Problems at school: children 9-15 years

     Problems at school: children 9-15 years

Problems at school : the basics

Ups and downs at school are part of life for many young people. A good relationship with your child’s school and teachers can help you head off problems. If school problems do come up, it’s important that you quickly recognize and address them.

Problems at school can show up as poor academic performance, lack of motivation for school, loss of interest in school work, or poor relationships with peers or teachers.


School difficulties range from minor to severe, might be very short-lived or last for longer.

Common signs of school problems-

•  Drop in marks in one or more subjects.
•  Lack of engagement, connection or involvement with school – for example, your child might not be interested in extracurricular activities or have very few friends.
• Showing embarrassment or discomfort when talking about school.
• Refusing to talk with you about school, or rarely talking about school with family or friends.
  
• Never or rarely doing homework, or rarely talking about homework.
• Having low confidence or lacking self-esteem – your child might say she is ‘dumb’, ‘stupid’ or not as clever as her friends.
• Being kept back at lunch time or the end of the school day.
• Finding excuses not to go to school or skipping school without your knowledge.
• Being bored with school work or not feeling challenged enough – your child might say he’s not learning anything new.
• Having attention or behavior problems.
• Being bullied or bullying others.

Sometimes, problems at school will be easy to spot, and your child will willingly talk to you about them.

           But some children hide problems from their parents, teachers and peers. They might copy homework, pretend to be sick during important tests, or not bring reports home. This can make it very difficult for you to pick up on a problem. Sometimes even teachers might not spot the clues – especially if your child is absent a lot.

Causes of school problems

• Behavioral or developmental difficulties.
• Poor communication skills.
• Poor social skills.
• Difficulty with listening, concentrating or sitting still.
• Disliking, or not feeling connected to, the school culture or environment.
• Disliking school subjects, not liking the choice of subjects, or not feeling challenged by the work
• Not getting along with teachers or other students at school.
• Parents who aren’t involved in their child’s education.
• Family problems such as relationship breakdowns.
• Competing demands on time, such as extracurricular activities.
• Skipping school because of any of the reasons listed above.       

Parents contact a counselor -psychologist,to help their children with a variety of issues, such as academic achievement,student crisis situations,personal/social. 

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How to Recognize ADHD Symptoms in Children

https://youtu.be/nVXh94McsQ0

Signs of Facebook Addiction in Children

Signs of Facebook Addiction in a Children or Teenager's :

1. Spending more than an hour on Facebook each day.
2. Staying up too late and losing sleep to spend more time on Facebook.
3. Caught trying to get around Facebook limits at home and school (sneaking out of bed at night, using Facebook Mobile at school, etc.).
4. Putting Facebook ahead of homework, school, and other activities.
5. Opting to stay on Facebook instead of seeing friends in person.
6. Panicking at the idea of being away from Facebook for any length of time (on vacation, during a power outage, etc.)

Mutism in Children

Selective Mutism  in Children

Children and adults with selective mutism are fully capable of speech and understanding language but fail to speak in certain situations, though speech is expected of them. The behaviour may be perceived as shyness or rudeness by others. A child with selective mutism may be completely silent at school for years but speak quite freely or even excessively at home. 

Selective mutism is  characterized by the following ways:

 Consistent failure to speak in specific social situations (in which there is an expectation for speaking, e.g., at school) despite speaking in other situations.
 The disturbance interferes with educational or occupational achievement or with social communication.
 The duration of the disturbance is at least 1 month (not limited to the first month of school).
 The failure to speak is not due to a lack of knowledge of, or comfort with, the spoken language required in the social situation.
 The disturbance is not better accounted for by a communication disorder (e.g., stuttering) and does not occur exclusively during the course of a pervasive developmental disorder,schizophrenia, or other psychotic disorder. Shyness, social anxiety, fear of social embarrassment, and/or social isolation and withdrawal
 Difficulty maintaining eye contact
 Blank expression and reluctance to smile
 Stiff and awkward movements
 Difficulty expressing feelings, even to family members
 Tendency to worry more than most people of the same age
 Desire for routine and dislike of changes
 Sensitivity to noise and crowds
 Moodiness
 Sleep problems, Adjustment Problem 

Selective mutism is not a communications disorder and is not part of a developmental disorder. By definition, selective mutism does not include children with conduct disorders, oppositional/defiant behavior, and/or attention-deficit hyperactivity disorder.

The principal problem in children with selective mutism appears to be anxiety. This anxiety (which causes avoidance) seems closest to the definition of social anxiety disorder (social phobia). Indeed, most adults with social anxiety disorder relate strongly and can fully understand selective mutism, even though they themselves were not necessarily children with selective mutism.

