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Using the right strategies to manage your child’s behaviour can make everyday routines much smoother and more enjoyable for everyone. Parent Management Training (PMT) is a proven, research-backed approach that helps parents encourage positive behaviours in kids aged 3 to 12. Whether you’re looking to make mornings smoother or calm down bedtime routines, the eight tips below (mainly based on PMT) offer practical strategies to guide your child’s behaviour while also supporting their emotional and social growth. Tip 1. Label and Praise Appropriate Behaviour Instead of focusing on what you don’t  want your child to do, try highlighting and praising the behaviours you do  want to see. Positive reinforcement is a key strategy in PMT because it encourages children to repeat desirable actions. The trick is to use specific, labelled praise. For example, instead of saying “Good job” when your child is not yelling, say, “I really like the way you’re using a calm voice.” The more often you name and praise specific behaviours, the more likely your child will repeat them. Try to limit phrases like “Don’t…”, “No…”, or “Stop…” as these can lead to frustration. Focus instead on using positive instructions and reinforcing your child's strengths. Tip 2. Give Brief and Direct Instructions Keep your directions short and to the point. Use “effective commands” that are simple and clear, avoiding long explanations, as these can cause confusion and make it harder for your child to stay focused. For example, say exactly what you want them to do in a calm, firm tone, and make eye contact when speaking. Examples include: “Put your shoes on, please” instead of "Can you please put your shoes on?" “Look at me when I’m speaking” instead of "Let's look at me when I am speaking." After giving instructions, pause to ensure your child processes what you said before adding more information. This approach helps them know exactly what’s expected without feeling overwhelmed. Tip 3. Set Clear Expectations Children respond well to clear and consistent expectations. Establish simple rules that are stated in a positive way, such as “Treat others with kindness and use polite language” instead of  “Don’t be rude to others” or “Finish your chores before screen time.” Stick to routines as much as possible to provide structure and predictability, which reduce anxiety and misbehaviour. If changes are necessary, give your child a heads-up with a quick “Just so you know, tomorrow we’ll be going to the dentist after school.” Tip 4. Try Not to Yell Yelling often escalates behaviours and makes it harder to manage the situation. If your child is yelling or upset, respond with a calm and firm voice. Model the calm behaviour you want to see. Take a deep breath, lower your tone, and state your expectations clearly. This approach helps reduce power struggles and teaches emotional regulation. Tip 5. Be Consistent and Follow Through on What You Say Being consistent is one of the most important strategies for effective parenting. In PMT, consistency is all about following through on what you say—whether it’s a promised reward for good behaviour — like earning extra screen time for finishing homework— or a consequence for not following the rules — like losing play time if chores aren’t done. When children know you mean what you say, it builds trust and helps them understand boundaries. However, be aware to avoid the "Big Consequence" trap. It’s easy to promise big consequences in the heat of the moment when we’re feeling overwhelmed or frustrated. Statements like, “You’re grounded for a month!” might slip out, but they’re often unrealistic and hard to enforce. When we don’t stick to what we say, it sends mixed messages and can undermine our authority. So, what can you do? If you’re feeling stressed and tempted to make a big statement, try taking a quick break before responding. Use that moment to ensure you’re thinking with your “rational brain” instead of your “emotional brain.” This way, you’ll choose a consequence that’s both reasonable and enforceable. Tip 6. Share Parenting Responsibilities Using the “Tag Team” Approach When one parent feels overwhelmed or needs a break, have a signal for the other parent to step in (e.g., a subtle wave, a code word, or a wiggling pinky finger). This “tag team” approach helps prevent burnout and ensures consistent responses. Supporting each other in this way also models positive teamwork and problem-solving skills for your child. Tip 7. Teach the “I” Message Strategy Help your child express themselves and solve problems using “I” statements:- I feel… (emotion)- When… (describe the problem)- I would like… (desired solution). For example: “ I feel upset when my toys are taken without asking. I would like it if you ask first.” This approach encourages children to constructively express their emotions and needs, reducing the likelihood of acting out. Tip 8. Focus on What You Can Control PMT highlights an important concept: while you can’t control your child's behaviour, you can  control how you respond to it. Instead of asking yourself, “How do I make my child stop doing this?” try reframing it to, “What can I do differently to manage this situation?” This shift in perspective helps you approach challenging behaviours calmly and more effectively. Use Forced Choices to Encourage Cooperation One effective strategy when your child is resisting a request is to offer a “forced choice,” which provides them with a sense of control while still keeping you in charge. For example, if your child is refusing to get dressed, try saying, “You can choose to wear your blue shirt or your red shirt today. Which one would you like?” This technique helps avoid power struggles, reduces defiance, and increases the chance that your child will cooperate because they feel empowered to make a choice. Respond, Don’t React If your child still doesn’t follow through with a request, avoid repeating yourself or raising your voice. Instead, calmly give them one reminder, then step back. If they continue to resist, walk away and apply a fair consequence that was previously discussed, such as losing a privilege or postponing a preferred activity. Staying calm and consistent is key to showing your child that actions have predictable outcomes. All Feelings Are Allowed, But Not All Reactions Let your child know that it’s okay to feel any emotion—they can feel sad, angry, or frustrated—but it’s not okay to express those feelings in inappropriate ways, like yelling, arguing, or hitting. By talking about how all  feelings are okay, but some reactions aren’t, you’re teaching your child that they can take control of how they respond rather than how they feel. To help them handle overwhelming emotions, offer simple strategies like taking a break, using words to say what’s bothering them, or asking for help. This teaches them healthy ways to cope with their feelings. Communicate Consequences in Advance Before challenges arise, be clear about what will happen if your child crosses the boundaries you’ve set. For example, you can say, “If you choose to yell or argue, you’ll need to take a break in your room.” When children know what to expect, it reduces arguments and makes them feel more in control of their choices. Final Thoughts Change takes time, so celebrate small successes and be patient with yourself and your child. Effective behaviour management is about building a positive and respectful relationship while teaching healthy boundaries. You’re not alone on this journey—keep up the great work! If you want to learn more about resources or free coaching on this technique, check out: ​ ​ ​ Confident Parents: Thriving Kids – Behaviour : The Canadian Mental Health Association in BC offers a free coach-based program to help parents support their children aged 3-12 with behavioural difficulties. ​​ Everyday Parenting: The ABCs of Child Rearing  (by Dr. Alan Kazdin): This free course developed by a leader in the field provides a toolkit of behaviour-change techniques that will make your typical day in the home easier as you develop the behaviours you would like to see in your child.  ​ Collaborative Problem-Solving Approach  (by Dr. Ross Greene): Rather than focusing on kids' concerning behaviours (and modifying them), CPS helps kids and caregivers solve the problems causing those behaviours. Beacon Psychology Parenting Resources : This selection of resources is designed to support parents in navigating various challenges and fostering healthy family relationships. About the author:  Dr. Juliana Negreiros   is a registered psychologist and the founder of Beacon Psychology Clinic. For more than a decade, she has worked closely with parents to help them navigate challenges and create a supportive environment that fosters healthy development and emotional well-being for their children.

