Mental Health

SNAP Expands to Elementary Schools

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Conflict is a normal part of a child’s life. In fact, it can be a healthy way for them to learn how to manage their emotions, problem solve and compromise with their peers. However, when conflict is not managed correctly, either at home or at school, it can impact a child’s relationships, self-esteem and ability to focus on learning and healthy play. In today’s classrooms teachers need to be able to resolve conflict and managing students who seem to struggle with social skills and problem solving.

“I wish all students could be given the opportunity to participate in the SNAP® program,” said Rana Azer, a social worker with Duval County Public Schools. Azer has worked for four years in the school system with students experiencing emotional and behavioral disabilities, and believes every student would benefit from the SNAP® program.

What is SNAP®

SNAP®, which stands for STOP NOW AND PLAN, is an evidence-based program that focuses on how a child thinks, as well as why they are acting out. Developed at the Child Development Institute (CDI), SNAP® helps troubled children and their parents learn how to effectively manage their emotions and ‘keep problems small’.

The SNAP® program is focused on children ages 6-11 who are engaging in aggressive, anti-social behavior and/or have come into negative contact with authority figures at school or in the community. Experienced and highly-trained staff works with each family to assess challenges and problems and develop an action plan. The goal is to prevent future anti-social behavior and reduce the chance of conflict with family, peers and authority figures.

Expanding SNAP® To Area Schools

Azer is such a believer in the program that she worked with the Youth Crisis Center to expand the SNAP® In Schools curriculum to S.P. Livingston Elementary School, which is one of 10+ schools that has implemented the 13-week course. “Overall, the SNAP® program is a wonderful tool that can be utilized in multiple settings,” insists Azer. “It helps to provide not only the students with strategies to work through a crisis, but the teachers as well.” Azer believes that SNAP® helps to create a common language in the classroom that is easy to teach, remember and reinforce.   

Schools are selected based on interest and availability. The program generally requires 45 minutes to one hour, and can accommodate anywhere from a minimum of five students up to 30 per session. Below is a list of participating schools that have completed the program or currently offer SNAP® In Schools. If you are interested in learning more about SNAP® or how to bring the program to your child’s school, contact YCC or your child’s school counselor. In the 2018 – 2019 school year SNAP® will also be available in St. Johns County.

  • Gregory Dr. Elementary
  • Bayview Elementary
  • Beauclerc Elementary
  • Southside Estates Elementary
  • Arlington Elementary
  • Jacksonville Heights Elementary
  • Hyde Park Elementary
  • Holiday Hill Elementary
  • P. Livingston Elementary
  • Normandy Village 

If you think your child is exhibiting problematic behavior and can benefit from the free SNAP® program, click to read more about the “Six Signs Your Child May Have Behavioral Issues or Concerns”.

To learn more about SNAP® click HERE.

Download our free ebook!

 Six Signs That Your Child May Have Behavioral Issues or Concerns

Learn More

Bad Attitudes Don’t Mean Bad Kids

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Bad Attitudes Don’t Mean Bad Kids
We’ve all heard these terms: “kids will be kids”, “it’s just a phase, they’ll grow out of it” or “it’s a teenager thing.” Sure, we hear it, but it is no fun to live with this behavior or be the parent of a child or teen acting in this way. Some children and teens will “grow out of it”; but, others will unfortunately continue to struggle, often carrying troubling behavior into their adult lives. At the Youth Crisis Center, therapists and professionals don’t want you to take a chance that your child’s behavior is a phase. Even if it is, there are tools to help minimize your child’s struggle and your stress and worry.

What is SNAP®
YCC offers a program called SNAP®, which stands for STOP NOW AND PLAN. This is an evidence-based, cognitive-behavioral model powered by the minds at Child Development Institute (CDI). SNAP® can help children, ages 6-11, and their parents learn how to effectively manage their emotions and ‘keep problems small.’ We know that because small problems can quickly turn bigger or worsening problems if a child or their parent doesn’t have effective emotion regulation, self-control or problem-solving skills. An angry outburst at school can quickly land a student in detention, suspension – or even worse – expulsion.

Common Reasons for SNAP®
Too often a parent thinks that only “bad” children need to go to counseling or a behavioral education program. That’s not always true. More often, it’s the common, everyday things happening in a family’s life that can be addressed through the SNAP® program.

