Health and Your Child: Tips to Become an Active Family

Keeping a regular exercise routine or engaging in physical activities has many benefits for your mental health and physical health. I previously wrote a blog post on Improving Your Health Status. Given this time of year many strive to change their lifestyle and get healthier. For parents, changing your routine or adding exercise may be more challenging. One way to decrease the challenge is to make time for the entire family to be active.

Here are some ideas to help your family be active together.

Make Time

• Identify free times. Keep track of your daily activities for one week. Pick two 30-minute time slots you could use for family activity time.
• Add physical activity to your daily routine. For example, walk or ride your bike to work or a friend's house, walk the dog with your children, exercise while you watch TV, or park farther away from your destination.
• Try to walk, jog, or swim during your lunch hour, or take fitness breaks instead of coffee breaks. Try doing something active after dinner with your family, or on weekends.
• Check out activities requiring little time. Try walking, jogging, or stair climbing.

Bring Others Into It

• Ask friends and family to support your efforts.
• Invite them to be active with you.
• Set up a party or other social event with activities that get people moving, like dancing or having a jump rope contest.
• Exercise with friends.
• Play with your kids or ask them to join you for an exercise video or fitness game.
• Develop new friendships with physically active people. Join a group, such as the YMCA or a hiking club.

Energize Yourself

• Plan to be active at times in the day or week when you feel you have a lot of energy.
• Convince yourself that if you give it a chance, physical activity will increase your energy level—then try it.

Stay Motivated

• Plan ahead. Make physical activity a regular part of your family's schedule. Write it on a family activity calendar.
• Join an exercise group or class. Sign your children up for community sports teams or lessons.
• Pick activities requiring no new skills, such as walking or climbing stairs.
• Exercise with friends who are at the same skill level as you are. Create opportunities for your children to be active with friends.

Build New Skills

• Find a friend who can teach you new skills.
• Take a class to develop new skills and enroll your children in classes too, such as swimming, dancing, or tennis.

Use Available Resources

• Select activities that don't need costly sports gear, such as walking, jogging, jumping rope, or doing push-ups.
• Identify cheap, local resources in your area, such as programs through your community center, park or recreation group, or worksite.

Make the Most of All Conditions

• Develop a set of activities for you and your family that are always available regardless of weather, such as indoor cycling, indoor swimming, stair climbing, rope skipping, mall walking, dancing, and active games that you can play indoors.

Copyright 2014 Erlanger A. Turner, Ph.D. 

Follow me on Twitter and on Facebook

Source:

http://www.nhlbi.nih.gov/health/public/heart/obesity/wecan/get-active/activity-plan.htm 

Potty Training: What should you know? [video]

Many parents struggle with potty training. Difficulties may arise due to behavior issues or the child not being developmentally ready to start the process. I previously provided some basic tips in a post on my Psychology Today blog.

In this post, Dr. Anglim (Omaha Children’s Hospital & Medical Center) discusses mastering potty training. She will review everything from readiness to dealing with night time potty training.

Featured presenter:
Katie Anglim, M.D., FAAP

Children's Hosptial & Medical Center
Omaha, Nebraska

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5 Tips for Helping Children Cope with Early Childhood Trauma

I previously published a blog on trauma in children on Psychology Today.  Common forms of trauma include physical and sexual abuse, witnessing domestic and community violence, being separated from family members, and neglect.  According to the US Dept of Health and Human services (2013), child neglect is the most common trauma experienced by children.  Furthermore, children in the age group of birth to 1 year had the highest rate of victimization at 21.2 per 1,000 children ( DHHS, 2013) In regards to ethnicity, the most confirmed cases by CPS are among Whites (43.9%) followed by African-Americans (21.5 percent) and Hispanic Americans (22.1 percent).

