Welcome to the William Gladden Foundation library of educational materials about Childhood Emotional and Psychological Disorders. These publications are FREE to read on-line or download to hardcopy and reproduce.
Emotional and psychological disorders of all kinds adversely affect millions of American children, handicapping them behaviorally, educationally and socially, disrupting their lives and limiting their potential. As with most disorders, early identification and appropriate treatment can determine the outcome. Parents, educators and other professionals are in the position to act as change-agents on behalf of emotionally and psychologically disordered children, and the better they understand the causes, complications and cures of these mental illnesses, the greater the likelihood that affected children will recover and lead happy, healthy lives.
Children With Attention-Deficit Hyperactive Disorder, by Waln K. Brown, Ph.D., and Sandra Grove Dykes, M.Ed., 4,121 words, 16 pages. ADHD is a common problem in children and has been a source of controversy for nearly 50 years. Some experts believe that ADHD is merely a mixture of symptoms used to describe 'bratty' children. Other experts contend that it is a medical syndrome. Furthermore, some research studies claim that as high as 10% of all American children show signs of ADHD, while other research studies argue that between 3% and 5% is a more accurate range. These discrepancies exist because diagnosis of ADHD is difficult. No laboratory test or study can scientifically identify ADHD is children. Therefore, parents, teachers and other professionals must make their own diagnoses based upon observations of a child's behavior over time. It is not surprising, then, that ADHD has become one of the most discussed childhood behavioral disorders. These children have ongoing periods of excitability, impulsivity and motor activity. Because of their behaviors, ADHD children often become the focus of negative attention. An ADHD child's life adjustment can be influenced dramatically by how others view the problem and how the child views him or herself. This publication is a guide to identifying, coping with, managing and teaching ADHD children. It is our hope that the information herein contained will help parents, educators and other professionals to understand the many aspects of ADHD and the many ways they can help ADHD children control or overcome their behaviors.
The ADHD e-Book: LIVING RIGHT NOW! (online FREE)www.PediatricNeurology.com/adhd.htm, by Martin L. Kutscher, M.D., 104 pages. The information in "The ADHD e-Book" is responsible, empathic, readable, and extremely useful. The book focuses of organization, foresight, and impulse control problems as key difficulties in ADHD. Many people with ADHD also have anxieties, socialization problems, and depression. The text summarizes the best home, school, and medical treatments for these issues. Dr. Kurscher has more than 15 years of experience diagnosing and treating families effected by ADHD. He is board certified in Pediatrics and in Neurology, with special competency in Clinical Neurology. He is also author of "Kids in the Syndrome Mix of ADHD, LD, Asperger's, Bipolar and More! The one stop guide for parents, teachers, and other professionals," Jessica Kingsley Publishers, 2005.
Building Children's Self-Esteem, by Amy R. Vigilante, Ph.D., 4,128 words, 16 pages. There are many reasons why the development of a child's self-esteem may be hindered. They range from very real problems, such as physical handicaps, to less clear issues, such as emotional problems stemming from parental divorce. Despite the particular difficulties that children may encounter, their self-esteem can grow and flourish ' with the right support. Unfortunately, there are many potentially negative results when children do not develop healthy self-esteem. Possible outcomes range from general unhappiness to deep depression, to dropping out of school, to robbery and even to violence. Building children's self-esteem does not require special materials or complicated techniques. Rather, parents and teachers can rely on sensitivity and basic communication skills to understand and help children believe that they are competent and valued. The information presented in this publication explains how adults can influence the growth of a healthy self-image in children.
Children Who Wet The Bed, by Waln K. Brown Ph.D., and Thomas A. Newnam, B.A., 4,064 words, 16 pages. Bedwetting can cause children to develop emotional problems. They may suffer from depression, insecurity and a negative self-image. The extent of emotional difficulty bedwetting children may experience depends on factors such as how deeply self-image is affected by self-criticism, how much rejection is experienced from friends, peers and siblings and how much negative attention is focused by parents or other caregivers. Bedwetting can affect many areas of children's lives. It also has the potential to produce other emotional and behavioral difficulties. There are, however, ways to help children reduce or overcome their bedwetting habits. There also are methods to limit the potentially negative side effects that bedwetting can cause children. Much depends upon how parents or other caregivers handle the bedwetting problem.