How SNAP® Can Help Kids
SNAP® can help address challenges and break down barriers between parents and children through 13 weeks of gender-specific weekly group sessions. Children learn SNAP® techniques for different situations through engaging activities, including discussions, role-playing and interactive games. The sessions address a variety of topics, including dealing with angry thoughts and feelings, self-control, problem solving, and bullying.

How SNAP® Can Help Parents
The parent group meets concurrently with the SNAP® children’s group. Parents learn effective child management and SNAP® strategies. The group also provides parents with an opportunity to make connections with other parents facing similar challenges. Parents learn how to establish or re-establish a health relationship with their child. 

SNAP® Results
Research continues to show the SNAP® program relays practical tools that lead to improved life outcomes and even changes in the development of a child’s brain. Some of the impacts of this program can be seen through:

  • Fewer arguments at home
  • Improvement of parent-child relationships and emotional states
  • Reduced stress and anxiety
  • Increased overall happiness
  • Improved self-confidence

What is the Cost of SNAP®
The SNAP® program is funded through the Department of Juvenile Justice, which allows for the program to be completely free for youth and their families. SNAP® families are provided a meal at each session. Sibling care and transportation are also provided, if needed and at no charge.

After completing the 13 weeks, youth and families enjoy a special graduation celebration that allows them to reflect on how much they have progressed.

If you think your child is exhibiting problematic behavior and can benefit from the free SNAP® program, click to read more about the “Six Signs That Your Child May Have Behavioral Issues or Concerns”.

To learn more about SNAP® click HERE.

Download our free ebook!

 Six Signs That Your Child May Have Behavioral Issues or Concerns

Learn More

Top Reasons Why Parents Don’t Get Help for Troubled Kids

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Parenting is a tough job – even beyond the obvious sleepless nights, endless laundry and constant worry. It’s a job made even more difficult by the seemingly never-ending presence of people who want to tell you how you “should be” parenting your child. From your favorite eatery to your own home, they love to share how their children always had good manners, and lecture you for letting your 6-year-old negotiate a later bedtime.

Parents don’t want to be told how to parent. That’s just one of several reasons keeping some parents from seeking help or counseling for their child.

No Resources
How do you know which therapist is best for your child? Would a group program be a better option? The best place to start is your child’s guidance counselor. School counselors are a great resource of information. They are aware of available programs in your area, as well as those offered at the school, and may have previous experience with local therapists to help you find the best match.

Cost
A therapist or group therapy program can run into the thousands of dollars if your child or family attends for several weeks or months. Insurance can help, but for some families with limited policies or high deductibles, the cost can quickly add up, creating even more stress for a family under duress. 

Time and Transportation
Making the time to drive to regular appointments, often across town and during rush hour, can turn getting help into a big headache. Arranging for childcare can also be costly, and some families operate with only one car, or none at all, making it even more difficult to find consistent transportation.

The Solution May Be SNAP®
SNAP®, which stands for STOP NOW AND PLAN, is a cost-free, evidence-based, cognitive-behavioral program designed for children ages 6-11 who are engaging in aggressive, anti-social behavior and/or have come into negative contact with authority figures at school or in the community.

Experienced and highly trained staff work with each family to assess challenges and problems and develop an action plan. Session times are held based on the needs of the families and transportation can be arranged if needed. Gender-based group sessions at the Youth Crisis Center’s Jacksonville campus are held once a week for 13 weeks. Additionally, SNAP® has expanded to over 10 schools in the First Coast community, where multiple lessons are integrated into classroom settings for 45-minute sessions.

Cost and Convenience
SNAP® services are free through the Department of Juvenile Justice. SNAP® families are fed meals and sibling care is provided at no charge. Transportation can also be arranged as needed at no cost. The parent group that shares effective child management and SNAP® strategies meets at the same time as the children’s group. The group also provides an opportunity to make connections with other parents facing similar challenges.

If you think your child is exhibiting problematic behavior and can benefit from the free SNAP® program, click to read more about the “Six Signs Your Child May Have Behavioral Issues or Concerns”.

To learn more about SNAP® click HERE.

Download our free ebook!

 Six Signs Your Child May Have Behavioral Issues or Concerns

Learn More

A Graduation Like No Other

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A Graduation Like No Other

There are few things more exciting than a graduation ceremony. It represents accomplishment, achievement and an investment in a better future. For families in the Youth Crisis Center’s (YCC) SNAP® program, SNAP® graduation is a time they can reflect on how far they’ve come over the past 13 weeks, and to know they are not alone in their family goals. Sterling Hurst, the SNAP® Coordinator at YCC, finds it rewarding to see the progress the kids and their parents have made, along with the bonds they form with other families.

