The Happiness Myth
It’s tough to know how to help an angry child. But some children—despite their small size—seem to have an endless supply of anger buried inside them.
They grow frustrated easily. They yell. They might even become aggressive. But, they usually blow up over seemingly minor events.
If you’re raising a child whose angry outbursts have become a problem, it’s important to teach him the skills he needs to deal with his feelings in a healthy way. Here are seven ways to help with anger:
1. Teach Your Child About Feelings
Kids are more likely to lash out when they don’t understand their feelings or they’re not able to verbalize them. A child who can’t say, “I’m mad,” may try to show you he’s angry by lashing out. Or a child who isn’t able to explain that he’s sad may misbehave to get your attention.
Help your child learn to identify and label feelings.
Begin teaching your child basic feeling words such as mad, sad, happy, and scared. Label your child’s feelings for him by saying, “It looks like you feel really angry right now.” Over time, he’ll learn to label his emotions himself.
As your child develops a better understanding of his emotions and how to describe them, teach him more sophisticated words such as frustrated, disappointed, worried, and lonely.
2. Create an Anger Thermometer
Anger thermometers are tools that help kids recognize the warning signs that their anger is rising. Draw a large thermometer on a piece of paper. Start at the bottom with a 0 and fill in the numbers up until 10, which should land at the top of the thermometer.
Explain that zero means “no anger at all.” A 5 means “a medium amount of anger,” and 10 means “the most anger ever.”
Talk about what happens to your child’s body at each number on the thermometer. Your child might say he’s smiling when he’s at a level 0 but has a mad face when he reaches level 5 and by the time his anger gets to a level 10, he may describe himself as an angry monster.
Talk about how his body feels when he grows angry. He might feel his face get hot when he’s a level two and he might make fists with his hands when he’s a level seven.
When kids learn to recognize their warning signs, it will help them understand the need to take a break, before their anger explodes at a level 10. Hang the anger thermometer in a prominent location and refer to it by asking, “What level is your anger today?”
3. Develop a Plan to Help Your Child Calm Down
Teach children what to do when they begin to feel angry. Rather than throw blocks when they’re frustrated or hit their sister when they’re annoyed, teach them healthier strategies that help with anger.
Encourage children to put themselves in a time-out when they’re upset. Show them that they don’t need to wait until they make a mistake to go to time-out.
Instead, they can go to their room for a few minutes to calm down when they begin to feel angry.
Encourage them to color, read a book, or engage in another calming activity until they’re calm enough to resume their activity.
You might even create a calm down kit. A kit could include your child’s favorite coloring books and some crayons, a fun book to read, stickers, a favorite toy, or lotion that smells good.
When they’re upset, you can say, “Go get your calm down kit,” and encourage them to take responsibility for calming themselves down.
4. Teach Specific Anger Management Techniques
One of the best ways to help an angry child is to teach specific anger management techniques. Taking deep breaths, for example, can calm your child’s mind and his body when he’s upset. Going for a quick walk, counting to 10, or repeating a helpful phrase might also help.
5. Make Sure Angry Outbursts Aren’t Effective
Sometimes kids exhibit angry outbursts because it’s an effective way to get their needs met. If a child throws a temper tantrum and his parents give him a toy to keep him quiet, he’ll learn that temper tantrums are effective.
Don’t give in to your child to avoid a meltdown. Although that may be easier in the short-term, in the long run giving in will only make behavior problems and aggression worse.
6. Follow Through With Consequences When Necessary
Consistent discipline is necessary to help your child learn that aggression or disrespectful behavior isn’t acceptable. If your child breaks the rules, follow through with a consequence each time.
Time-out or taking away privileges can be effective discipline strategies. If your child breaks something when he’s angry, make him help repair it or make him do chores to help raise money for repairs. Don’t allow him to have his privileges back until he’s repaired the damage.
7. Avoid Violent Media
If your child struggles with aggressive behavior, exposing him to violent TV shows or video games isn’t going to be helpful. Prevent him from witnessing violence and instead, focus on exposing him to books, games, and shows that model healthy conflict resolution skills.
Survivors of childhood trauma deserve all the peace and security that a loving relationship can provide. But a history of abuse or neglect can make trusting another person feel terrifying. Trying to form an intimate relationship may lead to frightening missteps and confusion.
How can we better understand the impact of trauma, and help survivors find the love, friendship and support they and their partner deserve?
