So today we’re talking about sensory
processing disorder and anxiety and which comes first.
Is it sometimes that we get anxious and therefore we become sensory reactive and
super sensitive or under aroused or is it that our sensory causes the
problem and this is a really good question and it’s a really important one
to address well so we’re really just going to introduce some of the concepts
just now and bring some things into the room that we need to think about
we’re not going to solve all the problems that this question brings up
because that would take days. So let’s give it a go – from an
occupational therapy perspective when we think about sensory processing disorder
and anxiety we’re really starting to wonder if the distress that our client is carrying is really secondary to the sensory processing disorder the
challenges that that brings and so that’s really where I’m going to speak
to today and we will bring in a psychologist
later to talk about when anxiety is the primary part of the picture and more of
the root cause of what’s going on.
So if we think about the sensory systems and
really try and unpack them and go deep with what it might mean to have a
dysfunction in one or many of them then we can start to understand that it would
naturally, be a cause of anxiety because movement needs to be organized and under
our control to feel safe our sensory systems have a very primitive function
of keeping us alive as well as helping us to move, move beautifully, move with
finesse, navigate spaces, and become social creatures.
The first piece though is this safety – keeping us alive
Our sense of balance, our vestibular sense – that spirit level of
the liquid in the inner ear and crystals that tells us if we’re upright against
gravity or where we are – that system, its first function is to keep us alive
and if we get turned upside down real quick
it’s gonna make all the alarms go off and it’s going to be telling us that we
need to change something pretty quick so we go into a state of flight or into a
state of fight or even more severe into a frozen state when this system sends
all the alarms are off.
Also when the system isn’t getting enough information
it starts to wonder if I’m safe and alarm systems, alarm bells start to ring.
So for example, if you’ve ever been in an elevator and there’s that moment before
you can really tell if you’re moving yet or not, there’s that moment and
people start to look at each other like “are we okay? what’s about to happen here?”
because we’re not getting enough data enough information from our vestibular
system to really assess if we’re safe if the situation is okay – which way we’re
moving.
And again that sense of alarm that you get when you’re on a public
transport, maybe a bus and the bus next to you – which one’s moving is it me or
the bus next to me? My visual system and my vestibular system are in conflict and
I can’t tell what’s going on, I go into alarm. So these are just examples
trying to help us empathize with individuals who struggle with their
vestibular information on a day-to-day basis and that state of heightened alarm,
arousal that they get into or that they exist in for most of the day, which would
look like an anxiety disorder but it’s not – it’s not clinical anxiety in those
situations, it’s anxiety that’s caused by a lack of integration of the vestibular system with perhaps other systems competing for information, not enough
information and being too quickly and too often in a state of fight or flight or
freeze.
The same goes for our position sense – our proprioceptors which are
predominantly in our joints and when we get compression or when we get traction
on our joints, we know where we are in space. I often would fall asleep on my
arm and go to that point past pins and needles when my arm is just like – is it
even there?! and that – if you’ve ever experienced that – is really alarming, the
alarm systems go off and your body starts to say this is not okay, I’ve lost
a whole limb here and you know what’s happened is that there’s that blood flow
has been a problem, the proprioceptors aren’t functioning very well.
Your sense
of proprioception keeps you locked and grounded in your own body and when that
the system is unreliable, it’s inconsistent, it’s not giving you great
the information then your arousal goes up and you start to have alarm bells going
off in your lower brain saying I’m not safe, I need to be wary, I need to orient
to everything that’s going on around me and that looks again that vigilance, that
anxiety. But it’s got a sensory root in these cases, but we don’t call these
anxiety disorders, we’re calling that a response to what’s going on with the
sensory systems and we could go on with example after example. A really
an important one to think about is the child who really has trouble with
multiple sensory systems at once and the most challenging environment for that
the child generally speaking is school because the school environment is
loud, it has bells, it has visual clutter, there are things hanging from the
ceiling, there are Mobile’s, there are posters,
there are Halloween displays, there are echoes in the cafeteria, children are completely unpredictable and they knock you and
they push you and your nervous system is constantly vigilantly trying to keep you
alive and you look like an anxious child an aggressive child a child with
behaviors but it come back down to sensory processing.