“When they come into the SNAP® program, they are open to see what will work to build a better relationship with their child,” said Hurst.

In early April, seven families participated in this unique graduation ceremony. Like other graduations, there were caps, gowns and diplomas, but this ceremony also had a SNAP® version of Family Feud. The children challenged the parents, answering questions based on topics learned in their SNAP® class. 

Caps, Gowns and Stories of Success

During this ceremony, diplomas were presented to both the children and their parents, along with a trophy and gift bags. The graduates then heard words of encouragement from their SNAP® facilitators about the progress they had made during the 13-week program.

“We take the time to highlight where they are and the progress they made. Some don’t realize how far they have come until we highlight the challenges they faced when they first came in the program and where they are at now,” added Hurst.

For parents who participate in the program, it’s an opportunity to take advantage of a support system. This system includes other parents who also receive SNAP® skills from professionals on communicating with their child in positive and constructive ways.

SNAP® and Schools Work Together

In many cases, school representatives work with SNAP® facilitators by referring children and their parents to the SNAP® program located at YCC. Additionally, teachers, counselors and administrators work with facilitators on getting SNAP® into their schools and classrooms. Schools are selected based on interest and availability. The program generally requires 45-60 minutes and can accommodate a minimum of five, or up to 30, students per session.

Sometimes SNAP® is Just the Start

“The SNAP® program is a process, and, in a lot of cases, 13 weeks may not be enough for a full transformation, but it does give measurable success to help them continue on the right track,” said Hurst.

For some parents, the SNAP® program is just the start of the journey to help and heal their families. Several will continue on to additional therapy sessions provided through YCC’s Outpatient Behavioral Health program.

If you think your child is exhibiting problematic or concerning behavior and can benefit from the free SNAP® program, download our FREE ebook “Six Signs Your Child May Have Behavioral Concerns.”

Download our free ebook!

 Six Signs Your Child May Have Behavioral Issues or Concerns

Learn More

What is SNAP®?

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Getting Help When Your Child Is Acting Out

New mom Octavia was excited about starting her family. She was a proud momma – to say the least – when she had her first child. Smart and sweet, her son was well behaved at church, during visits to his grandparents and when he played with friends. So, when her son turned five years old and the school called Octavia about some behavior problems, she was truly surprised. “I guess I was in denial,” said Octavia. “Every call from the school made me dig my heels in even deeper in defense of him. I even went to the school board to complain that they were falsely accusing him of being a bad kid.”

Warning Signs

That all changed when a school bus camera captured her son fighting with a school bus staff member who was trying to prevent him from jumping off the bus. Octavia was shocked. How could this be the same sweet boy she knew? Unfortunately, that was just the start. It all came to a head when he was admitted to a behavioral hospital to prevent him from hurting himself and others. It was at that low point when Octavia was told about the Youth Crisis Center’s SNAP® program.

What is SNAP®

SNAP®, which stands for STOP NOW AND PLAN, is an evidence-based program that focuses on how a child thinks, as well as why they are acting out. Developed at the Child Development Institute (CDI), SNAP® helps children and their parents learn how to effectively manage their emotions and ‘keep problems small’.

The SNAP® program is focused on children ages 6-11 who are engaging in aggressive, anti-social behavior and/or have come into contact with authority figures at school or in the community due to poor behavior. Experienced and highly trained staff works with each family to assess challenges and problems and develop an action plan. The goal is to prevent future anti-social behavior and reduce the chances of conflict with family, peers and authority figures.

The Benefits of SNAP®

Octavia credits the program with giving her son the skills to think and work through whatever was upsetting him – before it blew up into something that sent him out of control. She saw his anger and aggression decrease as he went through SNAP® and at age nine, his IQ testedas that of a 14-year-old – in the top 25 percent of Florida students. Her son was allowed to rejoin sports and developed into a star football player. Octavia says her son is about to turn 11 years old and they still employ the SNAP® techniques when he has his “moments.” “I tell him, you know what to do and you know how to put them to use,” said Octavia. “It also helped me as a parent to learn when to use consequences or a reward to get the right response.” Octavia also went through SNAP® with her other son and plans to go through it with her daughter when she is old enough. She believes every child and parent could use the skills from SNAP® to learn how to handle whatever life might throw their way.

