Psychotherapeutic treatment based on trauma-focused therapy is highly effective for children and adolescents who have experienced repeated traumatic events such as sexual, physical or emotional abuse.
Around 25 percent of children and adolescents exposed to traumatic events develop post-traumatic stress disorder (PTSD). Repeated physical, sexual and emotional traumatization in childhood in particular carries a high risk of PTSD. The cases of sexual abuse in the Catholic church and the Russian war against Ukraine are two current examples that illustrate the scope of mass trauma events.
"PTDS is a serious, usually chronic, illness which creates severe functional impairment in everyday life of those affected," says Thole Hoppen who is the lead author of the study in collaboration with psychologists at the University of East Anglia (UK) and the University of Oslo (Norway).
There had previously been strong reservations in clinical practice as regards using trauma-focused psychotherapy to treat children and adolescents suffering PTSD from multiple traumas. This form of therapy aims at changing patients' patterns of thought and behavior that have arisen as a result of the trauma. The aim is to enable patients to confront the trauma they have experienced, under the supervision of a therapist, and thereby process the memories and their consequences.
"The widespread argument is that this therapy demands too much of patients, and that it is not very promising, inappropriate, or even dangerous," Hoppen comments. "Our analysis has enabled us to prove the opposite."
In a so-called meta-analysis, the researchers evaluated the results of all randomized controlled psychotherapy trials published so far relating to PTSD in children and adolescents. For the first time in a meta-analysis, the authors distinguished between individual and multiple trauma exposures in children and adolescents.
"Psychotherapy is highly effective for children and adolescents with PTSD—and not only after a single traumatisation," says Hoppen. "The evidence base shows that this is also the case for multiple traumas."
The results of the study are important not only for outpatient psychotherapy but also for inpatient treatment in psychiatric wards, as well as for the training of psychotherapists. The results provide hope and guidance for people affected, for their families and for those treating them.
link: https://medicalxpress.com/news/2023-03-traumas-children-adolescents-effectively.html
https://symia.ir/wp-content/uploads/2023/06/traumas-in-children-an.jpg530800malihihttp://symia.ir/wp-content/uploads/2023/03/symia_logo.pngmalihi2023-06-12 14:24:262023-06-12 14:24:28Traumas in children and adolescents can be treated effectively
Active monitoring and modifying of thought processes help us for self-regulation, involving self-awareness, critical analysis skills, and the ability to problem-solve.
For students, having metacognitive skills means that they are able to recognise their own cognitive abilities, direct their own learning, evaluate their performance, understand what caused their successes or failures, and learn new strategies. It can also help them learn how to revise. This is because it optimises their basic cognitive processes, including memory, attention, activation of prior knowledge, and being able to solve or complete a task. It makes them learn more efficiently and more effectively, and so they are able to make more progress.
Why is Metacognition Beneficial in Student Learning?
The potential benefits of metacognition in learning are as follows:
Higher achievement levels for the students. Metacognitive practices can also compensate for any cognitive limitations that a student might have, according to research such as this.
Increased ability to learn independently. Being able to monitor their own progress lets them take control of their own learning, inside and outside the classroom.
Improved resilience. Identifying their successes and failures, and which strategies work best for them – or which have failed – increases students’ perseverance in getting better at their work.
It aids disadvantaged students. According to this report, and research by the EEF, teaching in a way that supports metacognition is beneficial for students who are at a disadvantage to their peers.
Cost-effectiveness. This method of teaching does not require specialist equipment, nor any other large purchases – it only requires teachers to be trained in the method effectively.
Transferable knowledge. Metacognition helps students to transmit their knowledge and understanding across tasks and contexts, including reading comprehension, writing, mathematics, memorising, reasoning, and problem-solving.
Effective for all ages of students. Research has looked at both primary and secondary students – and even those who have not yet started school – and found benefits in all cases.
Emotional and social growth. Gaining awareness of their own mental states allows students to think about how to be happy, respected, and confident in themselves. They are also better able to understand other people’s perspectives.
Link:https://www.highspeedtraining.co.uk/hub/metacognition-in-the-classroom/
https://symia.ir/wp-content/uploads/2023/06/metacognit.jpg320320malihihttp://symia.ir/wp-content/uploads/2023/03/symia_logo.pngmalihi2023-06-12 14:01:292023-06-12 14:03:43Meta cognition for children
If you are new to meta-cognition, it will help to ask yourself the following questions about your teaching practice.
1. Have I included clear learning objectives?
Students need to understand what their learning objectives are so that they can plan how to achieve them. The process of planning should involve learners identifying which strategies they already know that could be applied in this new situation.
2. How am I going to encourage my students to monitor their learning?
Effective learners commonly use metacognitive strategies whenever they learn. However, they may fail to recognise which strategy is the most effective for a particular learning situation. Teachers can ask questions to prompt learners to monitor the strategies that they are using.
For example, before learners begin a task, prompt them to identify where the task might go wrong and how they could prevent this from happening. During the task encourage them to focus on the learning objectives and get them to think about how they can maintain that focus. This will encourage learners to think more actively about where they are now, where they are going and how to get there.
3. How can I create opportunities for learners to practise new strategies?
When you introduce your learners to a new strategy, give them the opportunity to use it both with support and independently. It is important to monitor your learners’ progress and provide them with feedback on the specific strategies they are using to help shape their learning process. (For further ideas for giving feedback and effective questioning, see Getting started with Assessment for Learning.)
4. How can I allow time for learner self-reflection?
Personal reflection enables learners to critically analyse their performance in relation to a particular task and consider what they might do differently to improve their performance in future tasks. It is important that teachers dedicate time for learners to reflect, and provide them with the tools to do so. One way of doing this is to use thinking journals as mentioned in the previous section.
5. Does the classroom environment support metacognitive practices?
Teachers are instrumental in shaping the culture of learning in a classroom. By establishing a supportive learning environment that fosters and anticipates metacognitive practices, these practices will become an integral part of the learning process. Check that you are modeling metacognitive practices effectively, giving your learners plenty of opportunity to work collaboratively with their peers, encouraging reflection and evaluating their progress.
https://symia.ir/wp-content/uploads/2023/06/metacognitive.jpg645603malihihttp://symia.ir/wp-content/uploads/2023/03/symia_logo.pngmalihi2023-06-10 14:17:322023-06-10 14:17:35Metacognition in practice
Metacognition is a big word for something most of us do every day without even noticing: Thinking about our own thoughts. Reflecting on our thoughts is a big part of understanding our feelings and learning new things.When kids hit challenges — a hard math test, a fight with a friend — it can be tempting for them to give up. But in order to thrive, kids need to be able to go from “I can’t” to “How can I?” Metacognition can help.