Creating good habits can feel overwhelming, especially when you’re juggling school, friends, hobbies, work or other responsibilities. Whether it’s improving your study habits, staying organized, or managing everyday tasks, forming habits that stick doesn’t have to seem impossible! Have you heard about James Clear's popular book  Atomic Habits ? This book is full of simple, easy-to-implement tips to help you build habits that actually fit into your busy life. If you don’t have the time or energy to read the whole book, No worries—here’s a quick summary of the key points so you can get started right away! 1. Make Your Habits Obvious One of the best ways to build good habits is by making them super clear and easy to spot. Know Your Good and Not-So-Good Habits : Start by writing down a list of what you currently do each day, from when you wake up to when you go to bed. Make sure you include both the good and bad habits. Knowing your habits helps you figure out what’s working and what needs to change. Create Clear Plans For Good Habits : Be specific, indicating what, where, when, and for how long you will perform the activity. Instead of saying, "I’ll study more," make a clear plan, such as, “I will study (behaviour) for 20 minutes (duration) after dinner (time) at my desk (location).” Instead of saying, “I’ll work out more,” make it specific: “I will go for a 15-minute walk (behaviour) every day after school (time) in the park (location).” Instead of saying, “I’ll eat healthier,” make a clear plan: “I will eat a piece of fruit (behaviour) with breakfast (time) every morning in the kitchen (location) .” Instead of saying, “I’ll sleep earlier,” say: “I will turn off all screens (behaviour) 30 minutes before bed (duration) every night at 10 p.m. (time) and read a book (location: bedroom).” Stack Habits Together : Link a new habit with something you already do (current habit). For example: "After brushing my teeth at night (current habit), I’ll pack my school bag for the next day (new habit).” "After I finish dinner (current habit), I’ll wash the dishes immediately (new habit)." "Once I get home from school (current habit), I’ll immediately do my math homework for 20 minutes (new habit)." "After I finish my workout (current habit), I’ll spend 5 minutes stretching to cool down (new habit)." 2. Make It Attractive If a habit seems fun or rewarding, you’re more likely to stick with it. Pair Fun with Tasks : Combine something you enjoy (reward) with a habit you want to build (habit). For example: “After I finish my homework (habit), I can watch an episode of my favourite show (reward).” "After I finish reading for 20 minutes (habit), I can play video games for 30 minutes (reward)." "Once I clean my room (habit), I’ll go hang out with my friends or go out for a treat (reward)." "After I practice my guitar for 15 minutes (habit), I’ll spend some time scrolling through social media (reward)." Join a Supportive Group : Hang out with friends who have good habits, like a study group or a sports team. When you’re around people doing the same positive things, it’s easier to stay motivated. For example: If your friends are dedicated to studying after school, you’ll be more likely to study, too. If they play sports regularly, it’ll motivate you to stay active as well. 3. Make It EasyBuilding better habits The easier it is to start a habit, the more likely you’ll follow through. Remove Obstacles : Set yourself up for success by preparing your space. For example: Have all your study materials ready at your desk so it’s easy to start homework. If you want to work out in the morning, set out your workout clothes, shoes, and water bottle the night before so you’re ready to go as soon as you wake up. If you want to eat healthier snacks, remove junk food from your room and keep a bowl of fruit or healthy snacks within easy reach. If you want to practice an instrument, make sure your guitar or piano is easily accessible and not tucked away so you can start practicing without the hassle of setting up. Start Small : Don’t try to do everything at once. Start with something easy like “I’ll read for 5 minutes a day.”  Once you’ve built that habit, you can gradually increase the time. Other examples include: “I’ll do 5 minutes of stretching or light exercise each day.” Once it becomes part of your routine, you can increase the duration or intensity. “I’ll study one subject for 10 minutes after school.” As you get used to it, extend the study time or add more subjects to review. “I’ll drink one extra glass of water each day.” Once this becomes easy, you can gradually add more healthy habits, like including a fruit or vegetable with each meal. 4. Make It Satisfying Getting some kind of reward or seeing progress can help keep you going. Reward Yourself : Give yourself small rewards when you stick to a habit. Whether it’s a snack, free time, or a break with friends, rewarding yourself helps reinforce the habit. Track Your Progress : Use a habit tracker or an app to see how far you’ve come. Watching your progress grow can keep you motivated! Final Thoughts Building good habits takes time and patience, but it’s totally possible. Start small, stay consistent, and don’t be too hard on yourself. Even small changes can add up to something big over time. Stick with it, and soon, those habits will become part of your routine!   Dr. Juliana Negreiros   is a registered psychologist and the founder of Beacon Psychology Clinic. Throughout her career, she has worked towards empowering young people by helping them build meaningful and fulfilling lives.

We know that supporting children in developing good habits can sometimes feel overwhelming. Whether it's helping your child keep up with homework, pitch in with chores, or build healthy routines, it can be tough to create habits that stick. However, there is good news! It’s possible to guide your child toward better habits using simple strategies! Based on the principles from Atomic Habits  by James Clear, we’ve compiled some easy-to-follow tips to help your child succeed. 1. Make It Obvious The first step in helping your child build good habits is making those habits easy to see and understand. Notice Their Habits:  Start by writing down what your child does regularly, both the good and not-so-good habits. This awareness is the first step to making changes. You might think about things like: Does my child grab their phone or play video games right after school? How do they start their morning – by brushing their teeth or eating breakfast? Do they tidy up their room or leave things out? Do they get started on their homework right away, or do they tend to put it off? Create Specific Plans : Help your child make clear, simple plans for their new habits by identifying what  they’ll do (the behaviour), when  they’ll do it (time), how long  they’ll do it (duration), and where  they’ll do it (location). Here are some examples: “I will pack my backpack (behaviour) before bed (time) in my room (location).” “I will do my homework (behaviour) right after dinner (time) at the kitchen table (location).” “I will read (behaviour) for 10 minutes (duration) after breakfast (time) on the couch (location).” “I will set the table (behaviour) when mom starts cooking (time) in the dining room (location).” “I will walk the dog (behaviour) at 4 PM (time) around the block (location).” Stack Habits Together : Help your child build new habits by connecting them to something they already do (a current habit). Here are some examples: “After brushing my teeth (current habit), I will put my clothes away (new habit).” “After putting on my shoes (current habit), I will grab my backpack (new habit).” “After turning off the TV (current habit), I will tidy up the living room (new habit).” “After closing my homework book (current habit), I will prepare my snack for tomorrow (new habit).” “After coming home from school (current habit), I will read a chapter in my book (new habit).” 2. Make It Attractive If a habit feels enjoyable, your child is more likely to keep doing it. Here’s how you can make habits more appealing: Pair Fun with Necessary Tasks:  Connect a fun activity with a new habit. For example: “After I clean my room (new habit), I can watch my favourite show (fun activity).” “After I finish my homework (new habit), I can play video games (fun activity).” “After I do 10 minutes of reading (new habit), I can play outside (fun activity).” “After I do my chores (new habit), I can call my friends (fun activity).” “After I practice the piano (new habit), I can play with my pet (fun activity).” Join a Supportive Group:  Encourage your child to be around friends with similar good habits. For example: Join a study group with friends who are motivated to do homework. Sign up for a team sport where regular practice is a habit. Start a reading club with friends where they read together weekly. Spend time with friends who are working on similar school projects. Have a “clean-up challenge” with friends to tidy up their rooms at the same time. 3. Make It Easy The simpler a habit is to start, the more likely your child will stick with it. Reduce Barriers : Make it easy for your child to do the right thing. For example: Set up a study area that has everything they need for homework. Prepare gym clothes the night before so they’re ready to go in the morning. Have a packed lunch ready in the fridge so it’s easy to grab for school. Keep a book next to their bed to encourage nighttime reading. Put a calendar in their room to remind them of upcoming tasks. Start Small :  Begin with small, easy tasks before adding more time or responsibility. For example: Start with 5 minutes of reading at bedtime each day. Review one page of homework before moving on to assignments. Practice 2 minutes of meditation before sleeping. Organize one drawer in their bedroom each day. Write one sentence in their journal each night. Take a short walk after dinner daily. 