mental health crisis from everyday emotional discomfort.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On this last point, Damour shares the findings of social psychologist Jonathan Haidt and psychology professor Jean Twenge who are \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1diMvsMeRphUH7E6D1d_J7R6WbDdgnzFHDHPx9HXzR5o/edit\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">sounding the alarm about youth mental health\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Just before the start of the COVID-19 pandemic, 44 percent of teenagers reported experiencing anxiety, up from 34 percent about ten years ago; 37 percent felt “persistently sad or hopeless”; 16 percent of teenagers said that they’d developed a suicide plan. Those self-reported findings were matched by increases in hospitalizations for self-harm and a surge in the number of completed suicides, mostly since 2012. New \u003c/span>\u003ca href=\"https://www.cdc.gov/healthyyouth/data/yrbs/yrbs_data_summary_and_trends.htm\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">findings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> released by the CDC in February revealed that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">girls and LGBTQ+ youth especially are floundering\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Whether from what Haidt calls the rise in “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">phone-based childhoods\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” creeping \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">existential despair\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or the effect of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">too little free and unstructured time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — and likely some combination of all these and more — adolescents are struggling today in ways that they weren’t just a decade ago. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What’s a conscientious parent to do? “One of the most important things we can do for teenagers is help them distinguish between emotions that are uncomfortable (and) emotions that are unmanageable,” Damour told me. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mothers and fathers should help their young children build authentic self-esteem by celebrating kids’ actions and avoiding effusive praise. Encourage girls and boys to be of service to others, not only to interrupt their solipsistic mindset, but also to reinforce their ability to make a difference. Next, urge them to develop an interest that’s unrelated to school or college applications, like cooking or knitting. Indulging an intrinsic interest is protective of kids’ feelings of self-worth. Finally, get going on these pursuits before a child reaches middle school, when even the healthiest child might falter. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The best thing parents can do after this is help their children learn both to express and regulate their emotions. Articulating painful feelings robs the feelings of their power, and learning how to manage them restores kids’ self-control.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To encourage open expression, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">listen\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Damour advises. Be curious about your child’s state of mind. Ask your child to be as verbally precise as possible. Then, repeat back what your child says in her moment of sorrow or fear to demonstrate that you genuinely understand. Once they’ve expressed their heartache, try capturing their hurt in a one-sentence summary — like the editor who creates a headline for a story — and show empathy in return. “Listening attentively and then offering empathy shows them that they are doing exactly the right thing when they seek relief by finding a loving listener (that would be us!) and sharing what’s on their mind,” Damour writes. Above all, defy the temptation to jump in with creative solutions, as irresistible as that may seem.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the teenager who resists face-to-face conversations, try other ways of inviting communication. Some children will respond to gentle text messages from parents. Others will be more talkative if they’re strapped into the back seat of the car, spared the awkwardness of direct eye contact. And if parents want their teenagers to talk, they might have to be around more often so that it can happen \u003c/span>\u003ca href=\"https://www.washingtonpost.com/parenting/2023/02/21/teen-talks-night-parents/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">when the kids are conversational\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Though they can be mercurial and ornery, teenagers typically like their parents and feel safer when they know where the grown-ups are. Another way to invite emotional expression: Own up to your own mistakes. For example, if you’ve gossiped to a friend about something personal your child has shared with you, and he learns of it, correct your blunder the right way: Apologize for violating his confidence, explain why you did, take responsibility, vow never to blab again, offer to make amends and ask for forgiveness. Because emotional expression is so essential to adolescents’ (and adults’) well-being, parents need to safeguard their kids’ trust. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After they’ve exhausted their efforts to spur expression, parents can help children learn to self-regulate. Suggest a distraction to interrupt unpleasant rumination. Offer them small comforts tailored to their preferences. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Check in on their sleep habits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and help them reclaim the eight to ten hours they need. When offering advice, tread lightly: Ask if it’s wanted and approach solutions jointly. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some children experiencing protracted and irrational sadness and worry need more than a parent or guardian can provide. “I have so much empathy for parents who are trying to figure out if a meltdown is a sign of typical and expectable stress or a sign of a mental health concern,” Damour said. Adults would be wise to seek professional help if their adolescent’s feelings “don’t add up,” or they can’t manage them constructively, or they resort to risky coping strategies. But remember that zig-zagging, capacious feelings are not something to be avoided or feared. “Distress is part of life, and it certainly comes with the territory for teenagers,” she said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health","authors":["4613"],"categories":["mindshift_21445","mindshift_21345","mindshift_21280"],"tags":["mindshift_21093","mindshift_20589","mindshift_21070","mindshift_21157","mindshift_20865","mindshift_20696","mindshift_20884","mindshift_1038"],"featImg":"mindshift_61188","label":"mindshift"},"mindshift_59993":{"type":"posts","id":"mindshift_59993","meta":{"index":"posts_1591205157","site":"mindshift","id":"59993","score":null,"sort":[1665040354000]},"guestAuthors":[],"slug":"personalities-dont-usually-change-quickly-but-they-may-have-during-the-pandemic","title":"Personalities don't usually change quickly but they may have during the pandemic","publishDate":1665040354,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated October 5, 2022 at 2:18 PM ET\u003c/strong>\u003c/div>\n\u003cp>The global coronavirus pandemic disrupted almost everything about our lives, from how we work and go to school, to how we socialize (Zoom happy hours, anyone?!), and ultimately strained trust in many of the overarching systems we depend on, from health care to government.\u003c/p>\n\u003cp>New research suggests it may have changed Americans' personalities, too, and not for the better.\u003c/p>\n\u003cp>Typically, major personality traits remain fairly stable throughout life, with most change happening in young adulthood or when stressful personal life events occur. It's rare to see population-wide personality shifts, even after stressful events, but in \u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0274542\">a new study\u003c/a> in the journal PLOS One, psychologists found just that in the wake of the pandemic.\u003c/p>\n\u003cp>The researchers had previously found a small, counterintuitive change in personality early in the pandemic: They found a decrease in neuroticism, the personality trait associated with stress and negative emotions. In the current study, they were curious if they would find different personality changes in the second and third year of the pandemic.\u003c/p>\n\u003cp>\"And we did. There was a completely different pattern of change,\" says study author \u003ca href=\"https://public.med.fsu.edu/com/directory/Details/Full/16779\">Angelina Sutin\u003c/a>, an assistant professor of behavioral sciences and social medicine at the Florida State University College of Medicine.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the later period of the pandemic, the researchers noted significant declines in the traits that help us navigate social situations, trust others, think creatively, and act responsibly. These changes were especially pronounced among young adults.\u003c/p>\n\u003cp>Sutin hypothesizes that personality traits may have changed as public sentiment about the pandemic shifted. \"The first year [of the pandemic] there was this real coming together,\" Sutin says. \"But in the second year, with all of that support falling away and then the open hostility and social upheaval around restrictions ... all the collective good will that we had, we lost, and that might have been very significant for personality.\"\u003c/p>\n\u003ch3>Maturity interrupted?\u003c/h3>\n\u003cp>To measure the changes, Sutin and her team analyzed surveys from three time periods: once pre-pandemic, before March 2020, once in the early lockdown period in 2020, and once either in 2021 or 2022. All the responses came from the longitudinal \u003ca href=\"https://uasdata.usc.edu/index.php\">Understanding America Study\u003c/a>, organized by University of Southern California.\u003c/p>\n\u003cp>The surveys gathered results from a widely-accepted model for studying personality, the Big Five Inventory, that measures five different dimensions of personality: neuroticism (stress), extroversion (connecting with others), openness (creative thinking), agreeableness (being trusting), and conscientiousness (being organized, disciplined and responsible).\u003c/p>\n\u003cp>While these traits don't typically change radically throughout a lifetime, there's a general trend for young people to see a decrease in neuroticism as they mature, and an increase in agreeableness and conscientiousness. Sutin calls this trajectory \"development towards maturity.\" But the study findings suggest a reversal of that pattern for younger adults as the pandemic dragged on.\u003c/p>\n\u003cp>Between the first stages of pandemic lockdown in 2020 to the second and third years of the pandemic in 2021 and 2022, the researchers found that extroversion, openness, agreeableness and conscientiousness all declined across the population, but especially for younger adults, who also showed an \u003cem>increase\u003c/em> in neuroticism.\u003c/p>\n\u003cp>\u003ca href=\"https://psych.wustl.edu/people/joshua-jackson\">Joshua Jackson\u003c/a>, an associate professor of psychology at Washington University in St. Louis, who studies the factors responsible for personality change and was not involved in this study, says that finding was significant.\u003c/p>\n\u003cp>\"Younger individuals have less resources, they're less established in their social context, in their jobs and friends,\" he says. \"So any sort of disruption, they're the ones that are going to have this fewer number of resources to ride out the storm.\"\u003c/p>\n\u003cp>Sutin notes that even in more normal times, young adults are more likely to see change in their personality. But in the pandemic, \"all the normal things that younger adults are supposed to do were disrupted: school, socializing, work.\" Although older adults were at greater risk from the virus, their lives were \"in a much more stable place in general,\" Sutin says.\u003c/p>\n\u003cp>These particular personality changes in young people have the potential for negative long-term impacts, too, says Jackson. \"[Agreeableness and conscientiousness] are characteristics that are associated with success in the workforce, and in relationships,\" he says.\u003c/p>\n\u003cp>The study authors concur, writing that high conscientiousness is associated with higher educational achievement and income and lower risk of chronic diseases. Neuroticism is linked with risky health behaviors and poor mental health.\u003c/p>\n\u003ch3>Long-term personality change or 'short-term shock'\u003c/h3>\n\u003cp>The personality changes documented were not huge, but they were equal to the typical amount of personality change normally found in a decade of life, and they were seen across race and education level.\u003c/p>\n\u003cp>Jackson says the fact that the findings were seen across the population point to just how unprecedented the pandemic has been.\u003c/p>\n\u003cp>\"The general rule is that life events don't have widespread impact on personality,\" he says. For that reason, Jackson hopes further study will determine whether the personality changes this study found will sustain over a lifetime or be more of a \"short-term shock.\"\u003c/p>\n\u003cp>It's worth noting that the changes are relatively modest in scope, says \u003ca href=\"https://psychology.illinois.edu/directory/profile/bwrobrts\">Brent Roberts\u003c/a>, a professor of psychology at the University of Illinois Urbana-Champaign who studies continuity and change in personality across adulthood, and was also not involved in the study.\u003c/p>\n\u003cp>With a personality shift across population in these areas, \"there's going to be a slight elevation of some of the negative outcomes ... predominantly related to mental health and health,\" Roberts says.\u003c/p>\n\u003cp>And though the findings are significant at a population level, they're probably not reason for any individual alarm. So before you go blaming your bad mood on the pandemic, remember that personalities are typically resilient long-term.\u003c/p>\n\u003cp>\"It's not a simple question of either people being fixed and not changing at all, which is clearly wrong, or being rudderless ships battered about by the winds of change — it's something in between,\" says Roberts. Overall, the environmental changes we've experienced over the past few years aren't likely permanent either, which means the psychological consequences might very well change again, too.\u003c/p>\n\u003cp>The study had some limitations. For one thing, it didn't have a control group to compare results — there wasn't a group of people who didn't live through the pandemic for comparison in this case. And Roberts says it's hard to tease out what, exactly, over the past few years had the biggest impact on these shifts in personality.\u003c/p>\n\u003cp>The COVID crisis could have been the main driver of personality change, but other societal changes or reckonings we experienced in the same time frame – the mass shift to virtual school and work, increased economic stratification, the insurrection at the U.S. Capitol, or the rise of the Black Lives Matter movement, for instance.\u003c/p>\n\u003cp>Or it could be related to economic stress and \"long-term disparities that are occurring in our society,\" Roberts says.\u003c/p>\n\u003cp>\"It's been pretty clear from a lot of surveys, especially the younger folks feel a lot less hope for their future economic viability. ... And if that's the case, then, there's your alternative for why you see this subtle decrease in these kinds of personality traits that are often related to feeling connected to and effective in society.\"\u003c/p>\n\u003cp>And perhaps the findings are the result of more than one thing at the same time. The other group that showed significant personality trait change, for instance, were Hispanic/Latino respondents, who, Sutin points out, bore the brunt of the pandemic in more ways than one, \"both in terms of being more vulnerable to the illness and the more severe consequences of also being on the front lines [as essential workers].\"\u003c/p>\n\u003cp>Either, or both, of which might have taken a toll on personality in the population.