How People Cope With Unresolved Trauma
Whether the trauma was physical, sexual, or emotional, the impact can show up in a host of relationship issues. Survivors often believe deep down that no one can really be trusted, that intimacy is dangerous, and for them, a real loving attachment is an impossible dream. Many tell themselves they are flawed, not good enough and unworthy of love. Thoughts like these can wreak havoc in relationships throughout life.
When early childhood relationships are sources of overwhelming fear, or when absent, insecure or disorganized attachment leaves a person feeling helpless and alone, the mind needs some way to cope. A child may latch onto thoughts like
- Don’t trust, it’s not safe!
- Don’t reach out, don’t be a burden to anyone!
- Don’t dwell on how you feel, just move along!
These ideas may help a person cope when they hurt so badly every day and just need to survive. But they do not help the emerging adult make sense of their inner world or learn how to grow and relate to others. Even if the survivor finds a safe, loving partner later in life, the self-limiting scripts stay with them. They cannot just easily toss them and start over. These life lessons are all they have (so far) to survive the best way they know how.
Noticing Trauma’s Impact On Behavior and Mood
Many times, trauma survivors re-live childhood experiences with an unresponsive or abusive partner (an important topic for another article). This often happens without the ability to see the reasons why they feel compelled to pursue unhealthy relationships. Beneath awareness is a drive to revisit unresolved trauma, and finally make things right. Of course, childhood wounds cannot be repaired this way unless there are two willing partners working on changing those cycles. But if these forces remain unnoticed, survivors can get caught in a cycle of abuse.
Even with a safe partner, a trauma survivor may
- Experience depression
- Develop compulsive behavior, an eating disorder, or substance dependence to try and regulate their emotions
- Have flashbacks or panic attacks
- Feel persistent self-doubt
- Have suicidal thoughts
- Seek or carry out the adverse behavior they experienced as a child
Get a printable Flashback Halting Guide with 10 Ways to Help Manage Flashbacks:
Partners of trauma survivors may want desperately to help. But partners need to “be clear that it is not your problem to fix and you don’t have the power to change another human being,” says Lisa Ferentz, LCSW in a post for partners of trauma survivors. Rather, know that both of you deserve to connect with resources to help you find comfort and healing.
Seeing Trauma’s Impact On Relationships
It is important to recognize unhealed trauma as a dynamic force in an intimate relationship. It can super-charge emotions, escalate issues, and make it seem impossible to communicate effectively. Issues become complicated by:
- Heightened reactions to common relationship issues
- Emotionally fueled disagreements
- Withdrawal or distant, unresponsive behavior
- Aversion to conflict and inability to talk through issues
- Assumptions that the partner is against them when it is not the case
- Lingering doubt about a partner’s love and faithfulness
- Difficulty accepting love, despite repeated reassurance
In a relationship, a history of trauma is not simply one person’s problem to solve. Anything that affects one partner impacts the other and the relationship. With guidance from therapy, partners begin to see how to untangle the issues.
Many people do not even realize that they have had traumatic experiences. Trauma-informed therapy works by helping couples begin to see how they experienced traumatic abuse or neglect, and how it still affects them, and impacts their current relationships. This approach enables the therapist to provide specific insights to help couples separate past issues from present ones. Progress often comes more readily through a combination of individual sessions and work as a couple.
Trauma-informed therapy helps partners give each other the gift of what I and other therapists call psychoeducation – learning to understand each individual’s story, how it impacts their relationship, and how to process thoughts and emotions in healthier ways.
The Importance of Self-Care For Trauma Survivors and Their Partners
Trauma survivors and their partners have different needs for support. How can one respond when the other is grappling with mental health issues? How do you calm things down when overwhelming emotions get triggered?
It takes therapy for couples to find answers that are most healing for them. But some general tips for trauma survivors and their partners that can help are:
- Have a really good support system for each of you and the relationship. Make time for family and friends who are positive about your relationship and respect you and your loved one.
- Find a trauma-informed therapist to guide you as a couple or as individuals in your effort to better understand yourselves and each other.
- Find resources outside of therapy such as support groups or other similar activities
- Take time for psychoeducation. Learn about the nature of trauma, self-care and healing techniques like mindfulness. For example, one helpful model is Stan Taktin’s “couple bubble.” This is a visual aid to help partners see how to become a more secure, well-functioning couple. Surrounding yourself and your partner with an imaginary bubble “means that the couple is aware in public and in private they protect each other at all times. They don’t allow either of them to be the third wheel for very long, at least not without repair. In this way, everybody actually fares much better.” See More Helpful Resources below.