4. Make It Satisfying Children respond well to rewards and praise, which helps motivate them to keep going. Reward Effort : Praise your child or give them small rewards when they complete a habit. Positive reinforcement can make a big difference! For example: Give them praise or high-fives when they finish their chores. Offer a treat or special activity after a week of completed homework. Allow extra screen or reading time when they finish a task early. Let them choose the family movie night after helping around the house. Create a reward jar where they earn tokens for each habit completed. Track Progress : Use a sticker chart or habit tracker to show your child how far they’ve come. For example: Make a star chart to track completed daily tasks. Use a calendar to mark off the days they practice a skill, like reading. Create a habit tracker with colourful stickers for each goal. Track their progress with checkmarks for every day they clean their room. Use a whiteboard to write down their weekly accomplishments and goals. Final Thoughts Building lasting habits takes time, but with these easy strategies, you can help your child create positive routines that will benefit them—and your family—in the long run. Remember, consistency is key! Even small changes, done regularly, can make a big difference over time. About the author: Dr. Juliana Negreiros  is a registered psychologist and the founder of Beacon Psychology Clinic. She has dedicated most of her career to supporting young people's learning and mental health, helping them thrive both in and out of school.

For most of my career, I have been working with children and youth with Obsessive-Compulsive Disorder (OCD). OCD is more common in students than many realize, affecting approximately 2% of the population. This neuropsychiatric illness often begins in childhood and has significant consequences in students' lives, affecting not only their academic but also family and social functioning. As parents and educators, understanding OCD and implementing effective support strategies is essential to helping these students thrive. Both my PhD and post-doctoral research focused on better understanding how youth with OCD function at school. I spent over 8 years conducting standardized testing and collecting survey data on hundreds of kids with OCD, their siblings, and those without such a diagnosis (called "healthy controls"). This work was extensively supported by the Provincial OCD Program at the BC Children's Hospital and would not have been possible without the outstanding guidance of Dr. Evelyn Stewart. The findings from these studies, along with prior research, highlight several factors that are crucial for understanding and supporting OCD in schools. The Impact of OCD on School Life Students with OCD face unique challenges that can affect their academic performance and behaviour in the classroom. School avoidance, refusal, and lower academic achievement are common (Geller et al., 1998), so it's important for educators to recognize and address these problems quickly. Academic difficulties are often most noticeable in high school, though some improvement might be seen in college (Pérez-Vigil et al., 2018). These students may also struggle with math (Negreiros et al., 2018) and have difficulties with executive functions (Negreiros et al., 2019; Snyder et al., 2015) and social interactions (Storch et al., 2006). Executive function is a set of skills that help our brains get things done, and it's been widely studied in kids with OCD. Many studies show that children with OCD have more trouble with planning, working memory, cognitive flexibility (switching between tasks or thoughts), and inhibitory control (suppressing inappropriate behaviours or responses) compared to their peers. My dissertation research found that both students with OCD and their siblings struggle with planning (Negreiros et al., 2019). Schools and families might consider providing extra support to help these kids achieve their goals. This could include using organizational tools (like planners and automatic reminders), supportive strategies (like breaking tasks into smaller steps and setting priorities), and skill-building exercises (like time management techniques such as the Pomodoro method). Recognizing OCD in the Classroom OCD can manifest in ways that might be misunderstood as daydreaming, misbehaviour, or lack of interest. Students might seem distracted, engage in repetitive behaviours, or appear excessively concerned about cleanliness, order, "bad thoughts," or doing their work in a "just right" way, taking much more time than needed to complete activities or show their true potential. Understanding these behaviours as symptoms of OCD, rather than simple defiance, inattention, or boredom, is the first step in providing effective support. Building a Supportive Environment Creating a supportive environment for students with OCD starts with knowledge and awareness. Educators should familiarize themselves with OCD symptoms and their impact on students' lives. The following resources can be helpful to start the knowledge-building process: Anxiety Canada: https://www.anxietycanada.com/ OCD Education Station: http://www.ocdeducationstation.org/ OCD in Schools from IOCDF: https://anxietyintheclassroom.org/ OCD at School from ADAA: https://www.adaa.org/understanding- anxiety/obsessive-compulsive-disorder/ocd-at-school/hidden-symptoms OCD in Schools Handout that I created for schools: https://www.anxietycanada.com/downloadables/identifying-and-supporting-students-with-ocd-in-schools/ For books, here are some suggestions: Students with OCD: A Handbook for School Personnel (by Adams) Teaching Kids with Mental Health and Learning Disorders in the Regular Classroom: How to Recognize, Understand and Help Challenged (and Challenging) Students Succeed (by Cooley) Teaching the Tiger: A Handbook for Individuals Involved in the Education of Students with Attention Deficit Disorders, Tourette Syndrome or Obsessive-Compulsive Disorder (by Dornbush & Pruitt) Effective Communication and Collaboration Open communication and collaboration between home and school are vital. In fact, one of the studies I led showed that when families disclosed their child’s OCD diagnosis to the school, such disclosure had positive outcomes for their child (Negreiros et al., 2022). Thus, the collaboration between educators, families, and mental health professionals is likely to foster a more understanding and supportive classroom atmosphere. To achieve this, establish a communication system that ensures everyone under the student's care is on the same page regarding their needs and progress. In addition, collaborating with mental health professionals specialized in pediatric OCD to develop individual educational plans (IEPs) can improve the student’s ability to manage their symptoms at school. Practical Classroom Strategies Implementing practical strategies in the classroom can greatly assist students with OCD. Consider using a prearranged signal system that allows students to discreetly indicate when they need help managing their symptoms or need a break. Designating a safe person and a safe place for students to go when they are struggling can provide immediate relief and support. Additionally, providing temporary accommodations, such as extra time for assignments or a quiet space for tests, can help students manage their workload without feeling overwhelmed. If you want to learn more about why accommodations for students with OCD (and anxiety) should be temporary, check out this Podcast, where I provide the rationale for it. Celebrating Progress Finally, it’s important to celebrate the successes and progress of students with OCD. Recognizing and acknowledging their efforts in managing their symptoms can boost their confidence and motivate them to keep striving. Creating a positive and supportive school environment not only helps students with OCD but also enriches the entire classroom community. Last Words Supporting students with OCD requires a comprehensive approach that includes understanding the disorder, fostering open communication, and implementing tailored strategies. By working together, educators, parents, and mental health clinicians can create a nurturing environment that helps students with OCD thrive both academically and socially. Let's embrace the opportunity to make a meaningful difference in these students' lives, ensuring they feel supported and understood every step of the way. About the author: Dr. Juliana Negreiros is a registered psychologist and the founder of Beacon Psychology Clinic. She has dedicated most of her career to supporting young people with OCD and anxiety.

