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for more information. Catholic Charities WV has a diverse and balanced portfolio of revenue streams that comprises individual donations, Neighborhood Investment Program NIP donations, appeals, grants United Way, state, and federal, among othersfoundations, endowment distributions, and fundraising events held throughout the state. No portion of any donation that is given directly to Catholic Charities WV goes to the Diocese, nor is there any such expectation from the Diocese. Donors can rest assured that the funds given directly to Catholic Charities WV go to help those in need throughout the state of West Virginia.

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One in 5 Americans is affected by mental health conditions. Stigma is toxic to their mental health because it creates an environment of shame, fear and silence that prevents many people from seeking help and treatment. People experiencing mental health conditions often face rejection, bullying and even discrimination. This can make their journey to recovery longer and more difficult.

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Stigma is when someone, or you yourself, views you in a negative way because you have a mental health condition. Some people describe stigma as shame that can be felt as a judgement from someone else or a feeling that is internal, something that confuses feeling bad with being bad. Navigating life with a mental health condition can be tough, and the isolation, blame and secrecy that is often encouraged by stigma can create huge challenges to reaching out, getting needed support and living well.

Learning how to cope with stigma and how to avoid and address stigma are important for all of us.

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There is a rise in childhood and Adolescent Mental Health. For more information or to have your child assessed please at info crossrofamilycc. Acts of violence that occur in schools can cause confusion and fear in children who may begin to worry about their own safety in addition to the safety of their friends and family.

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While it may seem counterproductive, it is important for parents to answer these difficult questions honestly and to have an open discussion with their children. Kids are—and will continue to—talking about these issues, so it is critical for a parent to provide a space for them to express their feelings and worries. Focus on the impact that the event has on the child instead of the specific details of the event.

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It is important to remember that timing is key when having these discussions, specifically avoiding at or right before bedtime as this could lead to increased anxiety impacting their sleep schedule. Keep the information simple and short, and balance with reassurances that their school and home are safe because of the adults there to protect them.

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Be prepared, as these age groups will ask more questions about how they are safe and what their school is doing to ensure their safety. Create a discussion around the efforts of their school and the surrounding community. You might have to make an effort on separating the reality from the make-believe they may create in their head. These age groups will have strong opinions about violence and what they believe are the causes.

They will most likely want to share their suggestions on how to make schools safer. Be sure to create an accepting space where they are free to share their thoughts, feelings, and suggestions while reminding them of the role they can play in ensuring their school is safe e. Encourage your teen to continue communicating their needs and issues of safety with you.

If you become aware that your child is becoming more easily upset, is unable to fall or stay asleep, is having nightmares, or is experiencing high levels of anxiety, contact Crossro Family Counseling Center, LLC for an evaluation. Supporting through a transition to middle school can be a daunting task.

It is important that you stay tuned in with your child throughout this transition and beyond. Be mindful of any changes in behavior such as social withdrawal, changes in sleeping patterns, poor grades, increased conflict at home or at school, sudden meltdowns, school refusal, or increased complaints of headaches, stomach aches, etc. These symptoms are often an external distress al for children with an internal emotional struggle. Ensure that you are regularly asking your child about how they are doing, how they are feeling, what a typical day looks like for them.

Communicate to your kiddo that you want to know how to best support them, and ask them what they need from you in order to do so. Not only is it overwhelming for tweens as they transition into this new phase, it places a strain on parents too. Parents may see their child struggling and feel suddenly disconnected or clueless about how to effectively communicate with their tween.

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They may experience strong feelings of shame or anxiety about not knowing how to support their children. Middle schoolers are likely to become more engaged with technology and social media. This may lead to increased conflict in the home and intense fear about how to prevent negative online experiences. If you find yourself struggling to cope with these stressors, seek mental health support for yourself. Be sure to intentionally make time for self-care. You will be able to best support your child if you are taking good care of your own mental health.

Group will be led by Grae Worthington, M. Topics will include self-esteem, building healthy peer relationships, anxiety and depression, bullying, and coping skills, among others. Members will be encouraged to connect with one another and engage in activities and discussions that promote self-esteem, positive relationships, and mental health.

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Call today to set up a free intake. Written by Grae Worthington,M. Grae specializes in working with Middle school and High School students on issues of grief and loss, emotional regulation, social skills, depression and anxiety. Holidays are a busy and fun time for the entire family. We typically think that holiday stress only happens for adults, but children are also prone to experience both holiday stress and anxiety. If you notice your child becoming anxious or stress, be a calm model for them.