So this is where
we start to say with some of our children is the sensory or is this
anxiety? When this child’s at school they cannot cope, their tolerance for stress
is minimal because they’re using all their resources just to get through the
day, or are they so stressed that they’re reactive and we need to figure out which
one comes first. And some of these children where the multi-sensory piece is
the problematic piece – so what we do with those kids is we reduce as much stress
as possible, we cater to their sensory systems, we nourish their sensory systems,
we put them in the right therapy, we look at the other stresses in their life – are
they getting enough sleep? Are they drinking enough water? Are they eating
enough food? How are their relationships? What is their timetable? How are they
getting to school? What’s their socioeconomic status? All of these
stresses – we look at them, we nourish the sensory systems and then we wait and we
watch and we start to unpack.
And if this child is able to adapt better when we
nourish their sensory systems and adapt to the environment, then we know that
fundamentally what’s going on here is not anxiety but the sensory
stresses are so great that they’re causing an anxiety response. But if after
adapting and treating for sensory anxiety is still very prevalent than we
refer – we find a really good mental health provider who understands sensory but we refer to them and we get them involved and we start unpacking the rest
of the picture and what’s going on and that’s really important.
So that’s been a
a little introduction to sensory processing disorder and anxiety and the
interactions between the two. It’s sensory awareness month. I’m Virginia
Spielmann the associate director of STAR Institute here and we
are trying to raise awareness, educate and research more into sensory
processing disorders so there will be a link that we’d love you to click on to
show your support. Please share, comment, and let us know what you want to
discuss…
(lively music) – I'm Pamela Wu and with me today is Dr. Breanna Winder-Patel
a clinical psychologist at our world renowned MIND Institute. MIND as we call it here
performs research on and provides care for
neurodevelopmental disorders. Today we're going to be
discussing how to help adults and children both with and without neurodevelopmental disorders in this time of coronavirus anxiety and lots of routine changes as well. Dr. Winder-Patel thanks for being with us. – Thanks for having me. – Many of our viewers
have been experiencing a lot of anxiety since
the coronavirus began. What have you been
seeing in your practice? – Yeah so before we get started
I just wanna mention that Dr. Meg Tudor is also a
psychologist at MIND and we work together on getting
these materials ready and then in this effort
of you know physical or social distancing
she wasn't able to come. So there's probably more
things we're gonna develop over the days to come about this and she's kind of equally involved.
So I wanted to mention that and she has a similar
practice to mine at MIND. What we're seeing is that
you know this is a time of high-anxiety for a lot of people. What underlies anxiety is we think of, has a lot to do with fear of uncertainty and worries about uncertainty, and obviously there's a
lot of uncertainty for us at this time. So we would expect people to
have some anxiety that's higher and that's a way that
we're sort of designed to look out for dangers. Some people are having some
anxiety that's even excessive for what's going on. And we have you know a mechanism called the fight, flight or freeze mechanism, that we all have for when
we're in a true danger. And it's important for
that to go off if like a bus is coming towards
you or something like that.
But it's not, we have that go off as like a false alarm sometimes and I think that's happening some. So what we're seeing in our
practice is some of the kids are talking about the coronavirus in ways where they're pretty anxious about it. But actually some aren't as
anxious as they usually are because the things that make them anxious, like separating from their parents or interacting with peers. They're not doing right
now, they're kind of at home in their safe space. It's a lot of transition
to move to the video visits so that's been part of what
we're trying to work on to continue to provide care. – What can parents tell
children who are anxious about the coronavirus? – Yeah, so we want children to have you know specific
fact-based information. So there are a lot of
myths kind of going around and information that can
be really scary for kids, and it's best to not completely
keep them in the dark.
But give them some information
so they understand like the true honest effort that
they're parent is giving to let them know about it. So for example, we would
want kids to know things like you know we would want
them to understand that people have viruses all the time and that the difference with this virus is that we don't want so many
people to get it at once, so that the hospitals and the
doctors are just too busy. So we're all really working
hard to stay at home from school and home from work to give
them the space they need to work on this virus. And for a lot of kids that's
kind of enough information obviously, it depends on their cognitive and language level. But it's not something we need
to be talking about all day.