Increasing research has proved that good and consistent sleep is essential for human beings to function. While some believe that closing their eyes for some hours during the night is enough, we know that our bodies need a certain amount of quality sleep to recharge and maintain our well-being. This article will give you the top 5 tips to improve your or your child’s sleep. Modern life brings lots of brain stimulation, distraction, and stress. Having busy and variable schedules, not following a consistent routine, and spending too much time on screens can affect how well we sleep. In particular, some brains have a harder time turning their systems off when it’s time to sleep, which can have many negative consequences. Insufficient sleep negatively affects our mental and physical health, increasing risk-taking behaviour and our ability to cope with stress. In contrast, consistent quality sleep helps us to manage our emotions, regulate stress, focus better, maintain a healthier diet, and manage daily activities. Therefore, it is important for all of us to sleep well. According to the Government of Canada’s website, children aged 5-13 years old should be getting about 9-11 hours of sleep per night. Those aged 14-17 years old need about 8-10 hours, and adults at least 6 hours of sleep every night. However, new research published in November 2023 suggests that having a consistent sleep schedule is more important than getting a certain amount of sleep every night. This means that sleep regularity, or the day-to-day consistency of sleep-wake timing, is better for certain aspects of our health than sleep duration. Below are our top 5 tips on how to make quality sleep part of your routine. Tip 1: Go to bed at the same time and wake up at the same daily, including on weekends, as much as possible. Your body will get used to it, and this will become automatic. The more you maintain similar sleep times between days, the better your sleep regularity and, consequently, the more positive health outcomes you will experience. Tip 2: Practice sleep hygiene. This means establishing simple daily routines and making sure that you have a cozy and comfortable bedroom environment. Thus, create a relaxing space before bedtime to help you doze off. For example, reduce the stimulation in your room by dimming the lights and lowering the noise around you. Also, make sure that the temperature is cool (18-21 degrees Celsius). Tip 3: Avoid ingesting caffeine from the afternoon on (chocolate, coffee, some teas, soft drinks etc.) and stop exercising at least 2 hours before bedtime. Tip 4: Turn off all screens at least 1 hour before bed. Phones must be kept outside of the bedroom all night. Tip 5: Your bed should be used only for sleep (and some adult activity if you are older). For some, reading in bed is also okay. However, if you want to watch TV, play video games, use your phone or do your homework, you must do it elsewhere. Wait! What if the Tips above don’t work? Firstly, you will likely have to practice the above every day for at least 3-4 weeks to start noticing some improvements in your sleep quality. Also, if you have certain medical conditions, your sleep may be impacted, and you will need more specialized support. However, for most people, there will be nights that you will have a harder time falling asleep. That’s expected! So, if after being in bed for 20-30 minutes you still cannot sleep, get up and do something very boring like reading a tedious history book or listening to a monotonous podcast. Alternatively, you can use a mindfulness app like Headspace, CALM or Smiling Mind, which has specific meditations, sleep stories, or calming music and sounds that help you sleep. Also, if you notice that instead of falling asleep, your worries or thoughts about life circumstances or responsibilities are keeping you awake, get up, write them all down, have some warm de-caffeinated drink, and go back to bed. If your sleep difficulties persist despite trying to establish a consistent sleep routine, I suggest you consult with a medical doctor or health specialist who can provide you with more support. I hope you find these Tips helpful and look forward to bedtime. Sweet dreams. Happy 2024! Warmly, Dr. Juliana Negreiros, R. Psych. Dr. Juliana is the clinic director and a Registered Psychologist passionate about mental health who works as a clinician, researcher, supervisor, trainer, consultant, and public speaker. Her clinical approach is grounded in research and based on individual and family Cognitive-Behavioural Therapy (CBT) and Acceptance and Committed Therapy (ACT). ​

The fear of death is a common experience that humans have. It can vary from person to person as they respond to the realization of their own mortality and its inevitability in different ways. Some people may react by being more introspective and questioning about life's meaning and values. Others may respond with denial, avoidance, anxiety, or depression. When such fear becomes too intense, occurs frequently and starts to affect one’s daily functioning, like their ability to sleep, pay attention, or engage in meaningful actions, it may be s sign that this fear has now become a problem. Regardless of whether fearing death has come up in your life or become problematic, it is worth exploring some of its roots as well as the approaches and tools that might help to cope with it if it starts getting in the way. - How does fear of death show up in mental health conditions? Interestingly, fear of death is a common thread present in many mental health disorders. These include specific phobias (such as tanaphobia or agoraphobia), certain Obsessive-Compulsive Disorder (OCD) compulsions (like washing hands, checking to make sure you’re safe or you didn’t leave the stove on), health anxiety and panic disorders. Research has shown that although the fear of death is a central component of these conditions, frequently, this fear is not addressed in the treatment. For example, when engaging in exposure exercises derived from Cognitive Behavioural Therapy (CBT), one might tackle the fear of heights by gradually visiting a building and exposing oneself to higher altitudes within the building little by little. Nonetheless, often there are no conversations or exposures around the core fear of dying if they were to fall off the building. Thus, asking yourself the question about what the core fear is and addressing the root of the worries can be very helpful and guide the treatment course toward positive results. - What helps us face the fear of death and what does not? Research tells us that there are a few factors that contribute to the fear of dying, including early experiences of death, grief and loss, and intergenerational trauma. There are also certain elements that exacerbate them, such as feelings of meaninglessness and isolation. Generally, engaging in avoidant behaviours related to (a) things that remind us of death, such as cemetery, films, conversations, thoughts, and sleep) or (b) things perceived to have an increased risk of death, such as germs, flying, certain foods, or heights can be problematic. In addition, reassurance seeking, hypervigilance to physical sensations and compulsive behaviours (checking, tapping, rituals or repeating phrases) increases the fear of death. Research suggests what helps us face the fear of death is to develop a more neutral acceptance of it. Thus, in addition to making room for thoughts and feelings associated with death, we provide you below with some examples of actions you can take to better manage these worries: 1. striving for achievement and self-esteem (through academics, sports or arts) 2. engaging in health-conscious behaviours (like exercising, wearing sunscreen, sleeping well) 3. participating in activities that offer a sense of meaning (such as volunteering or being in nature) 4. being part of a value-driven movement or cause (e.g., related to religion or environmental initiatives) 5. attempting to build a legacy (like creating a photo album or recording a song) - What are the treatment approaches that work? CBT has proven to be the most effective intervention to treat fear of death. In particular, exposure work, cognitive restructuring, and acceptance have shown to be the treatment components that have the largest efficacy across studies. Below are some examples of each CBT component: 1. Examples of exposure exercises to help people get used to the fear and maybe leave it in the background: Reading obituaries Discussing end-of-life preferences Pretending to organize your funeral (including a music playlist for that day), Visualizing your death (and maybe writing down a story about it) 2. Examples of cognitive restructuring to help thoughts become more realistic and less scary: Targeting unhelpful thoughts such as: “Death will be painful, lonely and scary” Being aware of those thoughts and identifying the thinking traps in place (e.g., catastrophizing, fortune telling, discounting the positive) Asking some of the following questions to cognitively challenge the thought: What evidence do I have for and against that thought? What would you tell a friend to help them if they had that thought? Are you worrying about an outcome that you can't control? Is there any point in this type of worry? What good things would you gain if you gave up the thought? How would your life be different if you didn't believe the thought? Embracing uncertainty and using coping statements. For example: “I can’t predict nor