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Maggie Mertens is a freelance journalist in Seattle who writes about gender, culture, health, and sports.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Personalities+don%27t+usually+change+quickly+but+they+may+have+during+the+pandemic&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A study finds small but meaningful declines in personality traits that help us navigate social situations, trust others, think creatively, and act responsibly. Young people were especially affected.","status":"publish","parent":0,"modified":1665558847,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1330},"headData":{"title":"Personalities don't usually change quickly but they may have during the pandemic - MindShift","description":"A study finds small but meaningful declines in personality traits that help us navigate social situations, trust others, think creatively, and act responsibly. Young people were especially affected.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Personalities don't usually change quickly but they may have during the pandemic","datePublished":"2022-10-06T07:12:34.000Z","dateModified":"2022-10-12T07:14:07.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59993 https://ww2.kqed.org/mindshift/?p=59993","disqusUrl":"https://ww2.kqed.org/mindshift/2022/10/06/personalities-dont-usually-change-quickly-but-they-may-have-during-the-pandemic/","disqusTitle":"Personalities don't usually change quickly but they may have during the pandemic","nprImageCredit":"molotovcoketail","nprByline":"Maggie Mertens","nprImageAgency":"Getty Images","nprStoryId":"1126825073","nprApiLink":"http://api.npr.org/query?id=1126825073&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2022/10/05/1126825073/pandemic-stress-impact-personalities?ft=nprml&f=1126825073","nprRetrievedStory":"1","nprPubDate":"Wed, 05 Oct 2022 16:11:00 -0400","nprStoryDate":"Wed, 05 Oct 2022 04:00:41 -0400","nprLastModifiedDate":"Wed, 05 Oct 2022 16:11:11 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59993/personalities-dont-usually-change-quickly-but-they-may-have-during-the-pandemic","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated October 5, 2022 at 2:18 PM ET\u003c/strong>\u003c/div>\n\u003cp>The global coronavirus pandemic disrupted almost everything about our lives, from how we work and go to school, to how we socialize (Zoom happy hours, anyone?!), and ultimately strained trust in many of the overarching systems we depend on, from health care to government.\u003c/p>\n\u003cp>New research suggests it may have changed Americans' personalities, too, and not for the better.\u003c/p>\n\u003cp>Typically, major personality traits remain fairly stable throughout life, with most change happening in young adulthood or when stressful personal life events occur. It's rare to see population-wide personality shifts, even after stressful events, but in \u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0274542\">a new study\u003c/a> in the journal PLOS One, psychologists found just that in the wake of the pandemic.\u003c/p>\n\u003cp>The researchers had previously found a small, counterintuitive change in personality early in the pandemic: They found a decrease in neuroticism, the personality trait associated with stress and negative emotions. In the current study, they were curious if they would find different personality changes in the second and third year of the pandemic.\u003c/p>\n\u003cp>\"And we did. There was a completely different pattern of change,\" says study author \u003ca href=\"https://public.med.fsu.edu/com/directory/Details/Full/16779\">Angelina Sutin\u003c/a>, an assistant professor of behavioral sciences and social medicine at the Florida State University College of Medicine.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the later period of the pandemic, the researchers noted significant declines in the traits that help us navigate social situations, trust others, think creatively, and act responsibly. These changes were especially pronounced among young adults.\u003c/p>\n\u003cp>Sutin hypothesizes that personality traits may have changed as public sentiment about the pandemic shifted. \"The first year [of the pandemic] there was this real coming together,\" Sutin says. \"But in the second year, with all of that support falling away and then the open hostility and social upheaval around restrictions ... all the collective good will that we had, we lost, and that might have been very significant for personality.\"\u003c/p>\n\u003ch3>Maturity interrupted?\u003c/h3>\n\u003cp>To measure the changes, Sutin and her team analyzed surveys from three time periods: once pre-pandemic, before March 2020, once in the early lockdown period in 2020, and once either in 2021 or 2022. All the responses came from the longitudinal \u003ca href=\"https://uasdata.usc.edu/index.php\">Understanding America Study\u003c/a>, organized by University of Southern California.\u003c/p>\n\u003cp>The surveys gathered results from a widely-accepted model for studying personality, the Big Five Inventory, that measures five different dimensions of personality: neuroticism (stress), extroversion (connecting with others), openness (creative thinking), agreeableness (being trusting), and conscientiousness (being organized, disciplined and responsible).\u003c/p>\n\u003cp>While these traits don't typically change radically throughout a lifetime, there's a general trend for young people to see a decrease in neuroticism as they mature, and an increase in agreeableness and conscientiousness. Sutin calls this trajectory \"development towards maturity.\" But the study findings suggest a reversal of that pattern for younger adults as the pandemic dragged on.\u003c/p>\n\u003cp>Between the first stages of pandemic lockdown in 2020 to the second and third years of the pandemic in 2021 and 2022, the researchers found that extroversion, openness, agreeableness and conscientiousness all declined across the population, but especially for younger adults, who also showed an \u003cem>increase\u003c/em> in neuroticism.\u003c/p>\n\u003cp>\u003ca href=\"https://psych.wustl.edu/people/joshua-jackson\">Joshua Jackson\u003c/a>, an associate professor of psychology at Washington University in St. Louis, who studies the factors responsible for personality change and was not involved in this study, says that finding was significant.\u003c/p>\n\u003cp>\"Younger individuals have less resources, they're less established in their social context, in their jobs and friends,\" he says. \"So any sort of disruption, they're the ones that are going to have this fewer number of resources to ride out the storm.\"\u003c/p>\n\u003cp>Sutin notes that even in more normal times, young adults are more likely to see change in their personality. But in the pandemic, \"all the normal things that younger adults are supposed to do were disrupted: school, socializing, work.\" Although older adults were at greater risk from the virus, their lives were \"in a much more stable place in general,\" Sutin says.\u003c/p>\n\u003cp>These particular personality changes in young people have the potential for negative long-term impacts, too, says Jackson. \"[Agreeableness and conscientiousness] are characteristics that are associated with success in the workforce, and in relationships,\" he says.\u003c/p>\n\u003cp>The study authors concur, writing that high conscientiousness is associated with higher educational achievement and income and lower risk of chronic diseases. Neuroticism is linked with risky health behaviors and poor mental health.\u003c/p>\n\u003ch3>Long-term personality change or 'short-term shock'\u003c/h3>\n\u003cp>The personality changes documented were not huge, but they were equal to the typical amount of personality change normally found in a decade of life, and they were seen across race and education level.\u003c/p>\n\u003cp>Jackson says the fact that the findings were seen across the population point to just how unprecedented the pandemic has been.\u003c/p>\n\u003cp>\"The general rule is that life events don't have widespread impact on personality,\" he says. For that reason, Jackson hopes further study will determine whether the personality changes this study found will sustain over a lifetime or be more of a \"short-term shock.\"\u003c/p>\n\u003cp>It's worth noting that the changes are relatively modest in scope, says \u003ca href=\"https://psychology.illinois.edu/directory/profile/bwrobrts\">Brent Roberts\u003c/a>, a professor of psychology at the University of Illinois Urbana-Champaign who studies continuity and change in personality across adulthood, and was also not involved in the study.\u003c/p>\n\u003cp>With a personality shift across population in these areas, \"there's going to be a slight elevation of some of the negative outcomes ... predominantly related to mental health and health,\" Roberts says.\u003c/p>\n\u003cp>And though the findings are significant at a population level, they're probably not reason for any individual alarm. So before you go blaming your bad mood on the pandemic, remember that personalities are typically resilient long-term.\u003c/p>\n\u003cp>\"It's not a simple question of either people being fixed and not changing at all, which is clearly wrong, or being rudderless ships battered about by the winds of change — it's something in between,\" says Roberts. Overall, the environmental changes we've experienced over the past few years aren't likely permanent either, which means the psychological consequences might very well change again, too.\u003c/p>\n\u003cp>The study had some limitations. For one thing, it didn't have a control group to compare results — there wasn't a group of people who didn't live through the pandemic for comparison in this case. And Roberts says it's hard to tease out what, exactly, over the past few years had the biggest impact on these shifts in personality.\u003c/p>\n\u003cp>The COVID crisis could have been the main driver of personality change, but other societal changes or reckonings we experienced in the same time frame – the mass shift to virtual school and work, increased economic stratification, the insurrection at the U.S. Capitol, or the rise of the Black Lives Matter movement, for instance.\u003c/p>\n\u003cp>Or it could be related to economic stress and \"long-term disparities that are occurring in our society,\" Roberts says.\u003c/p>\n\u003cp>\"It's been pretty clear from a lot of surveys, especially the younger folks feel a lot less hope for their future economic viability. ... And if that's the case, then, there's your alternative for why you see this subtle decrease in these kinds of personality traits that are often related to feeling connected to and effective in society.\"\u003c/p>\n\u003cp>And perhaps the findings are the result of more than one thing at the same time. The other group that showed significant personality trait change, for instance, were Hispanic/Latino respondents, who, Sutin points out, bore the brunt of the pandemic in more ways than one, \"both in terms of being more vulnerable to the illness and the more severe consequences of also being on the front lines [as essential workers].\"\u003c/p>\n\u003cp>Either, or both, of which might have taken a toll on personality in the population.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Maggie Mertens is a freelance journalist in Seattle who writes about gender, culture, health, and sports.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Personalities+don%27t+usually+change+quickly+but+they+may+have+during+the+pandemic&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59993/personalities-dont-usually-change-quickly-but-they-may-have-during-the-pandemic","authors":["byline_mindshift_59993"],"categories":["mindshift_21280"],"tags":["mindshift_20865","mindshift_20696","mindshift_21134"],"featImg":"mindshift_59994","label":"mindshift"},"mindshift_56644":{"type":"posts","id":"mindshift_56644","meta":{"index":"posts_1591205157","site":"mindshift","id":"56644","score":null,"sort":[1599804544000]},"guestAuthors":[],"slug":"the-pandemic-has-researchers-worried-about-teen-suicide","title":"The Pandemic Has Researchers Worried About Teen Suicide","publishDate":1599804544,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>If you or someone you know is having suicidal thoughts, reach out for help. The \u003c/em>\u003ca href=\"https://suicidepreventionlifeline.org/\">\u003cem>National Suicide Prevention Lifeline\u003c/em>\u003c/a>\u003cem> is open 24 hours a day at 800-273-8255.\u003c/em>\u003c/p>\n\u003cp>Teen and youth anxiety and depression are getting worse since COVID lockdowns began in March, early studies suggest, and many experts say they fear a corresponding increase in youth suicide.\u003c/p>\n\u003cp>At the end of June, the Centers for Disease Control and Prevention surveyed almost 10,000 Americans on their mental health. They found symptoms of anxiety and depression were up sharply across the board between March and June, compared with the same time the previous year. And young people seemed to be the hardest-hit of any group.\u003c/p>\n\u003cp>Almost 11 percent of all respondents to that survey said they had \"seriously considered\" suicide in the past 30 days. For those ages 18 to 24, the number was 1 in 4 — more than twice as high.\u003c/p>\n\u003cp>Data collection for several studies on teen mental health during the pandemic is currently underway. And experts worry those studies will show a spike in suicide, because young people are increasingly cut off from peers and caring adults, because their futures are uncertain and because they are spending more time at home, where they are most likely to have access to lethal weapons.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Teenagers are in a developmental space where it is critically important that they have regular contact with their peers and are able to develop close and ongoing relationships with adults outside the home, such as their teachers, their coaches, their advisers,\" says Lisa Damour, an adolescent psychologist who is a columnist and host of the podcast \u003cem>Ask Lisa: The Psychology of Parenting\u003c/em>. \"And I worry very much about what it means for that to be disrupted by the pandemic.\"\u003c/p>\n\u003cp>The stressors of COVID come as youth suicide was already at a record high before the pandemic, with increases every year since 2007. Suicide is the \u003ca href=\"https://www.cdc.gov/nchs/data/databriefs/db352-h.pdf\">second leading cause\u003c/a> of death among people ages 10-24, after accidents, as it has been for many years, according to the most recent data available from the CDC.\u003c/p>\n\u003cp>Not having guns in the home, or keeping them safely locked away, is another overlooked factor in suicide risk. A \u003ca href=\"https://everytownresearch.org/report/the-rise-of-firearm-suicide-among-young-americans/\">new analysis \u003c/a>of the latest CDC data, just released by the advocacy group Everytown for Gun Safety, found that the rate of specifically firearm suicides increased 51% for 15-24 year olds in the decade ending in 2018. Among 10- to 14-year-olds, who have a lower rate of suicide to begin with, suicide by gun increased a staggering 214% in that time frame.\u003c/p>\n\u003cp>Gun suicide is astonishingly lethal: Of all suicide attempts not involving guns, 94% fail, and most of those people do not try again, Everytown reports. Of all suicide attempts that do involve guns, 90% succeed. That's one reason that gun ownership correlates with the youth suicide rate, state by state. A study last year found that for each 10 percent increase in household gun ownership in a state, the suicide rate for 10- to 19-year-olds increases by more than 25 percent.\u003c/p>\n\u003cp>And, the presence of guns is another community risk factor that has increased during the pandemic: From March to July 2020, Everytown reports, \u003ca href=\"https://www.npr.org/2020/07/16/891608244/protests-and-pandemic-spark-record-gun-sales\">gun sales doubled\u003c/a> compared with the year before.\u003c/p>\n\u003cp>Carrson Everett, 17, says when he himself attempted suicide, the fact that his parents kept their guns safely locked away and out of reach most likely helped save his life. He says that during the pandemic, \"Teenagers are already having the effect of isolation, staying at home and everything. And now there's all these new firearms in their homes and, you know, we can't tell who's safely storing their guns and who isn't. And it's very dangerous.