Anxiety Charlotte

SOS is a feeding approach for children who are problem eaters.  This approach was founded by a child psychologist, Kay Tommey, PhD and a speech therapist, Erin Ross, PhD, CCC-SLP.  It stands for Sequential Oral Sensory Approach for Feeding.  Additional information is avaialble on www.spdfoundation.net.

I have been using the SOS approach in my occupational therapy practice for the past 2 years.  I have observed the following changes among my clients:

• Families who previously dreaded mealtimes with their children are reporting that meals have become much less stressful and sometimes even enjoyable.
• Anxiety related to food has decreased significantly among the children ages 2-12.
• Children have learned that food can be fun.
• Parents are no longer cooking separate meals for their super picky eaters.
• Children are eating more fruits, vegetables, and meats.
• Picky eaters are now willing to sit through family meals and participate in the social aspect of eating.
• Children are attending birthday parties and celebrations without worrying about whether there will be food they are willing to eat.
• Best of all, picky eaters are looking at food and saying, "Can I try that?"

This practice, Child and Family Development in Charlotte, NC, has 7 therapists trained in the SOS approach.   

Summer time in Charlotte is filled with new experiences, relaxation time and sunny weather. There's one more thing to enjoy in 2012:  a new social skills group for children called Hangin' With Heroes.  

The curriculum is loosely based on Superflex®, created by Stephanie Madrigal and Michelle Garcia Winner.

The group is for children 7 and older.  

There will be opportunities to gain social awareness of self, as well as engage in rewarding interactions with other.  We will have lessons that are centered around the individual and group needs.Children will ADHD, Asperger Syndrome, Autism, Developmental Delays, Learning Disabilities, Non-verbal Learning Disabilities and Social Anxiety may fit in nicely. 

For more information and details, please contact me:

Jayne Walton

jwalton@childandfamilydevelopment.com

704-541-9080 ext. 213

As parents and students anticipate the end of the school year, preparation for end-of-grade testing becomes part of the daily routine.  Understandably, it creates concerns, questions, and even anxiety at times.  However, a few steps may prove helpful.

• An important part of moving forward is determining where you have been.  Set up a meeting with your child’s teacher in order to touch base.  Teachers continually assess students’ performance using both formal and informal measures.  They can provide you with detailed information about your child’s strengths and weaknesses.  Teachers can help you figure out the subject areas, and even the types of questions within those subjects, that prove most difficult for your child.
• Preparation involves advance planning.  Begin the review process now.  By the spring, many students have a hard time recalling the skills taught in the fall.  End-of-grade tests cover instructional topics presented throughout the year, and students may become stressed and anxious if they feel that they must “cram” during the last few weeks prior to the tests.  Go over little bits each night.  If you start with the material covered at the beginning of the year, students will become increasingly confident as they start to see the more recent topics that they remember best.
• Working with parents can at times create “homework battles”.  Children rely on the love, comfort, and support of their parents.  It may be helpful to enlist the help of a “coach” to assist in guiding students through difficult learning.  Assure your child that a learning coach is like a coach on a sporting field.  He/she will help them go through practice and strategize for what is ahead.
• Create an atmosphere of encouragement and relaxation at home.  Try to avoid frequent comments that can cause uncertainty or undue worry.  Encourage children and let them know that their best effort is all that matters, regardless of the outcome.  As the test draws near, plan fun family outings and time away from the books.

Martha Knight is an Educational Specialist at Child and Family Development in Charlotte, NC.

I have offered a Physical Therapy-based Karate group for many years at Child and Family Development in Charlotte. Last year, I was thrilled to grow this special program with the help of Black Belt Instructor, Riaan Van Scalkwyck. We have a number of regular groups and here is more family feedback about their experiences: 

"My prayers have been answered in such a marvelous way.  The Karate Program has been instrumental in my son's life by   increasing positive character traits. Each Wednesday, because my son knows that he will attend the Karate Program, there is an exuberant sparkle in his eyes. He has always kept his room clean, but because of his increased independence, he asks to vacuum his room and other rooms in the house on this special day!  Prior to the Program, negative characteristics existed such as anxiety, fear, nervousness, frustration, and a lack of focus.  Currently, the positive character fruit produced within my son is patience, improved body strength, courage, confidence, increased maturity, increased independence, increased responsibility, and joy. I am thankful to God for Amy, Sensei Riaan and for the Karate Program.  The love and compassion given to my son weekly is more than any parent could imagine.  This Program has exceeded my expectations.  It is a blessing. It is a gift from God.” - Mother of a 16-year-old boy diagnosed with Asperger's Syndrome