control how my death will be. Regardless of what happens, I will cope with it in the moment surrounded by the people who love me.” Acceptance and Commitment Therapy (ACT) also offers some tools to reframe your relationship with death through acceptance. Below are some ideas to help you make room for these thoughts: Normalize death: engage in open conversations about this with people around you, attend a death cafe, listen to podcasts and watch videos or movies related to death. Lighten attitudes towards death: Play games about death, such as death deck or listen to music on this topic. Reframe the death fear as an opportunity to make the most of the “now”: watch videos or do this interesting exercise: draw a line on a piece of paper, with one end representing your birth and the other representing your death. Put an X on the line to mark where you are right now. Reflect on this image. - Practical tips Focus on creating a meaningful life that is true to your personal values. Remind yourself that the work to overcome death fear isn’t easy. The goal is to create a neutral acceptance of death. Try to make the journey to cope with the fear of death playful and fun! Some of the ways in which this fear can be alleviated are through acceptance, fulfilling relationships, finding or creating meaning, belonging to a larger group (i.e. through religion or sports) or creating a legacy (i.e., writing a book or making a movie). If needed, work with a therapist who can help you gradually face some of these fears and unpack the individual experiences as well as your cultural and personal beliefs that have shaped the way you think of your own mortality. Thanks for reading this blog. I would like to end it with an inspiring quote about this topic: “Life should not be a journey to the grave with the intention of arriving safely in a pretty and well-preserved body, but rather to skid in broadside in a cloud of smoke, thoroughly used up, totally worn out, and loudly proclaiming "Wow! What a Ride!” ― Hunter S. Thompson, The Proud Highway: Saga of a Desperate Southern Gentleman, 1955-1967 About the Author: Diana Franco Yamin is a Canadian Certified Counsellor who holds a Master's in Clinical Psychology and has 9 years of clinical experience in community agencies and hospital settings. She received training in CBT)for OCD and anxiety at the OCD Clinic at BC Children’s Hospital, where she also coordinated multiple studies, provided individual and group treatment and supervised Ph.D. students. For more information about Diana, please check out her profile. References - Furer, P., & Walker, J. R. (2008). Death anxiety: A cognitive-behavioral approach. Journal of Cognitive Psychotherapy, 22(2), 167–182 - Menzies, R and Menzies R (2023) Workshop on The Relevance, Assessment, and Treatment of Death Anxiety in Mental Health Conditions. Bespoke Canada Mental Health.

Body-Focused Repetitive Behaviour, or BFRB for short, is an umbrella term used to represent a range of repetitive self-grooming behaviours, such as hair pulling, skin picking, and nail-biting, that end up damaging the body and causing distress or impairment in a person's life. It's a condition more prevalent than you may think, affecting 1 in 20 individuals. In this blog, I will share the main types of BFRBs and science-based resources to explore if you or someone you know needs help. What are the most common types of BFRBs? According to the Expert Consensus Treatment Guidelines Body-Focused Repetitive Behaviors Hair Pulling, Skin Picking, and Related Disorders, there are different types of BFRBs which involve picking or biting (a) the skin (like acne, scabs, or skin imperfections), (b) cuticles or nails, and (c) lips or cheeks. Some people may also engage in repetitive joint cracking and even nose-picking. These behaviours share similar characteristics and can be considered a mental health condition when they result in two negative outcomes. One is damage to the body despite the individuals' many attempts to decrease or stop such behaviour. The other is causing significant distress or impairment in the person's life, such as socially, at work or school. Here are the most common types of BFRBs: Hair Pulling or Trichotillomania is when a person repetitively pulls their hair from the scalp, eyelashes, eyebrows, or other body parts. It usually begins in late childhood/early puberty, around age 13. Having little or no body hair can cause a lot of distress for individuals, especially in social contexts where others may notice and comment on it. Skin Picking or Excoriation Disorder is when one repetitively picks their skin, causing tissue damage. They may pick their faces, arms, legs and other body parts. Sometimes picking may be initiated due to acne or skin imperfections. Other times, dry skin, mosquito bites or scabs can trigger the picking. Cuticle or Nail Biting involves repetitively biting their cuticle or nails and damaging the skin. This behaviour often begins in childhood, and 20-30% of the general population has been shown to engage in chronic and severe nail biting that may result in permanent damage to the nail and skin. Cheek, Tongue or Lip Biting is also characterized by recurrent and damaging biting of the cheek, tongue or lips. Joint Cracking involves repetitively cracking body parts such as the knuckles or neck, frequently resulting in negative feedback from other people because of the sounds cracking joints make. BFRB 101 BFRBs usually occur during sedentary activities, such as when people are watching tv, playing a game, scrolling on their phones, reading, listening to lectures, talking on the phone, lying in bed, riding in a car, or sitting at a desk. However, it can also occur during active activities. There are two types of pulling or picking: one called "focused," which means that the person is aware of performing such a behaviour (like looking in the mirror while picking a pimple), and the other is called "unfocused," or when they are not aware of doing such a thing (e.g., scratching the skin until it bleeds) or the behaviour is automatic. Many individuals report noticeable sensations before, during, and after pulling. Some people may have an urge or sensation that makes them use their fingers to pick or pull from a specific area. These sensations may feel like itching, tingling, or pain. Other people may have no urge or sensation before picking or pulling. Instead, they may seek a sensation by using their fingers to feel certain body parts or searching for a specific characteristic of the hair or skin to remove or fix if perceived as imperfect or problematic. BFRBs can also be triggered by a wide range of emotions ranging from boredom to anxiety, frustration, or depression. Thoughts, beliefs, and values can also affect these behaviours. Be aware As you can see, BFRBs can cause more significant problems than you think. Below are key ones that you should know about: 1. People who pull their hair may also swallow them in excess. As a result, they may experience gastrointestinal distress or have digestive blockage called trichobezoar or hairball. If this occurs, surgical removal may be required. Therefore, please see a medical practitioner if you (or your child) eat hair. 2. Skin picking can cause infections which sometimes can be severe. Consequently, keeping wounds clean and treating them with antibiotic cream will likely prevent infections. 3. Repetitive motion with the same body part may result in body/motion injuries. Therefore, you (or your child) may need to see a professional to help with the injuries. 4. Secrecy about one's condition due to shame and embarrassment may result in isolation and resistance to seek treatment. Thus, secrecy can contribute to a general misperception of BFRBs as being less common than they are and interfere with relationships, work, and school. 5. Avoiding activities and social situations that make people feel vulnerable to being "discovered" is common. Some examples are not going to the beach, swimming, doctor's visits, hair salon appointments, childhood sleepovers, hanging out in a lighted area, and having intimate encounters. What to do if you or your child have BFRB? According to experts in the field, cognitive behaviour therapy (CBT) is the treatment of choice for BFRBs as it is more effective than medication. However, some individuals may need medication before CBT or both medication and CBT. CBT is the umbrella approach to various treatment modalities for BFRB, including habit reversal training (HRT), comprehensive behavioural treatment (ComB), acceptance and commitment therapy (ACT), and dialectical behaviour therapy (DBT). At Beacon Psychology, we have successfully treated many young clients with diverse types of BFRBs. In our experience, being motivated to change such behaviour and having a support system are crucial factors for positive outcomes. For more information about BFRB, please visit the TLC Foundation for Body-Focused Repetitive Behaviors, read its treatment guidelines, or watch helpful and educational webinars. Finally, if you want to access hands-on free self-help resources to help you cope with BFRB, check out the following website. I hope you find this information helpful! Warmly, Dr. Juliana NOTE about the author: Dr. Juliana Negreiros is a registered psychologist and director of Beacon Psychology Clinic. She has many years of experience treating young people with OCD and other related disorders such as BFRB. For more information about her, check out her page on our website.