Communication Tips for Partners of Trauma Survivors
Building a healthy bond with a trauma survivor means working a lot on communication. Grappling with relationship issues can heighten fear and may trigger flashbacks for someone with a history of trauma.
Learning how to manage communication helps couples restore calm and provide comfort as their understanding of trauma grows. For example, couples can:
- Use self-observation to recognize when to slow down or step back as feelings escalate
- Practice mindfulness to raise awareness and recognize triggers for each of you
- Develop some phrases to help you stay grounded in the present and re-direct your dialog, such as:
- “I wonder if we can slow this down.
- “It seems like we’re getting triggered. Can we figure out what’s going on with us?”
- “I wonder if we are heading into old territory.”
- “I’m thinking this could be something we should talk about in therapy.”
- “I wonder if we could try and stay grounded in what is going on for us – is that possible?”
Communication can also help a partner comfort a loved one during a flashback. Techniques include:
- Reminding the person that he or she is safe.
- Calling attention to the here and now (referencing the present date, location and other immediate sights and sounds).
- Offering a glass of water, which can help stop a flashback surprisingly well. (It activates the salivary glands, which in turn stimulates the behavior-regulating prefrontal cortex.)
Healing childhood wounds takes careful, hard work. But it is possible to replace old rules bit by bit. Finding a therapist who can recognize and acknowledge the hurt, which the survivor has carried alone for so long, is key to repairing deep wounds.
Partners may decide to work individually with their own trauma-informed therapist, while working with another as a couple, to provide the resources they need. When a survivor of early trauma can finally find comforting connection with a therapist, and then with their partner, the relationship between the couple can begin to support deep healing as well.
The more we understand about the impact of trauma, the more we can help those touched by it to go beyond surviving, and find the healing security of healthier loving relationships.
More Helpful Resources
Articles and Websites
“Helping a Partner Who Engages in Self-Destructive Behaviors” by Lisa Ferentz, LCSW
“Trauma-Informed Care; Understanding the Many Challenges of Toxic Stress” by Robyn Brickel, M.A., LMFT
Sidran Institute (resources for traumatic stress education and advocacy)
Trust After Trauma: A Guide to Relationships for Survivors and Those Who Love Them by Aphrodite Matsakis
Mindsight: The New Science of Personal Transformation by Daniel Siegel
You know what the most annoying thing in the world is when you are a parent? Other people telling you what to do as if they know better.
Backseat parenting drives me crazy. Until I’m the one doing it. I have dear friends who spank their kids, and I always try to talk to them about the science of it. They always respond with, “I know what’s best for my kids, just like you know what’s best for yours.” Which is exactly what I’d say if someone told me that I was doing it wrong. Every kid is different. Every kid has their needs.
However, during those discussions, I’d say there is science that backs up doing something other than spanking. They’d always ask for specifics. I never had them. Until now. So here’s an infographic explaining what 36,000 people and 88 studies found.
The biggest takeaway for me? Even if you spank with control, discipline, and good intent, your kids are more likely to have depression and engage in aggressive behavior in adulthood.
For those of you who spank your kids, let me just declare: I am in no way attacking your parenting skills or blaming you for anything. Parenting is hard. I’ve wanted to spank my kids on numerous occasions. But learning about the science can help you in the future.
Maybe it’s what you grew up with. Maybe it’s what you have always known. But the science is hard to ignore. Take from it what you will, but just know I’m not here to judge you — I’m only here to ask you to consider an alternative.
I think we can all agree that we want what is best for our children.
When a child says “please” and “thank you” during the early years (18 months to age 3), it’s pretty much a rote expression, automatic and mechanical. If you think about it, you probably had to prompt your child by saying, “What do you say?” so he would remember to express thanks. At that age, most young children don’t fully understand the social graces behind saying “please” and “thank you”; they just know they’re supposed to say them.
At around ages 4 to 6, when a child begins going through the developmental phases that ignite independence and assertiveness, is when refusing to say “thank you” can rear its head. Not saying “thank you” isn’t really about misbehaving, it’s more about the fact that the child doesn’t have a fully formed habit of saying “thank you” when he receives something he doesn’t like. They’re not old enough to understand all the complexities of using social graces. They need to be taught, without punishment, so they can learn.