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Be mindful of your own holiday stress and how you manage it in front of your. Children are perceptive and will pick up on your stress, which will likely increase their own anxiety. Try to stick to your normal, non-holiday routines as much as possible.

And when there are holiday events that get in the way e. This can include calming activities and getting back on track with the routine itself. Holidays often involve lots of sugary goodies. With all the holiday events, families lack the time to sit down for regular and well-balanced meals, and opt for less healthy options.

Offer healthy options for snacking and limit the holiday treats to after-snack or meal treats.

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Avoid overscheduling events and activities and set a limit to have a couple events a week instead of everyday. With the craziness of holiday obligations, it is important to schedule down time for your family. Find times where you can spend some quality, quiet time with your child to recharge and nurture your relationship.

Children of all ages, genders, ethnicities and races can develop school refusal behavior. The most common age of onset is years old, but children of all ages can struggle with anxiety surrounding attending school. One in four children may occasionally refuse to attend school. Such behavior can become a more long term concern if left untreated.

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Many children with school refusal have a history of separation anxiety, generalized anxiety, social anxiety or depression. Some children have a history of being bullied in school or have a fear of throwing up in school. Undiagnosed learning disabilities or reading disorders may also play a role in the development of school refusal. Children with school refusal sometimes complain of stomachaches, headaches and or feeling hot or dizzy when it is time to go to school.

After these symptoms have been investigated by a doctor and no medical cause can be found, children are then diagnosed with somatic complaints due to anxiety and said to be suffering from physical manifestations of their worries. Anxiety becomes worse with avoidance.

Therefore, the more misses school, avoids school or is asked to be picked up early from school, the worse their anxiety becomes over time. It is also important to have loving yet firm boundaries with your child in terms of developing expectations for attending school.

Cognitive behavioral techniques CBT are frequently used in both individual and group treatment modalities to help children work to develop coping skills and talk back to their worries. Parents should also be involved in treatment to help children utilize their coping skills at home and school and to provide limits and boundaries regarding attending school.

It is important to remember that most children who exhibit school refusal have average to above average intelligence and through early intervention therapy and school support, can develop healthy coping skills to better manage their anxiety.

If your child is struggling with going to school we can help We will work with you, your school and child to help them learn coping skills and feel comfortable to go back to school. She has experience working in multiple treatment settings including outpatient and home based therapy providing services to children, adolescents, and their families.

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She believes strongly in working collaboratively with schools and other treatment providers in order to provide a wrap around approach to services. We need four hugs a day for survival. We need eight hugs a day for maintenance. We need twelve hugs a day for growth. February is the month when we spend a lot of time inside with our children and families. This kind of early bonding and attachment to the mother, father, or other close caregiver helps develop a broad range of abilities to use and build upon throughout life. These include the ability to:. Cognitive neuroscientist and author Dr.

Students of all ages, from elementary school through graduate school, are preparing to take final, SOL, and standardized exams in the coming weeks. These tests are ased incredible ificance, especially as measures of student and teacher progress toward specific outcomes. For many students, the period of time prior to and during testing can be challenging.

They experience pressure and stress related to their preparation for and performance on the exams. Students want to demonstrate their knowledge effectively, please their parents and teachers, and achieve particular scores.

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Some students become so concerned about being able to do so that they experience intense emotions, focus excessively on studying, doubt themselves and their abilities, feel overwhelmed, or feel anxious. The strategies outlined below are deed to help parents support their students as they study and take exams.

They decrease test related stress and anxiety, as well as increasing student success on exams. It is important to help students remember that tests are NOT a representation of who they are, or even a true measure of their overall competence, their knowledge, or their abilities. Parents can assist students by discussing, recognizing, and honoring the work their student has done in the past and throughout the current school year.

Focus on all of their strengths, talents, and abilities, not just a test or tests. Help your student to do this as well. Create an environment which permits imperfection and mistakes. This is particularly important if your student struggles with test taking. Making mistakes is part of how we learn and grow.

It also helps us discover, often through experimentation and process of elimination, our interests, our strengths, and our purpose. Of course, parenting and providing support for our students also involves balancing this permissiveness with an expectation that our students do their personal best and perform well in areas of strength.