Summer has turned to fall, and school is back in full swing. This transition can evoke some big emotions for our little ones. For those most impacted, this may look like a morning drop-off routine that consists of welled-up eyes and pleas to stay home. The back-to-school blues may reflect differences in a child's attachment style, their self-regulatory needs, and/or their ability to adapt to changes in routine, to name a few. Just as there are several contributing factors that can give rise to this response to a new school year, there are many things we can do to help walk children through the transition back. Open Communication: Create a safe environment for your child to express their worries leading up to a new school year. Encourage their active involvement in collaborative problem-solving. Aim to be solution-focused to prevent increased anxiety in anticipation of the return. Develop a Routine: Before the start of school, foster opportunities for short separations. Start transitioning back to the school schedule a week or two before school begins. Gradually adjust bedtime and wake-up times to prepare. Make a visual schedule that outlines the daily routine. Set Achievable Goals: Scaling involves assessing a child's current situation, exploring their goals, and determining what steps can be taken to achieve those goals. Begin by asking the child to rate their current feelings or level of preparedness for going back to school on a scale from 1 to 10, with 1 being extremely anxious or unprepared and 10 being completely confident and ready. Work together to create a simple action plan. What specific steps can the child take to move from their current rating to their goal rating on the scale? This might involve transitioning planning with their classroom teacher, planning for a soft start to the school day, and/or practicing relaxation techniques across settings. Emphasize that setbacks are normal and celebrate any progress made, no matter how small. As the school year progresses, continuously reflect and adjust goals to monitor and respond to your child's evolving needs. While the back-to-school blues can be a common experience for many children, it is important to seek help to rule out and treat broader experiences of separation anxiety in cases where these needs persist/increase in severity. In these cases, consider connecting with your family physician or a qualified mental health provider to access more targeted and intensive supports as needed. The start of a new school year is not easy for everyone. I hope you find these tips helpful and your child has a great year! About the Author: Harkiran holds a Masters of Education in School and Applied Child Psychology from the University of Calgary. She has extensive experience providing therapeutic intervention to children and adolescents of diverse abilities in school, community, and home environments as a behaviour interventionist, applied behavioural analysis support worker, and program manager. Harkiran currently works as a Certified School Psychologist in a public School District. For more information about Harkiran, check out her profile.

Over thirty years of research shows that parents' involvement in their children's learning impacts their academic achievement. You can support your child's academic achievement by engaging in home- and school-based activities! Replace person-oriented praise ("You are really good at math!") with process-oriented praise ("I noticed you've been using different strategies to show your thinking!) Make efforts to communicate specific and attainable expectations to your child (Say, "It sounds like this project offers you different ways to represent what you know in creative ways" instead of "I know you're going to make the most creative poster ever!") Use open-ended questions in place of "yes" or "no" questions (Try replacing "Did you have fun?" with "What did you like best?") Use songs, nursery rhymes, and written and spoken stories to improve your child's foundational literacy skills Explicitly discuss text-to-text, text-to-self, and text-to-world connections to encourage reading for meaning Building a supportive and nurturing environment at home allows children to develop resilience and cope with moments of self-doubt or setbacks Attend parent-teacher interviews to promote collaborative goal setting, learn about your child's process, and reinforce developing skill areas at home About the author: Harkiran Thandi (pronouns: she/her/hers) Harkiran holds a Masters of Education in School and Applied Child Psychology from the University of Calgary. She has extensive experience providing therapeutic intervention to children and adolescents of diverse abilities in school, community, and home environments as a behaviour interventionist, applied behavioural analysis support worker, and program manager. To learn more about Harkiran's experience click the following link: https://www.beaconpsychology.ca/harkiran-thandi

It's summertime! There is no school, a lot of flexibility with schedules, and many fun camps and activities. So, we all expect our children to be thrilled and content all day, right? Maybe or maybe not… Some parents find that since the summer break has started, their children suddenly have become triggered by the smallest thing at the end of the day. Why do you think they throw these tantrums or meltdowns before dinner and/or bedtime? Many of us with kiddos, especially elementary school-aged kids, can relate to these questions. As a registered clinical counsellor and caregiver, I found that reflecting on our children’s schedules and how much structure (or lack thereof) they have over the summer can be helpful. Here are some questions to ask yourself: Has my child’s sleep routine changed? o Are they going to bed later? Waking up earlier? Oversleeping? o Is it too hot and bright in their room, which could be causing poorer sleep quality? Is my child eating at regular mealtimes? Are the meals usually healthy? Are there too many sweets or processed food in the mix? Is my child attending the same summer camp all summer, or is their schedule changing every week, like bike camp one week and swim lessons the next (Different times, people, places etc.)? Do we FEEL busy? Are we trying to take advantage of the summer days and nights, but it’s starting to feel like we are constantly GO GO GO and never home? If you answered “YES” to some (or all) of these questions, here are some simple and research-proven strategies that help reduce evening meltdowns: Sleep impacts emotions Find out how much sleep your child should get a night for their age – think about what time they need to wake in the morning and count back from that. For example, if my child needs 10 hours of sleep and they need to be up at 7 am, then I have to get my child to bed before 9. According to research, typically, elementary-aged children need 9-11 hours of sleep, while teens need 8-10 hours of sleep at night. Remember: Kids need an hour of screen-free time before bed to help their brains to slow down and transition to sleep. Slowdown in the evening Yes – our kids can become overtired and overstimulated throughout the day and sometimes just before bedtime. This can lead to kids having difficulty managing big feelings and falling asleep! What to do? Find opportunities in the day for your child to slow down. Maybe that’s as simple as having an hour of quiet time before bed, or if they get home from summer camp and you can see they are starting to slide, don’t send them out for an additional evening bike ride or play at the park. Healthy, consistent, and well-balanced meals are essential no matter what With less structure in the summer, you may find it challenging to have meals at set times. A rule of thumb is to ensure your child has three meals daily and healthy snacks in between. Try to limit their sugar intake to special occasions or the weekends. Also, make sure they drink water (not sugary drinks) throughout the day. Constant changes in routine can be stressful and overstimulating Find a way to build more predictability and routine into the child’s day, starting with a consistent wake-up and bedtime, a simple morning or evening ritual you do as a family. For example, we have a regular bedtime routine in our house, no matter where we are. It involves PJs, brushing teeth, reading two books in bed, singing two songs, and then lights