"For over a year now, our son, who is on the autistic spectrum, has been attending a weekly karate class under the direction and tutelage of Sensei Riaan.  He has never been in a structured group setting like this, and he is thriving more and more after each session.  His confidence level has increased because he feels successful, and is able to be with and keep up with his peers.  We have noticed significant improvement in his balance, motor skills, and coordination, as well as his social and play skills.  One of the particularly commendable aspects of this program is the way it is organized with each child having an outside support person to work along with him and help and guide him, as necessary.  I highly recommend this class to everyone; especially our special people who need extra love and support!" - Parent of a Karate Group Participant

Right now, I am planning another one for Young Adults and Adults with autism or Asperger's Syndrome. 

Contact me to learn more by email (asturkey@childandfamilydevelopment.com) or phone (704.332.4834 ext 114).

 

For most kids, the playground is a fun place that provides all kinds of movement including swinging, spinning, hanging up-side-down, going down the slide, and hanging on monkey bars. (There are often tactile benefits too of playing in sand!) The kind of movement that playgrounds provide is what occupational therapists would identify as "vestibular input", which is the motion or change of head position. Most kids highly enjoy vestibular activities, but if a child avoids these or similar activities, there may be an indication of sensory processing challenges.

The following are signs of over-reactions to vestibular input:
- intolerant or fearful of unexpected movement
- avoids or is distressed by movement activities
- displays anxiety, fear, or distress when feet are off the ground (swinging, monkey bars, etc.)
- dislikes or avoids playground equipment or moving toys 
- hesitant with stairs or curbs
- tends to be tense and rigid
- doesn't like activities where head is upside down 
- doesn't like riding in a car
- becomes disoriented after bending over a table or a sink

Avoidance of vestibular input can be a sign that there is a larger underlying sensory challenge. The vestibular system is one of the foundational sensory areas, and dysfunction can often lead to challenges in other areas of sensory processing. If you are concerned about your child's sensory functioning and are looking for an Occupational Therapist in Charlotte, contact Child and Family Development. We would love to help you and your family learn about sensory integration.

With diverse clinical expertise, interests and experiences, the Child and Family Development team of psychologists is ready to provide a wide range of evaluation and treatment services. 

MIDTOWN OFFICE

Carol Capehart, MA, LPA, is a licensed psychological associate with about 20 years of clinical experience. Carol has extensive training and experience in the assessment and treatment of individuals with autism spectrum disorders (ASD) and founded our ASD evaluative services in 2006. Prior to that, she spent many years working in public schools with children of all ages and learning abilities.

Gretchen Hunter, Ph.D., CRC, is a licensed psychologist and Certified Rehabilitation Counselor with a specialty in neuropsychology. She has experience providing neuropsychological evaluations to children and adolescents with neurodevelopmental and behavioral disorders, learning disabilities and attention related disorders. She provides individual, family and group psychotherapy and behavior intervention to children and adolescents.

Kristina Murphy, Psy.D, HSP-P, is a licensed psychologist who provides psychotherapy and evaluations to children, adolescents and young adults. Her specialized focus is adolescents and transitions to High School and College. Areas of clinical expertise include anxiety,

depression, attention disorders, learning disabilities, life transitions and adjustment issues.

SOUTH CHARLOTTE OFFICE

Annada Hypes, Ph.D., is a licensed psychologist specializing in the treatment of adolescents and young adults. Dr. Hypes specializes in treating mood and impulse-control disorders, including depression, self harm, substance abuse, disordered eating and attention disorders. She regularly offers social skills groups for girls. 

Joy Granetz, Ph.D., is a licensed psychologist with over thirteen years of experience. She provides neuropsychological and psychoeducational evaluations with special focus in working with children and adolescents with learning disabilities, attention disorders, head injury, tic disorders and epilepsy. Dr. Granetz is one of a few practitioners in North Carolina offering Cogmed Working Memory Training, an innovative computer based training program to help children with attention difficulties.