4 Proactive Ways to Teach Appreciation
Teaching a child to be grateful, like most things in parenting, is not a one-shot deal; it’s an ongoing process. Most parents are embarrassed when their child doesn’t say “thank you,” and rightfully so. However, if all you do is correct and punish after your child hasn’t said “thank you,” then the teaching moment easily can become a power struggle, not a lesson.
- Model, model, and model some more. Let your kids hear you say “thank you” a lot. When you’re given a gift or someone does something nice for you, say “thank you.” Say “thank you” to the cashier or the dry cleaner. Let your child know that when normal things happen, you express gratitude.
- Point out details. Make a habit of pointing out the little details you like about things. Share what you like in the pictures they draw, and compliment how nicely they’re eating, how quickly they got dressed, and how they stopped what they were doing so they could listen to you. This not only builds rock-solid self-esteem, but it also helps a child understand how to pick out one detail he does like from a gift he didn’t like so he can genuinely say “thank you.” After all, no parent wants to hear, “Saying ‘thank you’ for something I hate is lying!”
- Donate. We had a rule in our house: about a week before each birthday or holiday, the kids had to survey their toys and clothes and pick out a few things to donate to those who were less fortunate. To avoid possible last-minute hesitation about giving something away that was theirs, the kids were in charge of packing up the stuff and I was in charge of delivery. We also made sure to praise them for their generosity so they could see how the whole process worked.
- Practice makes perfect. This is especially true when it comes to teaching appreciation. Give your child opportunities to do nice things for others in the family. This teaches him about learning to extend kindness and about receiving appreciation in return.
If your goal is to release a respectful, well-mannered child into the world, then please know that refusing to say “please” and “thank you” does come up over and over again as they age. If you’re embarrassed, try saying, “Please excuse her, we’re working on social graces, again.”
The views expressed in this article are those of the author and do not necessarily represent the views of, and should not be attributed to, POPSUGAR.
Picking up the remote after you’ve told your child not to touch it five times in 10 minutes. Slapping a friend who took the last train off the table at child care—right after she agreed with you that ‘hands are not for hitting.’ Running directly into the ocean after you’ve clearly explained that he can’t go in the water without an adult. These are typical toddler moments that all come down to one thing: self-control, and the lack of it.
Why do young children have so little self-control? The part of the brain responsible for exerting control over the emotional, impulsive part of the brain is not well-developed in children under 3. This is why toddlers are much more likely to act on their desires, such as yanking a toy out of a friend’s hand, rather than saying to themselves, “I really want that toy, but it’s not right to grab, so I am going to go find myself another toy.”
In fact, Tuning In, ZERO TO THREE’s national Parent Survey, found that parents’ expectations of their toddlers often outpace what toddlers are actually able to do when it comes to self-control. When parents were asked at what age children have the ability to resist doing something that parents have forbidden:
- 56 percent of parents said children could do this before age three (including 18 percent of parents who believed children possessed this ability by six months of age)
- 44 percent of parents said children could do this at age three years or older
Children don’t actually develop this kind of self-control until 3.5 to 4 years of age, and even then they still need a lot of help managing their emotions and impulses.
It’s not surprising so many parents have an ‘expectation gap,’ especially with so many 2-year-olds who are so verbal and able to repeat many of the rules parents have laid out. It can be very confusing. But being able to repeat a rule or expectation is not the same as being able to follow it.
Life with your little one will be (hopefully) much less maddening when your expectations for her are in line with her abilities. It can be a relief to know that your child is acting his age; that he needs help to learn to manage his impulses, and that he is not “misbehaving,” or purposefully trying to drive you crazy, as much as it feels that way. Here are some ideas for nurturing self-control:
1. Recognize that it’s not easy being a toddler.
There are an awful lot of things toddlers need to do that they don’t want to do, like getting in the car seat, stopping play to take a nap when they are NOT tired, or sharing their treasures. Let your child know you understand: “You are really disappointed that we can’t go to the playground today.” “You are mad that I won’t let you have ice cream before dinner. I totally get that.” “You are so frustrated with that train—it is so hard to make it stay on the track.” Giving your child the words to describe his feelings is the first step toward helping him manage his emotions and develop self-control.