When kids hit difficult problems — the seemingly insurmountable English essay, a math test that takes on epic proportions, social struggles that leave them feeling frustrated — it can be tempting to give up and resort to four words no parent ever wants to hear: “I can’t do it.”
In order to thrive, kids need to be able to make the transition from the negative “I can’t” to the proactive “How can I?”
To do that, they need to think about why they’re stuck, what’s frustrating them, what they would need to get unstuck. They need to think about their own thinking.
There’s a word for that, and it’s metacognition.
Metacognition is a big word for something most of us do every day without even noticing. Reflecting on our own thoughts is how we gain insight into our feelings, needs, and behaviors — and how we learn, manage, and adapt to new experiences, challenges, and emotional setbacks. It’s the running conversation we have in our heads, mentally sounding ourselves out and making plans. Training kids to use it proactively to overcome obstacles, it turns out, can be a powerful tool.
More and more studies are suggesting that kids who are taught to use metacognitive strategies early on are more resilient and more successful, both in and out of school.
“I view metacognition as a goal,” says Marc Gladstone, alearning specialist. “Getting into the habit of using metacognitive strategies early on helps kids become more independent learners and bolsters self-advocacy skills.”
What is metacognition and how does it work?
“Metacognitive thinking teaches us about ourselves,” says Tamara Rosier, a learning coach who specializes in metacognitive techniques. “Thinking about our thinking creates perspective — perspective that leaves room for change.”
She gives an example: “Instead of saying, ‘Math tests make me anxious,’ we’re asking ourselves, ‘What is it about math tests that makes me feel anxious and what can I do to change that?’ ”
Kids who are taught to think of themselves as being “good” or “bad” at a particular task can have a fixed mindset that makes them passive in approaching a challenge: either they can do it or they can’t, but they aren’t likely to think they can change that outcome.
Teaching kids to become more metacognitive helps them move from a mindset that leaves little room for change to a mindset which promotes self-awareness and resilience.
Help for kids with learning issues
Helping your child learn to work through difficult situations (or homework assignments, as the case may be) without becoming overwhelmed or giving up is especially valuable for kids with learning issues who may need to come up with different strategies than other students in the class.
For example:
A child with ADHD who struggles to stay on task is likely to feel frustrated and anxious when he’s assigned a long essay. If he’s unable to reflect on why the project upsets him he might think, “Everyone else is having an easy time. I’m just bad at writing.”
A kid who’s learned to reflect on his own learning process, on the other hand, could look at the situation and say, “I always feel like this when I have to work for a long time. Maybe if I take breaks every hour or so I’ll feel less stressed out.” By taking a metacognitive approach, he’s able to manage his frustration and find a better way to approach big assignments in the future.
Great for self-regulation
Metacognitive skills are not only excellent tools for kids who learn differently, and often find themselves struggling to keep up. They also enable kids to self-regulate when faced with challenges, especially unexpected ones.
“One of the most powerful byproducts of metacognitive thinking is increased self-regulation,” says Gladstone.
Being able to self-regulate helps kids manage experiences that might otherwise overwhelm them. For example, take two girls who have to audition for a school play, both of whom are struggling with unusually difficult material.
A girl who is regularly told how talented she is and is used to being praised for her performances is likely to get frustrated and overwhelmed at the sheer thought of performing badly.
But a girl who is praised for her ability to work hard and persevere when she’s faced with a challenge can draw on her metacognitive skills to help her manage her nerves and help her figure out a way of rehearsing that works better for her.
Quieting negative self-talk
Fallout from a fixed mindset often takes the form of self-criticism. The negative feelings kids experience when they feel frustrated easily turn into negative self-talk. “If I’m so smart, why did I fail the test? I’m not smart. I’m useless.”
“When you place your value on being ‘smart,’ anything that makes you feel less than smart is devastating,” says Rosier. “A lot of kids develop a negative inner voice, and they develop it in place of metacognition.”
This negative voice is sneaky, she explains, often masquerading as a coach. “You can mistake self-criticism for motivation. What we want to do is get rid of the negative inner voice and replace it with metacognitive thinking that helps your child find new ways to manage her challenges instead of beating herself up about them.”
How to encourage metacognition
How do you help your child start becoming more meta?” Metacognitive questions, says Rosier, will help your child begin thinking in a more reflective way. Questions should be:
Open-ended. Give your child some space to reflect on his thinking: Can you tell me more about why you think that?
Non-blaming. It can be hard to stay open when kids are acting out, but asking them to think about their behavior can help them learn to manage difficult situations in a better way: Why do you think you got so upset when Dad changed the channel?
Solution-focused. Encourage him to think about how he can use his understanding to change things in the future: How could you handle that differently next time?
Process-oriented. Ask questions that help your child get a better idea of how his thought process works: How will you know when this drawing is finished?
Be patient
“When you teach kids to think about their behavior differently, they begin to behave differently,” says Rosier. But she warns that it’s important not to expect instant results. Learning to think metacognitively is a process, and parents may have to accept that a lot of the work is happening behind the scenes.
“Of course we want to see progress, but our children — especially teenagers — don’t always share their thinking with us and that’s okay.”
Just asking the questions gets the metacognitive work going internally, even if it’s not visible to the parental eye, Rosier explains. The benefits are the same, she says, even if all you get is a grunt in return.
Learning to learn
Asking questions at home will help kids begin to use metacognitive strategies in their schoolwork, too. For many kids — especially those with learning differences — this can be harder than it sounds. It’s easy to get bogged down by poor study habits, procrastination, homework meltdowns, and test stress.
If your child is struggling to work through a long paper, ask questions that help him use his metacognitive skills to try a different approach.
What do you think is making it hard for you to work on this paper right now?
What are some strategies that have helped you do well on similar papers in the past?
Can you use those insights to help you with the work you’re doing now?
Asking metacognitive questions will help him clarify his process, manage his anxiety, and find a better way to approach his paper, but the benefits don’t end when the assignment is done.
The more your child is able to understand his learning process the easier it will be for him to figure out what strategies and supports work best for him — knowledge that will help him succeed — both now and as he grows up.