If you think your child is exhibiting problematic or concerning behavior and can benefit from our free SNAP® program, download our FREE ebook “Six signs your Child May Have Behavioral Issues or Concerns.”

Download our free ebook!

 Six Signs Your Child May Have Behavioral Issues or Concerns

Learn More

First Coast Living Interview on World Mental Health Day 2017

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Kim Sirdevan, President and CEO of Youth Crisis Center stopped by First Coast Living on World Mental Health Day to talk with Charlene Shirk about YCC’s rebranding and focus on early trauma detection while supporting children and their families. The interview also covers ways to acknowledge and help people suffering from trauma in the workplace, which is also the focus of World Mental Health Day 2017.

 

Art Therapy

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Art therapy is defined as “…a treatment based on the interaction of the creator, the creation, and the therapist” (Freilich and Schechtman, 2010, p. 98). There are many ways to define art therapy and the definition itself is debated on across the field, along with the difference between an art therapist and a creative counselor. An art therapist has had training and has the knowledge of development through art and a creative counselor uses expressive arts incorporated into psychotherapy, but has not had proper training (Rosen & Atkins, 2014). I am a clinician, who would be classified as a “creative counselor” by this definition. I work with children every day and incorporate art assessments to help build rapport with my clients. Historically, art therapy was based off of the psychoanalytic theory, but more art therapists are started to lean towards a more humanistic model. The analysis of a client’s artwork is influenced by which theory the art therapist practices more and will determine the interpretation of the work. Art therapy assessments are meant to support or question mental health diagnoses and are meant to show visual representation of symptoms. I also use these art assessments in sessions to assist children and adolescents with expressing themselves in a visual manner, especially when a youth has a particularly difficult time finding words for their emotions. Incorporating art assessments and elements of art therapy into my practice has provided me with additional tools when assisting our youth in overcoming their challenges and providing a different medium for them to express themselves.
If you or someone you know needs help please contact the  Youth Crisis Center Hopeline at 1-877-720-0007 or the Jacksonville Youth Crisis Center at 904-720-0002.

Healthy Boundaries

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Boundaries are guidelines, rules or limits that a person can create that that teach us acceptable and unacceptable behavior.  

It’s important to set boundaries in order to communicate what you will and will not tolerate from a person or a relationship. It’s a way of setting limits in a way that is healthy and allows you to practice self-care and self-respect.

The types of boundaries I will discuss are physical, emotional and intellectual.

Physical boundaries provide a barrier between you and an intruding force, like plastic gloves protect your hands from germs.  Physical boundaries include your body, sense of personal space, and privacy. An example of physical boundary violation would be a person who gets very close to you when they talk. An immediate response would be to step back to regain your personal space. By doing this you would be sending a non-verbal message that the person invaded your personal space. If the person continued to move closer, you might protect your space by telling him or her to stop crowding you. Other examples of physical boundary violation would be inappropriate touching, looking through someone’s person mail or reading someone’s journal. There are only a few examples of personal boundary violation.

Emotional and Intellectual boundaries protect you sense of self-esteem and ability to separate your feelings from others. When you have weak emotional boundaries, you expose yourself to being affected by others words, thoughts and actions and end up feeling wounded or bruised. Examples of emotional boundary violation would be sacrificing your plans and goals in order to please others; blaming others for your problems instead of accepting your responsibility; verbal abuse; assuming other know what you feel.

Healthy boundaries allow you to protect physical and emotional space from intrusion, separate your needs, thoughts and feelings from others; and empower yourself to make healthy choices.

If you or someone you know is having issues with boundaries and needs help please contact the Youth Crisis Center Hopeline at 1-877-720-0007 or 904-720-0002.

 

Adapted by the Violence Intervention and Prevention Center from PositielyPositive.com,outofthefog.net and Boundaries: Where You End and I Begin by Anne Katherine.

Attention-Deficit/Hyperactivity Disorder and Electronics

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As an Outpatient therapist, I work with clients that come in with a wide array of diagnoses. However when I sit back and look at the clients I work with the most, the diagnosis that is most prevalent is Attention-Deficit/Hyperactivity Disorder or ADHD.