\"\u003c/p>\n\u003cp>Everett has started his senior year of high school in Kingsport, Tenn., on a hybrid schedule. On the days that he's home, he says he wonders what he's missing out on at school. \"Everyone feels isolated, and it's been very tough for everybody.\"\u003c/p>\n\u003cp>He says these past few months have been especially hard for him because he has depression and anxiety. Plus, he says he's been bullied for years for being gay, including over video chat during distance learning.\u003c/p>\n\u003cp>Everett is a volunteer for Students Demand Action, an anti-gun violence group that is part of Everytown. He said he's learned that gun violence isn't just a matter of crime or mass shootings, but also suicide. \"I wrote an op-ed about a kid that was my age over in Cookeville, Tennessee, that had taken his own life with a firearm because he had been outed [as gay] at school. So, you know, it's very relatable for me.\"\u003c/p>\n\u003cp>Damour, the teen psychologist, explains that not having guns in the home, or keeping them safely locked away, is important especially for adolescents because \"teens are impulsive.\"\u003c/p>\n\u003cp>\u003cstrong>What parents can do\u003c/strong>\u003c/p>\n\u003cp>She says parents need to know that suicide is preventable. A red flag is when sadness is more than a passing mood. Caregivers need to check in regularly — which can be unexpectedly complicated when the whole family is spending so much time at home.\u003c/p>\n\u003cp>A common pattern, she notes, is parents trying to work during the day, and teenagers staying up late at night to have time to themselves. This isn't inherently a problem, Damour says, but \"there's a difference between allowing privacy and allowing a teenager to hole up in their room for days at a time.\"\u003c/p>\n\u003cp>If a teen talks about harming themselves or wanting to disappear, a parent should ask directly, \"Is that something you think you might really do or you think about doing? Or are you just letting me know that you're very upset right now?\" And, she adds, hear them out without dismissing what they're saying.\u003c/p>\n\u003cp>She also says parents should look out for anger: \"In teenagers, uniquely, depression can take the form of irritability. That depression in teenagers sometimes looks like a prickly porcupine. Everybody rubs them the wrong way. And that is easy to miss because sometimes we'll just dismiss that as being a snarky teenager.\"\u003c/p>\n\u003cp>If school is all-virtual, she says, parents should look for safe sports, work or volunteer opportunities that allow teens to have social time and contact with other caring adults.\u003c/p>\n\u003cp>Finally, Damour says she sees one bright spot: During the pandemic, she and other clinicians are finding that telemedicine — therapy over video chat — is working surprisingly well with adolescents.\u003c/p>\n\u003cp>\"The teenagers that I see are often talking to me from their bedrooms, sometimes flopped over in their beds,\" she says. \"There's something unguarded about it that's very different than having them sit in my office.\"\u003c/p>\n\u003cp>And, virtual therapy can lower barriers to access for families who might have had to travel to get accessible mental health care.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you or someone you know is having suicidal thoughts, reach out for help. The \u003c/em>\u003ca href=\"https://suicidepreventionlifeline.org/\">\u003cem>National Suicide Prevention Lifeline\u003c/em>\u003c/a>\u003cem> is open 24 hours a day at 800-273-8255.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Pandemic+Has+Researchers+Worried+About+Teen+Suicide&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Anxiety and depression among teens and youth are getting worse since COVID lockdowns began in March, early studies suggest, and many experts say they fear a corresponding increase in suicide.","status":"publish","parent":0,"modified":1599804544,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1205},"headData":{"title":"The Pandemic Has Researchers Worried About Teen Suicide - MindShift","description":"Anxiety and depression among teens and youth are getting worse since COVID lockdowns began in March, early studies suggest, and many experts say they fear a corresponding increase in suicide.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Pandemic Has Researchers Worried About Teen Suicide","datePublished":"2020-09-11T06:09:04.000Z","dateModified":"2020-09-11T06:09:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56644 https://ww2.kqed.org/mindshift/?p=56644","disqusUrl":"https://ww2.kqed.org/mindshift/2020/09/10/the-pandemic-has-researchers-worried-about-teen-suicide/","disqusTitle":"The Pandemic Has Researchers Worried About Teen Suicide","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"911117577","nprApiLink":"http://api.npr.org/query?id=911117577&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2020/09/10/911117577/the-pandemic-has-researchers-worried-about-teen-suicide?ft=nprml&f=911117577","nprRetrievedStory":"1","nprPubDate":"Thu, 10 Sep 2020 11:06:00 -0400","nprStoryDate":"Thu, 10 Sep 2020 05:00:28 -0400","nprLastModifiedDate":"Thu, 10 Sep 2020 11:06:59 -0400","path":"/mindshift/56644/the-pandemic-has-researchers-worried-about-teen-suicide","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>If you or someone you know is having suicidal thoughts, reach out for help. The \u003c/em>\u003ca href=\"https://suicidepreventionlifeline.org/\">\u003cem>National Suicide Prevention Lifeline\u003c/em>\u003c/a>\u003cem> is open 24 hours a day at 800-273-8255.\u003c/em>\u003c/p>\n\u003cp>Teen and youth anxiety and depression are getting worse since COVID lockdowns began in March, early studies suggest, and many experts say they fear a corresponding increase in youth suicide.\u003c/p>\n\u003cp>At the end of June, the Centers for Disease Control and Prevention surveyed almost 10,000 Americans on their mental health. They found symptoms of anxiety and depression were up sharply across the board between March and June, compared with the same time the previous year. And young people seemed to be the hardest-hit of any group.\u003c/p>\n\u003cp>Almost 11 percent of all respondents to that survey said they had \"seriously considered\" suicide in the past 30 days. For those ages 18 to 24, the number was 1 in 4 — more than twice as high.\u003c/p>\n\u003cp>Data collection for several studies on teen mental health during the pandemic is currently underway. And experts worry those studies will show a spike in suicide, because young people are increasingly cut off from peers and caring adults, because their futures are uncertain and because they are spending more time at home, where they are most likely to have access to lethal weapons.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Teenagers are in a developmental space where it is critically important that they have regular contact with their peers and are able to develop close and ongoing relationships with adults outside the home, such as their teachers, their coaches, their advisers,\" says Lisa Damour, an adolescent psychologist who is a columnist and host of the podcast \u003cem>Ask Lisa: The Psychology of Parenting\u003c/em>. \"And I worry very much about what it means for that to be disrupted by the pandemic.\"\u003c/p>\n\u003cp>The stressors of COVID come as youth suicide was already at a record high before the pandemic, with increases every year since 2007. Suicide is the \u003ca href=\"https://www.cdc.gov/nchs/data/databriefs/db352-h.pdf\">second leading cause\u003c/a> of death among people ages 10-24, after accidents, as it has been for many years, according to the most recent data available from the CDC.\u003c/p>\n\u003cp>Not having guns in the home, or keeping them safely locked away, is another overlooked factor in suicide risk. A \u003ca href=\"https://everytownresearch.org/report/the-rise-of-firearm-suicide-among-young-americans/\">new analysis \u003c/a>of the latest CDC data, just released by the advocacy group Everytown for Gun Safety, found that the rate of specifically firearm suicides increased 51% for 15-24 year olds in the decade ending in 2018. Among 10- to 14-year-olds, who have a lower rate of suicide to begin with, suicide by gun increased a staggering 214% in that time frame.\u003c/p>\n\u003cp>Gun suicide is astonishingly lethal: Of all suicide attempts not involving guns, 94% fail, and most of those people do not try again, Everytown reports. Of all suicide attempts that do involve guns, 90% succeed. That's one reason that gun ownership correlates with the youth suicide rate, state by state. A study last year found that for each 10 percent increase in household gun ownership in a state, the suicide rate for 10- to 19-year-olds increases by more than 25 percent.\u003c/p>\n\u003cp>And, the presence of guns is another community risk factor that has increased during the pandemic: From March to July 2020, Everytown reports, \u003ca href=\"https://www.npr.org/2020/07/16/891608244/protests-and-pandemic-spark-record-gun-sales\">gun sales doubled\u003c/a> compared with the year before.\u003c/p>\n\u003cp>Carrson Everett, 17, says when he himself attempted suicide, the fact that his parents kept their guns safely locked away and out of reach most likely helped save his life. He says that during the pandemic, \"Teenagers are already having the effect of isolation, staying at home and everything. And now there's all these new firearms in their homes and, you know, we can't tell who's safely storing their guns and who isn't. And it's very dangerous.\"\u003c/p>\n\u003cp>Everett has started his senior year of high school in Kingsport, Tenn., on a hybrid schedule. On the days that he's home, he says he wonders what he's missing out on at school. \"Everyone feels isolated, and it's been very tough for everybody.\"\u003c/p>\n\u003cp>He says these past few months have been especially hard for him because he has depression and anxiety. Plus, he says he's been bullied for years for being gay, including over video chat during distance learning.\u003c/p>\n\u003cp>Everett is a volunteer for Students Demand Action, an anti-gun violence group that is part of Everytown. He said he's learned that gun violence isn't just a matter of crime or mass shootings, but also suicide. \"I wrote an op-ed about a kid that was my age over in Cookeville, Tennessee, that had taken his own life with a firearm because he had been outed [as gay] at school. So, you know, it's very relatable for me.\"\u003c/p>\n\u003cp>Damour, the teen psychologist, explains that not having guns in the home, or keeping them safely locked away, is important especially for adolescents because \"teens are impulsive.\"\u003c/p>\n\u003cp>\u003cstrong>What parents can do\u003c/strong>\u003c/p>\n\u003cp>She says parents need to know that suicide is preventable. A red flag is when sadness is more than a passing mood. Caregivers need to check in regularly — which can be unexpectedly complicated when the whole family is spending so much time at home.\u003c/p>\n\u003cp>A common pattern, she notes, is parents trying to work during the day, and teenagers staying up late at night to have time to themselves. This isn't inherently a problem, Damour says, but \"there's a difference between allowing privacy and allowing a teenager to hole up in their room for days at a time.\"\u003c/p>\n\u003cp>If a teen talks about harming themselves or wanting to disappear, a parent should ask directly, \"Is that something you think you might really do or you think about doing? Or are you just letting me know that you're very upset right now?\" And, she adds, hear them out without dismissing what they're saying.\u003c/p>\n\u003cp>She also says parents should look out for anger: \"In teenagers, uniquely, depression can take the form of irritability. That depression in teenagers sometimes looks like a prickly porcupine. Everybody rubs them the wrong way. And that is easy to miss because sometimes we'll just dismiss that as being a snarky teenager.\"\u003c/p>\n\u003cp>If school is all-virtual, she says, parents should look for safe sports, work or volunteer opportunities that allow teens to have social time and contact with other caring adults.\u003c/p>\n\u003cp>Finally, Damour says she sees one bright spot: During the pandemic, she and other clinicians are finding that telemedicine — therapy over video chat — is working surprisingly well with adolescents.\u003c/p>\n\u003cp>\"The teenagers that I see are often talking to me from their bedrooms, sometimes flopped over in their beds,\" she says. \"There's something unguarded about it that's very different than having them sit in my office.\"\u003c/p>\n\u003cp>And, virtual therapy can lower barriers to access for families who might have had to travel to get accessible mental health care.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you or someone you know is having suicidal thoughts, reach out for help. The \u003c/em>\u003ca href=\"https://suicidepreventionlifeline.org/\">\u003cem>National Suicide Prevention Lifeline\u003c/em>\u003c/a>\u003cem> is open 24 hours a day at 800-273-8255.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Pandemic+Has+Researchers+Worried+About+Teen+Suicide&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56644/the-pandemic-has-researchers-worried-about-teen-suicide","authors":["byline_mindshift_56644"],"categories":["mindshift_21280"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_20865","mindshift_20696","mindshift_21359"],"featImg":"mindshift_56645","label":"mindshift"},"mindshift_53880":{"type":"posts","id":"mindshift_53880","meta":{"index":"posts_1591205157","site":"mindshift","id":"53880","score":null,"sort":[1563175576000]},"guestAuthors":[],"slug":"how-making-music-can-help-students-cope-with-trauma","title":"How Making Music Can Help Students Cope with Trauma","publishDate":1563175576,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://acestoohigh.com/2018/02/26/a-kaiser-pediatrician-wise-to-aces-science-for-years-finally-gets-to-use-it/\">Studies\u003c/a> about the Ten Adverse Childhood Experiences (ACEs) have shown that most people have experienced one of these \u003ca href=\"https://acestoohigh.com/got-your-ace-score/\">traumas\u003c/a> in childhood, such as being abused, having a parent who is incarcerated, experiencing homelessness, among others. The trauma one experiences in childhood can affect adult mental and physical health in later years, especially if a person has multiple ACEs. While the harm can have lasting impacts, health professionals have identified ways to mitigate the effects by nurturing supportive relationships with adult caregivers.\u003c/p>\n\u003cp>Schools can also play a supportive role by helping kids who have experienced trauma. And at the \u003ca href=\"http://hsra.org/\">High School for Recording Arts (HSRA)\u003c/a> in St. Paul, Minnesota, making music is a means of healing.\u003c/p>\n\u003cp>“Writing lyrics feels safer than directly speaking about what she’s been through,” says \u003ca href=\"http://hsra.org/Staff.aspx\">Tabitha Wheeler\u003c/a>, a social worker at the school describing a teen who composed a song about her psychological pain and childhood trauma.\u003c/p>\n\u003cp>It’s crucial for adolescents and young adults to receive mental health care and emotional support. However, teens aren’t always eager to speak about their suffering. But when it comes to treating the continuum of trauma, \u003ca href=\"https://journals.uregina.ca/ineducation/article/view/305\">studies\u003c/a> show art and music—known as expressive arts therapy—can calm the body’s stress response, which can help adolescents feel safer in the classroom.\u003c/p>\n\u003cp>Through the use of art, music and writing, teachers and faculty at HSRA rely on \"creative pedagogical practices\" to help students connect with their intellectual talents, which can foster academic confidence.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We see full-on art and music engagement as tools for academic re-engagement,” said \u003ca href=\"http://hsra.org/Staff.aspx\">Joey Cienian\u003c/a>, director of educational programming at HSRA.\u003c/p>\n\u003cp>For other HSRA students, the recording studio becomes a learning lab where they create brilliant poetry, compose music or play an instrument.\u003c/p>\n\u003cp>“When talking about their mental health, our students can't always say, 'This is how I'm feeling,' because they've been hurt by people in positions of power,” explains Cienian. Engaging in music and art is one way the kids can self-soothe.