So you know it can be,
provide some information try to get in there and
see if there's any myths the kids are walking around with, and then move on to something
more fun and relaxing like movie or a family game. – So it's not just you sort
of delivering this information to your child, but you said to sort of ask if they are thinking of any
thing that we know to be myths. So it's really like encouraging
a discussing and maybe would you ask a child say. Honey what do you know
about the coronavirus? – Yes, because we don't wanna
assume that they're having certain thoughts about
it that they're not. I had one child actually
convey to me that, and this is a child with
autism that the biggest worry was the visual image of what
everyone's putting up there that the coronavirus,
you know the depiction of what the virus would
actually look like.
– Oh the ball? – Yeah. So if you think about that ball you know, it is a scary looking ball
with red pointy things coming out of it. You know and the child's fear wasn't about getting the virus or dying. The fear was about like,
that thing looks really evil and I don't want that inside of my body. So they're interpretation
of what's going on really to this virus, was a
little bit different than what you would expect.
And so you have to really see you know what is your own child thinking
about versus assuming that everybody is just
worried about getting it, 'cause that might not be it. – That's really interesting information that parents would wanna tease out. – Yeah. – Well since schools are closed and there is an important
focus on the social distancing, which is why we're sitting
not closer together. We're sitting this far apart
at this table right now. What would be helpful
for parents to include in their daily routines with
their kids being at home? – Yeah so since this is
a time of uncertainty we would want to be able to provide them with the most kind of
structure and routine in ways that they're familiar with, so that they feel like
they know what's coming. So we would encourage parents
to try to put some routine in place at home like
similar wake up times, knowing when meals are coming. You know knowing if
school work is expected at a certain time and when
the fun time is gonna come.
We also, you know, I'm
hearing a lot of information about parents who are
expected to work from home in addition to taking
care of their children, in addition to teaching their children. And it's just so entirely
unrealistic to put the pressure of some like idealistic
schedule on these families. So I think the idea is to
try to keep some structure for the child. But also to be really
flexible and kind of you know easy on yourself that
that's not gonna happen in a perfect way everyday
and we're expected to all do things that are
really unfamiliar to us.
You know it might be a time if the child is really struggling to do the
traditional way of learning. Maybe it's a time to focus
on experiential learning that's where we think of
teaching them hands-on things like how to measure the
ingredients for you know what they're making, or going outside for a walk
and trying to identify trees or flowers that we know of. You know that type of learning
is really important too and parents are actually
doing that a lot of the time they might not realize that. And the other thing is
to think about you know are there things that you
really loved as a child that were really meaningful
and maybe this is a time to do it. Like you know I was a big
fan of like making forts and doing scavenger hunts
and all of these things. And at the end of this we want
kids to be able to look back and not feel like wow
that was so much tension the whole time.
We want it to be able to be like well, it was kinda stressful for everyone but I had some really great
experiences with my family and I learned, and now I
have some great memories. So it's a balance and we have
to be kinda easy on ourselves at this time. – That is such good advice
I think so many families need to hear that right now. – Yeah. – We've been talking about
routine you talked about sort of developing a flexible schedule 'cause kids
like to know what's coming. A lot of children and people, adults too with neurodevelopmental disorders
really thrive on routine and for a lot families their home life has just been completely upended by this. So what are some of the special challenges for families who have
a member of the family with a neurodevelopmental disorder? – Yeah. Well I mean I think
the biggest one is that you know in our world in
my field we talk about we don't expect the parents
to be the therapist.
We expect if you need a
therapist you go to a therapist. And the same with parents being teachers, if you're not a teacher that's a really big
responsibility to put on a parent. And now like parents
are everything. (laughs) – Yeah they're right. – Right now for children with
neurodevelopmental disorders that have in-home services
that have been suspended. They're not getting that support
they need and they're not getting those therapists and
they're kind of mean to be the therapist and the teacher. So I think the challenges
are that really the support.