Do's and Don'ts for Parents Treating your Selectively Mute Child
• Do learn what “enabling” is.
• Do not ask your child if he or she is going to speak in a given situation.
• Do learn a methodology of “empowering” your child’s potential and initiative.
• Do not continue “enabling” your child’s “addiction to the avoidance of speaking”.
• Do learn to employ a “matter of fact” set of expectations for your child that will facilitate the process of trying to talk.
• Do not show anger when your child is not talking.
• Do learn to be on the same “team” with parenting technique.
• Do not plead with your child to talk.

• Do attentively and patiently listen when your child is attempting to communicate.
• Do not reward your child for talking.
• Do learn to extract thoughts and feelings regarding fear from your child.
• Do not impatiently finish your child’s sentences or encourage over-dependence.
• Do learn to advocate on behalf of your child with school.
Hypnosis is also very useful in these type of problems. 
Thank

Dr.Shweta singh

    Guest Lecturer,

   Dpt. of Applied Psychology,

   V.B.S.Purvanchal University

   Jaunpur,U.P.,INDIA 

     mail- shweta_opsingh@rediffmail.com

Behavior Problem In Gifted Children's

Behavior Problem In Gifted Children's 

The term "gifted" is applied to children who learn at an above average rate. the child who have more then 150 IQ level would come in this category and this is really a good news for the parents who have such kind of child but this also bring special care and attention to the child. higher intelligence also create some really big problem to the parents here we have tried to mention some of the problem which we have seen in our clients.

Perfectionism

A gifted child may strive for perfection in all of his work, which can trigger him to the top of the class. But perfectionism can have its disadvantages. Perfectionism can sometimes lead to anxiety and depression. The constant need to be perfect at schoolwork and beyond can cause your child to feel anxiety before a test or project is due. Depression can follow a less-than-perfect performance, leaving your child upset for days following.

Sensitivity

Gifted child may sometimes suffer from intense sensitivity because of her knowledge base and acute senses. They might include a scratchy tag inside a shirt or lights that are too bright. This sensitivity can be related to a general over-excitability and interest in the world around her.

Restlessness

Being in a class that doesn't challenge him can cause a gifted child to feel restless and act out while in the classroom. When your child is always the first to finish an assignment, or his teacher purposely overlooks him to give another child the chance to answer, it can cause him to feel frustrated or anxious. It's why gifted children are often misdiagnosed as children with Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder, when the restlessness really stems from not being challenged on a daily basis.

Social Awkwardness

Your child's academic gifts can make it hard for her to relate to other children her age. When she is more excited by learning numbers or words, she may learn to take refuges in her books over spending time being social.  This, in turn, makes it even more difficult to see peers as her equals. This can result in paralyzing shyness or awkwardness.

LOW IMMUNITY LEVEL:- low body immunity is the big problem in the gifted child we are searching the reason behind that but this is also a crucial issue and parents have to aware about this.

Thanks

Behaviour Problems

Child Behaviour  Problems

In today’s society, children face countless situations that can have a negative effect on their social–emotional and academic development and ultimately on their happiness in life. Many societies consider delinquency, violence, drug and alcohol abuse, smoking, and early patterns of sexual behaviour that risk sexually transmitted diseases and pregnancy among never married teenagers to be serious problems.

Common reasons for engaging in problem behaviour are:

1. To get attention (positive or negative)

2. To get an activity, toy, or item

3. To escape or avoid an activity or task

4. Due to physical or medical conditions

In simple terms, social and emotional learning (SEL) is the capacity to recognize and manage emotions, solve problems effectively, and establish positive relationships with others, competencies that clearly are essential for all students. Thus, SEL targets a combination of behaviours, cognitions, and emotions.

 Describe these common features in the principles of effective prevention-

1.Prevention efforts should begin with prenatal care and continue throughout the school years

2. Provide positive consequences to increase desirable behaviours

3. Clear, immediate, mild negative consequences can reduce problem behaviours

4.Create opportunities for children to observe and practice interpersonal as well as academic skills

5. Know where children and adolescents are, what they are doing and with whom, and provide appropriate supervision

6. Reduce youths’ access to the situations in which problem behaviour is particularly likely to occur

7. Reduce children’s exposure to negative conditions that cause stress

8. Encourage good biological functioning throughout development

9. Reducing aggressive behaviour among young children can prevent many problems later on

10. Establishing strong, clear norms for behaviour can influence youths’ behaviour

Key Components of Effective SEL: Five key competencies are taught, practiced, and reinforced through SEL programming (CASEL, 2003):

A.Self-awareness—Identification and recognition of one’s own emotions, recognition of strengths in self and others, sense of self-efficacy, and self-confidence.

B.  Social awareness—Empathy, respect for others, and perspective taking.

C.Responsible decision making—Evaluation and reflection, and personal and ethical responsibility.

D.Self-management—Impulse control, stress management, persistence, goal setting, and motivation.