off. If you have a child who struggles with adjustments/transitions, especially when going to new places, pick a community agency that offers multiple camps in the same location. For example, my daughter’s before, and after-school care program has a summer camp for July. “BUT KELLY, WHAT DO WE DO IF THEY ARE IN THE MIDDLE OF A MELTDOWN? HOW CAN WE HELP?” Stay calm! To do this in a stressful moment, practice your self-calming skills regularly, so you can keep it cool when needed. For example, this could be having 5 to 15 minutes a day to practice mindfulness, meditation and/or relaxation skills. There are lots of guided exercises through apps that are listed on our resources page! Find your own outlet for stress. Remember, it’s not selfish to take time for yourself. Self-care allows us to be more regulated individuals, which ultimately leads to more calm & effective parenting. That could be as simple as listening to music in your car or watching a YouTube video that makes you laugh for 5 minutes before you pick up your child at the end of the day. Remember, for kids, it’s typically “monkey see, monkey do” for learning. So, if you lose it, it won’t help! If you need extra support (many of us parents do!), connect with a therapist that works with adults and/or caregivers of children. Our clinic has some suggestions. Final Tips Practice emotional regulation strategies regularly with your child when they are NOT in distress. This could be as simple as in bed at night practicing a couple of belly breaths together, or when in the car on the way to camp, you practice coming up with positive affirmations or chants they can say to themselves when overwhelmed. If the meltdowns seem to be happening more frequently and are beginning to impact your child and family’s daily functioning, this would be an excellent time to consult a mental health practitioner who works with children and families for additional guidance and support. Check out the resources listed below or visit our website’s resource page for additional parenting resources. I personally love the resources from Dr. Becky Kennedy's “Good Inside.” If you follow her on social media, she offers great role plays on responding during a meltdown. We still have one more month of summer break. I hope you find these tips helpful and have an unremarkable time before school starts! Have a fantastic summer! Kelly Archer, M.A., RCC For more information about Kelly, check out her page on our website. All the best from Kelly Archer & the Beacon team! NOTE about the Author: Kelly Archer has a MA in Counselling Psychology and over a decade of experience working with children, youth, and families within the mental health field. She is also a mother of two kiddos. INFORMATION & RESOURCES: SLEEP https://www.canada.ca/en/public-health/services/publications/healthy-living/canadian-children-getting-enough-sleep-infographic.html NUTRITION https://food-guide.canada.ca/en/healthy-eating-resources/ https://happyhealthyeaters.com/ Apps for guided mindfulness & Relaxation practice o FOR KIDS (Apps): - Smiling Mind - Breathe, Think, Do with Sesame - Mindful Powers - Children’s sleep meditations o FOR ADULTS (Apps) - Headspace - Calm - Mindshift - Parenting resources: o Information on co-regulation: - https://fpg.unc.edu/sites/fpg.unc.edu/files/resources/reports-and-policy-briefs/Co-- RegulationFromBirthThroughYoungAdulthood.pdf o PODCASTS: - Ask Lisa (The psychology of parenting with Dr. Lisa Damour) - The Anxiety DR - DEAR ANXIETY - TILT PARENTING: Raising Differently Wired Kids - By Debbie Reber - Good Inside with Dr. Becky - The Child Psych Podcast

With the start of the school year fast approaching comes a time for reflection about learning in all its facets. Amidst the back-to-school prep and lesson planning lies the shared parent-educator goal of promoting a smooth return to the classroom. But what is learning anyway? In their seminal article, Alexander, Schallert, & Reynolds (2009) characterize learning as falling along four dimensions: what, where, who, and when. This perspective may be linked to best practices in education to promote more meaningful home-school-community collaboration. This definition of learning challenges the historical over-emphasis on the what of learning. Our classrooms are becoming increasingly dynamic, so student needs can be best matched to the instructional methods implemented. Inquiry-based learning offers a bi-directional relationship between learners and the learning process. Students take agency over their learning by formulating questions, investigating topics, and drawing conclusions. The interactive nature of inquiry encourages a two-way flow of information between students and their learning environment, promoting deeper understanding and skill development. The where of learning highlights the importance of the environmental and ecological contexts in which learning occurs. In the context of BC’s revised curriculum, place-based learning may be integrated with Big Ideas to foster holistic and authentic educational experiences. Students may engage with important overarching concepts in the curriculum while drawing connections between their learning and the unique characteristics of their local environment, community, and culture. This approach encourages students to apply their knowledge in real-world contexts, promoting a deeper understanding of both subject matter and their surroundings. The who of learning reflects the nature of the learner. Person-centred planning is an approach that tailors goals and plans to an individual's unique preferences, needs, and aspirations. It focuses on involving the person in defining their own objectives, promoting empowerment and a sense of ownership in the goal-setting process. This approach is essential to successful and affirming individualized education planning for our neurodivergent learners. The when of learning requires careful consideration of the optimal times of day and required levels of maturation to benefit from instructional experiences. By aligning instruction with an individual's neurodevelopmental needs, prior knowledge, and cultural and linguistic diversity, we can promote more inclusive practices for all learners. Finding consilience – unity of knowledge – across all four dimensions of learning may be key to connecting research on learning to the educational practices and policies of the future. Happy September Start-Up! Harkiran Thandi, M.Ed., Assessment Clinician ABOUT THE AUTHOR: Harkiran has extensive experience providing therapeutic intervention to children and adolescents of diverse abilities in school, community, and home environments as a behaviour interventionist, applied behavioural analysis support worker, and program manager. Harkiran currently works as a Certified School Psychologist in a public School District. For more information, please check her profile here Reference: ALEXANDER, P. A., SCHALLERT, D. L., & REYNOLDS, R. E. (2009). What is learning anyway? A topographical perspective considered. Educational Psychologist, 44(3), 176–192. doi:10.1080/00461520903029006

If you are reading this blog, you probably want to find the right help for your child. However, knowing what kind of professional is a good fit for you and your family can be challenging, especially given the high number of therapists with variable qualifications available. Therefore, I want to share some MUST questions to ask this professional before committing to therapy. Question#1. Are you specialized in children and youth? If the answer is yes, follow up with additional questions about how many years of experience they have, how much supervision they received before becoming an independent therapist, and the type of approach they use. Typically, the more age-restricted they are in working with young populations, the more specialized they also are. Be aware that if a therapist indicates they work with all ages or couples and families, they may not be considered "specialized in children and youth." Question #2. What are your qualifications to work with children and youth? In the past few years, the number of counselling/mental health clinics has dramatically increased in the lower mainland of BC, particularly in Port Moody, where our clinic is located. One of the reasons seems to be that getting an online master's degree in counselling in Canada has become easily accessible for many due