\u003c/p>\n\u003cp>(Rap artist Nimic Revenue is a recent graduate of HRSA)\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=C4pAT2lOsjo\u003c/p>\n\u003cp>While it might sound unconventional, music has been used as a form of \u003ca href=\"http://www.positivehealth.com/article/sound-and-music/the-healing-power-of-sound\">medicine\u003c/a> for decades. Thousands of years ago, the Greeks believed the soft, melodic sounds of the flute could heal physical illnesses like gout and sciatica. More recently, music has found its place in the classroom, helping students with \u003ca href=\"https://tspace.library.utoronto.ca/handle/1807/77125\">Autism Spectrum Disorder\u003c/a> and \u003ca href=\"https://www.additudemag.com/music-therapy-for-adhd-how-rhythm-builds-focus/\">Attention-Deficit Disorder\u003c/a>.\u003c/p>\n\u003cp>At HSRA, music and art allow students to share their narratives. “We want our students to embrace their authenticity, which can come from tapping into creative expression,” says Cienian.\u003c/p>\n\u003cp>He adds that many HSRA students aren’t comfortable discussing their hardships, but they’re ready to enter the studio and make beats or record a track.\u003c/p>\n\u003cp>“Recently, a student felt uneasy telling his teachers and counselors about his mental health concerns and family history,” shares Cienian. Instead, he went to the recording studio and began writing rap lyrics in a notebook.\u003c/p>\n\u003cp>A teacher walked by and saw the student. Taking the opportunity to connect, they sat together while the student shared his writing, which illuminated the family chaos and mental health symptoms he was experiencing.\u003c/p>\n\u003cp>“After the meeting, the teacher had a better sense of the student’s needs, which made it easier to add additional emotional and academic support,” says Cienian. For this student, the connection was healing because he felt understood, not judged.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Cienian shares that HSRA teachers and faculty strive to bring students into a program where respect, community and education are valued. “They’re simple values, but they’re profound in action. And when students find their voice, it’s empowering,” he adds.\u003c/p>\n\n","blocks":[],"excerpt":"For teens who aren't eager to talk to directly to adults about what they're experiencing, making music can offer an outlet for expression and understanding. ","status":"publish","parent":0,"modified":1563175576,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":645},"headData":{"title":"How Making Music Can Help Students Cope with Trauma | KQED","description":"For teens who aren't eager to talk to directly to adults about what they're experiencing, making music can offer an outlet for expression and understanding. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Making Music Can Help Students Cope with Trauma","datePublished":"2019-07-15T07:26:16.000Z","dateModified":"2019-07-15T07:26:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53880 https://ww2.kqed.org/mindshift/?p=53880","disqusUrl":"https://ww2.kqed.org/mindshift/2019/07/15/how-making-music-can-help-students-cope-with-trauma/","disqusTitle":"How Making Music Can Help Students Cope with Trauma","nprByline":"Juli Fraga","path":"/mindshift/53880/how-making-music-can-help-students-cope-with-trauma","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://acestoohigh.com/2018/02/26/a-kaiser-pediatrician-wise-to-aces-science-for-years-finally-gets-to-use-it/\">Studies\u003c/a> about the Ten Adverse Childhood Experiences (ACEs) have shown that most people have experienced one of these \u003ca href=\"https://acestoohigh.com/got-your-ace-score/\">traumas\u003c/a> in childhood, such as being abused, having a parent who is incarcerated, experiencing homelessness, among others. The trauma one experiences in childhood can affect adult mental and physical health in later years, especially if a person has multiple ACEs. While the harm can have lasting impacts, health professionals have identified ways to mitigate the effects by nurturing supportive relationships with adult caregivers.\u003c/p>\n\u003cp>Schools can also play a supportive role by helping kids who have experienced trauma. And at the \u003ca href=\"http://hsra.org/\">High School for Recording Arts (HSRA)\u003c/a> in St. Paul, Minnesota, making music is a means of healing.\u003c/p>\n\u003cp>“Writing lyrics feels safer than directly speaking about what she’s been through,” says \u003ca href=\"http://hsra.org/Staff.aspx\">Tabitha Wheeler\u003c/a>, a social worker at the school describing a teen who composed a song about her psychological pain and childhood trauma.\u003c/p>\n\u003cp>It’s crucial for adolescents and young adults to receive mental health care and emotional support. However, teens aren’t always eager to speak about their suffering. But when it comes to treating the continuum of trauma, \u003ca href=\"https://journals.uregina.ca/ineducation/article/view/305\">studies\u003c/a> show art and music—known as expressive arts therapy—can calm the body’s stress response, which can help adolescents feel safer in the classroom.\u003c/p>\n\u003cp>Through the use of art, music and writing, teachers and faculty at HSRA rely on \"creative pedagogical practices\" to help students connect with their intellectual talents, which can foster academic confidence.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We see full-on art and music engagement as tools for academic re-engagement,” said \u003ca href=\"http://hsra.org/Staff.aspx\">Joey Cienian\u003c/a>, director of educational programming at HSRA.\u003c/p>\n\u003cp>For other HSRA students, the recording studio becomes a learning lab where they create brilliant poetry, compose music or play an instrument.\u003c/p>\n\u003cp>“When talking about their mental health, our students can't always say, 'This is how I'm feeling,' because they've been hurt by people in positions of power,” explains Cienian. Engaging in music and art is one way the kids can self-soothe.\u003c/p>\n\u003cp>(Rap artist Nimic Revenue is a recent graduate of HRSA)\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/C4pAT2lOsjo'\n title='//www.youtube.com/embed/C4pAT2lOsjo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>While it might sound unconventional, music has been used as a form of \u003ca href=\"http://www.positivehealth.com/article/sound-and-music/the-healing-power-of-sound\">medicine\u003c/a> for decades. Thousands of years ago, the Greeks believed the soft, melodic sounds of the flute could heal physical illnesses like gout and sciatica. More recently, music has found its place in the classroom, helping students with \u003ca href=\"https://tspace.library.utoronto.ca/handle/1807/77125\">Autism Spectrum Disorder\u003c/a> and \u003ca href=\"https://www.additudemag.com/music-therapy-for-adhd-how-rhythm-builds-focus/\">Attention-Deficit Disorder\u003c/a>.\u003c/p>\n\u003cp>At HSRA, music and art allow students to share their narratives. “We want our students to embrace their authenticity, which can come from tapping into creative expression,” says Cienian.\u003c/p>\n\u003cp>He adds that many HSRA students aren’t comfortable discussing their hardships, but they’re ready to enter the studio and make beats or record a track.\u003c/p>\n\u003cp>“Recently, a student felt uneasy telling his teachers and counselors about his mental health concerns and family history,” shares Cienian. Instead, he went to the recording studio and began writing rap lyrics in a notebook.\u003c/p>\n\u003cp>A teacher walked by and saw the student. Taking the opportunity to connect, they sat together while the student shared his writing, which illuminated the family chaos and mental health symptoms he was experiencing.\u003c/p>\n\u003cp>“After the meeting, the teacher had a better sense of the student’s needs, which made it easier to add additional emotional and academic support,” says Cienian. For this student, the connection was healing because he felt understood, not judged.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Cienian shares that HSRA teachers and faculty strive to bring students into a program where respect, community and education are valued. “They’re simple values, but they’re profound in action. And when students find their voice, it’s empowering,” he adds.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53880/how-making-music-can-help-students-cope-with-trauma","authors":["byline_mindshift_53880"],"categories":["mindshift_1"],"tags":["mindshift_20784","mindshift_1040","mindshift_21279","mindshift_20865","mindshift_20696","mindshift_364"],"featImg":"mindshift_53969","label":"mindshift"},"mindshift_49569":{"type":"posts","id":"mindshift_49569","meta":{"index":"posts_1591205157","site":"mindshift","id":"49569","score":null,"sort":[1509605329000]},"guestAuthors":[],"slug":"how-making-art-helps-teens-better-understand-their-mental-health","title":"How Making Art Helps Teens Better Understand Their Mental Health","publishDate":1509605329,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The benefits of art in a child’s education are widespread. Art can help kids express themselves and understand the world around them. Art is usually a hands-on experience and fun. For low-income students, studies have found that kids who have more arts education in school see \u003ca href=\"https://www.theatlantic.com/education/archive/2017/07/the-diminishing-role-of-art-in-childrens-lives/532674/%20%20https://www.theatlantic.com/education/archive/2017/07/the-diminishing-role-of-art-in-childrens-lives/532674/\">long-term benefits\u003c/a> by both academic and social standards.\u003c/p>\n\u003cp>Tori Wardrip, an art teacher at \u003ca href=\"http://lewisandclarkscouts.weebly.com/\">Lewis and Clark Middle School\u003c/a> in Billings, Montana, wanted to explore the benefits of art more deeply while addressing some of the mental health issues she saw students experiencing.\u003c/p>\n\u003cp>Last year, Wardrip launched \u003ca href=\"https://artswithoutboundaries.wildapricot.org/Art\">Creative Courage\u003c/a>, a school-based support group for students struggling with mental health concerns. Similar to individual counseling, support groups often encourage individuals to speak about their struggles. But talking about mental health can make people feel vulnerable, especially adolescents. This is why Creative Courage uses nonverbal tools, like mindfulness, journaling and art activities, to help kids identify and express their emotions.\u003c/p>\n\u003cp>\"Students can be closed off, especially if they feel like outcasts,\" says Wardrip. \"I wanted to create a 'safe' space where they could express what they're going through.\"\u003c/p>\n\u003cp>While the creative process in Wardrip's group is an open canvas, each self-expression exercise teaches the students an emotional skill, like self-awareness, social skills and self-acceptance.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For example, students may create “mood mandalas” by drawing and coloring symbols to convey their inner worlds. They can also paint their worries on small “comfort” boxes and fill the container with personal items that bring solace. Others list their insecurities in “place book” journals, including healing words, like “Learn to accept your flaws and learn to accept beauty.” All group members receive “place books” where they privately record their thoughts and feelings.\u003c/p>\n\u003cfigure id=\"attachment_49574\" class=\"wp-caption alignnone\" style=\"max-width: 845px\">\u003cimg class=\"wp-image-49574 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/comfortboxinside1.png\" alt=\"\" width=\"845\" height=\"590\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1.png 845w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1-160x112.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1-800x559.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1-768x536.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1-240x168.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1-375x262.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1-520x363.png 520w\" sizes=\"(max-width: 845px) 100vw, 845px\">\u003cfigcaption class=\"wp-caption-text\">Place book courtesy of Tori Wardrip \u003ccite>(Tori Wardrip)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During each gathering, Wardrip shares phrases like, “Remember, you don’t feel better by feeling less” and “Your thoughts are always valid.” Using these prompts, she invites students to begin a discussion. Although they’re not required to participate, most of them do. For many students, being surrounded by a community of nonjudgmental listeners helps them open up, and kids who once felt afraid begin to feel brave, according to Wardrip.\u003c/p>\n\u003cp>\u003cstrong>Mental Health is Personal\u003c/strong>\u003c/p>\n\u003cp>Mental illness is a topic Wardrip knows intimately. For nearly a decade, she silently battled depression, hiding her psychological pain from family and friends.\u003c/p>\n\u003cp>“My depression never made sense to me,\" she says. \"I didn't understand why I felt hopeless when I had a good life. I stayed quiet because I didn't want people to think less of me.\"\u003c/p>\n\u003cp>It wasn’t until Wardrip began a graduate school program, \u003ca href=\"http://www.umt.edu/creativepulse/\">Creative Pulse\u003c/a> at the University of Montana, that she began to heal from her depression. Creative Pulse is a master’s program, teaching educators how to integrate art, creativity, movement and mindfulness into the classroom.\u003c/p>\n\u003cp>“In my program, I was challenged to do the most important thing I could do for myself, which helped me open up about my depression and suicidal tendencies. I firmly believe the program saved my life,” says Wardrip.\u003c/p>\n\u003cp>During her graduate studies, she relied on art and mindfulness to help her access and express emotions she had kept bottled up for years. Eventually, Wardrip opened up to close family and friends. Her journey taught her that shame often prevents people from seeking psychological care.\u003c/p>\n\u003cp>Unfortunately, Wardrip’s experience is not unusual. Although depression and anxiety are the most common mental health concerns, surveys have found that \u003ca href=\"https://adaa.org/living-with-anxiety/children\">80 percent\u003c/a> of adolescents with a diagnosable anxiety disorder and \u003ca href=\"https://adaa.org/living-with-anxiety/children\">60 percent\u003c/a> of depressed kids do not receive treatment. In fact, a recent survey conducted by \u003ca href=\"https://findyourwords.org/understanding-depression/\">Kaiser Permanente\u003c/a> found 55 percent of people view depression as a personal weakness, and 24 percent of \u003ca href=\"https://findyourwords.org/mental-health-myths-facts-national-poll/\">millennials\u003c/a> believe most people can recover without professional services, like psychotherapy.*\u003c/p>\n\u003cp>“I realize how stigma is silencing, especially for adolescents. I want to be a role model for our students, which is why I began Creative Courage,” says Wardrip.\u003c/p>\n\u003cp>Many of the kids in Wardrip’s 10-week group struggle with depression, anxiety and gender dysphoria. Others feel lonely and out of place. All of these students are searching for someone who can understand their suffering.\u003c/p>\n\u003cp>To help create a safe space, Wardrip begins each meeting with a wellness check-in, followed by a guided meditation and an art-related activity. Her group combines creative process with psychological theory.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=-ZbcXstZ8Cc&feature=youtu.be\u003c/p>\n\u003cp>\u003cstrong>Art Equity \u003c/strong>\u003c/p>\n\u003cp>According to the \u003ca href=\"https://arttherapy.org/about-art-therapy/\">American Art Therapy Association\u003c/a>, artistic expression may decrease anxiety, feelings of anger and depression. This \u003ca href=\"https://arttherapy.org/about-art-therapy/\">creative process\u003c/a> can also enhance cognitive abilities, foster greater self-awareness and help students regulate their emotions.