E. Relationship skills—Cooperation, help seeking and providing, and communication.

      

        Dr.Shweta singh

         Guest Lecturer,

         Dpt of Applied Psychology,

        V.B.S.Purvanchal University

        Jaunpur,U.P.,INDIA 

        shweta_opsingh@rediffmail.com

Why Children's Lies

Why Children's Lies  

When children begin to lie purposely, there may be several reasons:

1. •To play with you;
2. •Because he thinks it is funny;
3. •To gain control of you or a situation;
4. •To avoid punishment;
5. •To cast blame on someone else;
6. •Because of fear or anxiety;
7. •To avoid doing something they do not want to do Because of jealousy. 
8. •Fear. When kids are scared of the consequences of their actions, they often lie to cover up. (Are the rules too strict? Are the limits too tight? Does your child feel free to talk with you?)
9. •To protect somebody else.
10. •Because she is imaginative and the truth is boring.
11. •To avoid an unpleasant task. (“Did you brush your teeth?” “Yes, Dad!”)
12. •By mistake. Sometimes lies seem almost involuntary, and a lie just slips out, especially if your child gets caught in a misdeed.
13. •For love, for approval, and because kids like to impress people quickly and effectively
14. •cover something up, hoping to avoid consequences or punishment                               
15. •explore and experiment with their parents’ responses and reactions
16. •exaggerate a story or impress others
17. •gain attention, even when they’re aware the listener knows the truth
18. •manipulate a situation or set something up – for example, saying to grandma, ‘Mum lets me have lollies before dinner’.
19. •Some kids lie because they feel that they are not meeting their parent's expectations. Are you putting too much pressure?                         
20. perform academically, athletically, or in other ways? Are your expectations realistic for a child that age?
21. •Sometimes, parental consequences are too harsh. A child may lie to avoid a punishment that he feels is unfair. 
22. •Children may lie to protect a friend or family member.  
23. •A child may lie to preserve his self image.                                        

BY :=

Namrata Singh

Child Psychologist

mail us....- namm.psychologist@gmail.com

Self Injury in children's

Causes of Self Injury in children's 

1. Pain.
 Self abuse can sometimes be a sign of pain, especially for a child that has difficulty communicating or that is diagnosed with a pervasive developmental disorder. Observe the exact location of abuse and investigate whether it is possible that the child may be in pain. If the child is hitting his or her head or ear, try to determine if maybe they are suffering from a headache or earache.
You may want to ask if your child hurts or use the sign for pain while pointing to the area. Whatever method of communication you would typically use or if you are using a picture exchange communication system (PECS) , try to create a picture for pain to help them become familiar with this concept. If you believe your child is in pain, contact your pediatrician or family doctor for further instruction.

2. Attention seeking behavior.
 Self injurious behavior can also occur as a way to get attention. If you notice that the child tends to head bang or do other types of injurious behavior usually when alone and someone frequently goes over to give them attention immediately after the behavior, then attention is probably the motivator. Putting the child on a schedule of frequent attention every 5-10 minutes can help with this. You may also find additional strategies for attention seeking behavior at the link above.


3. Access to desirable items.
 Some children will learn that when they can't have something they often gain access to preferred items after hurting themselves. Self injury for this reason can be very tricky. If you try to withhold the items following self abuse you will risk an escalation leading to severe injury. You may find some of the tips on how to say no to be helpful, but seek help from a professional if you suspect this is the problem.

4. During transition times. Some children might engage in self injurious behavior to avoid transitioning to a new activity or to avoid and/or delay undesirable activities. Applying the transition strategies provided at the link above can help with a problem due to this reason.

5. Self-Regulation. It may also be helping a child to achieve self-regulation if the child suffers from sensory processing disorder. Working with an occupational therapist to develop a sensory diet and implement other sensory regulation activities can help to prevent self injury due to this reason.

6. Escape from undesirable activities. A child that doesn't want to do something that is asked might discover that self injury stops requests to do things. Compliance strategies can help to avoid injurious behavior due to this reason, but additional professional assistance may be needed if the behaviors are frequent or severe.

Mobile Addiction

Side Effect Of Internet, Face Book, Mobile Addiction

1. Concentration Level Poor.
2. Poor Subject Interest.
3. Poor Subject Knowledge.
4. Headache .
5. Eye Sight Week.
6. Isolation.
7. Less Interaction with Family.
8. Stress.
9. Out of Touch in Outside (home area).
10. Irritation and Aggression
11. Acidity.
12. Obesity.                                                                                               give your comment to childpsychologist----------------------nammsays@gmail.com

    If you’re worried that your child may be suffering with a Mobile Addiction , it’s time to make an appointment  at Hello Psychologist Child Development Centre Lucknow INDIA.

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