A lot of times individuals with
neurodevelopmental disorders have a lot of extra
therapies and interventions that aren't happening right now. So we would encourage
parents to you know keep with those strategies as they can, and see if there's other
resources they can get through you know if they have any
option for video visits with the provider, and you
know there's a resource we're going to mention
that the MIND Institute, faculty of the MIND Institute developed that might be helpful as well. So I think it's the extra
challenges are probably related to you know really feeling like they were so used to that routine and
what they did everyday, going to school going to therapy and having trouble understanding you know why is this so different and why don't we have a choice right now.
– So again just kind of
being supportive of them trying to include things
they really enjoy. Include their special
interests in their day. One thing we talk about is
that if a child has a special interest in something it
could help you explain the pandemic to them. So for example if they're
really into superheroes you could say well the
healthcare workers are kind of like Iron Man, and their job right now is to go after this thing that they're trying
to you know fight against, and we need to give them
to space to do that. And you know eventually,
you know Iron Man defeats the Mandarin just like we're helping the healthcare workers defeat the virus. So sometimes pulling in
their special interests can give them some feel
like they have some control and some better understanding. But it's really just about
trying to keep the routine the same but also being
understanding that you know, that's a huge expectation. – Absolutely, you mentioned
that sometimes kids might not be as scared as we think they are.
Because we're so immersed in the news and so there is a lot
of fear among adults, but kids might not be as scared. For kids who are scared though
like the one that you said was scared of the scary
red ball entering his body. What can parents do to support those kids and give them a feeling of security? – Yeah great question. So one of the things that we
think about with thoughts. If we're having a lot of what if thoughts, that's usually a sign
it's an anxious thought. Because we're asking like
what if the bad thing happens and we don't know yet
cause it's uncertain, it's in the future. So if you're hearing a
lot of what if thoughts from the child, you know
it's a tendency for parents to just say like oh don't
worry or it'll be okay.
But for some kids that
reassurance doesn't work and part of why that
doesn't work is because they have this thought
and it's not going away. So we have a strategy of getting
the child to look for proof for their thoughts. So you know if your thought
is what if I'm going to get very sick and die.
Looking for proof would be
saying things like oh you know is anyone in my house sick? Are we responsible with
the physical distancing you know that we're doing? Are we washing our hands? Do I have any proof that I'm actually in a
true danger right now? And if that proof isn't there,
then we have to question is anxiety telling us the truth. So we talk about externalizing the anxiety and being able to decide
whether to listen to it or not. So if you look for proof and you realize you don't really have any, that the anxiety is telling you the truth. Then we encourage children
and adults to do something called change the channel in your mind, that's what we call it. So we teach little kids,
your mind is like a TV and if you're kinda stuck
on the anxiety channel and it's not helpful for you.
We have to kinda let that
channel go and switch it over to something that's calming and relaxing. I, this week was like I need
to find something personally to change my channel, and so I found the book called Joyful. It's about you know looking
around in the physical world and understanding how
it impacts inner-joy. So if I'm having these thoughts that are not helpful right
now I change my channel to either thinking about
the ideas in the book or even like If I can take a break, going and listening to it. I may or may not have
been hiding in my closet listening to it last night. (both laughs) – Change it to the joyful channel. – Right right. So it's you know things
like this that adults need to implement too because
we have the worries as well but we also have many
of us the responsibility of taking care of our children.
– Yeah. That leads me actually
to my next question. How important it is for
adults to sort of model this calm behavior for kids? Because I feel like they
really pick up on our energy that way if we're really anxious. – Yeah they do, they're
just little investigators. They're very observant and aware more than what we often realize. And I think that there's
specific ways they could model some of these skills right now. We think a lot about how
problem solving is helpful. So if you have a problem and
it can be solved you're going to feel less anxious.
So an example would be if a
parent is trying to switch over a doctor's appointment or
a class to a video visit and they can do that. They could model for the child,
oh mommy had this problem, we're not able to go to the
visit so here's what I did to problem solve it and
wow I feel better now that I did that. If you can't problem solve something, really the other option is to
cope with it in healthy ways. So again like try to switch
over to a video visit, it didn't work.