Chris Vrabel, Psy.D., is a licensed psychologist specializing in child evaluation and child and family therapy. He has expertise in the assessment of autism spectrum disorders (ASD), attention disorders, learning disabilities and other developmental, behavioral and emotional problems. Dr. Vrabel also provides therapy to children and families with concerns regarding ADHD, behavior problems, depression, anxiety, social difficulties and other issues.

Read the blog, visit the website, or contact the offices to learn more about our child psychology services.

Fidget toys are small objects that can be used during school, in the classroom, or at home to focus a need to move, help kids pay attention, or help to decrease anxiety. Children with attention deficit disorder (ADHD), hyperactivity, sensory processing disorder, or anxiety may be able to benefit from a fidget toy. Fidgets should help your child focus, should not make distracting noises, and should not distract other children in your child's class. When fidgets start to interfere with focus and functioning in the classroom, they should be taken away & a new approach should be attempted. Make sure to ask your child's teacher before sending a fidget with your child to school.

More ideas for fidgets, include using small toys that provide additional tactile input, such as squishy, spikey, gooey, and moveable surfaces. A classic figet, or "stress ball", can be made easily at home. Just take a thick balloon, fill it with sand or flour, and tie it securely. You may also want to fill a balloon with playdoh for a different texture, and finger strengthening. 

Make sure to take your childs needs & any safety concerns related to mouthing objects or immaturity into account before providing your child with a fidget. For more information on helping children with ADHD, sensory processing disorder, anxiety, or hyperactivity in Charlotte, NC contact an occupational therapist at Child and Family Development.
 

A fidget is a small object, like a koosh ball, stress ball, pencil, keychain, bracelet, paper clip, eraser, or small toy, that can be beneficial for helping a child pay attention in school, focus a need to move, or deal with anxiety. They are objects that can be pulled, squeezed or moved around with your hands or fingers while paying attention and looking at the teacher. Fidgets can be helpful for kids with ADHD, sensory processing disorders, or anxiety during classroom time or at home.

Before sending a fidget to school with your child, you should ask the teacher for permission. Fidgets shouldn't be used as an additional method of distraction & children need to know that there are rules.

Fidget Rules:
- One is that you shouldn't need to look at the fidget while you use it because then you won't be able to pay attention in class.
- You shouldn't try to get your friends to pay attention to your fidget either, because the other kids are trying to learn.
- It shouldn't be thrown or dropped, it needs to stay on your desk or in your hands.
- Another suggestion is to keep your fidget in your pocket so that you know where it is.

If you are looking for help for your child with school related concerns in Charlotte, consult with an educational specialist or occupational therapist at Child & Family Development.

My previous blog entries have been about what psychotherapy is like and how to get the most out of it. Now here’s a more specific look at the various approaches to therapy.

• Psychodynamic therapies. This approach focuses on changing problematic behaviors, feelings, and thoughts by discovering their underlying meanings and motivations.  This approach is often used to address unhealthy family dynamics and relationships with others.
• Cognitive and/or Behavior therapies. This approach focuses on changing one’s behaviors and thoughts to change one’s mood. This approach is often used to address phobias, anxiety, and depression.
• Humanistic therapies. This approach focus’s on the therapist’s relationship with the client to help the client recognize his or her innate good nature, capacity to make rational choices, and potential for a fulfilling life. This approach is used to address a number of difficulties.

Portions of this post were adapted from The Encyclopedia of Psychology, edited by A. Kadzin (2000). See more at: http://www.apa.org/topics/therapy/psychotherapy-approaches.aspx

Parents often wonder about the possibility of learning disabilities and the best time to pursue intervention for their child’s struggles. Earlier research and literature suggested a more “wait-and-see” approach that favored holding out until the student reached the third grade to determine whether or not the issues had resolved. However, by that time, the child may be experiencing anxiety, self-doubt, and failure. Consequently, newer models support more proactive strategies that take into account the student’s pattern of development and early skill acquisition. Because learning disabilities can impact many areas of life, the child’s frustration and failure can be minimized by early evaluation and intervention. By examining the pattern and persistence of a child’s struggles, a parent can better determine whether a problem might warrant a closer look. Over the next few weeks, I will be providing more information about learning diability warning signs across 5 areas of development: language, motor skills, memory, attention, and social behaviors.