Signs of Trauma in Young Children

Children’s reactions to trauma vary at different ages. Some of the common reactions of children are listed on the next page. If any of the behaviors or symptoms don’t improve or go away over time, it is important to seek professional help. Possible reactions to trauma may include:

• Fear of being separated from parent

• More clinging and dependent behaviors

• More aggressive behaviors

• More withdrawn behaviors showing little emotion

• Aimless motion, disorganized behaviors, and or/freezing

• Unable to comfort self

• Difficulty falling asleep, night waking

• May reenact scene in play

• Problems with toileting (bedwetting, soiling)

• Thumb sucking

• Loss of language skills and acquired language

• Memory problems 

Tips for Helping Children Cope with Trauma

1. Avoid blaming the child or displaying your anger: It is important to remain calm and use a calm voice with talking with children about their traumatic experience. 
2. Reassure the child that they will be safe: Many children fear for safety after experiencing trauma. It is important to let the child know that you will be present to support them. This may involve letting the child be aware of your whereabouts at all times.
3. Don’t minimize the child’s feelings: Avoid telling the child to “Stop being a baby, don’t cry”. Normalize the child’s emotions at let them know that it’s okay to be sad.
4. Follow the child’s lead: It’s okay to not encourage the child to talk about the trauma. However, it the child decided to open up to you be there to listen and support them.
5. Help the child identify their feelings: It is important for children to talk about their hurt or sadness. It may be necessary to seek professional help from a psychologist or licensed mental health professional trained to deal with trauma.

Copyright 2013 Erlanger A. Turner, Ph.D. 

Follow me on Twitter and on Facebook

References:

Child Welfare Information Gateway. (2013). Child Maltreatment 2011: Summary of key findings. Washington, DC: U.S. Department of Health and Human Services, Children’s Bureau.

National Child Traumatic Stress Network (2010). Early Childhood Trauma Retrieved September 2013 from http://www.nctsn.org/sites/default/files/assets/pdfs/nctsn_earlychildhoodtrauma_08-2010final.pdf

Osofsky, J. Helping young children and families cope with trauma. Retrieved September 2013 from http://www.nctsnet.org/nctsn_assets/pdfs/Helping_Young_Children_and_Families_Cope_with_Trauma.pdf

To Spank or Not to Spank: What the Research Supports

Last month, I had the opportunity to attend the American Psychological Association (APA) convention in Honolulu. As usual, I am re-energized after attending the sessions and learning about new perspectives on science and psychological practice. While attending a talk on spanking and children, it made me think back to all the conversations that I’ve had with parents in my practice around the use of corporal punishment (which includes domestic, school, and judicial). During the talk, Dr. Shawna Lee (assistant professor at University of Michigan) and her colleagues presented data on the frequency of parents that use spanking as a parenting strategy and highlighted the effects of spanking on childhood outcomes (e.g., aggression and compliance). Surprisingly, a high percentage of parents use spanking despite if not being an effective long-term strategy to change behavior.

As a child psychologist, I often discuss the impacts of spanking with parents. First, spanking tends to increase aggressive behavior in children. Secondly, the research shows that spanking is less effective to increase compliance than positive reinforcement. The pros and cons of spanking have been discussed for decades yet many still see it as a viable parenting strategy. Many times when I bring this up with parents they respond, "I was spanked as a child and I turned out fine". But what does the research support? 

During the APA symposium, Dr. Lee, stated that “spanking has the iatrogenic effect of increasing the very child behaviors it is often trying to reduce”.  In a recent study published in Development Psychology (Lee, S. J., Altschul, I., & Gershoff, E. T., 2013), the authors found that maternal spanking  at age 1 was associated with higher levels of child aggression at age 3; and continues to be associated with aggression by age 5. Furthermore, the study found that maternal warmth does not serve as a protective factor against child behavior problems. 

Being someone who is interested in early intervention to prevent more severe behavior difficulties I felt armed with new research findings that I could use in my own life and clinical practice. Overall, the research does not support the use of spanking as an effective parenting strategy and shows that it has significant negative outcomes for children. Currently 31 countries (not including the United States) have recognized the detrimental effects of spanking and have banned the use of corporal punishment in the home. Yet, the U.S. does not have a national policy against spanking. Furthermore, only a small percentage of states ban the use of corporal punishment in school. What are your thoughts on spanking and corporal punishment?