Controlling Your Child's Attention-Deficit Hyperactivity Disorder, by Waln K. Brown, Ph.D., 759 words, 3 pages. Attention-Deficit Hyperactivity Disorder (ADHD) is not a disease; it is a collection of symptoms. ADHD children have ongoing and excessive symptoms of movement, distractibility, impulsivity and excitability that cause school, social and emotional problems. Other terms used to describe ADHD are 'hyperactive child syndrome,' 'attention deficit disorder,' 'hyperkinesis' and 'hyperkinetic child syndrome.' ADHD children usually show signs of serious 'perceptual integration problems,' problems translating what they see, hear and think into how they are expected to act. In other words, ADHD children have poor self-control because they cannot completely understand HOW they are supposed to act.
Coping With Stress In Childhood, by J. Frederick Garman, Ph.D., and Charlotte G. Garman, Ed.D., 3,700 words, 16 pages. All over America, at home, school or elsewhere, the price of stress on children is enormous. This "price" is evident in absence from school, dropping out, poor academic performance, emotional and behavioral problems. Another price is the development of poor mental and emotional health, diminishing physical well-being and inadequate productivity. Parents and teachers must learn the warning signs and find ways to reduce stress for their children and students. People who suffer from stress feel that they are not in control of their lives. Children may be victims of inadequate parental guidance and support or too much parental demand for achievement and superiority. They also may suffer from poor teaching, uncaring teachers or teachers who demand too much. Young children frequently develop stress from lack of a stable home life, long absence of either parent and a feeling of being unloved. Finally, children and adults are often victims of poor nutrition, lack of exercise, over-indulgence in smoking, alcohol or drugs. Perhaps it is time for 1) both children and adults to develop healthier lifestyles, 2) industry to become more alert to how its demands affect employees and their families, 3) parents to take serious note of what their expectations are doing to their children and 4) educators to assure that they care as much about student health as they do about curriculum.
Childhood Anxiety Disorders, by Cyma J. Siegel, R.N., and Waln K. Brown, Ph.D., 3,748 words, 16 pages. The research on mental illness shows that anxiety disorders are quite common. For example, adults with one or more anxiety disorder are the largest group of mentally ill persons in this country. Furthermore, an estimated 30 million Americans suffer from anxiety disorders, including children. The onset of adult anxiety disorders frequently occurs during childhood. About half the affected adults develop anxiety before age 15, which indicates there may be as many as 15 million American children with anxiety disorders. We now understand that substance abuse and mental disorders, both in children and adults, often co-exist and make each disorder more serious and more difficult to treat. We also recognize that suicide by children is on the rise and that children who do commit suicide often have treatable mental illnesses, including anxiety disorders. The need for early detection and effective treatment of anxiety disorders is obvious. There are ways to ease the needless suffering of these children, thereby preventing the growth of developmental or educational deficits, poor self-esteem and social disability. There is also a high probability that much adult disability and suffering is preventable if the problem is recognized and treated before the illness can entrench itself and become chronic.
Childhood Depression And Suicide, by Waln K. Brown, Ph.D., 4,212 words, 16 pages. Depression and suicide among children are growing social concerns. Many young people exhibit symptoms of chronic depression. Most of these children will overcome their problems and go on to lead happy lives. Others will attempt suicide. There is a link between depression and suicide. Depression is the 'breeding ground' for suicide. Although the majority of depressed children are not suicidal, most suicidal children are depressed. Suicide results in the death of more children than cancer or heart disease. National statistics cite that about 10,000 boys and girls 18 years of age or younger take their own lives every year. It is the purpose of this publication to inform parents, professionals, concerned citizens and young people about more than just the causes and effects of depression and suicide. Ways to prevent depression and suicide risk are detailed in order to prevent or reduce serious consequences. It is our hope that the information contained in the following pages will provide the reader a more complete understanding of how to help a depressed or suicidal child. The quality of a child's life may depend on your understanding.
Children With Obsessive-Compulsive Disorder, by Cyma J. Siegel, R.N., and Waln K. Brown, Ph.D., 3,360 words, 15 pages. Obsessive-Compulsive Disorder (OCD) is a major psychiatric disorder affecting more than four million Americans. OCD is a strange and serious sickness of ritual and doubt run wild and is much more common than formerly believed. There may be more than one million Americans younger than 18 years of age with this disorder. OCD is also an adult illness. Between one-third and one-half of adult cases of OCD have their onset in childhood. Despite this startling statistic, there is surprisingly little known about this disorder. Many mental health professionals have not even seen ' let alone treated ' a case of OCD. In recent years, OCD has received increased attention, due to the realization that it is both a serious and prevalent disorder. Researchers of OCD believe this disorder is a genetic problem, and effective treatment options are rapidly emerging. Early recognition and treatment of this disorder may prevent suffering, disruption of life and, perhaps, even deaths. The purpose of this publication is to educate those who encounter children who suffer from this disorder, so that early and effective treatment may be obtained for them.