Well, I did what I could and now I just need to change my channel to either listening to music, or playing a game with the family. 'Cause it's not gonna help me
to keep worrying about that. So that's something you
know that parents can model and really this idea of problem
solve something when you can and cope in healthy ways when you can't is probably helpful for
all of us right now. – Yeah. – And so it's something
that parents you know can model when they
can for their children. But also realize that again
they're not gonna be the perfect teacher and therapist
and everything right now because we just think that's unrealistic. – What additional challenges
might there be for people with autism or other
neurodevelopmental disorders that we haven't talked about yet? – I think that you know
the one that I mentioned is that piece about some
individuals with autism have heightened visual
abilities and visual memory.
So this piece about you know
that child seeing that image of the you know the way they're
depicting the virus looking really stuck with him. And maybe not in a way that it would stick with other people. So we have to be careful of
what they're being exposed to right now because it's just a lot of information that's confusing. And both on the side of the visual stuff can be difficult for
them because if that's something that gets stuck in their mind it can be hard to shift off of it. On the other hand, you
know you can do things to help support the visual
strengths right now, like having children
draw how they're feeling rather than talking to them about it. That's something that
we do a lot in therapy with kids with autism to you
know get their perspectives on how they're doing. The other things it sort of
just depends on the child. There's actually an area of
anxiety that we're researching at the MIND Institute. It was developed by a
psychologist named Connor Kerns and it's called fear of change, and it's something that we see more often in kids with autism.
So it's this idea of being
anxious about changing routines or change in schedules. So the kids that were
already having difficulty in that area are probably
really struggling right now. They probably never had an
experience in their life where their schedule has changed
to such an extreme degree. And you know parents have
to just do their best to make them comfortable
and help them cope and help them find things
that will reduce their anxiety like providing a visual
schedule for them at home, you know that's reasonable and help supporting them in those ways. – When is it time, at
what point should someone go see a professional when their anxiety has gotten the best of them? – So we have a, in the
one interview we do.
We talk about when anxiety gets turned on like a light switch and you
can no longer turn it off is where you're kinda hitting that point of thinking wow, this is at that level that we might really need
to do something about it. And if in the other concept that we think a lot about is interference. So if you just get anxious and
you kind of think about it, your parent gives you
reassurance and you feel better that's one thing. But if you get anxious and then you know you can't even get on the
phone to talk to grandma 'cause you're so anxious
and you can't even you know walk outside because you're so anxious. It's that level of interference that often makes the decision of that like is this to that problem
point that we'd really need to seek care. I think what's going on right now is that it's more typical than not to
feel some anxiety you know. So we would want to you
know help support kids during this time and then
see once this calms down is the anxiety still staying high, and to help them seek support if so.
– We're not suppose to
leave our homes right now unless we are on essential business or running an essential errand. You can still see a provider
here at UC Davis Health without having to leave your home. Can you talk to us about video visits and how many more video
visits you've been seeing? Yeah, so we, because we're
not seeing patients in person our staff in the MIND Institute
and also in psychiatry worked really hard to get
everything transferred over to video visits. It's a way of doing tele-health that we can do through MyChart. And so all of my therapy patients have been transferred over. It's a little bit strange
at first you know, I see some little kids and they're sort of my big head pops up on the
screen and they're like ah.
(both laughs) – Right on their tablet
or their I-phone at home. – Yeah they're like in
their bed or whatever. And so parents have been great
about like supporting them and do you want me to stay
here 'cause often you know I have a portion of the session
with the child just alone. So again it's that idea of flexibility. We have to do a lot of
things that don't feel like our usual way of doing things. And most of them have been really great and the patients that I'm,
you know I've been underway with treatment and we're
in the middle of it. We already have goals
we're setting you know they understand the format. It's just that they're
sitting at home rather than being in person. Anxiety therapy has a big
focus on what we call exposure, so it's about facing the
things you're scared of, and Dr.
