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25.01.2022 Did you know that my most requested speaking topic is anxiety? More than ever, I am hearing from parents that many children are overwhelmed with their worries. ... In this video, I am sharing where our child's anxiety comes from and how understanding the roots of these worries can help us to better support them. We can be the best possible guide for our child as they navigate these big and frightening feelings. Learn more about childhood anxiety in my article here: https://drvanessalapointe.com/unlocking-anxiety-an-article/

23.01.2022 If your high school student is feeling anxious about what COVID-19 means for their university career and their future, here’s how you can help.

21.01.2022 ‘Tis the season for overscheduling, overstimulation, behavioural manipulation via the use of an all-seeing Elf, forced hugs and passing babies around like a par...cel. I haven't forgotten the positives of the holiday season, but it is sometimes easy for us to forget the potential negatives for kids at this time of year. Overstimulation (which is when a child is swamped by more experiences, sensations, noise and activity than they can cope with) in particular runs rife at this time of year. Kids cannot tolerate the same amount of sensory input that adults can. Watch for kids' cues of needing quiet, calm time, whether they're at home, at a social gathering, out looking at Christmas lights, or at their grandparents'. Whining, crying, becoming short-tempered, refusing to do simple tasks, becoming withdrawn and/or telling you that they've had enough, are all signs that your child has probably had enough. Remember, if you see these behaviours, your child is not purposely trying to be difficult, and they need you to take action. What can you do? Don’t be tempted to pack each day full of activities. One quality (or even not so quality) outing a day, or spending days at home, is perfectly acceptable. If you’re out and about and see signs of overstimulation, remove your child from the situation. If that’s not possible, keep them close to you, ask or gauge whether they need hugs or space, keep them hydrated, well-fed, and give them time to rest. If you're somewhere you can control the environment, you can try moving away from people, keeping lights low, volumes down, and touch input to a minimum. #christmas #kids #overstimulation #overwhelming #sensorystimulation #sensory #sensoryprocessing #hsp #highlysensitive #highlysensitivechild #highlysensitiveperson #elfontheshelf #perth #perthchristmas #schoolholidays #overtired #overstimulated #followyourchildslead #occupationaltherapy #otforkids #perthkids #kidsofperth #mumsofperth #mumsofinstagram #dadsofperth #dadsofinstagram #childmentalhealth #infantmentalhealth See more

21.01.2022 So many people believe that building resilience requires us to toughen up our kids. This couldn’t be further from the truth. Resilience develops when kids feel safe and secure. Dumping kids into the deep end without the skills they need to swim doesn’t build resilience. It builds anxiety and fear and overwhelm.

15.01.2022 Graphic credit: Ariadne Brill -Positive Parenting Connection. #positiveparentingconnection

13.01.2022 "Strong relationships can prime a person to learn. And for those who have adverse childhood experiences, strong relationships can mitigate the negative effects of trauma. Schools organised with relationships as a priority can benefit children in many ways." Simply Kinder

12.01.2022 For those who have a Year 12 student....a huge year just became more challenging.

10.01.2022 I’ve recently heard from some teachers and parents in WA that children are experiencing less separation anxiety at school drop off (with parents not permitted p...ast the gate due to Covid-19). It seems to be forcing a short and sweet goodbye, and children are heading off to class without trouble. Of course, we are happy not to see children in distress. It made me think though - are these kids really feeling okay? If we look beyond the outward behaviour, what are they feeling on the inside? Many kids have just spent weeks at home, and potentially spent more time with their caregivers, and are now being asked to separate from this environment and routine to enter another. There may not be time for them to express their true feelings at the gate, they may be keeping it together to please the adults around them, and may even be melting down when they get home from school. So if they’re feeling upset on the inside, but the conditions aren’t there for them to express it, is this a good thing after all? It actually means they’re bottling their feelings up and we’ve missed out on an opportunity to help them regulate. And as you know if you’ve read my posts, we cannot ignore the current evidence and neuroscience that shows that co-regulation needs to come before self-regulation. I think sometimes we are so focused on avoiding uncomfortable feelings, that when we see them, we just want to extinguish them. So if a child was experiencing separation anxiety before Covid-19 and is now seemingly fine at drop-off, keep an eye on them during the day, and watch out for the after school restraint collapse. Talk to them, comfort them, be there for them. Lastly, yes, a brief goodbye works well. However, if a child is visibly upset and experiencing separation anxiety, this is not the time for a short and sweet send-off. This is the time for co-regulation. In all circumstances, the ritual and connection between a child and their caregiver during the drop-off process to the classroom, before a full day apart, is so important. I know it's hard, but please don't be afraid to help children with their difficult emotions. It may be uncomfortable, inconvenient and time-consuming, but it’s vital that children have opportunities to experience different emotional states, and be regulated by an adult within these states. If this doesn't happen repeatedly in the early years, we are sabotaging their ability to regulate themselves in the future. (Let's also remember that separation anxiety is a sign of a healthy attachment between a caregiver and their child). On a final sidenote, teachers, I am wondering - do you receive training on up-to-date evidence on attachment theory and separation anxiety?

07.01.2022 This week our Year 12 students will begin their final exams. When they’re over, it will mark the end of a journey. Over a decade of learning in and out of the... classroom. A journey which due to COVID-19 has had quite an ending. Good luck and congratulations for getting to this point.

06.01.2022 Sometimes silence means 'I don't have anything to say.' Sometimes it means, 'I have plenty to say but I don't want to share it right here and right now.' We all... need certain things to feel safe enough to put ourselves into the world. Kids with anxiety are thoughtful, observant and insightful, and their wisdom will always have the potential to add something important to the world for all of us. https://www.instagram.com/p/CFLiVePnwzN/?igshid=wa31y6w944mb

06.01.2022 Quote of the Day Seems apt to share this quote once again as we enter Children’s Mental Health Week - and never has it seemed more appropriate. #childrensmentalhealthweek #wellbeing #children #family

01.01.2022 AUTISM & OVERWHELM (text) "The same activities that can cause a meltdown one day may not have the same effect the next day, but why is this? Each activity we do... or stimulus we come across adds to 'The Bucket.' Stimuli might be something as simple as bright lights or background noise. Things we enjoy can also add to the bucket. As each individual stimulus adds to the bucket, the water level begins to rise. Some activities that can calm us such as stimming or time alone can help empty the bucket before it overflows. If things are added to the bucket faster than it slowly empties, the bucket can overload, causing a meltdown. Meltdowns are different for everyone. Please give us space and time and don't judge us. Meltdowns are out of our control." Credit: Autism Insights For more Autistic perspectives, including ways to provide support, please see: From Amythest Schaber, "Ask An Autistic: What Are Autistic Meltdowns?" (tinyurl.com/y926dz8b) From Judy Endow via Ollibean, "Autistic Meltdown or Temple Tantrum?" (tinyurl.com/te88r6z) From Speaking of Autism - Quincy Hansen, "Understanding Meltdowns & Autism" (tinyurl.com/y67lsxnw)