\u003c/p>\n\u003cp>Despite these findings, there’s an \u003ca href=\"https://blog.ed.gov/2012/04/ed-releases-new-report-on-arts-education-in-u-s-public-schools/\">equity\u003c/a> gap in arts education. A survey conducted in \u003ca href=\"https://blog.ed.gov/2012/04/ed-releases-new-report-on-arts-education-in-u-s-public-schools/\">2012\u003c/a> by the Department of Education discovered students in low-poverty schools were more likely to receive art instruction than kids attending high-poverty schools. While \u003ca href=\"https://www.the74million.org/article/potential-federal-cuts-may-decimate-school-arts-programs/\">proposed\u003c/a> federal cuts could eliminate art education in many schools, teachers like Wardrip advocate for art inclusion.\u003c/p>\n\u003cp>\"Art teaches kids problem-solving and decision-making skills,” says Wardrip. “Creativity also promotes identity development, helping students find their ‘place’ in the world.\"\u003c/p>\n\u003cp>Wardrip finds that by the end of the 10-week course, students begin to heal. Her data from last year’s group suggest participants' symptoms of anxiety and depression lessened by 40 percent. To measure this change, each group member completed an anxiety and depression questionnaire: one before the group began, and another after completing the course.\u003c/p>\n\u003cp>For many of these kids, art becomes a tool, helping them to share their authentic selves in a community that understands.\u003c/p>\n\u003cp>\u003cem>Juli Fraga is a psychologist and writer in San Francisco. You can find her on Twitter \u003ca href=\"https://twitter.com/dr_fraga\">@dr_fraga\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*This post has been updated to more accurately reflect the results of the survey. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Using art to help adolescents express how they feel is giving students the tools to better understand their own mental health. ","status":"publish","parent":0,"modified":1510780267,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1017},"headData":{"title":"How Making Art Helps Teens Better Understand Their Mental Health | KQED","description":"Using art to help adolescents express how they feel is giving students the tools to better understand their own mental health. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Making Art Helps Teens Better Understand Their Mental Health","datePublished":"2017-11-02T06:48:49.000Z","dateModified":"2017-11-15T21:11:07.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49569 https://ww2.kqed.org/mindshift/?p=49569","disqusUrl":"https://ww2.kqed.org/mindshift/2017/11/01/how-making-art-helps-teens-better-understand-their-mental-health/","disqusTitle":"How Making Art Helps Teens Better Understand Their Mental Health","nprByline":"Juli Fraga","path":"/mindshift/49569/how-making-art-helps-teens-better-understand-their-mental-health","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The benefits of art in a child’s education are widespread. Art can help kids express themselves and understand the world around them. Art is usually a hands-on experience and fun. For low-income students, studies have found that kids who have more arts education in school see \u003ca href=\"https://www.theatlantic.com/education/archive/2017/07/the-diminishing-role-of-art-in-childrens-lives/532674/%20%20https://www.theatlantic.com/education/archive/2017/07/the-diminishing-role-of-art-in-childrens-lives/532674/\">long-term benefits\u003c/a> by both academic and social standards.\u003c/p>\n\u003cp>Tori Wardrip, an art teacher at \u003ca href=\"http://lewisandclarkscouts.weebly.com/\">Lewis and Clark Middle School\u003c/a> in Billings, Montana, wanted to explore the benefits of art more deeply while addressing some of the mental health issues she saw students experiencing.\u003c/p>\n\u003cp>Last year, Wardrip launched \u003ca href=\"https://artswithoutboundaries.wildapricot.org/Art\">Creative Courage\u003c/a>, a school-based support group for students struggling with mental health concerns. Similar to individual counseling, support groups often encourage individuals to speak about their struggles. But talking about mental health can make people feel vulnerable, especially adolescents. This is why Creative Courage uses nonverbal tools, like mindfulness, journaling and art activities, to help kids identify and express their emotions.\u003c/p>\n\u003cp>\"Students can be closed off, especially if they feel like outcasts,\" says Wardrip. \"I wanted to create a 'safe' space where they could express what they're going through.\"\u003c/p>\n\u003cp>While the creative process in Wardrip's group is an open canvas, each self-expression exercise teaches the students an emotional skill, like self-awareness, social skills and self-acceptance.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For example, students may create “mood mandalas” by drawing and coloring symbols to convey their inner worlds. They can also paint their worries on small “comfort” boxes and fill the container with personal items that bring solace. Others list their insecurities in “place book” journals, including healing words, like “Learn to accept your flaws and learn to accept beauty.” All group members receive “place books” where they privately record their thoughts and feelings.\u003c/p>\n\u003cfigure id=\"attachment_49574\" class=\"wp-caption alignnone\" style=\"max-width: 845px\">\u003cimg class=\"wp-image-49574 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/comfortboxinside1.png\" alt=\"\" width=\"845\" height=\"590\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1.png 845w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1-160x112.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1-800x559.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1-768x536.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1-240x168.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1-375x262.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/comfortboxinside1-520x363.png 520w\" sizes=\"(max-width: 845px) 100vw, 845px\">\u003cfigcaption class=\"wp-caption-text\">Place book courtesy of Tori Wardrip \u003ccite>(Tori Wardrip)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During each gathering, Wardrip shares phrases like, “Remember, you don’t feel better by feeling less” and “Your thoughts are always valid.” Using these prompts, she invites students to begin a discussion. Although they’re not required to participate, most of them do. For many students, being surrounded by a community of nonjudgmental listeners helps them open up, and kids who once felt afraid begin to feel brave, according to Wardrip.\u003c/p>\n\u003cp>\u003cstrong>Mental Health is Personal\u003c/strong>\u003c/p>\n\u003cp>Mental illness is a topic Wardrip knows intimately. For nearly a decade, she silently battled depression, hiding her psychological pain from family and friends.\u003c/p>\n\u003cp>“My depression never made sense to me,\" she says. \"I didn't understand why I felt hopeless when I had a good life. I stayed quiet because I didn't want people to think less of me.\"\u003c/p>\n\u003cp>It wasn’t until Wardrip began a graduate school program, \u003ca href=\"http://www.umt.edu/creativepulse/\">Creative Pulse\u003c/a> at the University of Montana, that she began to heal from her depression. Creative Pulse is a master’s program, teaching educators how to integrate art, creativity, movement and mindfulness into the classroom.\u003c/p>\n\u003cp>“In my program, I was challenged to do the most important thing I could do for myself, which helped me open up about my depression and suicidal tendencies. I firmly believe the program saved my life,” says Wardrip.\u003c/p>\n\u003cp>During her graduate studies, she relied on art and mindfulness to help her access and express emotions she had kept bottled up for years. Eventually, Wardrip opened up to close family and friends. Her journey taught her that shame often prevents people from seeking psychological care.\u003c/p>\n\u003cp>Unfortunately, Wardrip’s experience is not unusual. Although depression and anxiety are the most common mental health concerns, surveys have found that \u003ca href=\"https://adaa.org/living-with-anxiety/children\">80 percent\u003c/a> of adolescents with a diagnosable anxiety disorder and \u003ca href=\"https://adaa.org/living-with-anxiety/children\">60 percent\u003c/a> of depressed kids do not receive treatment. In fact, a recent survey conducted by \u003ca href=\"https://findyourwords.org/understanding-depression/\">Kaiser Permanente\u003c/a> found 55 percent of people view depression as a personal weakness, and 24 percent of \u003ca href=\"https://findyourwords.org/mental-health-myths-facts-national-poll/\">millennials\u003c/a> believe most people can recover without professional services, like psychotherapy.*\u003c/p>\n\u003cp>“I realize how stigma is silencing, especially for adolescents. I want to be a role model for our students, which is why I began Creative Courage,” says Wardrip.\u003c/p>\n\u003cp>Many of the kids in Wardrip’s 10-week group struggle with depression, anxiety and gender dysphoria. Others feel lonely and out of place. All of these students are searching for someone who can understand their suffering.\u003c/p>\n\u003cp>To help create a safe space, Wardrip begins each meeting with a wellness check-in, followed by a guided meditation and an art-related activity. Her group combines creative process with psychological theory.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/-ZbcXstZ8Cc'\n title='//www.youtube.com/embed/-ZbcXstZ8Cc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>Art Equity \u003c/strong>\u003c/p>\n\u003cp>According to the \u003ca href=\"https://arttherapy.org/about-art-therapy/\">American Art Therapy Association\u003c/a>, artistic expression may decrease anxiety, feelings of anger and depression. This \u003ca href=\"https://arttherapy.org/about-art-therapy/\">creative process\u003c/a> can also enhance cognitive abilities, foster greater self-awareness and help students regulate their emotions.\u003c/p>\n\u003cp>Despite these findings, there’s an \u003ca href=\"https://blog.ed.gov/2012/04/ed-releases-new-report-on-arts-education-in-u-s-public-schools/\">equity\u003c/a> gap in arts education. A survey conducted in \u003ca href=\"https://blog.ed.gov/2012/04/ed-releases-new-report-on-arts-education-in-u-s-public-schools/\">2012\u003c/a> by the Department of Education discovered students in low-poverty schools were more likely to receive art instruction than kids attending high-poverty schools. While \u003ca href=\"https://www.the74million.org/article/potential-federal-cuts-may-decimate-school-arts-programs/\">proposed\u003c/a> federal cuts could eliminate art education in many schools, teachers like Wardrip advocate for art inclusion.\u003c/p>\n\u003cp>\"Art teaches kids problem-solving and decision-making skills,” says Wardrip. “Creativity also promotes identity development, helping students find their ‘place’ in the world.\"\u003c/p>\n\u003cp>Wardrip finds that by the end of the 10-week course, students begin to heal. Her data from last year’s group suggest participants' symptoms of anxiety and depression lessened by 40 percent. To measure this change, each group member completed an anxiety and depression questionnaire: one before the group began, and another after completing the course.\u003c/p>\n\u003cp>For many of these kids, art becomes a tool, helping them to share their authentic selves in a community that understands.\u003c/p>\n\u003cp>\u003cem>Juli Fraga is a psychologist and writer in San Francisco. You can find her on Twitter \u003ca href=\"https://twitter.com/dr_fraga\">@dr_fraga\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*This post has been updated to more accurately reflect the results of the survey. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49569/how-making-art-helps-teens-better-understand-their-mental-health","authors":["byline_mindshift_49569"],"categories":["mindshift_192"],"tags":["mindshift_20854","mindshift_21149","mindshift_20784","mindshift_1040","mindshift_20865","mindshift_20696","mindshift_841","mindshift_20867"],"featImg":"mindshift_49597","label":"mindshift"},"mindshift_46404":{"type":"posts","id":"mindshift_46404","meta":{"index":"posts_1591205157","site":"mindshift","id":"46404","score":null,"sort":[1474374251000]},"guestAuthors":[],"slug":"3-ways-schools-can-be-supportive-of-students-mental-health","title":"3 Ways Schools Can Be Supportive of Students' Mental Health","publishDate":1474374251,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>About one in five children in the United States shows signs of a mental health disorder — anything from ADHD to eating disorders to suicide.\u003c/p>\n\u003cp>And yet, \u003ca href=\"http://www.npr.org/sections/ed/2016/09/07/492427340/a-silent-epidemic-the-mental-health-crisis-in-our-schools\">as we've been reporting this month\u003c/a>, many schools aren't prepared to work with these students. Often, there's been too little training in recognizing the problems, the staff who are trained are overworked, and there just isn't enough money.\u003c/p>\n\u003cp>When there are enough people to handle the job, how should all the different roles fit together?\u003c/p>\n\u003cp>Many experts point to one model. It's got a bureaucratic name — the \"multi-tiered system of supports\" — but when you picture it, just imagine an upside-down pyramid, or maybe a funnel. It starts with support for everyone and moves on to more and more specialized help.\u003c/p>\n\u003cp>\u003cstrong>The Village\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here, everyone in the school has a part to play. The collective mission is broad: Create a school environment of general well-being, and a climate where mental health isn't stigmatized.\u003c/p>\n\u003cp>It takes a lot of planning — with big decisions often coming from the top. Just ask Amanda Aiken.\u003c/p>\n\u003cp>She is now the Senior Director of Schools at New Orleans College Prep, a charter school network. But before that she was a principal at one of their schools, Lawrence D. Crocker College Prep.\u003c/p>\n\u003cp>In that role, she made a point to stand outside her New Orleans school every morning. When the buses drove in, she was at each door. Other staff were stationed at the front and back entrances.\u003c/p>\n\u003cp>Every student, from preschool to eighth grade, shook at least two hands before they even get inside the building.\u003c/p>\n\u003cp>Every student, every day?\u003c/p>\n\u003cp>Sometimes, Aiken conceded, it was a hug rather than a handshake.\u003c/p>\n\u003cp>\"They hear a lot of good-mornings and a lot of how-are-you-doings,\" says Aiken. \"I require that human touch.\"\u003c/p>\n\u003cp>Now her successor carries on that tradition.\u003c/p>\n\u003cp>But Aiken wasn't just being nice. It was strategic.\u003c/p>\n\u003cp>Many students at Crocker, part of a charter school network, have a higher risk for mental health problems. Most students receive free or reduced-price lunches, and Aiken estimates as many as 70 percent have experienced some form of trauma in the last two years: violence in their neighborhoods, family troubles, the daily stress of living in poverty.\u003c/p>\n\u003cp>\"We need to make sure what we're doing is not retraumatizing,\" she says. \"I see the principal as the leader in setting the tone and the culture of how school will support students and families.\"\u003c/p>\n\u003cp>That starts in the morning, but extends far beyond. Crocker is a \"trauma-informed\" school, which means all staff are trained on how to work with, and identify, students who have gone through trauma.\u003c/p>\n\u003cp>It also means they have a focus on structure, so students know what to expect. They also have a social-emotional curriculum, yoga after school and a focus on keeping suspension rates low through restorative justice.\u003c/p>\n\u003cp>\"They aren't going to be prepared for college if they're suffering,\" Aiken says.\u003c/p>\n\u003cp>As principal, she tried to prevent crises, rather than addressing them as they come up.\u003c/p>\n\u003cp>\"If you have everyone trained and take an 'it takes a village' approach, you can do a lot of preventative measures to reduce the risk significantly,\" says Aiken.\u003c/p>\n\u003cp>But, she adds, a healthy school environment isn't enough.\u003c/p>\n\u003cp>\"Teachers are trained to teach. We have all taken a child psychology class, but we're not trained to work with kids with mental health needs,\" she says.\u003c/p>\n\u003cp>That's where other professionals come in.\u003c/p>\n\u003cp>\u003cstrong>The First Responders\u003c/strong>\u003c/p>\n\u003cp>When a student does show signs of trouble, one of the first steps is to talk with them. That conversation will dictate what happens next, but getting students to open up? It's easier said than done.