Martha Knight, Educational Specialist at Child and Family Development in Charlotte, NC

Hello! I'm a new member of Child and Family Development, and I wanted to take a moment to introduce myself. I'm a clinical psychologist specailizing in treating children, adolescents, young adults and their families. I've lived in Charlotte for the past 7 years as I pursued my Ph.D. in Clinical Health Psychology from The University of North Carolina at Charlotte. I'm so happy to start practicing in the town I call home!

• Mood disorders (e.g., depression, anxiety)
• Impulse control disorders (e.g., acting out, anger, self-harm)
• Substance abuse
• Relational difficulties, peer acceptance, bullying
• Low self-esteem
• Attention Deficit Disorder (ADHD)

This week marked Prematurity Awareness Day and we offer a series about its impact on child development. 

Consequences of a child's premature birth can follow them into the school years.  These children may be described as clumsy or uncoordinated.  They may have difficulty acquiring complex motor skills such as skipping, hopping or doing jumping jacks, as well as poor physical endurance when compared to peers.  In addition, these children may have difficulty following directions in the classroom, remembering assignments or learning to read.  Research indicates children born three months prematurely are 3-4 times more likely to struggle in school than full-term peers and can have learning disabilities that persist through the teenage years.  In addition, one study found that premature children had higher levels of anxiety, depression, aggression and lower self concepts than full-term peers.

Child and Family Development is a multi-disciplinary pediatric therapy clinic in Charlotte, North Carolina.  Visit our blog to read the entire Prematurity series.

Annada Hypes. Ph.D., child psychologist, joins the Child and Family Development team on November 8, 2010. 

Dr. Hypes brings over three years of clinical experience working with children, adolescents, young adults and their families. She received her Ph.D. in Clinical Health Psychology from The University of North Carolina at Charlotte. During her training, she worked in an Intensive Outpatient Program with adolescents, a neuropsychological rotation in a primary health care setting and a college counseling center. She also  co-founded and implemented an after-school empowerment program for middle school students called Beautiful Girls, which is still in operation.

Dr. Hypes specializes in treating mood and impulse-control disorders, including depression, self-harm, anxiety, aggression management and substance abuse. She tends to utilize a strengths-based and solution-focused framework, incorporating mindfulness, emotion regulation and expressive arts techniques into therapy when appropriate. 

She is based at our South Charlotte office.

Welcome Annada!

As an occupational therapist at Child and Family Development in Charlotte, I have encountered many families who are at their wit's end dealing with their child's seemingly inexplicable behaviors that greatly impact the way they function within their family unit, at school, and in the community.  I recently discovered an article on sensory-processing-disorder.com that I want to share with these families to help them better understand their children.  I also want to encourage families to visit this website as it provides some wonderful educational information as well as stories from other families that offer support and encouragement to others.

Despite what you may have already heard, your child's behaviors may not be the result of spoiling, bad parenting, lack of discipline, neglect, ADHD, a learning disability, conduct disorder, anxiety, depression, shyness, a need for attention, power, revenge, or a feeling of inadequacy.

Though these are true for some behavior problems in children, they aren't the only explanation.  These behaviors may occur due to Sensory Processing Disorder or Sensory Integration Dysfunction. 

Some red flags of children with sensory processing disorders include:

• Excessive Energy And Activity Level: A child may be unable to sit still, constantly on the run, or engage in risky behaviors.
  
• Remarkably Low Energy And Activity Level: A child may appear lethargic, uninterested in engaging in the world or activities, or be sedentary most of the day.
  
• Frequent Impulsiveness: A child may be unable to control impulses to jump out of his seat, control his behavior, may be aggressive, and/or frequently "blurt" things out without thinking first.
  
• Short Attention Span And Distractibility: A child may have difficulty concentrating on one activity or task for any length of time and be distracted by every sight, sound, smell, and/or movement he sees.
  
