Child Mental Health

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Counseling Schedule Middle Childhood
INTRODUCE
VISIT

• Establishing Routines and Setting Limits

5 YEARS

• Teaching Behavior
• Bullying
• Out-of-School Time

6 YEARS

• School Connections
• Alcohol and Drugs
• Interpersonal Skills

8 YEARS

• Child Mental Health
• School Performance

10 YEARS
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Middle Childhood

• Rapid development of knowledge and skills
  characterizes middle childhood
• Routines and limits will help children feel loved
  and secure during this time of transition1,2
• Children learn by watching and interacting with
  parents, other adults, and other children
• Parents can consciously model and expect
  respectful behavior3,4

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Middle Childhood

• Play is another way children learn social skills5
  
• Many parents have concerns regarding safety and
  supervision for after-school activities
• Schools can have a significant impact on
  preventing violence6,7
• Besides academics, children learn how to function
  in society
• Parental involvement with schools improves their
  childrens experience and attachment

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Middle ChildhoodCounseling for the Parent
Children grow and develop within a context of
family, school, and community.
Do you have rules or limits with respect to TV,
video games, and computer time?
Are you involved in any school-related activities?
How does your child help around the home?
Who is your childs best friend?
Is your child happy most of the time or withdrawn?
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Middle ChildhoodCounseling for the Child
School-age children need to be active
participants in learning how to avoid and react
to conflict.
Have you been in any pushing or shoving fights?
What happens when you and your friends argue or
disagree?
What do you like best about school?
What do you do for fun?
If you see someone being bullied, what do you do?
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Middle Childhood Brochures
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Growing Independence Tips for Parents of Young
Children Visit 5 Years

• Emphasizes importance of beginning parent-child
  communication about peer relationships early
• Teaches parents how to
• Listen to children
• Help children assume more independence and
  responsibilities

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How to Use this Tool

• Address parents fears about childrens safety in
  the outside world
• Ask about how the child is doing in school and
  address any behavioral or emotional issues

Helpful Hints!

• Let the child know that secrets are not OK
• Discuss child sexual abuse during or after
  examination of the childs genitals

Im here with your mother so its OK. No adult
should ever tell you to keep a secret from your
parents.
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Bullying Its Not OK Visit 6 Years

• Provides guidance for parents of victims,
  bullies, and bystanders
• Victims may seek medical attention, but the
  poorest future outcomes are among bullies
  themselves8,9
• Schools can prevent bullying using proven
  interventions

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How to Use this Tool

• Place brochure in the waiting room it may be of
  interest to both parents and children
• Discuss specific strategies with those families
  whose children are being bullied
• Use brochure as a guide when speaking to
  community groups

Helpful Hint!
Have you ever been in any pushing or shoving
fights?
Ask the child
If the answer is yes, it is important to
determine the childs role.
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Drug Abuse Prevention Starts With Parents Visit
8 Years

• Discusses connection between a teens use and
  abuse of drugs and/or alcohol and
• Parent behavior and attitudes
• Media influences
• Communication
• Addresses parental role in modeling and
  maintaining open communication

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How to Use this Tool

• Encourage parents to talk with and listen to
  their children
• For parents who smoke, discuss the ease of
  starting and the difficulties of quitting
  address other substance abuse problems if
  apparent
• Have substance abuse resources on hand

Helpful Hint!
Did you hear about _____ being charged with
_____? What do you think about that?
Start conversations about drug abuse with the
recent news
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Friends Are Important Tips for Parents Visit 8
Years

• Focuses on importance of peer relationships
• Encourages parents to get to know their childs
  friends
• Provides guidance on monitoring behaviors to
  prevent unsafe activities
• Reiterates Connected Kids theme of clear,
  consistent, and positive communication

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How to Use this Tool

• Encourage parents to know their childs
  whereabouts and talk about expectations for
  staying in touch
• Encourage parents to help their child develop a
  sense of belonging through prosocial youth groups
  and community-based organizations

Helpful Hints!

• Address friendships and community activities
  while discussing school progress and promoting
  physical activity
• Ask parent Who is your childs best friend? to
  initiate discussion

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Everybody Gets Mad Helping Your Child Cope With
Conflict Visit 10 Years

• Developed for parents of pre- and early
  adolescents
• Describes the physiology of anger and offers
  strategies to avoid fighting when angry
• Guides parents in teaching their children how to
  respond to conflict

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How to Use this Tool

• Introduce the topic with general questions such
  as Are there a lot of fights at school? or
  What happens when you get angry?
• Discuss the bodys physical response to anger and
  how to stay calm

Helpful Hints!

• Ask patients who avoid fights if they have hints
  for other kids
• Consider the possibility of abuse, exposure to
  violence, or history of ADHD or minimal brain
  trauma in children who have difficulty dealing
  with anger

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References

• 1. Maccoby EE. The role of parents in the
  socialization of children an historical
  overview. Dev Psychol. 1992281006-1017
• 2. Eisenberg N, Murphy B. Parenting and
  childrens moral development. In Bornstein MH,
  ed. Handbook of Parenting, Volume 4 Applied and
  Practical Parenting. Hillsdale, NJ Lawrence
  Erlbaum Associates, Inc 1995227-257
• 3. Kohlberg L. Development of moral character and
  moral ideology. In Hoffman ML, Hoffman LW, eds.
  Review of Child Development Research, Volume 1.
  New York, NY Russell-Sage Foundation
  1964383-431
• 4. Bandura A. Social Learning Theory. Englewood
  Cliffs, NJ Prentice Hall 1977
• 5. Shonkoff JP, Phillips DA, eds. Making friends
  and getting along with peers. In From Neurons to
  Neighborhoods The Science of Early Childhood
  Development. Washington, DC National Academy
  Press 2000163-181
• 6. ODonnell DA, Schwab-Stone ME, Muyeed AZ.
  Multidimensional resilience in urban children
  exposed to community violence. Child Dev.
  2002731265-1282
• 7. Resnick MD, Bearman PS, Blum RW, et al.
  Protecting adolescents from harm. Findings from
  the National Longitudinal Study on Adolescent
  Health. JAMA. 1997278823-832
• 8. Olweus D. Bullying at School What We Know and
  What We Can Do. Oxford, UK Blackwell Publishers
  1993

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References

• 9. Farrington DP. Understanding and preventing
  bullying. In Tonry M, ed. Crime and Justice A
  Review of Research, Volume 17. Chicago, IL
  University of Chicago Press 1993381-458

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Acknowledgments

• Howard Spivak, MD
• Robert Sege, MD, PhD
• Elizabeth Hatmaker-Flanigan, MS
• Bonnie Kozial
• Vincent Licenziato
• Kimberly Bardy, MPH
• This project was supported by Grant No.
  2001-JN-FX-0011 awarded by the Office of Juvenile
  Justice and Delinquency Prevention, Office of
  Justice Programs, U.S. Department of Justice.
  Points of view or opinions in this document are
  those of the author and do not necessarily
  represent the official position or policies of
  the U.S. Department of Justice.