Link:https://childmind.org/article/how-metacognition-can-help-kids/
https://symia.ir/wp-content/uploads/2023/06/metacogni.jpg404600malihihttp://symia.ir/wp-content/uploads/2023/03/symia_logo.pngmalihi2023-06-06 01:22:372023-06-06 01:22:42Metacognition: How Thinking About Thinking Can Help Kids
Metacognition is the process of thinking about one’s own thinking and learning.
It involves knowing when you know, knowing when you don’t know, and knowing what to do when you don’t know. In other words, it involves self-monitoring and correcting your own learning processes. For example, you engage in metacognition if you notice that you are having more trouble learning concept A than concept B, or if you realize that your approach to solving a problem is not working, and you decide to try a different approach.
Metacognition also involves knowing yourself as a learner; that is, knowing your strengths and weaknesses as a learner. For example, if you can explain what your strengths are in academic writing, or exam taking, or other types of academic tasks, then you are metacognitively aware. Metacognitive processes can be applied to learning and thinking in all disciplines and contexts. It is an essential skill for life-long learning, and therefore, metacognitive skills need to be taught and discussed with students.
Metacognitive approach to supporting student learning involves promoting student metacognition – teaching students how to think about how they think and how they approach learning. Why is this important? It makes thinking and learning visible to students
Link:https://www.queensu.ca/teachingandlearning/modules/students/24_metacognition.html
Metacognition is a big word for something most of us do every day without even noticing: Thinking about our own thoughts. Reflecting on our thoughts is a big part of understanding our feelings and learning new things.When kids hit challenges — a hard math test, a fight with a friend — it can be tempting for them to give up.
When kids hit difficult problems — the seemingly insurmountable English essay, a math test that takes on epic proportions, social struggles that leave them feeling frustrated — it can be tempting to give up and resort to four words no parent ever wants to hear: “I can’t do it.”
In order to thrive, kids need to be able to make the transition from the negative “I can’t” to the proactive “How can I?”
To do that, they need to think about why they’re stuck, what’s frustrating them, what they would need to get unstuck. They need to think about their own thinking.
There’s a word for that, and it’s metacognition.
Metacognition is a big word for something most of us do every day without even noticing. Reflecting on our own thoughts is how we gain insight into our feelings, needs, and behaviors — and how we learn, manage, and adapt to new experiences, challenges, and emotional setbacks. It’s the running conversation we have in our heads, mentally sounding ourselves out and making plans. Training kids to use it proactively to overcome obstacles, it turns out, can be a powerful tool.
More and more studies are suggesting that kids who are taught to use metacognitive strategies early on are more resilient and more successful, both in and out of school.
“I view metacognition as a goal,” says Marc Gladstone, alearning specialist. “Getting into the habit of using metacognitive strategies early on helps kids become more independent learners and bolsters self-advocacy skills.”
What is metacognition and how does it work?
“Metacognitive thinking teaches us about ourselves,” says Tamara Rosier, a learning coach who specializes in metacognitive techniques. “Thinking about our thinking creates perspective — perspective that leaves room for change.”
She gives an example: “Instead of saying, ‘Math tests make me anxious,’ we’re asking ourselves, ‘What is it about math tests that makes me feel anxious and what can I do to change that?’ ”
Kids who are taught to think of themselves as being “good” or “bad” at a particular task can have a fixed mindset that makes them passive in approaching a challenge: either they can do it or they can’t, but they aren’t likely to think they can change that outcome.
Teaching kids to become more metacognitive helps them move from a mindset that leaves little room for change to a mindset which promotes self-awareness and resilience.
Help for kids with learning issues
Helping your child learn to work through difficult situations (or homework assignments, as the case may be) without becoming overwhelmed or giving up is especially valuable for kids with learning issues who may need to come up with different strategies than other students in the class.
For example:
A child with ADHD who struggles to stay on task is likely to feel frustrated and anxious when he’s assigned a long essay. If he’s unable to reflect on why the project upsets him he might think, “Everyone else is having an easy time. I’m just bad at writing.”
A kid who’s learned to reflect on his own learning process, on the other hand, could look at the situation and say, “I always feel like this when I have to work for a long time. Maybe if I take breaks every hour or so I’ll feel less stressed out.” By taking a metacognitive approach, he’s able to manage his frustration and find a better way to approach big assignments in the future.
Great for self-regulation
Metacognitive skills are not only excellent tools for kids who learn differently, and often find themselves struggling to keep up. They also enable kids to self-regulate when faced with challenges, especially unexpected ones.
“One of the most powerful byproducts of metacognitive thinking is increased self-regulation,” says Gladstone.
Being able to self-regulate helps kids manage experiences that might otherwise overwhelm them. For example, take two girls who have to audition for a school play, both of whom are struggling with unusually difficult material.
A girl who is regularly told how talented she is and is used to being praised for her performances is likely to get frustrated and overwhelmed at the sheer thought of performing badly.
But a girl who is praised for her ability to work hard and persevere when she’s faced with a challenge can draw on her metacognitive skills to help her manage her nerves and help her figure out a way of rehearsing that works better for her.
Quieting negative self-talk
Fallout from a fixed mindset often takes the form of self-criticism. The negative feelings kids experience when they feel frustrated easily turn into negative self-talk. “If I’m so smart, why did I fail the test? I’m not smart. I’m useless.”
“When you place your value on being ‘smart,’ anything that makes you feel less than smart is devastating,” says Rosier. “A lot of kids develop a negative inner voice, and they develop it in place of metacognition.”
This negative voice is sneaky, she explains, often masquerading as a coach. “You can mistake self-criticism for motivation. What we want to do is get rid of the negative inner voice and replace it with metacognitive thinking that helps your child find new ways to manage her challenges instead of beating herself up about them.”
How to encourage metacognition
How do you help your child start becoming more meta?” Metacognitive questions, says Rosier, will help your child begin thinking in a more reflective way. Questions should be:
Open-ended. Give your child some space to reflect on his thinking: Can you tell me more about why you think that?
Non-blaming. It can be hard to stay open when kids are acting out, but asking them to think about their behavior can help them learn to manage difficult situations in a better way: Why do you think you got so upset when Dad changed the channel?
Solution-focused. Encourage him to think about how he can use his understanding to change things in the future: How could you handle that differently next time?
Process-oriented. Ask questions that help your child get a better idea of how his thought process works: How will you know when this drawing is finished?