• Motor Coordination Difficulties And Problems With Muscle Tone: A child may appear clumsy, or like a "wet noodle", slouch or rest his head on his hands/arm during desk work, exhibit awkward movements, and/or have frequent accidents or injuries.
  
• Motor Planning Difficulties: A child may have difficulty with sports, handwriting, balance, using eating utensils, riding a bike, doing jumping jacks, clapping, or getting dressed.
  
• Frequent Switching Of Hands During "Tool" Use And Manipulation: A child may not have a dominant hand for writing by age 5, may switch hands often while cutting, writing etc, or may throw a ball with both hands at different times.
  
• Poor Eye-Hand Coordination: A child may have sloppy handwriting, difficulty cutting/drawing a straight line, catching a ball, or tying his shoes.
  
• Significant Resistance To The Unfamiliar: A child may experience anxiety or refuse to try new foods, meet new people, participate in new activities or sleep in a different environment.
  
• Difficulty Making Transitions From One Activity Or Situation To Another: A child may throw a tantrum, be uncooperative, or experience severe anxiety when stopping one activity and starting another. He may have a difficult time leaving a particular place or going to the next task of the day (ie, bath, bedtime, dinner)
  
• Low Frustration Tolerance: A child may become upset, yell or throw a tantrum at the slightest thing that does not go his way or that he is having difficulty learning. He will give up on tasks easily if they are difficult for him.
  
• Difficulties With Self-Regulation: A child may have difficulty with mood stability and maintaining an optimal level of arousal. He may be unable to calm himself down after an activity or get himself going for an activity. His arousal level may fluctuate minute to minute or day to day, which can be one of the most challenging behavior problems of all!
  
• "Academic" Difficulties: A child may have mild to severe learning disabilities as he has a difficult time learning and generalizing new concepts and skills.
  
• Significant Social Skill Behavior Problems: A child may have a difficult time relating to other children and sharing. He may isolate, be overpowering, aggressive, or bossy to help him regulate and control his sensory environment.
  
• Emotional Behavior Problems: A child may have significant self-esteem issues (one of THE BIGGEST indicators of sensory processing dysfunction), be overly sensitive to criticism, transitions, and stressful situations. He may have difficulty relating to others or understanding his own actions, motivation, and behaviors.
  
• Significantly Irritated By And Uncooperative With Activities Of Daily Living: A child may have difficulty getting dressed, going to bed, brushing his teeth, eating, participating in certain activities, or taking a shower.

Hello! I just wanted to take a moment and introduce myself. My name is Lauren Gross and I’m a licensed psychologist. I joined the CFD team in May of 2009 and currently work in the South Charlotte office. I provide psychological evaluations and conduct psychotherapy.  I love working with individuals of all ages, but particularly enjoy working with adolescents and adults. My interests include:  helping individuals with mood disorders (Depression & Bipolar Disorder), anxiety, and Post Traumatic Stress Disorder.  I am also very experienced with school related issues including: learning disabilities, ADHD, bullying, and educational law. 

I particularly enjoy working as a therapist. I approach my clients with empathy, unconditional positive regard, as well as humor. I try my best to provide a warm, nurturing environment. I am careful to support my client’s emotional needs, while helping them problem solve and develop coping mechanisms. Often when working with children, I will use play in our sessions and “sneak” therapy in. Unlike adults, most children are unable to sit on the couch and talk about what’s on their mind.  Play is often the best method to reach kids!  I am also available to meet with parents to assist them with managing their children’s behavior. I have helped many parents come up with concrete plans to help create structure for their children in their homes and at school, as well as address problem behaviors. If you have any questions about any of the services I provide, feel free to contact me at Child & Family Development!      

• A thorough evaluation that presents a clear picture of the type of attention disorder and any attending problems that coexist with ADD and ADHD.
• Parent and child education, to teach the parents ways to guide and support as well as to recognize patterns that mean the problem needs to be "re-framed". Children need to learn self-acceptance.
• Classroom modifications that enable a teacher to provide successful school experiences, in-school resource help, and/or private therapy that address learning problems.
• Medication therapy with frequent drug monitoring and necessary modifications. The American Medical Association, Pediatric Division, recommends a medication recheck every 4 months while a patient is taking medication to treat ADD and ADHD.