Copyright 2013 Erlanger A. Turner, Ph.D. 

Follow me on Twitter and on Facebook

Note: A version of this was submitted to the Richmond Times Dispatch. 

Understanding Adolescent Self-Harm Behavior

Self-injury, also called self-harm, is the act of deliberately harming your own body, such as cutting or burning yourself. It's typically not meant as a suicide attempt. Rather, self-injury is an unhealthy way to cope with emotional pain, intense anger and frustration. Self-harm behaviors may also be linked to a variety of mental disorders, such as depression, eating disorders and borderline personality disorder. 

The following video presents on adolescent self-harm behaviors.

Featured presenters:

Reo W. Newring, Ph.D.

Licensed Clinical Psychologist

Paige Lembeck, M.A.

Graduate Student

Children's Hosptial & Medical Center

Omaha, Nebraska

Tips for Effective Co-Parenting

Many parents raise children together while living apart. This may be the result of co-parenting after a divorce or because the parents never married. When you have a child with someone, even after the relationship ends, your parenting relationship remains. You both remain parents and are responsibile for your child/children. This person is now your child’s other parent – someone your child loves, looks up to, and will likely take after in some ways – not your spouse or partner. Although you are no longer a couple, you are now a co-parent. To make the process easier, avoid calling the other parent your “ex” and refer to them as “the father or mother of your children”.

Below are some additional suggestions to have an effective co-parenting relationship:

·         Don’t project your feelings onto the child or assume the child has the same feelings as you towards the other parent.

o   Accept your own feelings and try to understand your child’s feelings.

o   Remember it is okay to ask the child why they feel a certain way.

·         Avoid sharing your personal feelings or loss related to the divorce.

o   With the end of the marriage comes the end of that sharing.

o   Separate your feelings from decisions and interactions about your child.

·         “Fake it, til you make it”

o   Establish boundaries to help keep your feelings under control.

o   It is important to have some emotional distancing or disengagement

o   Imagine the other parent is your business partner. You have to be polite, have business like conversations, and work together to raise your child.

Preparing for the “Business Meeting”

In order to improve communication with the other parent, it is encouraged that you emotionally detach (and put your feelings aside) when interacting with each other. Respect the common ground you share that you both love your children and want the nest for them. The following suggestions or offered to help the “business of raising your children”.

• Have regular meetings to share important information
• Be polite, respectful, and business-like
• Keep the conversation focused on the children
• Avoid having the child as the “go-between” and carry messages
• Be prepared and structure conversations
•  Relay information about: emergencies, appointments, school, your child’s successes, or information about social activities. 

Follow me on Twitter @DrEarlTurner and on Facebook www.facebook.com/DrEarlTurner

Copyright 2013 Erlanger A. Turner, Ph.D.



Reference:

The Quick Guide to Co-Parenting After Divorce: Three steps to your children’s healthy adjustment by Lisa Gabardi, Ph.D. 

Sibling Rivalry: Tips to overcome sibling conflicts [Video]

If you’re a parent of more than one child, you probably have dealt with some conflict between your children. Most brothers and sisters experience some degree of jealousy or competition, and this can trigger arguments or fights. Dr. St. Germain (Omaha Children’s Hospital & Medical Center) discusses sibling rivalry and how parents can help manage difficulties.

 

Featured presenter:
Melissa L. St. Germain, M.D., FAAP
Pediatrician

Children's Hosptial & Medical Center
Omaha, Nebraska

Teen Suicide-Related Behavior: Risk and Protective Factors

May has been designated as Mental Health Awareness Month. Given the prevalence of suicide related behaviors (suicidal thoughts or suicide attempts) among adolescents, I feel it is important for us to become aware of this issue. It is particularly important for parents to be knowledgeable about what signs to look for and when it is appropriate to seek treatment.