\u003c/p>\n\u003cp>School social worker Ana Bonilla-Galdamez is a pro at that. Her office at Charles Barrett Elementary School in Alexandria, Va., is a testament to the different strategies she uses to unleash the gift of gab in even the most guarded of students.\u003c/p>\n\u003cp>There's a lot going on in there. First, there's her bookshelf, with titles like: \u003cem>Growing Good Kids\u003c/em>, \u003cem>The Special Education Treatment Planner\u003c/em>, \u003cem>Small Group Counseling\u003c/em>.\u003c/p>\n\u003cp>And then there's everything else. She has a lot of board games: Candyland, Operation and her favorite, Uno. She also has art supplies, balls, a dollhouse and a sand box. A Superman doll sits in her chair, because even Superman has a weakness.\u003c/p>\n\u003cp>These are her tools. They help students open up, and they also help build the skills those kids will need throughout life, like managing emotions.\u003c/p>\n\u003cp>Although now at an elementary school, Bonilla-Galdamez spent most of her 20-year career at the high school level, working largely in what she describes as \"crisis mode.\"\u003c/p>\n\u003cp>\"We would think, 'Man, if we just had met this kid before,' \" she says. A few years ago, a job opened up in the elementary school and she decided to apply.\u003c/p>\n\u003cp>\"I thought, this is my chance to see where this starts,\" she says.\u003c/p>\n\u003cp>Early intervention for the child — and education for the parent — is key, she says. That's where the games in her office and the phone calls home come in.\u003c/p>\n\u003cp>\"My job is to dig,\" she says, \"For me to do that, I need to build the trust of the parent and the child.\"\u003c/p>\n\u003cp>She tells the story of the time a young mom came in, worried about her kindergarten son. He had been telling her he wanted to die. In her office, Bonilla-Galdamez let the boy choose whatever game he wanted. As he grew comfortable, she asked him about life at home.\u003c/p>\n\u003cp>\"He had witnessed people being killed,\" she says. \"He had witnessed a lot of violence.\"\u003c/p>\n\u003cp>What to do next all depends on what that child needs. That kindergartner might have ended up in a small group, working on coping skills or managing his emotions. But, in this case that wasn't the answer: She had also learned that the young boy had run out into traffic when he was upset.\u003c/p>\n\u003cp>\"The threat was imminent, so I referred him to emergency services,\" says Bonilla-Galdamez. \"Our environment isn't suited to clinical interventions.\"\u003c/p>\n\u003cp>At that point, Bonilla-Galdamez continued working with the family, but she also helped them connect to more specialized help, and the kindergartner moved on to the third level for more support.\u003c/p>\n\u003cp>\u003cstrong>Clinical Care\u003c/strong>\u003c/p>\n\u003cp>At this level, a doctor or therapist may get involved for the first time. Often, school plays a vital role in connecting the student to a clinic.\u003c/p>\n\u003cp>Vital, but not necessarily easy. When school psychologists Monique Leopold and Danielle Palmer refer students to a mental health clinic, they know that a lot of the time, the appointment never happens.\u003c/p>\n\u003cp>The two women have a handful of high-quality programs that they rely on for referrals near their schools — a network of public charter schools in the nation's capital called DC Prep. Sometimes though, families can't get an appointment for months. And when they do, with so many living in poverty, getting there is one more complication in already chaotic lives.\u003c/p>\n\u003cp>\"It's not that [those families] don't love their kids, it's that they don't have the capacity,\" says Palmer.\u003c/p>\n\u003cp>And even when the students do get professional treatment or medication, sometimes prescriptions lapse before the child could be seen again.\u003c/p>\n\u003cp>\"Triggers are brought from the community into school,\" says Leopold, \"They go to school without what they need.\"\u003c/p>\n\u003cp>To try and meet those needs, DC Prep started a partnership with Children's National Medical Center. Now, a psychiatrist visits the schools twice each month.\u003c/p>\n\u003cp>\"I told a family this morning, 'Listen, we have a doctor here,' \" Leopold says, \"and the mom's eyes lit up.\"\u003c/p>\n\u003cp>Lisa Cullins, one of those psychiatrists who visits, says school is a logical place for students to get clinical mental health care.\u003c/p>\n\u003cp>\"At school, they're going to be there anyway. It's something they do everyday,\" she says. The partnership isn't just easy on families. It's also easier on her.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"To know our patients, we have to know their school setting,\" she says. \"When I walk in, I have a comprehensive packet of information on how the child has been doing since the beginning of the year.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Here%27s+How+Schools+Can+Support+Students%27+Mental+Health&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Dealing with students' mental health looks different at every school. But experts say doing it well requires a strategy that gets everyone involved.","status":"publish","parent":0,"modified":1474374251,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":55,"wordCount":1418},"headData":{"title":"3 Ways Schools Can Be Supportive of Students' Mental Health | KQED","description":"Dealing with students' mental health looks different at every school. But experts say doing it well requires a strategy that gets everyone involved.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"3 Ways Schools Can Be Supportive of Students' Mental Health","datePublished":"2016-09-20T12:24:11.000Z","dateModified":"2016-09-20T12:24:11.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46404 http://ww2.kqed.org/mindshift/?p=46404","disqusUrl":"https://ww2.kqed.org/mindshift/2016/09/20/3-ways-schools-can-be-supportive-of-students-mental-health/","disqusTitle":"3 Ways Schools Can Be Supportive of Students' Mental Health","nprImageCredit":"LA Johnson","nprByline":"Meg Anderson, \u003ca href=\"http://www.npr.org/sections/ed/2016/09/20/459843929/heres-how-schools-can-support-students-mental-health\">NPR\u003c/a>","nprImageAgency":"NPR","nprStoryId":"459843929","nprApiLink":"http://api.npr.org/query?id=459843929&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/09/20/459843929/heres-how-schools-can-support-students-mental-health?ft=nprml&f=459843929","nprRetrievedStory":"1","nprPubDate":"Tue, 20 Sep 2016 06:07:00 -0400","nprStoryDate":"Tue, 20 Sep 2016 06:07:28 -0400","nprLastModifiedDate":"Tue, 20 Sep 2016 06:07:28 -0400","path":"/mindshift/46404/3-ways-schools-can-be-supportive-of-students-mental-health","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>About one in five children in the United States shows signs of a mental health disorder — anything from ADHD to eating disorders to suicide.\u003c/p>\n\u003cp>And yet, \u003ca href=\"http://www.npr.org/sections/ed/2016/09/07/492427340/a-silent-epidemic-the-mental-health-crisis-in-our-schools\">as we've been reporting this month\u003c/a>, many schools aren't prepared to work with these students. Often, there's been too little training in recognizing the problems, the staff who are trained are overworked, and there just isn't enough money.\u003c/p>\n\u003cp>When there are enough people to handle the job, how should all the different roles fit together?\u003c/p>\n\u003cp>Many experts point to one model. It's got a bureaucratic name — the \"multi-tiered system of supports\" — but when you picture it, just imagine an upside-down pyramid, or maybe a funnel. It starts with support for everyone and moves on to more and more specialized help.\u003c/p>\n\u003cp>\u003cstrong>The Village\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here, everyone in the school has a part to play. The collective mission is broad: Create a school environment of general well-being, and a climate where mental health isn't stigmatized.\u003c/p>\n\u003cp>It takes a lot of planning — with big decisions often coming from the top. Just ask Amanda Aiken.\u003c/p>\n\u003cp>She is now the Senior Director of Schools at New Orleans College Prep, a charter school network. But before that she was a principal at one of their schools, Lawrence D. Crocker College Prep.\u003c/p>\n\u003cp>In that role, she made a point to stand outside her New Orleans school every morning. When the buses drove in, she was at each door. Other staff were stationed at the front and back entrances.\u003c/p>\n\u003cp>Every student, from preschool to eighth grade, shook at least two hands before they even get inside the building.\u003c/p>\n\u003cp>Every student, every day?\u003c/p>\n\u003cp>Sometimes, Aiken conceded, it was a hug rather than a handshake.\u003c/p>\n\u003cp>\"They hear a lot of good-mornings and a lot of how-are-you-doings,\" says Aiken. \"I require that human touch.\"\u003c/p>\n\u003cp>Now her successor carries on that tradition.\u003c/p>\n\u003cp>But Aiken wasn't just being nice. It was strategic.\u003c/p>\n\u003cp>Many students at Crocker, part of a charter school network, have a higher risk for mental health problems. Most students receive free or reduced-price lunches, and Aiken estimates as many as 70 percent have experienced some form of trauma in the last two years: violence in their neighborhoods, family troubles, the daily stress of living in poverty.\u003c/p>\n\u003cp>\"We need to make sure what we're doing is not retraumatizing,\" she says. \"I see the principal as the leader in setting the tone and the culture of how school will support students and families.\"\u003c/p>\n\u003cp>That starts in the morning, but extends far beyond. Crocker is a \"trauma-informed\" school, which means all staff are trained on how to work with, and identify, students who have gone through trauma.\u003c/p>\n\u003cp>It also means they have a focus on structure, so students know what to expect. They also have a social-emotional curriculum, yoga after school and a focus on keeping suspension rates low through restorative justice.\u003c/p>\n\u003cp>\"They aren't going to be prepared for college if they're suffering,\" Aiken says.\u003c/p>\n\u003cp>As principal, she tried to prevent crises, rather than addressing them as they come up.\u003c/p>\n\u003cp>\"If you have everyone trained and take an 'it takes a village' approach, you can do a lot of preventative measures to reduce the risk significantly,\" says Aiken.\u003c/p>\n\u003cp>But, she adds, a healthy school environment isn't enough.\u003c/p>\n\u003cp>\"Teachers are trained to teach. We have all taken a child psychology class, but we're not trained to work with kids with mental health needs,\" she says.\u003c/p>\n\u003cp>That's where other professionals come in.\u003c/p>\n\u003cp>\u003cstrong>The First Responders\u003c/strong>\u003c/p>\n\u003cp>When a student does show signs of trouble, one of the first steps is to talk with them. That conversation will dictate what happens next, but getting students to open up? It's easier said than done.\u003c/p>\n\u003cp>School social worker Ana Bonilla-Galdamez is a pro at that. Her office at Charles Barrett Elementary School in Alexandria, Va., is a testament to the different strategies she uses to unleash the gift of gab in even the most guarded of students.\u003c/p>\n\u003cp>There's a lot going on in there. First, there's her bookshelf, with titles like: \u003cem>Growing Good Kids\u003c/em>, \u003cem>The Special Education Treatment Planner\u003c/em>, \u003cem>Small Group Counseling\u003c/em>.\u003c/p>\n\u003cp>And then there's everything else. She has a lot of board games: Candyland, Operation and her favorite, Uno. She also has art supplies, balls, a dollhouse and a sand box. A Superman doll sits in her chair, because even Superman has a weakness.\u003c/p>\n\u003cp>These are her tools. They help students open up, and they also help build the skills those kids will need throughout life, like managing emotions.\u003c/p>\n\u003cp>Although now at an elementary school, Bonilla-Galdamez spent most of her 20-year career at the high school level, working largely in what she describes as \"crisis mode.\"\u003c/p>\n\u003cp>\"We would think, 'Man, if we just had met this kid before,' \" she says. A few years ago, a job opened up in the elementary school and she decided to apply.\u003c/p>\n\u003cp>\"I thought, this is my chance to see where this starts,\" she says.\u003c/p>\n\u003cp>Early intervention for the child — and education for the parent — is key, she says. That's where the games in her office and the phone calls home come in.\u003c/p>\n\u003cp>\"My job is to dig,\" she says, \"For me to do that, I need to build the trust of the parent and the child.\"\u003c/p>\n\u003cp>She tells the story of the time a young mom came in, worried about her kindergarten son. He had been telling her he wanted to die. In her office, Bonilla-Galdamez let the boy choose whatever game he wanted. As he grew comfortable, she asked him about life at home.\u003c/p>\n\u003cp>\"He had witnessed people being killed,\" she says. \"He had witnessed a lot of violence.\"\u003c/p>\n\u003cp>What to do next all depends on what that child needs. That kindergartner might have ended up in a small group, working on coping skills or managing his emotions. But, in this case that wasn't the answer: She had also learned that the young boy had run out into traffic when he was upset.\u003c/p>\n\u003cp>\"The threat was imminent, so I referred him to emergency services,\" says Bonilla-Galdamez. \"Our environment isn't suited to clinical interventions.\"\u003c/p>\n\u003cp>At that point, Bonilla-Galdamez continued working with the family, but she also helped them connect to more specialized help, and the kindergartner moved on to the third level for more support.\u003c/p>\n\u003cp>\u003cstrong>Clinical Care\u003c/strong>\u003c/p>\n\u003cp>At this level, a doctor or therapist may get involved for the first time. Often, school plays a vital role in connecting the student to a clinic.\u003c/p>\n\u003cp>Vital, but not necessarily easy. When school psychologists Monique Leopold and Danielle Palmer refer students to a mental health clinic, they know that a lot of the time, the appointment never happens.\u003c/p>\n\u003cp>The two women have a handful of high-quality programs that they rely on for referrals near their schools — a network of public charter schools in the nation's capital called DC Prep. Sometimes though, families can't get an appointment for months. And when they do, with so many living in poverty, getting there is one more complication in already chaotic lives.\u003c/p>\n\u003cp>\"It's not that [those families] don't love their kids, it's that they don't have the capacity,\" says Palmer.\u003c/p>\n\u003cp>And even when the students do get professional treatment or medication, sometimes prescriptions lapse before the child could be seen again.\u003c/p>\n\u003cp>\"Triggers are brought from the community into school,\" says Leopold, \"They go to school without what they need.\"\u003c/p>\n\u003cp>To try and meet those needs, DC Prep started a partnership with Children's National Medical Center. Now, a psychiatrist visits the schools twice each month.\u003c/p>\n\u003cp>\"I told a family this morning, 'Listen, we have a doctor here,' \" Leopold says, \"and the mom's eyes lit up.\"\u003c/p>\n\u003cp>Lisa Cullins, one of those psychiatrists who visits, says school is a logical place for students to get clinical mental health care.\u003c/p>\n\u003cp>\"At school, they're going to be there anyway. It's something they do everyday,\" she says. The partnership isn't just easy on families. It's also easier on her.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"To know our patients, we have to know their school setting,\" she says. \"When I walk in, I have a comprehensive packet of information on how the child has been doing since the beginning of the year.