2. Play games that require impulse control.
Color one side of a paper plate red and the other green, and play some “stop and go” games. For example, when you are outside playing, your child runs toward you until you put up the red sign. Then she runs again when the sign is green. Play “freeze dance” with music. When the music is on, your child dances; when you stop it, she has to freeze. Read books about children who get angry or have tantrums, and talk about how to handle these big feelings. Use your child’s pretend play as an opportunity to teach self-control. When a stuffed animal gets really mad or does something it shouldn’t, problem-solve how ‘Mr. Bear’ might deal with the challenge he’s facing.
3. Make a plan for how to help your child cope with experiences that are especially hard for your child.
Some toddlers have a hard time with transitions, while others have a hard time at birthday parties or adjusting to large group experiences. Think about what situations tend to trigger challenging behavior from your child. Making small adjustments to family routines (like re-thinking taking your toddler to the toy store after a bad night’s sleep) can help to reduce challenging behaviors, with more ‘Yesses’ and fewer ‘Nos’.
4. Set appropriate limits with natural consequences.
Even though your child may not be able to follow a rule yet, it is still important to set expectations. The key is to take a teaching and guiding approach with clear and natural consequences. Stay calm and explain the rule (“No throwing toys. If you throw the truck, I will have to put it away for 5 minutes”). If your child tests the limit, which is to be expected, calmly implement the consequence. Through everyday interactions like these, children develop the brain connections they need to master the skill of self-control.
5. Take your own temperature.
As a parent, you have a lot of power. Your child is taking his cues from you when it comes to managing emotions. Learning to manage and make sense of your own feelings—and getting help when you need it (and we all do)—is the best way to help your child develop self-control. Responding thoughtfully, rather than reacting, is one important way that parents make the difference in how their young children are learning and growing.
Teaching may be one of the most difficult jobs in the world, with expectations and demands coming from all sides. Teachers juggle content standards, the social and emotional needs of students, behavior, and often trauma, but they also are the first line of defense when students have mental health problems. Paying attention to all these elements helps create a well-run, high functioning classroom, but dealing with all of them well — often in overcrowded classrooms — can feel completely overwhelming.
To make it worse, most teachers are given very little training on how to detect mental health disorders in students. The National Institute of Mental Health estimates that one in five children has or will have a severe mental health disorder, so the lack of training is a huge disservice to teachers who are likely to encounter these issues in their students.
In an article published by The Atlantic, Jessica Lahey combines her personal experience dealing with mental health issues in the classroom with research on how teachers might be better prepared. She points out that often teachers aren’t even aware of mental health practices used by other staff in the building where they work. She writes:
As an increasing number of schools roll out evidence-based mental-health programs such as Positive Behavioral Interventions and Supports (PBIS), teaching that promotes appropriate student behavior by proactively defining, teaching, and supporting positive student conduct, and Trauma-Sensitive Schools, programs aimed at reducing the effects of trauma on children’s emotional and academic well-being, educators need to be at least minimally conversant in the terminology, methods, and thinking behind these strategies. These programs provide strategies that can be highly effective, but only if the teachers tasked with implementing them are sufficiently trained in the basics of mental-health interventions and treatment.
Some teachers may feel this type of preparation is not their job, but it is easy to confuse the symptoms of a mental health disorder with run-of-the-mill misbehavior, and how a teacher handles those situations affects the learning of every child in the classroom. If the teacher’s job is to teach the whole child, mental well-being and support is part of the description.
When you take your car to the car mechanic, you know what’s going to happen: Your car will get repaired.
When you break a bone and visit your doctor, you know what’s going to happen: Your bone will be set in a splint or cast and eventually heal.
But when you make an appointment to see a therapist, do you know what’s going to happen? Many people aren’t quite certain. Will you just talk? Will you have to discuss your childhood? Will you be “hypnotized?” And what’s the “point” of seeing a therapist, anyway? Why not just talk to a friend?
There is a great deal of uncertainty in our society about what actually happens during a therapy session, what types of issues and problems are suitable for therapy, and what benefits a therapy session can provide. I’d like to address a few typical questions—and misconceptions—about what therapy is, what it isn’t, and how it really works.
Q: Do I have to be “sick” or “disturbed” to go see a therapist?
A: No. Thinking that one has to be “seriously disturbed” in order to see a therapist is a myth.