to its flexibility, minimal enrollment requirements, and short duration compared to traditional and more reputable universities. Thus, when looking for a therapist, it will be essential to know: What kind of degree does the therapist hold? Is it a bachelor's only, a master's or a doctoral-level degree? Be aware that terms like "therapist" or "psychotherapist" can be used by individuals with no graduate-level training who obtained some professional certification from a professional college. What type of program did the therapist attend, and from which university (reputable or not)? The Canadian Psychological Association (CPA) is the psychological body in Canada that sets very high standards for programs and internships to become accredited by them. Therefore, professionals who attended a CPA-accredited program come from easily recognizable universities that require hundreds of supervised clinical hours, rigorous course work, and associated research to obtain a master's or a doctoral-level degree. So, take a look at the CPA-accredited programs to help with your decision. What kind of supervised practicum and previous work experience does the therapist have? To determine if the professional has sufficient knowledge to work with your child, you must also inquire about their prior clinical experience in the field. Be aware that many recent grads now have an "RCC" or "CCC" designation and little counselling experience. Just looking at their credential titles can be misleading! Therefore, it is critical that qualified clinicians fully supervise these new professionals until they gain more experience in the field. Are you still confused about terms such as psychologist, social worker, or counsellor/therapist? Here are a few points to keep in mind regarding their qualifications: Doctoral-level psychologists (Ph.D./ Psy.D) have significantly more extensive graduate training than master's level clinicians. They typically spend +7 years in graduate school and go through an arduous process of exams to register with their regulatory College. In BC, registered psychologists belong to the College of Psychologists of British Columbia (CPBC). They also have a strong research background, typically provide evidence-based treatment (rather than talk therapy) and may conduct psychological evaluations and provide mental health diagnoses. Please note that CPBC regulates the use of terms like "psychology," "psychologist," and "psychological" because these are restricted titles. Social workers typically have a master's degree. Asking about (a) which university they attended, (b) how many courses they took in mental health, (c) how much time they were supervised before becoming registered with their College, and (d) the places and populations they worked with are important factors in determining the level of mental health training and work experience they have. Counsellors, therapists, or psychotherapists can have a master's degree or not. These terms are not regulated in BC. However, to obtain credentials such as "RCC" or "CCC," professionals need to have a master's degree and apply to their association, which doesn't require them to undergo licensure examination like registered psychologists or social workers do. Therefore, asking about (a) which university the therapist attended (online versus not), (b) the duration of their degree and supervised practicum and if they still are being supervised, and (c) the places and populations they worked with are critical factors in determining their qualification to work with young populations. Question #3. What type of treatment do you offer? This is a crucial question, as evidence-based treatments are much more likely to be successful than talk therapy. Below are three of the gold-standard treatments for children and youth (however, there are more): Cognitive Behaviour Therapy (CBT) This approach teaches children and youth how their thoughts, behaviours and emotions are connected. It uses relaxation techniques to calm the body, cognitive restructuring to change negative thoughts into more positive or realistic thoughts, and exposure exercises (behaviour action) to improve symptoms of anxiety, OCD, depression and more. In this approach, research has shown that exposures are the key ingredient for symptom improvement. Therefore, when seeking a therapist, ensure they actively engage clients in exposure exercises rather than only focusing on relaxation or cognitive restructuring techniques. Please know that thinking positively or doing breathing, mindfulness, or progressive muscle relaxation are not enough skills to help your child face challenges and manage their big emotions. Action (gradual exposure) is needed to teach their brains that they can do it! Acceptance and Commitment Therapy (ACT) ACT derives from CBT and teaches young people how to make room for uncomfortable thoughts and feelings ("Acceptance") while engaging in actions that matter to them ("Commitment"). This is a practical approach that focuses on awareness, being present in the moment, and taking action toward values. ACT is effective for a range of psychological challenges, including anxiety, depression, OCD and more. Dialectical Behavioural Therapy (DBT) DBT is also a form of CBT that help individual manage intense emotions that can result in impulsive and problematic behaviours, such as self-harm, addiction, suicidal ideation, and more. It teaches mindfulness, effective problem-solving, distress tolerance and other skills to help people respond with flexibility to challenging and stressful life experiences. Question#4. Does my child feel connected with you? Beyond finding a qualified therapist, the therapeutic connection is essential for positive results. While therapists have different styles and experiences, feeling heard and engaged and having fun during sessions are important components for successful treatment. Below are a few more points to consider: Does the approach match my child's developmental level? Young children need much more interactive activities than teens. Thus, the younger, the more active and engaging the sessions should be. Does my child feel comfortable opening up? Warming up to a new person to talk about personal things can be challenging at first. However, if, after a few sessions, your child continues to have a hard time talking or engaging, it might be a red flag. Is the therapist empathic and a good listener? Of course, therapists need to talk and teach skills during sessions. However, they should also be curious and listen to what you and your child have to say. If you or your child don't feel heard, you may need to give the therapist some feedback. Does the therapist offer parental support or involve the parent in the treatment process? Even though therapists must be cations and compliant with protecting their client's confidentially, it is also essential to have some degree of parental involvement (when possible) during treatment to improve communication between the parent and child and for the child to practice strategies and receive support outside of the sessions. The younger the child, the more parental involvement is recommended, as parents can serve as great coaches to help their child manage their emotions and face their fears. Was the therapist recommended through word of mouth? Knowing other families who had a positive experience with a therapist can be helpful. A quick Google search can also help you gather more background information about a professional before scheduling a consultation call. However, please consider questions 1-3 while doing your research. Final Words Overall, finding the right help for your child is not an easy task. In addition to checking the therapist's credentials and areas of expertise, having a connection and looking forward to the sessions (even if talking about challenges can be tricky) are good indicators that the professional is a good fit for your child. I hope this blog helps you make an informed decision about which mental health professional you will choose for your child. Warmly, Dr. Juliana NOTE about the author: Dr. Juliana is the clinic director of Beacon Psychology Clinic and a Registered Psychologist passionate about mental health. She works as a clinician, researcher, supervisor, trainer, consultant, and public speaker. Her clinical approach is grounded in research and based on individual and family CBT and ACT. ​