Be patient
“When you teach kids to think about their behavior differently, they begin to behave differently,” says Rosier. But she warns that it’s important not to expect instant results. Learning to think metacognitively is a process, and parents may have to accept that a lot of the work is happening behind the scenes.
“Of course we want to see progress, but our children — especially teenagers — don’t always share their thinking with us and that’s okay.”
Just asking the questions gets the metacognitive work going internally, even if it’s not visible to the parental eye, Rosier explains. The benefits are the same, she says, even if all you get is a grunt in return.
Learning to learn
Asking questions at home will help kids begin to use metacognitive strategies in their schoolwork, too. For many kids — especially those with learning differences — this can be harder than it sounds. It’s easy to get bogged down by poor study habits, procrastination, homework meltdowns, and test stress.
If your child is struggling to work through a long paper, ask questions that help him use his metacognitive skills to try a different approach.
What do you think is making it hard for you to work on this paper right now?
What are some strategies that have helped you do well on similar papers in the past?
Can you use those insights to help you with the work you’re doing now?
Asking metacognitive questions will help him clarify his process, manage his anxiety, and find a better way to approach his paper, but the benefits don’t end when the assignment is done.
The more your child is able to understand his learning process the easier it will be for him to figure out what strategies and supports work best for him — knowledge that will help him succeed — both now and as he grows up.
Link:
https://childmind.org/article/how-metacognition-can-help-kids/
https://symia.ir/wp-content/uploads/2023/04/MKT_Banner.png19201920malihihttp://symia.ir/wp-content/uploads/2023/03/symia_logo.pngmalihi2023-06-04 01:37:082023-06-04 01:37:11Metacognition: How Thinking About Thinking Can Help Kids
Carefully consider what you say and how you say it.
As parents, you will advise your children throughout their lives, and you will likely feel that certain advice is especially critical for your children to hear. But how can you ensure that your child will listen to your messages? What follows is context for understanding some of the factors that can affect your children's receptivity to guidance, as well as some suggestions about ways you can communicate to promote their listening.
One quality that constitutes good counsel is presenting your children with possible actions they might implement that fit their character or personality. Most of us have had the opportunity to witness peers or colleagues handle situations in ways we admire but that feel foreign to us. When you present solutions to your children, consider the temperamental or maturational differences between you and them that might make your suggestions difficult to enact. While you want to stretch your children's capacity to try different problem-solving solutions, it’s important that the solutions you offer aren’t ones they will be unlikely to use.
You may also think there is one optimal way your children should respond in a given situation, especially if you believe that their responding any differently would encourage someone to mistreat them. Although you may be right, remember that you are in this for the long haul. You are not just trying to give the best advice in the moment, but cultivating in your children the necessary skills to make good decisions down the road when you might not be around to influence their actions. To encourage reasonable and healthy risk-taking, it is important to communicate that their minor missteps are not tragedies. Help them know that your goal for them is autonomous, thoughtful problem-solving that they reflect upon and revise accordingly.
How advice is delivered often determines the likelihood that it will be used. Because most of us don't want to hear what we're doing wrong, the manner in which our flaws are pointed out to us is critical. For many, hearing implications that there was no possibility of a positive outcome due to their actions leaves them feeling ashamed or put down. Even great advice will likely be ignored if it is delivered with overtones of shaming, contempt, or derision.
Some people are more sensitive than others to feedback when the delivery is perceived to be harsh. Think whether, in offering your children advice, you are intimating something fixed about their character that will shift their focus from the corrective action you want them to take and make them focus instead on what a disappointment they think they are to you. You don't want your child's attention divided between taking and implementing your present advice and defending their past actions.
Are you a parent who communicates your judgment of others openly? If so, your children will quickly learn the criteria for your praise and criticism. They will also grow to know what you think about their actions. It will not matter if you openly express your opinions or not. This is called vicarious learning, and parents frequently teach in this way, though often unknowingly. For example, if your children watch you dismiss or think little of people you believe are lazy, they will know, when you casually suggest that they don’t seem very goal-directed or as interested in doing well, that your words are code for “lazy” and that laziness disgusts you.
How best, then, to present your feedback? For starters, try to avoid words like “always” or “never” —they are extreme and absolute, and there are usually exceptions that make such statements untrue. As I have recommended in earlier posts, it’s helpful to begin with a soft start-up that does not place blame. Start with expressions like “You may not have realized it,” “I wonder if,” and “Do you think things would have turned out differently if…?”
Also, if you know reasons that would make your child less likely to take your advice, it’s a good idea to address those reasons from the outset. For example, if they fear you are undercutting their autonomy, then be clear that that is not your intention. This helps dispel any misperceptions about why you are offering your guidance.
If you would like your children to consider other options than the ones they seem inclined to pursue, consider gentle reflecting questions like these: “What's your goal?” “What are you hoping will happen?” “Is there something that you're hoping for in the other person’s response?” “Do you think they will be receptive?” “Have you thought of how you will feel if they're not receptive?” “Will it bother you?”
As your child gets older, you can be more explicit with them about your intentions and ask them directly about the best ways for you to offer advice. For example, “You know that my wish as a parent is to help you navigate tricky situations with more ease and success than I did. But I also realize that I may not always offer advice in ways you like. Can you give me an idea of what approach works best for you?” Any of these scripts are drafts that you can change to sound truer to your own voice. And just as I am suggesting that your children may not come up with the perfect solution for any given situation, you may not either in terms of how you offer them advice.
And remember to check in with your children later to see how things worked out. Besides asking them whether their strategy was successful, you can also ask if there is something more you could have done or said to be supportive. You, too, will get better at this with time.
reference:
psychology today
link:
https://www.psychologytoday.com/intl/blog/school-culture/202305/how-to-give-advice-your-children-will-listen-to-and-follow
https://symia.ir/wp-content/uploads/2023/05/child-parent-relationship.jpg4851024Roshanak Taghvaieehttp://symia.ir/wp-content/uploads/2023/03/symia_logo.pngRoshanak Taghvaiee2023-05-17 19:49:172023-05-17 19:49:20How to Give Advice Your Children Will Listen to and Follow
When most of us think about folks going to therapy for mental health, we think about adults — people struggling with substance abuse, domestic violence survivors, folks going through a divorce, and those who are dealing with the loss of a loved one, for example.
Unfortunately, many in society tend to overlook a critical group that needs mental help therapy just as much as everyone else: the youth.