According to the National Institute of Mental Health (NIMH), suicide remains the third leading cause of deaths among adolescents. Spirito and Esposito-Smythers (2006) reported that within a twelve-month period, 16.9% of adolescents seriously considered attempting suicide, 16.5% developed a suicide plan, 8.5% attempted suicide (female, 11.5%; male, 5.4%), and 2.9% of adolescents required emergency treatment as a result of a suicide attempt. In my recent Psychology Today blog post, I discussed the rates of suicide among lesbian, gay, and bisexual (LGB) youth. LGB youth also are at high risk of suicidal behavior due to bullying and lack of acceptance by peers and family. While depressive symptoms are a risk factor, even among those who exhibit depression or depressive symptoms, clinician face difficulties predicting self-harm or suicide attempt (Hetrick, et al., 2011). Therefore, it is important for parents to pay attention if they notice differences in their child’s behavior.

Risk Factors of Suicide

Risk factors for suicide are characteristics or conditions that increase the chance that a person may try to take her or his life. Suicide risk tends to be highest when someone has several risk factors at the same time. The most frequently cited risk factors for suicide are: 

• Mental disorders, in particular:
• Depression or bipolar (manic-depressive) disorder
• Alcohol or substance abuse or dependence
• Schizophrenia
• Borderline or antisocial personality disorder
• Conduct disorder (in youth)
• Psychotic disorders; psychotic symptoms in the context of any disorder
• Anxiety disorders
• Impulsivity and aggression, especially in the context of the above mental disorders
• Previous suicide attempt
• Family history of attempted or completed suicide
• Serious medical condition and/or pain

It is important to bear in mind that the large majority of people with mental disorders or other suicide risk factors do not engage in suicidal behavior. 

Warning Signs of Suicide 

• Threatening to hurt or kill oneself or talking about wanting to hurt or kill oneself
• Looking for ways to kill oneself by seeking access to firearms, available pills, or other means
• Talking or writing about death, dying, or suicide when these actions are out of the ordinary for the person
• Feeling hopeless
• Feeling rage or uncontrolled anger or seeking revenge
• Acting reckless or engaging in risky activities - seemingly without thinking
• Feeling trapped - like there's no way out
• Increasing alcohol or drug use
• Withdrawing from friends, family, and society
• Feeling anxious, agitated, or unable to sleep or sleeping all the time
• Experiencing dramatic mood changes
• Seeing no reason for living or having no sense of purpose in life  

Protective Factors for Suicide

Protective factors for suicide are characteristics or conditions that may help to decrease a person’s suicide risk. While these factors do not eliminate the possibility of suicide, especially in someone with risk factors, they may help to reduce that risk. Protective factors for suicide have not been studied as thoroughly as risk factors, so less is known about them. Protective factors for suicide include: 

• Receiving effective mental health care
• Positive connections to family, peers, community, and social institutions such as marriage and religion that foster resilience
• The skills and ability to solve problems

Protective factors may reduce suicide risk by helping people cope with negative life events, even when those events continue over a period of time. The ability to cope or solve problems reduces the chance that a person will become overwhelmed, depressed, or anxious. Protective factors do not entirely remove risk, however, especially when there is a personal or family history of depression or other mental disorders. 

What To Do When You Suspect Someone May Be at Risk for Suicide

1. Take it Seriously

• 50% to 75% of all people who attempt suicide tell someone about their intention.
• If someone you know shows the warning signs above, the time to act is now.

2. Ask Questions

• Begin by telling the suicidal person you are concerned about them.
• Tell them specifically what they have said or done that makes you feel concerned about suicide.
• Don't be afraid to ask whether the person is considering suicide, and whether they have a particular plan or method in mind. These questions will not push them toward suicide if they were not considering it.
• Ask if they are seeing a clinician or are taking medication so the treating person can be contacted.