Per the DSM-V Attention Deficit/Hyperactivity Disorder has 3 subtypes: 1) predominately inattentive presentation; 2) predominantly hyperactive/impulsive presentation; or 3) combined type.

There are 9 symptoms of inattentive type:

  1. Often fails to give close attention to details or makes careless mistakes in work, school work, or other activities
  2. Often has difficulty sustaining attention in tasks or play activities
  3. Often does not seem to listen when spoken to directly
  4. Often does not follow through on instructions and fails to finish school work, chores, or other duties in the work place.
  5. Often has difficulty in organizing tasks and activities
  6. Often avoids or is reluctant to engage in tasks that required a sustained mental effort
  7. Often loses things necessary for tasks for activities
  8. Is often easily distracted by extraneous stimuli
  9. Is often forgetful of daily activities

There are 9 symptoms of hyperactive/impulsive type:

  1. Often fidgets with or taps hands or squirms in seat
  2. Often leaves seat in situations when remaining seated is expected
  3. Often runs about or climbs in situations where it is inappropriate
  4. Often unable to play or engage in leisure activities quietly
  5. Is often “on the go” acting as if “driven by a motor”
  6. Often talks excessively
  7. Often blurts out answers before questions have been completed
  8. Often has difficulty awaiting turn
  9. Often interrupts or intrudes on others

If you or someone you know is suffering from ADHD and needs help please contact the Youth Crisis Center Hopeline at 1-877-720-0007 or 904-725-6662.

“The Baby Blues”: Postpartum Affective Disturbances

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Motherhood, a role that can be described as an attainment of a woman’s true adulthood, fulfillment, and happiness. Yet, simultaneously, childbirth is regarded as a crisis in women’s lives that places them at risk for psychiatric disorders (Lee, 1997). The natural fluctuations in hormone levels that are associated with parturition are viewed as problematic. These fluctuations are believed to be the cause of postpartum affective disorders despite the fact that there is little evidence of a direct causal link (Llewellyn, Stowe, & Nemeroff, 1997; Nicolson, 1998).

 

There are three types of postpartum psychiatric disorders that are recognized. The most common, and least severe, is known as the maternity or baby blues. Between 50 and 80 percent of new mothers are believed to be affected by the baby blues, the symptoms of which are irritability and tearfulness that last for about two weeks after the birth. Postpartum depression affects approximately 10 percent of new mothers. Its symptoms include sadness and crying, self-blame, loss of control, irritability, tension, anxiety, and difficulty sleeping; the symptoms can last six months to one year after the birth. Postpartum psychosis, which can occur anytime during the first two weeks after the birth, affects the fewest women (about .1 to .2 percent). Women diagnosed with postpartum psychosis experience hallucinations and delusions that typically involve their infants (Cox, 1986; Whiffen, 1992).

 

Postpartum depression is the focus of most of the scientific and clinical literature (Johnston-

Robledo, 2000). Although some researchers (Nicolson, 1998; Whiffen, 1990) argue that there is no convincing evidence for postpartum depression as a clinical entity separate from depression at other times in women’s lives, it is recognized as a separate category in the DSM-IV (American Psychiatric Association, 1994). Among the justifications for its inclusion are that women who are at the highest risk of the diagnosis are those who have a family history of depression (O’Hara, Schlechte,Lewis, & Varner, 1991) and those who were depressed during their pregnancies (Graff, Dyck, & Schallow, 1991).

 

Researchers and clinicians can find ways to utilize their expertise to provide resources and educational opportunities for new mothers. For example, perinatal care is currently focused primarily on the physical aspects of childbirth. If a mental health component were routinely provided, it would give women opportunities to discuss their emotional states (Maunther, 1993). If longer maternity stays at hospitals were possible, nurses could make use of the time to provide additional education about postpartum adjustment and encourage women to discuss their feelings with other new mothers in the hospital.

 

We as counselors, case workers, victum advocates, psychiatrists, and psychologists can and should apply our skills to conduct research on postpartum adjustment in more diverse groups of women, to write for the popular press or suggest stories and angles to journalists, to lobby for longer maternity hospital stays and paid maternity leaves, to educate medical and nursing practitioners, and to offer to work in partnership with childbirth educators. New mothers need more and better sources of information about their experiences, and feminist professionals should take steps to help provide them.
If you or someone you know is suffering from Postpartum Depression and needs help please contact the Youth Crisis Center Hopeline at 1-877-720-0007 or 904-720-0002.

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