Just because this younger segment of the population might not have mortgage payments and bank accounts to worry about doesn’t mean they’re immune from mental health problems. In fact, one recent report found that 27 percent of young people felt anxiety within the last week, while 15 percent felt depressed.
Believe it or not, more than half of high-risk youth don’t have access to the therapy they need to ensure their mental, emotional, and physical well-being. In the next section, we’ll examine why that is.
WHY CHILDREN’S MENTAL HEALTH IS OFTEN NEGLECTED
One of the main reasons kids are an underserved population for mental health services is because society hasn’t necessarily prioritized the importance of mental health counseling for young people as much as it should.
Case in point? According to the American School Counselor Association, each school should have one counselor per 250 students to ensure they’re getting the mental health support they need to live their best lives. Despite that, the average school district has just one counselor per 455 students.
Right off the bat, we’re collectively setting the tone that says something like this: While student mental health services are important, they’re not incredibly important to the point we need to make them a top priority.
Perhaps this is because many adults think that kids who are suffering through issues are “just going through a stage” — and that their problems aren’t anywhere as serious as an adult’s problems might be. This couldn’t be further from the truth — particularly for those who grow up in less-than-ideal circumstances (e.g., in poverty or with an abusive parent).
The COVID-19 pandemic
Since kids can struggle with mental health issues in the best of times, it comes as no surprise that these struggles only compounded in the wake of the pandemic.
All of a sudden, life was flipped upside down for those in the younger generation. Their routines were completely changed overnight. They couldn’t go to school, they couldn’t see their friends, and they couldn’t leave their houses.
Not every child was able to seamlessly transition into the new normal. In fact, many youngsters reported having a hard time coping with attending class over Zoom and being separated from other students. Kids were also scared about the virus itself. For these reasons, it comes as no surprise that the prevalence of depression and anxiety was even higher than normal among this group of kids when COVID-19 set in.
The good news is that by giving children’s mental health the respect it deserves and taking a proactive stance with treatment, it’s possible to help kids navigate through their issues and end up in a much healthier state of mind because of it.
HOW THERAPY CAN IMPROVE CHILDREN’S MENTAL HEALTH
When parents prioritize their kids’ mental health and give them the support they need to get past the issues they’re facing, great things happen.
When kids are in a solid place, they’re able to think clearly, learn new things, and improve their social skills. At the same time, parents’ mental health improves, too, since they benefit from a stronger relationship and can find joy in seeing their kids thrive.
No matter what issues your child is struggling with, the right therapist can help them. For example, if you and your child aren’t getting along, you may benefit from parent-child interaction therapy (PCIT), which is designed to help kids and parents overcome concerns related to things like ADHD, anxiety disorder, autism, oppositional defiant disorder, and selective mutism, among other conditions.
Essentially, both parties join forces in PCIT to work through issues together, and these learnings can help guide the relationship forward over the next several years. After somewhere between three and six months, the therapy sessions wrap up, and parents and kids build on their relationship from there.
Similarly, if a child is working through physical or emotional trauma they’ve experienced, parents might want to look into whether trauma-focused cognitive behavioral therapy (TF-CBT) can help them overcome the obstacles they’re facing.
At a basic level, TF-CBT is a cognitive behavioral treatment that helps children figure out how to overcome trauma, respond to stressful situations, and cope with difficult emotions. They’ll also grow more in tune with their emotions and more able to express their feelings in productive ways.
By now, you have a better idea about how therapy can help improve children’s mental health. But what if you’re not a therapist — is there anything else you can do?
KIDS AND DEPRESSION: WHAT PARENTS, TEACHERS, AND CAREGIVERS CAN DO
While parents, teachers, and caregivers might not be able to give children professional mental health services, they can certainly help anxious kids work through their issues. Here are some ways they can do that.
Maintain an open dialogue
First things first: If you’re not talking to the children in your life on a regular basis, how can you possibly expect to know what they’re dealing with and what’s going through their minds?
One of the easiest ways to help kids deal with mental health problems is by maintaining an open dialogue with them to understand the issues they’re working through. For example, as the pandemic first shut down schools, parents were in a unique position to talk to their kids about the virus and what the experts had to say about it. By being open and honest, parents can help assuage some of their children’s concerns — particularly compared to folks who didn’t have much to say to their kids about the issue.
Bottom line? By engaging in conversation with your kids every day and knowing more about the issues they’re facing, you can begin to have healthy dialogues that can help kids overcome the challenges they face.
Recognize the warning signs
It’s one thing for a child to have a bad day. It’s quite another to have several bad days in a row, with no signs of anything improving anytime soon.
While parents, teachers, and caregivers aren’t able to provide professional mental health services, they can become familiar with the warning signs that may indicate they are suffering from issues like depression or anxiety. Here are some of the indicators to be aware of:
• Lack of appetite
• Low motivation
• Withdrawal from activities
• Fatigue
• Worsened school performance
• Low self-esteem
Seek help when it’s needed
Once you’re familiar with the warning signs to look out for, you’ll know when it’s time to enlist the services of a mental health counselor to help your child or student live a happier, more fulfilling life.
Link:
https://www.goodtherapy.org/blog/Taking-Care-Children-Mental-Health
https://symia.ir/wp-content/uploads/2023/05/children.jpg136369malihihttp://symia.ir/wp-content/uploads/2023/03/symia_logo.pngmalihi2023-05-09 23:40:042023-05-09 23:40:07Taking Care of Children’s Mental Health
It’s well known that our early years are important for good mental health in later life, but I’ve often been asked by parents why that is.
Positive connections between caregivers and their children support a child’s biochemistry and neurobiology for a lifetime. It’s scientifically evidenced to be fundamental in laying the foundations for long-term psychological and physical wellbeing, fostering resilience[1].
Bonding experiences give children a sense of safety and security in the world. This directly links to the development of the autonomic nervous system which affects, levels of anxiety, depressive moods, stress disorders. It also facilitates the development of our social brain which supports loving, nurturing, healthy behaviours and generally help navigate life’s difficulties[2].
When does connection occur and what is it?
A connection occurs when a person is open and available for another. Establishing social connections and bonds with people can help us feel valued and seen.
A parent is like a fantastic teacher for all age groups conveying messages through facial expressions, tone of voice, movement and touch, that contribute to enriching experiences.
But it’s not always easy to establish good emotional connections and this can leave caregivers feeling not good enough which may leave them feeling guilt and shame. Children can be defensive and there may be many reasons they’re unable to connect.