While some therapists do specialize in severe emotional disturbances—including schizophrenia or suicidal thoughts—many focus on simply helping clients work through far more typical, everyday challenges like mapping out a career change, improving parenting skills, strengthening stressmanagement skills, or navigating a divorce. Just as some physicians specialize in curing life-threatening illnesses, while others treat “everyday” illnesses like flus, coughs, and colds, psychotherapists can serve a wide range of clients with a range of needs and goals, too.
In fact, most of my clients are successful, high-achieving people who are quite healthy, overall. Most are challenged by a specific, personal goal—like losing weight, creating more work-life balance, finding ways to parent more effectively, or feeling anxious about dating again after a rough break up.
Q: How can I choose the right therapist for my goal/situation?
A: Choosing a therapist is like choosing any other service provider—it’s a good idea to visit the practitioner’s website, and read client testimonials or reviews (if they have any—many do not, for confidentiality reasons). It’s also good to ask friends and family members, or your physician, for referrals (and of course, check to see who is covered in your health insurance network).
If you are hoping to work on a specific issue—overeating, smoking, making a career change—try to find a therapist with expertise in that area. Many list their specialties or areas of focus on their websites. There are therapists who specialize in relationship issues, parenting issues, anger management, weight issues, or sexuality—pretty much any issue, goal, or situation you can imagine. If you’re not sure about someone’s expertise, just call them and ask. If they can’t be of assistance with your issue, they may be able to refer you to someone who can.
Q: What actually happens during a therapy session?
A: Each session is, essentially, a problem-solving session. You describe your current situation, and your feelings about it, and then the therapist uses their expertise to assist you in trying to resolve that problem so you can move closer to having the life you wish to have.
At the beginning of a session, the therapist typically invites you to share what’s been going on in your life, what’s on your mind, what’s bothering you, or whether there are any goals you’d like to discuss. You’ll be invited to speak openly. The therapist will listen and may take notes as you speak; some, like myself, take notes after a session. You won’t be criticized, interrupted or judged as you speak. Your conversation will be kept in the strictest confidentiality. This is a special, unique type of conversation in which you can say exactly what you feel—total honesty—without worrying that you’re going to hurt someone’s feelings, damage a relationship, or be penalized in any way. Anything you want—or need—to say is OK.
Some therapists (like myself) may give clients some homework to complete after a session. That homework might be to set up an online dating profile and reach out for a first date, or to exercise three times a week. It may be to spend some time each day pounding a pillow to safely release pent-up emotions, make a nightly journal entry, or any number of “steps” and “challenges” relevant to your goals. During your next session, you might share your progress and address any areas where you got frustrated, stuck, or off-track.
Of course, every therapist is different, every client is unique, and every therapist-client relationship is distinct as well—which means that there is nouniversal description of a therapy session. Some therapists employ dream interpretation in their work. Others bring music or art therapy into their work. Others incorporate hypnotherapy, life coaching, meditation, visualization, or role-playing exercises to “rehearse” challenging conversations. The list goes on and on. Ultimately, regardless of their approach, a therapist will listen without judgment and help clients try to find solutions to the challenges they face.
Q: Will I have to talk about my childhood?
A: Not necessarily. Many people think that visiting a therapist means digging up old skeletons from your childhood, or talking about how awful your mother was, etc. That is a myth. What you talk about during a therapy session will largely depend on your unique situation and goals. And depending on your goals, you may not actually talk about your past that much. The focus of your therapy is as likely to be your present-day reality and the future that you wish to create.
That being said, if you REALLY do NOT want to discuss your childhood, the intensity of your desire NOT to talk about it might suggest that you should! When people have strong negative emotions—about their childhood or any other topic—it’s typically worth doing some excavating to figure out why that is. Whatever is causing them to feel such strong emotions about the past is more than likely impacting their present-day life in some way, too.
Q: How long will I have to go to therapy?
A: This varies from person to person. I’ve had clients who booked one session, we worked out their issue(s), and they were all set: They marched out and didn’t need a follow-up session. Sometimes, one brave, honest conversation is really all you need.
Other clients have booked sessions with me over a period of several weeks or months, focusing on one issue, resolving that issue, then perhaps moving on to a different challenge. Then there are other clients who I’ve been working with for some time—they appreciate having a weekly, bi-weekly, or monthly “check-in.” They may share their feelings, sharpen their life skills as needed, or perhaps enjoy a deeply nourishing guided meditation or hypnotherapy experience to de-stress. As one client put it, “Every two weeks when I meet with you, I leave your office feeling like you pressed my reset button.”