Children With School Phobia, by Cyma J. Siegel, R.N., and Waln K. Brown, Ph.D., 3,720 words, 16 pages. Childhood anxiety disorders (including school and other phobias) are a growing area of concern and research. These problems have potentially serious implications for childhood development and for adult life. Because anxiety disorders are often present in more than one family member, research is focusing on genetic implications. Experts believe that children are likely to develop anxiety disorders when they 1) have a predisposing genetic trait, 2) live in an environment that teaches certain patterns of behavior and 3) experience certain forms of stress. In other words, the existence of a phobia (including school phobia) may indicate that a child has a genetic vulnerability and has experienced the environmental conditions that can lead to the development of an adult anxiety disorder. Anxiety disorders can be crippling and devastating, causing financial, educational, psychological and behavioral problems. They can destroy family and other relationships; even lead to suicide. For example, phobias coupled with depression (a common occurrence) may play a major role in youth suicide. Furthermore, research indicates that nearly 20% of Panic Disorder patients attempt suicide. It is not known how large this figure might be if all anxiety disorders are considered. In retrospect, many adult anxiety disordered patients remember that school phobia was the initial cue that they would later develop panic disorder. These findings are a warning signal that educators and mental health professionals nationwide should be attempting to identify and treat children with school phobia.
Helping Your Child Cope With Stress, by Waln K. Brown, Ph.D., 695 words, 3 pages. STRESS is the body's response to the demands of life, an internal reaction that allows humans to adjust to or resist changing stimuli. STIMULI are simply the many and varied events of life. STRESSORS are the events that trigger the body's reaction. Some stressors are environmental (being too hot or too cold). Other stressors are attitudinal (reacting to a homework assignment or test). Still other stressors result from relationships (a kiss or a fight). Stressors can be small or large events. Family problems are the biggest cause of stress among children, and family relationships influence how they handle life's obstacles. Children who feel emotionally secure within the family, and whose parents display healthy ways to handle problems, are usually able to handle stress.
Kids: You Can Manage Your Own Stress!, by Ruth P. Arent, M.A., M.S.W., and Michelle Korry Waters, M.Ed., 3,384 words, 13 pages. Did you know that Americans take 15 tons of aspirin everyday? How often do you take aspirin, Bufferin or Excedrin? Why do you take any of these medications? Most children have headaches. Headaches come with fevers, colds, allergies and stress. In fact, stress is one of the biggest causes of headache and illness for all Americans, both kids and adults. Yes, kids know stress; and, yes, there are ways for kids to handle their stress. Let's call it Stress Management. Stress Management is what you do when you experience stress, not what others do to you. There are two kinds of stress. Good stress is the pressure you feel that inspires you to get a job done or to do well in sports or with a musical instrument. Bad stress is the terrible pressure that comes when there is too much to do, or when there is a lot of unhappiness or frustration in your life. There are three main areas of stress for kids: school, friends and family (especially parents). You will learn about your stress when you answer the questions in this publication. Then read the stress management ideas and decide what is right for you.
The Gifted Child In Family Turmoil, by Ruth P. Arent, M.A., M.S.W., 5,898 words, 16 pages. Gifted children seem to be particularly vulnerable to family turmoil. They are acutely aware of what is happening to others and may be unaware of their own feelings. Their reactions to family turmoil may harm their growth and development. The resulting damage to their self-esteem inhibits their learning and relationships and may later affect their career choices and successes. When gifted children lose, so does society. Therefore, whatever adults can do to support the children will have a payoff that goes beyond the child's personal adjustment and success to the benefit of the greater society. The loss of a child's potential is a high price to pay for family turmoil. The three main areas of family turmoil that affect gifted children include: 1) divorce, 2) death and 3) violence. We can add a fourth, although somewhat unrelated area ' serious illness in the family. How can we help the gifted child in family turmoil? How can we help reduce stress and give these children a sense of confidence when sad and scary things are happening? We must answer these questions. Remember that the age and personality of each child will determine how he or she handles the situation, and how receptive the child will be to your input.
Understanding Your Child's Aggressive Behavior, by Waln K. Brown, Ph.D., 668 words, 3 pages. Aggression is any hostile action that is an attack on a person or object with the purpose of hurting, damaging or destroying. The two ways of expressing aggression are verbally and physically. Children are natural 'copycats.' A child regularly exposed to aggression or violence in the family, among peers, on television or video games is at-risk of behaving aggressively. Children generally have less self-control that do adults and they tend to use aggression in response to fear or stress. They are especially at-risk for aggressive behavior when they suffer from family, personality or social problems.