No family is the same. The beauty and strength of parents and caregivers is their journey to know their children. There is no such thing as the perfect parent and children gain from repairing disruptions in their connection.
How can I make that connection?
When things aren’t too complicated there are a few ways how:
Make time and space to actively listen. Let your child know you can hold them in mind even when you’re busy.
Touch – even resting a hand on a wrist releases the love hormone oxytocin.
Creative and imaginative play is the simplest way to engage children. They can communicate what is happening for them in a way that feels safe and non-intrusive. Some caregivers really struggle with this, but children can teach you. Child-led play starts with really noticing what your child is interested in and then going along with it. Once you get an understanding of what they enjoy it gets easier. Then follow their lead and allow them the freedom to show you as long as it’s safe.
When parents find connecting too difficult Child Psychotherapy can help
Psychotherapy is a safe, confidential and non-judgemental place where large and difficult feelings can be explored with a therapist through talking, play and multi-arts. This is how sense-making can begin with children of all ages even when it seems as though you are facing significant challenges.
If you’re interested in exploring therapy for a young person you care for then you can find more information on the UKCP website, including how to find a qualified psychotherapist.
References
Martino, J., Pegg, J., & Frates, E. P. (2015). The Connection Prescription: Using the Power of Social Interactions and the Deep Desire for Connectedness to Empower Health and Wellness. American Journal of Lifestyle Medicine, 11(6), 466-475. https://doi.org/10.1177/1559827615608788. PMID: 30202372; PMCID: PMC6125010.
Gerhardt, S. (2015). Why Love Matters: How affection shapes a baby's brain. 2nd Edition.
Sunderland, M. (2008). The Science of Parenting.
link:https://www.psychotherapy.org.uk/news/for-parents-carers-and-adults-looking-to-connect-with-their-children-in-a-way-that-is-meaningful/
https://symia.ir/wp-content/uploads/2023/05/parenting.jpg9101360malihihttp://symia.ir/wp-content/uploads/2023/03/symia_logo.pngmalihi2023-05-01 13:24:382023-05-01 13:24:42For parents, carers and adults looking to connect with their children in a way that is meaningful
emotional/physical/sexual abuse before the age of 18) is known to be a risk factor for the development of major depressive disorder in adulthood
Adults with major depressive disorder who have a history of childhood trauma experience symptom improvement after pharmacotherapy, psychotherapy, or combination treatment. The results of a new study, published in The Lancet Psychiatry, suggest that contrary to current theory, these common treatments for major depressive disorder are effective for patients with childhood trauma.
emotional/physical/sexual abuse before the age of 18) is known to be a risk factor for the development of major depressive disorder in adulthood, often producing symptoms that are earlier onset, longer lasting/more frequently recurring, and with increased risk of morbidity. Previous studies have suggested that adults and adolescents with depression and childhood trauma were around 1.5 times more likely to not respond or remit after pharmacotherapy, psychotherapy, or combination treatment, than those without childhood trauma.
"This study is the largest of its kind to look at the effectiveness of depression treatments for adults with childhood trauma and is also the first to compare the effect of active treatment with control condition (waitlist, placebo, or care-as-usual) for this population. Around 46% of adults with depression have a history of childhood trauma, and for chronic depression sufferers the prevalence is even higher. It is therefore important to determine whether current treatments offered for major depressive disorder are effective for patients with childhood trauma," says Ph.D. Candidate and first author of the study, Erika Kuzminskaite.
The researchers used data from 29 clinical trials of pharmacotherapy and psychotherapy treatments for major depressive disorder in adults, covering a maximum of 6,830 patients. Of the participants, 4,268 or 62.5% reported a history of childhood trauma. Most of the clinical trials (15, 51.7%) were conducted in Europe, followed by North America (9, 31%). Depression severity measures were determined using the Beck Depression Inventory (BDI) or Hamilton Rating Scale for Depression (HRSD).
The three research questions tested were: whether childhood trauma patients were more severely depressed prior to treatment, whether there were more unfavorable outcomes following active treatments for patients with childhood trauma, and whether childhood trauma patients were less likely to benefit from active treatment than control condition.
In line with the results of previous studies, patients with childhood trauma showed greater symptom severity at the start of treatment than patients without childhood trauma, highlighting the importance of taking symptom severity into account when calculating treatment effects.
Although childhood trauma patients reported more depressive symptoms at both the start and end of the treatment, they experienced similar symptom improvement compared to patients without childhood trauma history. Treatment dropout rates were also similar for patients with and without childhood trauma. The measured treatment efficacy did not vary by childhood trauma type, depression diagnosis, assessment method of childhood trauma, study quality, year, treatment type or length.
"Finding that patients with depression and childhood trauma experience similar treatment outcome when compared to patients without trauma can give hope to people who have experienced childhood trauma. Nevertheless, residual symptoms following treatment in patients with childhood trauma warrant more clinical attention as additional interventions may still be needed. To provide further meaningful progress and improve outcomes for individuals with childhood trauma, future research is necessary to examine long-term treatment outcomes and mechanisms through which childhood trauma exerts its long-lasting effects," says Erika Kuzminskaite.
The authors acknowledge some limitations with this study, including a high variety of results among the studies included in the meta-analysis, and all cases of childhood trauma being reported retrospectively. The meta-analysis focused on symptom decline during acute treatment phase, but people with depression and childhood trauma often show post-treatment residual symptoms and are characterized by a high risk of relapse, thus they may benefit from treatment significantly less than patients without childhood trauma in the long run. The study design also did not account for differences between genders.
Writing in a linked Comment, Antoine Yrondi, University of Toulouse, France (who was not involved in the research) said, "This meta-analysis could allow to deliver a hopeful message to patients with childhood trauma that evidence-based psychotherapy and pharmacotherapy could improve depressive symptoms. However, physicians should keep in mind that childhood trauma could be associated with clinical features which may make it more difficult to reach complete symptomatic remission, and therefore, have an impact on the daily functioning."
More information: Treatment efficacy and effectiveness in adults with major depressive disorder and childhood trauma history: a systematic review and meta-analysis, The Lancet Psychiatry (2022). www.thelancet.com/journals/lan … (22)00227-9/fulltext
Link: https://medicalxpress.com/news/2022-09-adults-history-childhood-trauma-benefit.html
https://symia.ir/wp-content/uploads/2023/05/childhood.jpg675800malihihttp://symia.ir/wp-content/uploads/2023/03/symia_logo.pngmalihi2023-05-01 02:21:472023-05-01 02:21:51Adults with a history of childhood trauma can benefit from recommended depression treatments, contrary to current theory
The first year tends to be great. The fifth, not so much.