3. Do not try to argue someone out of suicide. Instead, let them know that you care, that they are not alone and that they can get help. Avoid pleading and preaching to them with statements such as, “You have so much to live for,” or “Your suicide will hurt your family.”

4. Encourage Professional Help

• Actively encourage the person to see a physician or mental health professional immediately.
• People considering suicide often believe they cannot be helped. If you can, assist them to identify a professional and schedule an appointment. If they will let you, go to the appointment with them.

5. Take Action

• If the person is threatening, talking about, or making specific plans for suicide, this is a crisis requiring immediate attention. Do not leave the person alone.
• Remove any firearms, drugs, or sharp objects that could be used for suicide from the area.
• Take the person to a walk-in clinic at a psychiatric hospital or a hospital emergency room.
• If these options are not available, call 911 or the National Suicide Prevention Lifeline at 1-800-273-TALK (8255) for assistance.

6. Follow-Up on Treatment

• Still skeptical that they can be helped, the suicidal person may need your support to continue with treatment after the first session.
• If medication is prescribed, support the person to take it exactly as prescribed. Be aware of possible side effects, and notify the person who prescribed the medicine if the suicidal person seems to be getting worse, or resists taking the medicine. The doctor can often adjust the medications or dosage to work better for them.
• Help the person understand that it may take time and persistence to find the right medication and the right therapist. Offer your encouragement and support throughout the process, until the suicidal crisis has passed.

References

American Foundation for Suicide Prevention https://www.afsp.org/

National Suicide Prevention http://www.suicidepreventionlifeline.org/

National Institute of Mental Health http://www.nimh.nih.gov/health/topics/suicide-prevention/suicide-prevention-studies/warning-signs-of-suicide.shtml

Copyright 2013 Erlanger A. Turner, Ph.D.

Tips on Coping with Tragedy: In the wake of the Boston Marathon Explosion

On yesterday, we experienced another tragedy in Boston when an explosion occurred near the finish line at the Boston Marathon. According to the New York Times, almost 23,000 runners participated in the race and approximately three-quarters of the runners had crossed the finish line prior to the bomb exploding. President Obama made a statement following the explosion and stated “I'm supremely confident that Bostonians will pull together, take care of each other, and move forward as one proud city. And as they do, the American people will be with them every single step of the way.”

In the wake of another tragedy, below are some resources to help children and their families cope and process the event.

Evidence-Based Early Psychological Intervention for Victims/Survivors of Mass Violence  

Helping Children and Adolescents Cope with Violence and Disasters: What Rescue Workers Can Do

What Parents Can Do To Help Children

            Spanish version: Que Pueden Hacer los Padres

Tips of talking with children: A guide for teachers and parents

A Guide for Managing Stress in Crisis Response

  

Copyright 2013 Erlanger A. Turner, Ph.D.

Follow me on twitter @DrEarlTurner

References:

Image from the Boston Globe 

Resources for LGBT Health Awareness Week

LGBT (Lesbian, Gay, Bisexual and Transgender) Health Awareness Week is March 25^th – 29^th. The theme for 2013 is Come Out for Health. Per the American Psychological Association, the 4 principles for this year include:

• Consumer Empowerment — by making resources available to the LGBT community on how to approach their health care providers about their sexual orientation and gender identity; 

• Culturally Competent Services — by directing health care providers to resources on how to become a culturally competent source of services for the LGBT community; 

• Engaged Communities — by providing outreach materials to a variety of organizations to encourage participation in LGBT Health Awareness Week; and

• Inclusive Policymaking — by engaging Congress and federal administration during LGBT Health Awareness Week and providing resources to reach out to local and state officials related to LGBT Health. 

APA's Lesbian, Gay, Bisexual and Transgender Concerns Office provides a range of information and resources for increasing psychologists' and others' cultural competence concerning LGBT health and this year launched a new webpage for Lesbian, Gay, Bisexual and Transgender Health.

How can you get involved?

