Archive for the 'Teen Adolescent Counseling in AZ' Category

child Teen adolescent Family counseling Phoenix, Scottsdale, Mesa, Ahwatuke Arizona.

Tuesday, May 20th, 2014

Life transitions, romantic boy friends and girlfriends, stress, grades, family issues, and exposure to drugs and alcohol are just a few of the challenges facing teens and young adults.

Keep the lines of communication open. If your child is away at college or has moved out, speak regularly by phone. Adolescents and children should know that they can talk to you about anything. Be committed to discussing tough topics. Talk about your own experiences and fears when you were an adolescent and child.

Look for mental health red flags: such as excessive sleeping, personality shifts, excessive moodiness, noticeable weight loss or gain, excessive secrecy or signs of self-harm. Isolating in bedroom, playing video games all day, suicidal thoughts, loneliness, crying a lot, irritable mood, stuffing emotions, lack of communication, drug and or alcohol use, grades are dropping, and more. These are just a few red flags that our child or teen needs professional help. A parent should take a child to an expert-professional that works with children, teens., and families for an assessment.

Parent’s can limit teens’ stress. Don’t encourage them to take on excessive time-consuming extra-curricular activities. Avoid comparing your children. Every child has his own strengths. Your child should not be watching TV or playing video games more than one hour per day.

Encourage your child to participate in daily activities that involve exercise: dance, basketball, weights, biking, hiking, walking. This is vital for stress management and mood regulation.

Role modeling healthy habits is important and vital. If you want your child to talk in a calm tone you must talk in a calm tone. If you want your child to not touch, push, or be aggressive with siblings you must parent in a gentle manner without physical aggression. If you want your child to get out of the house and exercise you must do so on a regular basis.  If your child iis eating unhealthy foods you must eliminate unhealthy foods from the home and cook healthier foods to assist your child.

Teaching children and teens life coping skills, social skills, mood regulation skills, problem solving and more is vital so your child can be successful and healthy for life.

Child Teen Family Behavior Counseling Counselor Therapist Phoenix, Scottsdale, Ahwatukee, Chandler Arizona

Monday, February 3rd, 2014

A great article from Az Republic on Behavior Changes in school. As the teachers spend more time on healthy behaviors there has been a huge improvement in school behaviors. Specific goals in relationship to behavior is vital as well as specific rewards and consequences. Behavior can change at home as well with parenting tips and counseling that works with parents as well as the child.  has expertise in working with the child, teen and family to create desired change. You can read testimonials from Physicians, Parents, and more in relation to defiant behavior, unmotivated children, depressed children, angry children, ADHD and ADD children and teenagers, Aspergers children and anxiety, autism and much more. A gentle strength based approach is used with a wide variety of tools, games, sports, talking an more.

At the start of the school year, officials decided that suspensions for series of minor offenses like roughhousing in hallways, dress-code violations, class disruptions and tardiness were hurting the academic performance of too many students. So they asked the district’s 82 principals to come up with new discipline plans that aim to eliminate suspensions except for students who possess drugs, alcohol or

Last semester, suspensions were down nearly 60 percent: 79 compared with 193 a year ago. Suspensions for attendance problems like tardiness dropped from 13 to two.

“While suspensions may address the behavioral or social success of students, it does so to the detriment of their academic success,” said Bruce Cox, the associate superintendent who is leading the effort to keep students with minor behavior problems in school. “We want students in the classroom.”

Cox noted that while schools are not given negative ratings by the state for suspending large numbers of students, if students miss too many classes and don’t understand the material, a school’s AIMS scores and state letter grade can go down.

Mesa’s initiative reflects a national trend toward keeping difficult kids in class. In mid-January, U.S. Secretary of Education Arne Duncan released a report about “out of school suspensions” and guidelines for preventing them. Duncan said his research found that nationally as many as 95 percent of out-of-school suspensions were for minor, non-violent class disruptions, such as tardiness.

Duncan has called for schools to develop concrete lists of expectations for behavior and to make sure students and their parents understand them. He also has called for “clear, developmentally appropriate and proportional consequences” when rules are broken. His final guideline is to remove students from class only as a last resort.

Principal Susan O’Brien said that when she became head of Kino in 2011, she set out to change the culture of what she viewed as a troubled school.

O’Brien said teachers are required to make sure all their students know the rules during the first three days of school. In addition, they teach students things like “quiet signals” that are used before students get too noisy and out of hand.

A popular signal is “the waterfall” — a moment when all students sit in their seats, face the teacher and make waterfall sounds and gestures with their hands.

“The mission is to prevent problems, not to just react to them,” she said.

O’Brien said that when she arrived at Kino, one of the first things she noticed was that the walls were stark white. None had the murals or student artwork found at most schools.

“I believe they thought it was easier to paint over graffiti if they just kept the walls white,” she said.

This year, the walls are covered with murals with such messages as “There is no telling how many miles you will run while chasing a dream” and “Even if you are on the right track, you will still get run over if you just sit there.”

“It was a good opportunity to change the school culture. Now we have a place that is kid-friendly and a place that kids want to be,” O’Brien said.

“There were a lot of fights at my old school, but this school is calm,” said Jesus, the formerly unruly student.

Jesus and O’Brien both acknowledge that his behavior still isn’t perfect. He is one of several Kino students who carry a daily “behavior plan” sheet from class to class. Teachers sign the sheet to confirm that Jesus was in his seat by the bell, turned in his homework and followed classroom rules.

At the end of the school day, Jesus shows the behavior plan sheet to a “mentor teacher.” If there are negative comments on it, he stays for 10 minutes to discuss ways to improve his behavior.

“We do a million things now before (the punishment) gets to the level of an out-of-school suspension,” O’Brien said.

Some students who might have been sent home for bad behavior a year ago, for instance, are removed from class and still do schoolwork in a “quiet room.”

“It’s a sterile environment, and kids don’t want to be there,” O’Brien said. “They don’t like the isolation.”

Dobson High School has reduced its suspensions by 45 percent this year: 119 compared with 216 during the first semester last year.

Students who last year would have been sent home and missed class entirely for bad behavior are allowed to attend a four-hour after-school program during which they can complete their classwork.

“Suspending students and having them miss class was almost like a double punishment,” said Dora Samson, the assistant principal who directs the program

Articles are not to be taken as a substitute for professional advice or counseling.