For many couples, having a baby is one of their greatest wishes in life. But does having a baby really make parents happier? And if yes, how long does this baby bliss last? A new study published in the journal Emotion focused on answering these questions (Asselmann & Specht, 2023).
A New Study on How Parents Feel After Having a Baby
In the study, German scientists Eva Asselmann and Jule Specht analyzed data from more than 5,000 first-time parents from the German Socio-Economic Panel, a large-scale cohort study that started in 1984. All parents included in the study had experienced the birth of their first child between 2007 and 2019. The parents were interviewed yearly and asked about a number of different things. These included life satisfaction (“How satisfied are you currently with your life as a whole?”), as well as happiness, sadness, anxiety, and anger in the four weeks before the interview. These data were analyzed from five years before the couple became parents to five years after they became parents.
A Surprising Result
The scientists found out that having a baby changes psychological well-being in several ways.
The most pronounced effect was a strong increase in life satisfaction and happiness in the first year of parenthood – so baby bliss is indeed real! However, life satisfaction and happiness gradually bounced back in the years following the baby’s birth. Altogether, couples showed similar levels of life satisfaction and happiness five years after becoming parents compared to five years before becoming parents.
Regarding negative emotions, the strongest effect was found for anger. Anger decreases in the five years before a couple becomes parents and reaches its lowest point during the first year of parenthood. After that, it increases, and five years after the baby was born, anger was even larger than five years before the baby was born.
The authors of the study suggested that these higher anger levels reflect a reaction due to the stressful aspects of being a parent, such as sleep deprivation or time conflicts between family and work. For sadness and anxiety, the effects were only small. Sadness showed similar effects to anger but did not reach higher levels five years after the baby was born compared to five years before the baby was born, and anxiety gradually increased the five years before the baby was born, which may reflect anticipation effects.
An analysis of gender effects revealed that mothers experienced a more substantial increase in happiness and life satisfaction than fathers but also experienced stronger anger effects. The study's authors suggested that biological factors or gender role expectations may explain this effec.
Take-Away: Baby Bliss Lasts for a Short Time
Taken together, the results of the study clearly show that baby bliss exists. In the first year of a baby’s life, the parents are happier and more satisfied with their life than before. However, this effect only lasts shortly and when the child is five years old, both happiness and life satisfaction of his or her parents had bounced back to the level they were at five years before the child was born.
Moreover, anger levels rise, reflecting the stressful aspects of parenthood. This shows that having a baby has a lot of positive short-term effects on psychological well-being, but for high long-term life satisfaction, it is essential to find strategies to cope with the stressful aspects of having a child.
reference:
psychology today
link:
https://www.psychologytoday.com/intl/blog/the-asymmetric-brain/202303/baby-bliss-does-having-a-baby-make-parents-happy
https://symia.ir/wp-content/uploads/2023/04/baby-behaviour-and-awareness.jpg7201280Roshanak Taghvaieehttp://symia.ir/wp-content/uploads/2023/03/symia_logo.pngRoshanak Taghvaiee2023-04-08 13:21:282023-04-08 13:34:48Does Having a Baby Actually Make Parents Happy?
A recent study finds links between children’s lack of play and declining mental health.
Has our drive to protect our children impaired their mental health—and made our conversations with them less rich? Recently Dr. Peter Gray, a psychology professor at Boston College and prominent researcher on child play, alerted me to his recent article exploring exactly this question. The article, in-press as of March 2023 in the Journal of Pediatrics, and written along with David F. Lancy of Utah State and David Bjorlung of Florida State, comes to startling conclusions.
Specifically, the ongoing decline in children’s mental health—and the current mental health emergency for children in the U.S.—appears at least in part to be driven by a lack of opportunities to roam, play, and act independently. When children have little time and encouragement to play, they lose their sense of autonomy. They are not encouraged to think independently, to imagine or dream, or even to navigate the complexities of the world around them. They also have few opportunities to pursue questions of interest to them and to have conversations that evolve from their authentic interests. That is, they don't learn what they care about—and why they care.
Gray cites an observational study of children in 20 parks in Durham, North Carolina. After controlling for many variables, the researchers found that children without an adult visibly present were much more likely to engage in vigorous play. Simply the fact of having an adult hovering seemed to inhibit the children’s play—from young children through teenagers. What’s more, when children don’t have the chance to play together, without constant adult intervention, their conversations with us are often less rich. We don’t have the chance to hear from them about their explorations and collaborations—and they don’t get that opportunity to tell stories to us. Why create stories and narratives for us, and describe their insights, if we are always there?
"We're Too Busy to Let Kids Play"
This research aligns with what I have seen as a speech-language pathologist, lecturer in education, and mother of two. Often, especially among wealthier families—ironically, families who tend to live in areas with more green spaces and safe areas to play—unstructured play is seen as an unnecessary luxury, even a waste of time. Having three or four activities per weekend day has quickly become the norm. Additional academic activities—notably Russian math—have become status symbols as well as attempts to ensure children’s school success.
While these activities indeed can provide a physical and mental boost, if they come at the expense of downtime and unstructured time, they can become counterproductive. Children have little chance for internal thought or decision-making, or for the more complex language of negotiation and collaboration. Worse, as Gray’s article concludes, these limitations are strongly linked to stress, anxiety, and depression, as children gain little experience stretching or challenging themselves. Without the opportunities to build skills, they often start lacking confidence. They may feel as if they can’t take on challenges—since they simply don’t.
Without Play, Kids Use Language Less Flexibly
Consider a child, “Jill,” who’s taken from one place to the other, under constant supervision: to the park, to school, to afterschool activities and to soccer practice. Her conversations are likely to be primarily responses to adult questions and directions; for example, following the directions of a craft activity in afterschool, or answering a parent’s questions about which slide she’d like to go on next. With little chance to speak with other children—or even to have quiet time for her mind to wander—Jill will likely not have much opportunity to use language to negotiate or collaborate.
She also isn’t likely to feel a strong locus of control, or a sense that she can exert control and make decisions about her life, even in small ways. In part due to these feelings, she doesn’t get a lot of practice dealing with issues or frustrations. She doesn’t need to talk herself through problems or find solutions. She mostly needs to respond.
