Helping Your Child with Fears and Worries 2nd Edition: A self-help guide for parents

Product Information

Lots of people experience worry and anxiety although for some people it can impact on everyday life and get in the way of school/college, socialising and even home life. The types of anxiety that are most common but cause a lot of distress include: CBT programme: 6 support sessions (4 one-hour sessions either face-to-face, by phone or webcam; and two 15 minute sessions via phone or webcam) with an Anxiety UK Approved Therapist. if you know a change, such as a house move, is coming up, prepare your child by talking to them about what is going to happen and why For example, if your child is worried about going to a sleepover, it is natural to want to tell them not to go. However, this could mean your child feels that their anxiety will stop them from doing things.

Helping Your Child is a series for parents and caregivers to support children through developmental difficulties, both psychological and physical. Each guide uses clinically-proven techniques. Sometimes kids avoid things that feel new or challenging. But doing new things (that are safe and right for their age) helps kids grow. With each new challenge they can gain skills and confidence. Soothe and comfort. At times, kids and teens may feel overwhelmed by worry. In those moments, trying to talk it through isn't likely to help. It might help more to offer comfort and understanding. Remind them that you're there to help them through things that happen. Teach them to use calm breathing to relax their mind and body. There may also be other times in a child's life when they feel anxious. For example, many children feel anxious when going to a new school or before tests and exams. Some children feel shy in social situations and may need support with this. When is anxiety a problem for children?Written by two of the UK’s foremost experts on childhood anxiety, this extremely useful guide will enable you to understand what is causing your child’s worries and to carry out step-by-step practical strategies to help him or her to overcome them, including: Jain tells children to think about their values: What's important to them? What values does their family live by? She says children can then start to "reconnect with a voice that was the loudest thing in your life when they came into the world." As kids grow, they face many new things. Starting school. Meeting new friends. Learning to swim. Competing in sports. Learning to drive. Each new thing can feel like a big step forward.

Help them practice. When possible, help kids break a new thing into small steps. Let them practice one step at a time as they build toward their goal. Celebrate each success. Your child's terrified, hiding in a corner under the blanket. Sound familiar? What are they scared of? A spider? A monster under the bed? Or, the thought that you might give them broccoli again?! One of the biggest factors that influences our resilience is the way that we interpret our adversity. So it's not just the challenge, it's the way that you look at the challenge," Jain says. She says lots of teachers and adults already say things to children like "Don't say, 'I can't do it right.' Say 'I can't do it yet.'" Does your child suffer from fears and worries that affect their behaviour or keep them awake at night? Significant impact on health and wellbeing such as not sleeping or eating for a sustained period of time. May show signs of physical compromise (ill health) as a result of this.Spend time with them. Do this every day, even if it's just a few minutes. Do things together that you both enjoy. Go for a walk, cook, eat, play — or just hang out. Find ways to smile and laugh together. This keeps the bond between you strong and positive. And it creates moments for kids to open up naturally.

So if you are actually going to cultivate a growth mindset in your child where they feel like they can do anything that they put their mind to, the only way...is for them to begin to act upon their belief system," says Jain. She says teaching them how to interpret challenges is a starting point for growth. Encourage them to listen to their inner voice

Written by two of the UK's foremost experts on childhood anxiety, this extremely useful guide will enable you to understand what is causing your child's worries and to carry out step-by-step practical strategies to help him or her to overcome them, including: Children who have had a distressing or traumatic experience, such as a car accident or house fire, may have anxiety afterwards. Please note that the programme does not provide direct therapy for the child and instead equips parents with the skills needed to support their child. turn an empty tissue box into a "worry" box. Get your child to write about or draw their worries and "post" them into the box. Then you can sort through the box together at the end of the day or week It's also common for preschool-age children to develop specific fears or phobias. Common fears in early childhood include animals, insects, storms, heights, water, blood and the dark. These fears usually go away gradually on their own.

From the age of around 6 months to 3 years it's very common for young children to have separation anxiety. They may become clingy and cry when separated from their parents or carers. This is a normal stage in a child's development and should stop at around age 2 to 3. Withdrawn and uncommunicative or not wanting to be left alone at all- this may seem uncharacteristic or age inappropriate for some teenagers.Families might also find themselves struggling to do things as they normally would as they may make adjustments to accommodate how the young person is feeling or responding Repeated routines or rituals that impact on a young person’s day such as being on time for or coping at school, being able to socialise and engage in hobbies or interests, being able to get up or go to sleep. Children can feel anxious about different things at different ages. Many of these worries are a normal part of growing up. The "chaos and the busyness" of kids' lives interferes with their natural mindfulness, Jain and Tsabary say. They suggest encouraging children to notice the thoughts that pass through their minds, but recognize they have the choice to accept the thought or not.