There are several ways you and your community can support LGBT Health Awareness week.

• Set up an event in your community (e.g., round table discussion, health fair)

• Write a letter to your senator and/or congressman in support of LGBT rights

• Pledge a commitment to LGBT health

Resources for professionals:

APA Guidelines for Practice with LGBT Clients http://www.apa.org/pi/lgbt/resources/guidelines.aspx

Marriage and Family Issues of LGBT People http://www.apa.org/pi/lgbt/resources/marriage-and-family.aspx

Fact sheet on Psychological and Social Outcomes of Children of Same-Sex Couples  http://www.spssi.org/_data/n_0001/resources/live/Factsheet_Psychological_Social_Adjustment_V5.pdf

LGBT Families of Color: Fact sheet http://lgbtmap.org/lgbt-families-of-color-facts-at-a-glance

Human Rights Campaign- Guide to state level advocacy against hate crimes http://www.hrc.org/resources/entry/a-guide-to-state-level-advocacy-following-enactment-of-the-matthew-she

Resource for parents:

Human Rights Campaign Parenting Resources:

http://www.hrc.org/resources/category/parenting

Resource Guide for Coming Out

http://www.hrc.org/resources/entry/resource-guide-to-coming-out

For African Americans http://www.hrc.org/resources/entry/resource-guide-to-coming-out-for-african-americans

For Latinos http://www.hrc.org/resources/entry/family-and-coming-out-issues-for-latinas-and-latinos

For Asian Americans http://www.hrc.org/resources/entry/family-and-coming-out-issues-for-asian-pacific-americans

An Ally’s Guide to Issues Facing LGBT Americans (for heterosexual supporters) http://www.hrc.org/resources/entry/an-allys-guide-to-issues-facing-the-lgbt-community

Understanding ADHD: Overview and treatment

Attention-Deficit Hyperactivity Disorder (ADHD) is a common childhood problem associated with impairments in school functioning and difficulties with interpersonal relationships (with peers and family members). As noted in my blog post on Psychology Today, approximately 9% of children in the United States are diagnosed with ADHD each year. The video clip below provides a brief overview of ADHD and treatment.

Featured presenter:

Kimberly Levering, Ph.D.

Licensed Psychologist

Children's Hosptial & Medical Center

Children's Behavioral Health

Omaha, Nebraska

Dr. Levering’s Bio:

http://childrensomaha.org/KimberlyLevering

School violence: Tips on helping your child manage their emotions

Earlier today we witnessed another tragic school situation in Connecticut. According to the New York Times, 26 people (18 were children) were killed in a shooting this morning at an elementary school in Newton, CT. It was reported that the gunman shot his mother (who is a teacher at the school) and then 18 students in the class. In the wake of many recent school incidents of violence, a huge burden is placed on parents to help their child cope with the traumatizing event. 

Below are a few tips from the American Psychological Association (APA) on managing distress in children:

• Take "news breaks". Your children may want to keep informed by gathering information about the event from the internet, television, or newspapers. It is important to limit the amount of time spent watching the news because constant exposure may actually heighten their anxiety and fears. Also, scheduling some breaks for yourself is important; allow yourself time to engage in activities you enjoy.

• Talk with your child. Talking to your children about their worries and concerns is the first step to help them feel safe and begin to cope with the events occurring around them. What you talk about and how you say it does depend on their age, but all children need to be able to know you are there listening to them.
• Start the conversation; let them know you are interested in them and how they are coping with the information they are getting.
• Listen to their thoughts and point of view; don't interrupt--allow them to express their ideas and understanding before you respond.
• Express your own opinions and ideas without putting down theirs; acknowledge that it is okay to disagree.
• Remind them you are there for them to provide safety, comfort and support. Give them a hug.

• Keep home a safe place. Children, regardless of age, often find home to be a safe haven when the world around them becomes overwhelming. During times of crisis, it is important to remember that your children may come home seeking the safe feeling they have being there. Help make it a place where your children find the solitude or comfort they need. Plan a night where everyone participates in a favorite family activity.