Why does this matter? This kind of talking-through problems lets children build skills they desperately need. As research has shown, the amount of time children have for unstructured play links to their executive function skills and their abilities to regulate themselves, even two years later. When children have downtime, it isn’t simply “empty.” Rather, it is a rich space in which they can ask themselves questions, and can ask questions of others, learning to socialize even as they learn about the world. Our interactions can stretch them, if we aren’t hovering.
How Kids Can Play—And How Our Input Can Help
Consider Jill sitting at the sandbox with her friends, among a stack of buckets and construction tools. The friends decide to construct a play castle. They need to talk through how the moats should be constructed, how the towers should be placed, and who should get which bucket. We can help by sitting back and asking occasional questions, responding when children have trouble managing their arguments, and supporting their questions to grow.
For instance, we could ask questions after play, including, “What was the most interesting part of that structure to you?” or “How did you decide on what roles to play?” You might engage children by thinking about how they took initiative, what worked well and didn't, and with whom they enjoyed working and didn't. These types of questions can lead to far richer interactions than sitting in the middle of children’s activities, constantly chiming in.
Encouraging our society to prioritize these activities is critical, moving forward, to support the health and well-being of the children and teenagers in our lives. For families who fear retribution from social services or the police for letting children take on appropriate challenges, we especially need to provide support. Unstructured play should be an equal opportunity sport.
reference:
psychology today
link:
https://www.psychologytoday.com/intl/blog/the-art-of-talking-with-children/202303/new-research-shows-why-kids-need-play-for-mental
https://symia.ir/wp-content/uploads/2023/04/play-children.jpg7001024Roshanak Taghvaieehttp://symia.ir/wp-content/uploads/2023/03/symia_logo.pngRoshanak Taghvaiee2023-04-03 18:34:172023-04-03 18:34:20New Research Shows Why Kids Need Play for Mental Health
New review of evidence points to increased supervision, decreased independence
I begin with two well-established facts:
1. Over the past four or five decades there has been a gradual, but overall huge decline in the freedom of children and even teens to play, roam, and engage in any activities away from direct adult oversight and control. Long gone are the days when 5-year-olds walked by themselves or with friends to kindergarten, or kids of all ages could be seen playing in parks or vacant lots with no adults around, or 12-year-olds had paper routes or other responsible jobs they managed themselves. (For more on this, see here.)
2. Over these same decades, there has been a gradual, but overall huge increase in anxiety, depression, suicidal ideation, and actual suicides among children and teens. The rates of all of these are now roughly eight to ten times higher than they were half a century or more ago.
As an illustration of the extent of this crisis, a 2019 survey by the CDC (Centers for Disease Control) found that, over the previous year, 36.7 percent of U.S. high school students reported persistent feelings of sadness or hopelessness, 18.8 percent seriously considered suicide, 15.7 percent made a suicide plan, 8.9 percent attempted suicide one or more times, and 2.5 percent made a suicide attempt requiring medical treatment (Bitsko et al., 2022). Note that this was before COVID.
In a new Journal of Pediatrics article, my co-authors and I contend that the first fact is a major cause of the second.
For years, I have been arguing that this correlation, over time, between the decline in independent activity and the decline in mental health is one of cause and effect (e.g. here and here). Lack of freedom to behave independently and unsupervised causes mental anguish. Put another way, children’s and teens’ mental health depends on their being allowed increasing degrees of independent activity as they grow.
Recently, along with colleagues David Lancy (an anthropologist who has studied children worldwide) and David Bjorklund (a developmental psychologist who has authored textbooks on children’s cognitive development), I created a summary of the various lines of evidence supporting this causal hypothesis and submitted it the Journal of Pediatrics. We submitted it there because we wanted pediatricians to become aware of children’s needs for independent activity, so they might talk with parents about those needs.
The article has now been accepted for publication, with the title "Decline in Independent Activity as a Cause of Decline in Children’s Mental Wellbeing: Summary of the Evidence." It will appear soon in print and is currently available (here) in pre-publication manuscript form.
Our article brings together dozens of research studies showing that free play and other forms of independent activity promote children’s happiness not only in the short run, because independence makes children happy, but also in the long run, because independent activities promote the growth of mental capacities for coping effectively with life’s inevitable stressors. Through independent activities, where they must solve their own problems, children acquire the courage, confidence, and competence they need to face the bumps in the road of life with equanimity and effective action rather than panic or the feelings of helplessness that underlie depression.
We suggest in the article that our current societal concern for children’s immediate safety has overwhelmed and flooded out our historical understanding that children need increasing amounts of independent activity as they grow, to develop the character traits they need for mental health.
Our hope is that our article will encourage parents and society in general to balance concern for safety with the needs of children and teens for independent, unsupervised, moderately risky activity. We suggest that parents and children think together about activities the child might engage in independently, such as outdoor neighborhood play, independent travel in the neighborhood or city, running errands for the family, or a part-time job.
Parents might get together with other parents to arrange times and places where their children can play together in the neighborhood, with an adult watching for safety if that is felt necessary, but with minimal or no adult intervention. Parents might ask their child or teen, “What would you like to do independently?” and follow that with a discussion about how to do that, or something close to it, safely. We also suggest ways that pediatricians, family doctors, and public policymakers can help to promote such changes, and we also refer to the nonprofit organization Let Grow as a resource for ideas about how to bring more childhood independence into homes, schools, and communities.
And now, what do you think about this? … This blog is, in part, a forum for discussion. Your questions, thoughts, stories, and opinions are treated respectfully by me and other readers, regardless of the degree to which we agree or disagree. Psychology Today no longer accepts comments on this site, but you can comment by going to my Facebook profile, where you will see a link to this post. If you don't see this post near the top of my timeline, just put the title of the post into the search option (click on the three-dot icon at the top of the timeline and then on the search icon that appears in the menu) and it will come up. By following me on Facebook you can comment on all of my posts and see others' comments. The discussion is often very interesting.
reference:
psychology today
link:
https://www.psychologytoday.com/intl/blog/freedom-to-learn/202303/what-has-caused-the-long-decline-in-kids-mental-health
https://symia.ir/wp-content/uploads/2023/04/kids.jpeg10801920Roshanak Taghvaieehttp://symia.ir/wp-content/uploads/2023/03/symia_logo.pngRoshanak Taghvaiee2023-04-03 17:07:122023-04-03 17:23:41What Has Caused the Long Decline in Kids’ Mental Health?