Q: Is meeting with a therapist over the phone—or through video chat—just as effective as meeting in person?
A: That depends on your personality and preferences. In the state of Hawaii, where I live, at least one insurer that I know of covers doing therapy virtually via video chat (like Skype or Facetime). This makes it a convenient option for people. Many of my clients do enjoy having some, or all, of their sessions via video chat because it means they don’t have to take time out of their busy schedules to drive, park, and so on. They can just close their bedroom or office door, pick up the phone or log in, and away we go—very convenient.
Where feasible, I suggest trying out both ways—do a traditional, in-person therapy session and then try a video session—and see which format is the best fit for you.
Q: Why see a therapist? Why not just talk to a friend or someone in my family?
A: If you are blessed with caring, supportive family members and friends, by all means, share your feelings, goals, and dreams with those people. They are a big part of your support network, and their insights and encouragement can be very helpful. However, people who already know you might not always be completely objective when listening to you. For example, you may want to change your career, and you confess this dream to your wife. She may want to support you 100%, and try her very best to do so, but she may also be dealing with emotions of her own—such as anxietyabout how a career shift will change your lives, not to mention your income. These emotions could make it difficult for her to listen and support you objectively.
This is why working with a therapist can be so valuable. It’s a unique opportunity to share everything you’re feeling, and everything you want to create, without anyone interrupting you, imposing his or her own anxieties onto the conversation, or telling you that you’re “wrong” or that you “can’t.”
A therapy session is a space where you don’t have to worry about hurting anyone else’s feelings—you can be totally honest. It also means you have the potential to solve problems faster and with greater success. In the long run, that’s better for you and everyone else involved in your life, too.
To sum it up:
Therapy is a valuable tool that can help you to solve problems, set and achieve goals, improve your communication skills, or teach you new ways to track your emotions and keep your stress levels in check. It can help you to build the life, career, and relationship that you want. Does everybody needit? No. But if you are curious about working with a therapist, that curiosity is worth pursuing. Consider setting up one or two sessions, keep an open mind, and see how things unfold. You have very little to lose and, potentially, a lot of clarity, self-understanding, and long-lasting happiness to gain.
Suzanne Gelb, Ph.D., J.D, is a clinical psychologist and life coach. She believes that it is never too late to become the person you want to be: Strong. Confident. Calm. Creative. Free of all of the burdens that have held you back—no matter what has happened in the past. Her insights on personal growth have been featured on more than 200 radio programs, 200 TV interviews and online at Time, Forbes, Newsweek, The Huffington Post, NBC‘s Today, The Daily Love, Positively Positive, and much more. Step into her virtual office, explore her blog, book a session, or sign up to receive a free meditation and her writings on health, happiness and self-respect.
Teens have long used phones and the internet to tease and even torture one another, but research increasingly reveals that a surprising number use social media to post, send, or share demeaning messages about themselves.
In a sample of more than 5,000 American students between the ages of 12 and 17, about 6 percent said they had anonymously posted something “mean” about themselves online, according to a report in the Journal of Adolescent Health by cyberbullying researchers Justin Patchin and Sameer Hinduja. This behavior correlates with depression, identification as a sexual minority, previous exposure to bullying, and with physical self-harm.
Like other forms of self-harm, deriding oneself online is a way to vent and relieve negative emotions, says Ellen Selkie, a specialist in adolescent medicine at the University of Michigan. Yet digital self-harm is often quite public, and the survey study found that seeking attention or a reaction were among the reasons participants gave for such message sharing. Adolescence is a time when peers become particularly important, Selkie explains, and posting self-critical content could be a way for teens to see whether others stand up for them or endorse the cruel comments.
How should adults respond? “There is no silver bullet, and each child and family and situation is different,” explains Diana Divecha, a developmental psychologist at the Yale Center for Emotional Intelligence. Get emergency help if harm to a child seems imminent, she advises. Mental-health professionals can screen for mood disorders and seek to uncover the motivation behind the behavior.
Otherwise, parents might initiate a conversation by mentioning what they noticed of the behavior and using gentle prompts to gather a sense of what happened. Empathy and careful listening—even a brief story of a time when the parent felt similarly—can help move the conversation forward.