• Watch for signs of stress, fear or anxiety. After a traumatic event, it is typical for children (and adults) to experience a wide range of emotions, including fearfulness, shock, anger, grief and anxiety. Your children's behaviors may change because of their response to the event. They may experience trouble sleeping, difficulty with concentrating on school work, or changes in appetite. This is normal for everyone and should begin to disappear in a few months. Encourage your children to put their feelings into words by talking about them or journaling. Some children may find it helpful to express their feelings through art.

• Take care of yourself. Take care of yourself so you can take care of your children. Be a model for your children on how to manage traumatic events. Keep regular schedules for activities such as family meals and exercise to help restore a sense of security and normalcy.

If you find that your child is experiencing significant trauma and emotional difficulties you should consult with the school counselor or seek professional help in your area. It is possible that you may find a resource of providers by searching the website of the psychological association in your state. You can also browse for a psychologist in your area through APA.

Copyright 2012 Erlanger A. Turner, Ph.D.

Follow me on Twitter @DrEarlTurner and on Facebook at “Get Psych’d with Dr. T”

References:

American Psychological Association (2011). Helping your child manage distress in the aftermath of a shooting. Obtained December 14, 2012 from http://www.apa.org/helpcenter/aftermath.aspx

Photo: courtesy of Shannon Hick/The Newton Bee

Temper Tantrums: Tips for Parents

A recent article in the Monitor on Psychology, a publication by the American Psychological Association, discussed temper tantrums in preschool children. According to the article, “daily tantrums only occur in less than 10 percent of preschool children, regardless of gender, socioeconomic status or ethnicity.” This was based on a study conducted at Northwestern University Feinberg School of Medicine.

In my practice over the years, I have encountered many parents who come to my office to cope with their child’s tantrums. Often times, many parents may not seek help for this issue because tantrums are seen as a common behavior among toddlers. However, based on research you can see that only a small number of children exhibit tantrums at a high rate. As a behavioral psychologist, there are a number of ways to manage tantrums. The following tips may be useful.

• Establish a sleep routine. For many children, their moods are dependent on how much or little sleep they have had the previous night. Children who often have poor sleep habits tend to be more irritable and may exhibit more tantrum behavior. To help prevent tantrums make sure your child gets adequate sleep.
• Don’t fall into the attention trap. Children often get additional attention when they exhibit tantrums. To decrease tantrum behaviors avoid giving attention to your child when they have a tantrum. For example, if your child has a tantrum, remove attention by looking away and remaining silent. Do not scold the child or tell them to stop crying.
• Reward appropriate behavior. Occasionally, children exhibit tantrums as a way to communicate their wants and desires. By using rewards, you can shape your child’s appropriate behavior. For example, reward your child for using their words to request objects or for sharing with others if tantrums occur during play.
• Talk to a psychologist. If tantrum behavior occur more days than not, seek professional help from a behavior therapist or psychologist. Child psychologist and/or behavior therapist are specifically trained to analyze behavior and determine what the function of that behavior is. You can seek an evaluation or functional behavior assessment by a professional who can work with you and your family to determine the best approach to improve your child’s functioning.

Copyright 2012 Erlanger A. Turner, Ph.D.

Note: The following information is intended to be general advice for managing behavior. Please consult with a mental health professional in your area if treatment is desired. You can find a brief list of psychologist at http://locator.apa.org/ provided by the American Psychological Association. 

Everyday Discipline for Toddlers

New feature: Video post on Everyday Discipline for Toddlers (approximately 72 minutes)

Featured presenter:

Ashley Harlow, Ph.D.

Licensed Psychologist

Nationally Certified School Psychologist 

Children's Hosptial & Medical Center

Children's Behavioral Health

Omaha, Nebraska

Dr. Harlow's Bio:

http://www.childrensomaha.org/AshleyGibbPhD