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Here%27s+How+Schools+Can+Support+Students%27+Mental+Health&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46404/3-ways-schools-can-be-supportive-of-students-mental-health","authors":["byline_mindshift_46404"],"categories":["mindshift_194"],"tags":["mindshift_20784","mindshift_1040","mindshift_20865","mindshift_20696","mindshift_20999"],"featImg":"mindshift_46405","label":"mindshift"},"mindshift_40583":{"type":"posts","id":"mindshift_40583","meta":{"index":"posts_1591205157","site":"mindshift","id":"40583","score":null,"sort":[1432313583000]},"guestAuthors":[],"slug":"how-schools-can-help-nurture-students-mental-health","title":"How Schools Can Help Nurture Students' Mental Health","publishDate":1432313583,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>By the time he entered second grade, Eric had already witnessed graphic violence and watched as his family fell apart. He’d been moved to a new state and a new home, but he wasn’t thriving, especially in school. Eric’s reading level was measured in single digits -- that is, below the 10\u003csup>th\u003c/sup> percentile for children his age.\u003c/p>\n\u003cp>“He was so preoccupied by the trauma he’d experienced that it was impairing his learning,” says Steve Lepinski, who followed Eric’s progress.\u003c/p>\n\u003cp>Lepinski runs the \u003ca href=\"https://washburn.org/\">Washburn Center for Children\u003c/a>, a mental health provider in Minnesota that handled Eric’s case. After receiving intensive therapy, Eric (not his real name) saw his reading level jump to the 90\u003csup>th\u003c/sup> percentile for his age group. Now “he’s just doing normal third-grade things,” Lepinski adds.\u003c/p>\n\u003cp>Trauma can be one cause of mental health issues among kids, but there are other sources. Emotional problems are linked to poverty, according to an \u003ca href=\"http://pediatrics.aappublications.org/content/135/2/384.short\">American Academy of Pediatrics study\u003c/a>, and 20 percent of children live in poverty. The same study notes that children whose parents serve in the military are more likely to experience emotional trouble, especially when parents deploy and return.\u003c/p>\n\u003cp>[contextly_sidebar id=\"LQSxRpJift2kP2h5FZCGRSNdvp5HI11z\"]\u003c/p>\n\u003cp>Fortunately, there are better diagnostics and a greater sensitivity by parents and pediatricians to kids’ well-being; what might have been ignored and untreated decades ago is more apt to be spotted and tended to today. But the attention to these diagnoses also uncovers the reality that the youth population feels vulnerable and dislocated.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The hurly-burly of modern life plays a part. Dr. Debra Koss, a child psychiatrist in Sparta, N.J., who has been treating kids for more than 20 years, believes that both teenagers and families face more external pressure and stress today than they did years ago.\u003c/p>\n\u003cp>Part of that’s from the explosion in technology, especially in the proliferation in phone, computer and TV screens, which eat up an estimated five to seven hours of the average child’s day. That time spent inert in front of a screen is time not spent socializing, or playing sports, or getting out into the world, all of which contribute to healthy emotional development, Koss says.\u003c/p>\n\u003cp>Also, ruthless social media sites like\u003ca href=\"http://www.nytimes.com/2015/03/09/technology/popular-yik-yak-app-confers-anonymity-and-delivers-abuse.html\"> Yik Yak\u003c/a>, where kids post anonymous comments about their peers, can be devastating to children’s well-being. “They have a terrible impact on self-esteem and social relationships,” Koss says.\u003c/p>\n\u003cp>Developments in neuroscience should be helping to shape cultural expectations for kids, but so far the research has failed to activate much change. Adolescents are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/29/why-teens-are-impulsive-addiction-prone-and-should-protect-their-brains/\">wired\u003c/a> for short-term pleasures, feeling emotions more intensely and tending to act on impulse. But they’re quizzed about careers and college majors when they’ve just made it to high school, long before their brains have matured sufficiently to make thoughtful long-term decisions.\u003c/p>\n\u003cp>“We’re expecting a level of decision-making and abstract thinking that’s not in keeping with where brain development is,” Koss says.\u003c/p>\n\u003caside class=\"pullquote alignright\">Now, when a student acts up, the teacher’s first thought isn’t to complain about the kid’s bad behavior, but to think ‘I wonder what’s going on with him?’\u003c/aside>\n\u003cp>Warped cultural pressure on kids to perform beyond their capabilities is stressful and demoralizing, forcing kids to grow up too fast. The fact that this generation has been subjected to more standardized testing than any other can adds to the anxiety. “These external goals and messages” -- \u003ca href=\"http://www.theatlantic.com/education/archive/2014/06/most-kids-believe-that-achievement-trumps-empathy/373378/\">from parents\u003c/a>, schools, college applications and social media -- \"create unreasonable expectations,” she says. All of this contributes to adolescent depression, anxiety and other mental health concerns.\u003c/p>\n\u003cp>What’s the proper role for schools in attending to children’s mental health? Some educators and mental health experts have pushed schools to get more involved in preventing emotional and behavior problems and spotting those kids who need help, so that they can be steered toward professionals who can help them. Mental health problems often reveal themselves early in life, and the sooner they’re treated, the thinking goes, the better the outcomes.\u003c/p>\n\u003cp>Teachers’ everyday contact with children puts them in a position to pick out those who might be struggling and who could benefit from professional help. And because, as Koss says, “academic failure is a real consequence of mental illness,” teachers and school officials may have no choice but to confront these problems.\u003c/p>\n\u003cp>The following initiatives have been adopted in various states and schools to help identify, and even treat, those children in need.\u003c/p>\n\u003cp>\u003cstrong>SCHOOL-BASED MENTAL HEALTH CARE \u003c/strong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>One of the most ambitious approaches for treating children has been adopted in Minnesota, where mental health professionals provide treatment for such problems within the schools. The Minnesota system, which began in 2007 as a small pilot program and has since spread to 645 schools in 71 counties, removes the barriers that often keep children from getting the help they need: transportation to and from appointments, insurance coverage and lengthy waits for appointments.\u003c/p>\n\u003cp>This approach represents a radical departure from the typical way schools have handled troubled children, wherein school officials notify parents of a potential problem and then depend on parents to take action. Today, Minnesota has the largest school-based mental health program in the country.\u003c/p>\n\u003cp>[contextly_sidebar id=\"CtBz1PC47EOtMwcgYnzCB5UktytlQPGO\"]\u003c/p>\n\u003cp>Because the mental health providers are present and available, the stigma attached to getting help has lessened for kids. The method also helps therapists better evaluate their patients, because they see them in their natural environment. Teachers and school principals also welcome in-house clinicians, Lepinski says, through their interactions with the clinicians. Turf battles between “outside” mental health providers and “inside” school nurses, social workers or special education teachers is minimized because they all recognize the important role each plays in identifying and treating students.\u003c/p>\n\u003cp>And helping drive success -- or allay parents’ fears -- is the fact that the children’s mental health records are kept private from teachers and school administrators, under HIPPA laws.\u003c/p>\n\u003cp>During the first five years of the program, practitioners found that more than half of the children treated by therapists or mental health professionals in school were seeing someone for the first time, and half of these same children were getting treatment for a serious mental illness. Without the ordinary barriers to getting help, most kids completed their treatment, Lepinski says. Further, the impact of the treatment was reflected in a decline in suspension rates, absences and frequency of emotional problems.\u003c/p>\n\u003cp>Meanwhile, attendance rates have crept up. And with a full-time mental health professional on staff, the culture of these schools has become more sensitive to the role of mental health in learning. “Now, when a student acts up, the teacher’s first thought isn’t to complain about the kid’s bad behavior, but to think ‘I wonder what’s going on with him?’ ” Lepinski says.\u003c/p>\n\u003cp>\u003cstrong>OFFER MENTAL HEALTH SCREENING\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Testing for emotional well-being is one way of identifying troubled kids, and some schools have started using them after a crisis, or even preventively. One of the most widely used screens, the Columbia-Suicide Severity Rating Scale, or C-SSRA, is a brief survey that has been shown to identify accurately individuals at risk of suicide. In Tennessee, schools started asking the state for help in preventing suicide or managing in the aftermath, and the state responded by offering districts the C-SSRA.\u003c/p>\n\u003cp>More than 5,000 such screens were carried out with kids of all ages after crises since July, says Melissa Sparks, a registered nurse in Tennessee who helps oversee the state screens. Tennessee also uses what’s called a \u003ca href=\"http://www.tnvoices.org/youth-screen/\">Youth Screen\u003c/a> as a way of identifying mental health problems early. Of the 221 teenagers whose parents consented to their children’s screening since July, 75 kids were found to have a mental health or substance abuse problem.\u003c/p>\n\u003cp>\u003cstrong>INCLUDE EXERCISE IN THE SCHOOL DAY\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Aerobic exercise is good for mental health; it reduces stress, improves attention and buoys the mood. But as school budgets have grown tighter, schools are \u003ca href=\"http://www.nytimes.com/2012/07/11/education/even-as-schools-battle-obesity-physical-education-is-sidelined.html\">dropping gym class\u003c/a> and recess for more time in the classroom. This trend undermines student well-being and achievement, says Dr. Lawrence Steinberg, author of \"\u003ca href=\"http://www.amazon.com/Age-Opportunity-Lessons-Science-Adolescence/dp/1491546611\">Age of Opportunity: Lessons From the New Science of Adolescence\u003c/a>.\" Steinberg believes that schools should include an hour of exercise in the daily curriculum, because physical activity improves academic performance and mental health.\u003c/p>\n\u003cp>Steinberg is not alone: The Institute of Medicine challenges schools to work an hour of exercise into the school day, offering suggestions and games for teachers to boost activity. Its \u003ca href=\"http://resources.iom.edu/FNB/infographic/get60minutes.html\">interactive website\u003c/a> offers tips on how to arrange the classroom to make space for physical activity, so that kids don’t spend all day at their desks, and offers ideas on how to make recess and gym class more active and engaging for kids.\u003c/p>\n\u003cp>\u003cstrong>ALLOW KIDS TO SLEEP IN\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Teenagers don’t sleep enough, and that deficit affects their mental health as well as their \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/11/why-sleeping-may-be-more-important-than-studying/\">ability to calculate or compose a sentence\u003c/a>. The recommended amount of sleep for children and adolescents is 8.5 to 9.5 hours a night, but up to 87 percent of high school kids sleep less. It’s hard for teenagers to fall asleep naturally before 10:30 p.m., and most can’t make it up on the other end when the school day begins; 40 percent of high schools open their doors before 8 a.m.\u003c/p>\n\u003cp>Some schools are taking the advice of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/07/pediatricians-say-school-should-start-later-for-teens-health/\">American Academy of Pediatrics\u003c/a> and are delaying the start of the school day to better fit with adolescent sleep cycles. According to Stacy Simera, the outreach director for Start School Later Inc., “the number of schools opening later has grown exponentially,” with positive results.\u003c/p>\n\u003cp>Researchers at the University of Minnesota who \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2656315/\">studied\u003c/a> the impact of later start times in eight high schools found improvements in grades, attendance and punctuality, as well as a 70 percent reduction in auto accidents.\u003c/p>\n\u003cp>“It’s doable,” Simera says. “Superintendents and teachers are afraid it’s going to throw a wrench into everything, but hundreds of schools have adjusted,” she says.\u003c/p>\n\u003cp>\u003cstrong>BUILD MINDFULNESS INTO THE SCHOOL DAY\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Taking time to breathe deeply, slow down the mind and focus on the moment can lengthen attention spans and promote emotional control, and some schools are beginning to fold \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/17/low-income-schools-see-big-benefits-in-teaching-mindfulness/\">mindfulness training \u003c/a>into the school day. Dr. Amy Saltzman, director of the Association for Mindfulness in Education, says that schools in all 50 states and around the world have started to teach children mindfulness.\u003c/p>\n\u003cp>The surge in children diagnosed with ADHD, depression and anxiety, as well as the growing body of evidence on the benefits of mindfulness, have prompted educators to bring the exercise to school. “There’s more awareness of the need,” Saltzman says.\u003c/p>\n\u003cp>\u003cstrong>LIMIT TECHNOLOGY AND ENCOURAGE FUN\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>One of the simplest ways for teachers to encourage a healthy mindset among their students is to take small steps in the classroom that work against harmful cultural pressures. To encourage breaks from screens, for example, \u003ca href=\"http://pernillesripp.com/2015/05/20/why-i-will-be-going-device-free-in-my-byod-school/\">teachers can set up tech-free spaces or times in class\u003c/a>. Publicly limiting their own reliance on phones and computers also models the message that happiness isn’t found in “likes” or tweets.\u003c/p>\n\u003cp>And asking kids what they enjoy doing, then encouraging them to pursue those interests, permits children and teens to start valuing their own preferences, separate and apart from what presumably “looks good” to colleges. “This encourages kids to learn about themselves,” Koss says.\u003c/p>\n\u003cp>\u003cstrong>TAKE HAPPINESS SERIOUSLY\u003c/strong>\u003c/p>\n\u003cp>Hundreds of teachers in 43 states around the country are taking part in the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/29/exploring-the-idea-of-happiness-as-part-of-school-work/\">Global Happiness Project\u003c/a>, a loosely structured endeavor in which students are invited to consider the nature of happiness and to assess its prevalence in their community. In keeping with the program’s purpose, teachers are tailoring the assignment to fit the special circumstances of their classes.\u003c/p>\n\u003cp>A teacher in Cleveland, for example, advises her students to develop a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/28/the-difference-between-praise-and-feedback/\">growth mindset \u003c/a>when it comes to learning, so that they’ll look at a bad test grade as a temporary setback and learning opportunity rather than a mark of permanent failure. An instructor in Rochester, Indiana, encourages her students to analyze Thornton Wilder’s \"Our Town\" in terms of the characters’ and community’s happiness, and then to develop a service project that will try to deliver more happiness to the town.\u003c/p>\n\u003cp>By integrating ideas about happiness and the good life into the school curriculum, teachers are encouraging children to value their feelings and to take control of their lives.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Schools are taking a more proactive role in caring for students' mental health in counseling availability, sleep, tech and play. ","status":"publish","parent":0,"modified":1432313583,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":46,"wordCount":2179},"headData":{"title":"How Schools Can Help Nurture Students' Mental Health | KQED","description":"Schools are taking a more proactive role in caring for students' mental health in counseling availability, sleep, tech and play. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Schools Can Help Nurture Students' Mental Health","datePublished":"2015-05-22T16:53:03.000Z","dateModified":"2015-05-22T16:53:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40583 http://ww2.kqed.org/mindshift/?p=40583","disqusUrl":"https://ww2.kqed.org/mindshift/2015/05/22/how-schools-can-help-nurture-students-mental-health/","disqusTitle":"How Schools Can Help Nurture Students' Mental Health","path":"/mindshift/40583/how-schools-can-help-nurture-students-mental-health","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>By the time he entered second grade, Eric had already witnessed graphic violence and watched as his family fell apart. He’d been moved to a new state and a new home, but he wasn’t thriving, especially in school. Eric’s reading level was measured in single digits -- that is, below the 10\u003csup>th\u003c/sup> percentile for children his age.\u003c/p>\n\u003cp>“He was so preoccupied by the trauma he’d experienced that it was impairing his learning,” says Steve Lepinski, who followed Eric’s progress.\u003c/p>\n\u003cp>Lepinski runs the \u003ca href=\"https://washburn.org/\">Washburn Center for Children\u003c/a>, a mental health provider in Minnesota that handled Eric’s case. After receiving intensive therapy, Eric (not his real name) saw his reading level jump to the 90\u003csup>th\u003c/sup> percentile for his age group. Now “he’s just doing normal third-grade things,” Lepinski adds.\u003c/p>\n\u003cp>Trauma can be one cause of mental health issues among kids, but there are other sources. Emotional problems are linked to poverty, according to an \u003ca href=\"http://pediatrics.aappublications.org/content/135/2/384.short\">American Academy of Pediatrics study\u003c/a>, and 20 percent of children live in poverty. The same study notes that children whose parents serve in the military are more likely to experience emotional trouble, especially when parents deploy and return.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Fortunately, there are better diagnostics and a greater sensitivity by parents and pediatricians to kids’ well-being; what might have been ignored and untreated decades ago is more apt to be spotted and tended to today. But the attention to these diagnoses also uncovers the reality that the youth population feels vulnerable and dislocated.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The hurly-burly of modern life plays a part. Dr. Debra Koss, a child psychiatrist in Sparta, N.J., who has been treating kids for more than 20 years, believes that both teenagers and families face more external pressure and stress today than they did years ago.\u003c/p>\n\u003cp>Part of that’s from the explosion in technology, especially in the proliferation in phone, computer and TV screens, which eat up an estimated five to seven hours of the average child’s day. That time spent inert in front of a screen is time not spent socializing, or playing sports, or getting out into the world, all of which contribute to healthy emotional development, Koss says.\u003c/p>\n\u003cp>Also, ruthless social media sites like\u003ca href=\"http://www.nytimes.com/2015/03/09/technology/popular-yik-yak-app-confers-anonymity-and-delivers-abuse.html\"> Yik Yak\u003c/a>, where kids post anonymous comments about their peers, can be devastating to children’s well-being. “They have a terrible impact on self-esteem and social relationships,” Koss says.\u003c/p>\n\u003cp>Developments in neuroscience should be helping to shape cultural expectations for kids, but so far the research has failed to activate much change. Adolescents are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/29/why-teens-are-impulsive-addiction-prone-and-should-protect-their-brains/\">wired\u003c/a> for short-term pleasures, feeling emotions more intensely and tending to act on impulse. But they’re quizzed about careers and college majors when they’ve just made it to high school, long before their brains have matured sufficiently to make thoughtful long-term decisions.\u003c/p>\n\u003cp>“We’re expecting a level of decision-making and abstract thinking that’s not in keeping with where brain development is,” Koss says.\u003c/p>\n\u003caside class=\"pullquote alignright\">Now, when a student acts up, the teacher’s first thought isn’t to complain about the kid’s bad behavior, but to think ‘I wonder what’s going on with him?’\u003c/aside>\n\u003cp>Warped cultural pressure on kids to perform beyond their capabilities is stressful and demoralizing, forcing kids to grow up too fast. The fact that this generation has been subjected to more standardized testing than any other can adds to the anxiety. “These external goals and messages” -- \u003ca href=\"http://www.theatlantic.com/education/archive/2014/06/most-kids-believe-that-achievement-trumps-empathy/373378/\">from parents\u003c/a>, schools, college applications and social media -- \"create unreasonable expectations,” she says. All of this contributes to adolescent depression, anxiety and other mental health concerns.\u003c/p>\n\u003cp>What’s the proper role for schools in attending to children’s mental health? Some educators and mental health experts have pushed schools to get more involved in preventing emotional and behavior problems and spotting those kids who need help, so that they can be steered toward professionals who can help them. Mental health problems often reveal themselves early in life, and the sooner they’re treated, the thinking goes, the better the outcomes.\u003c/p>\n\u003cp>Teachers’ everyday contact with children puts them in a position to pick out those who might be struggling and who could benefit from professional help. And because, as Koss says, “academic failure is a real consequence of mental illness,” teachers and school officials may have no choice but to confront these problems.\u003c/p>\n\u003cp>The following initiatives have been adopted in various states and schools to help identify, and even treat, those children in need.\u003c/p>\n\u003cp>\u003cstrong>SCHOOL-BASED MENTAL HEALTH CARE \u003c/strong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>One of the most ambitious approaches for treating children has been adopted in Minnesota, where mental health professionals provide treatment for such problems within the schools. The Minnesota system, which began in 2007 as a small pilot program and has since spread to 645 schools in 71 counties, removes the barriers that often keep children from getting the help they need: transportation to and from appointments, insurance coverage and lengthy waits for appointments.\u003c/p>\n\u003cp>This approach represents a radical departure from the typical way schools have handled troubled children, wherein school officials notify parents of a potential problem and then depend on parents to take action. Today, Minnesota has the largest school-based mental health program in the country.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Because the mental health providers are present and available, the stigma attached to getting help has lessened for kids. The method also helps therapists better evaluate their patients, because they see them in their natural environment. Teachers and school principals also welcome in-house clinicians, Lepinski says, through their interactions with the clinicians. Turf battles between “outside” mental health providers and “inside” school nurses, social workers or special education teachers is minimized because they all recognize the important role each plays in identifying and treating students.\u003c/p>\n\u003cp>And helping drive success -- or allay parents’ fears -- is the fact that the children’s mental health records are kept private from teachers and school administrators, under HIPPA laws.\u003c/p>\n\u003cp>During the first five years of the program, practitioners found that more than half of the children treated by therapists or mental health professionals in school were seeing someone for the first time, and half of these same children were getting treatment for a serious mental illness. Without the ordinary barriers to getting help, most kids completed their treatment, Lepinski says. Further, the impact of the treatment was reflected in a decline in suspension rates, absences and frequency of emotional problems.\u003c/p>\n\u003cp>Meanwhile, attendance rates have crept up. And with a full-time mental health professional on staff, the culture of these schools has become more sensitive to the role of mental health in learning. “Now, when a student acts up, the teacher’s first thought isn’t to complain about the kid’s bad behavior, but to think ‘I wonder what’s going on with him?’ ” Lepinski says.\u003c/p>\n\u003cp>\u003cstrong>OFFER MENTAL HEALTH SCREENING\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Testing for emotional well-being is one way of identifying troubled kids, and some schools have started using them after a crisis, or even preventively. One of the most widely used screens, the Columbia-Suicide Severity Rating Scale, or C-SSRA, is a brief survey that has been shown to identify accurately individuals at risk of suicide. In Tennessee, schools started asking the state for help in preventing suicide or managing in the aftermath, and the state responded by offering districts the C-SSRA.\u003c/p>\n\u003cp>More than 5,000 such screens were carried out with kids of all ages after crises since July, says Melissa Sparks, a registered nurse in Tennessee who helps oversee the state screens. Tennessee also uses what’s called a \u003ca href=\"http://www.tnvoices.org/youth-screen/\">Youth Screen\u003c/a> as a way of identifying mental health problems early. Of the 221 teenagers whose parents consented to their children’s screening since July, 75 kids were found to have a mental health or substance abuse problem.\u003c/p>\n\u003cp>\u003cstrong>INCLUDE EXERCISE IN THE SCHOOL DAY\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Aerobic exercise is good for mental health; it reduces stress, improves attention and buoys the mood. But as school budgets have grown tighter, schools are \u003ca href=\"http://www.nytimes.com/2012/07/11/education/even-as-schools-battle-obesity-physical-education-is-sidelined.html\">dropping gym class\u003c/a> and recess for more time in the classroom. This trend undermines student well-being and achievement, says Dr. Lawrence Steinberg, author of \"\u003ca href=\"http://www.amazon.com/Age-Opportunity-Lessons-Science-Adolescence/dp/1491546611\">Age of Opportunity: Lessons From the New Science of Adolescence\u003c/a>.\" Steinberg believes that schools should include an hour of exercise in the daily curriculum, because physical activity improves academic performance and mental health.\u003c/p>\n\u003cp>Steinberg is not alone: The Institute of Medicine challenges schools to work an hour of exercise into the school day, offering suggestions and games for teachers to boost activity. Its \u003ca href=\"http://resources.iom.edu/FNB/infographic/get60minutes.html\">interactive website\u003c/a> offers tips on how to arrange the classroom to make space for physical activity, so that kids don’t spend all day at their desks, and offers ideas on how to make recess and gym class more active and engaging for kids.\u003c/p>\n\u003cp>\u003cstrong>ALLOW KIDS TO SLEEP IN\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Teenagers don’t sleep enough, and that deficit affects their mental health as well as their \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/11/why-sleeping-may-be-more-important-than-studying/\">ability to calculate or compose a sentence\u003c/a>. The recommended amount of sleep for children and adolescents is 8.5 to 9.5 hours a night, but up to 87 percent of high school kids sleep less. It’s hard for teenagers to fall asleep naturally before 10:30 p.m., and most can’t make it up on the other end when the school day begins; 40 percent of high schools open their doors before 8 a.m.\u003c/p>\n\u003cp>Some schools are taking the advice of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/07/pediatricians-say-school-should-start-later-for-teens-health/\">American Academy of Pediatrics\u003c/a> and are delaying the start of the school day to better fit with adolescent sleep cycles. According to Stacy Simera, the outreach director for Start School Later Inc., “the number of schools opening later has grown exponentially,” with positive results.\u003c/p>\n\u003cp>Researchers at the University of Minnesota who \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2656315/\">studied\u003c/a> the impact of later start times in eight high schools found improvements in grades, attendance and punctuality, as well as a 70 percent reduction in auto accidents.\u003c/p>\n\u003cp>“It’s doable,” Simera says. “Superintendents and teachers are afraid it’s going to throw a wrench into everything, but hundreds of schools have adjusted,” she says.\u003c/p>\n\u003cp>\u003cstrong>BUILD MINDFULNESS INTO THE SCHOOL DAY\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Taking time to breathe deeply, slow down the mind and focus on the moment can lengthen attention spans and promote emotional control, and some schools are beginning to fold \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/17/low-income-schools-see-big-benefits-in-teaching-mindfulness/\">mindfulness training \u003c/a>into the school day. Dr. Amy Saltzman, director of the Association for Mindfulness in Education, says that schools in all 50 states and around the world have started to teach children mindfulness.\u003c/p>\n\u003cp>The surge in children diagnosed with ADHD, depression and anxiety, as well as the growing body of evidence on the benefits of mindfulness, have prompted educators to bring the exercise to school. “There’s more awareness of the need,” Saltzman says.\u003c/p>\n\u003cp>\u003cstrong>LIMIT TECHNOLOGY AND ENCOURAGE FUN\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>One of the simplest ways for teachers to encourage a healthy mindset among their students is to take small steps in the classroom that work against harmful cultural pressures. To encourage breaks from screens, for example, \u003ca href=\"http://pernillesripp.com/2015/05/20/why-i-will-be-going-device-free-in-my-byod-school/\">teachers can set up tech-free spaces or times in class\u003c/a>. Publicly limiting their own reliance on phones and computers also models the message that happiness isn’t found in “likes” or tweets.\u003c/p>\n\u003cp>And asking kids what they enjoy doing, then encouraging them to pursue those interests, permits children and teens to start valuing their own preferences, separate and apart from what presumably “looks good” to colleges. “This encourages kids to learn about themselves,” Koss says.\u003c/p>\n\u003cp>\u003cstrong>TAKE HAPPINESS SERIOUSLY\u003c/strong>\u003c/p>\n\u003cp>Hundreds of teachers in 43 states around the country are taking part in the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/29/exploring-the-idea-of-happiness-as-part-of-school-work/\">Global Happiness Project\u003c/a>, a loosely structured endeavor in which students are invited to consider the nature of happiness and to assess its prevalence in their community. In keeping with the program’s purpose, teachers are tailoring the assignment to fit the special circumstances of their classes.\u003c/p>\n\u003cp>A teacher in Cleveland, for example, advises her students to develop a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/28/the-difference-between-praise-and-feedback/\">growth mindset \u003c/a>when it comes to learning, so that they’ll look at a bad test grade as a temporary setback and learning opportunity rather than a mark of permanent failure. An instructor in Rochester, Indiana, encourages her students to analyze Thornton Wilder’s \"Our Town\" in terms of the characters’ and community’s happiness, and then to develop a service project that will try to deliver more happiness to the town.\u003c/p>\n\u003cp>By integrating ideas about happiness and the good life into the school curriculum, teachers are encouraging children to value their feelings and to take control of their lives.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40583/how-schools-can-help-nurture-students-mental-health","authors":["4613"],"categories":["mindshift_194"],"tags":["mindshift_20784","mindshift_1040","mindshift_20865","mindshift_20696","mindshift_841","mindshift_498"],"featImg":"mindshift_40631","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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