Meg Tudor and I do
a lot of these exposures with patients when they come in. So that's a little tricky
because we would do the exposures with the patient first. Like a child who's you know
very very scared of germs and doesn't wanna touch doorknobs. We would work with them
and encourage them you know to touch a doorknob with us. So if they're not with
us in person you know we are being creative
about how much we can ask the parents to do at
home and how can still get that really important
part of therapy addressed.
But we feel like at the very
least if we can be supportive and continue to work on our
goals that would be one part of consistency in their lives right now. – Yeah. For those of you who are interested in learning more about video visits. You can contact UC Davis
Health, contact your provider at UC Davis Health. You can find instructions
online on how to do it as well and through what we
call My UC Davis online. It's the app or our
providers call it MyChart. So you can learn more that way. It's a really really great resource. Let's keep talking about resources. You are involved in something
called the STAAR Study. – Yeah so the STAAR Study
is, it stands for specifying and treating anxiety and autism research. So it's specific to kids
eight to 14-years-old who have autism and have
significant anxiety. So right now there is
you know a lot of anxiety going on in a lot of people,
that'll probably go down when this gets better. For kids that we're
looking for for this study it would be kids who have
more higher level of anxiety that's kind of persisting and
we have this treatment study.
So the study is that if they qualified for the screening criteria
they would be randomized to either cognitive behavioral therapy or medication group which is sertraline or pill placebo group. And they would see us in the office, the main part of the study is 16 weeks and then there's follow ups. So we right now, since we're
not seeing people in person, we aren't doing any of the,
starting any of the visits but we are doing the phone screens and we're trying to you
know capture information on families that would be interested now, and then we would be able to bring them in when it's safer.
So if people are interesting in that study the contact person is Taron Heckers and her phone number is 916-703-0119. – So if you're interested
you can learn more that can be available to you. – Okay, yeah that's great. – MIND has a new web platform too for, that contains resources
for families and caregivers of kids with autism and it's
really excellent for shelter and place time. – Yes, it is called helpisinyourhands.org. So that's actually the
website helpisinyourhands.org, and it's a free website that was developed by doctors
Aubyn Stahmer and Sally Rogers of the MIND Institute. And it was developed to help caregivers with skills to assist them in working with their children with autism. So it's based on the
early start Denver model. Which is something that that's the model they've been working on and
researching for a long time. – Is that the early intervention? – Yes. So this is targeted towards children who are like zero to three
years of age very young children and the website has these video modules that can kind of show
you how you could work on some of these skills
with your child with autism or showing signs of autism.
And I signed up on it today to you know that a thorough look,
it's very easy to sign up. It can be used on I
believe I-phones, I-pads lots of devices and again
it's completely free. – Is there anything else
that you'd like to add for our viewers who are dealing with anxiety,
sheltering and place? – Yeah I mean one other
resource that you know, I don't know if we'll be able to post. But Dr. Pakyurek is our division chief of child and adolescent psychiatry. And he was interviewed by KCRA on you know how psychiatry is handling this as well. I think similar to us we're
switching to these video visits. And I think other things are
really there's the lovely part of social media right now
is that parents are posting a lot of really creative
things that people can do with their kids at home. You know some examples I've
seen are you know I mentioned my favorites of my scavenger
hunts and my forts. But there's a website where
celebrities will read books to your children.
There's another website where
a famous children author will do doodle, do a doodle that your, and it's kind of you know
he's doing it kind of live and your children can do it, and there's zoos that are showing animals. So we don't want people to
you know slip into doing a massive amount of screen
time because we want kids to get physical activity, and to get these productive activities. But there's been some
pretty creative ways set up for children to access you know learning and maybe have some time on screens that could be really
fun and really unique. – And productive and comforting
to kids and parents alike. – Yes yes.
– [Interviewer] So someone asked that their granddaughter's anxiety is surfacing in the way of controlling
behavior regarding her classwork. Do you have any suggestions
on how this person can help their granddaughter prime
in order to be ready to do classwork at home
versus in the classroom? – So you know I think one
thing that can be helpful is before classwork has started
to bring right before it an activity that's likely to
be more relaxing or settling. So you know depending
on what options you have within the boundaries of your house. But swinging on a swing
or jumping on a trampoline or doing something physical
like that to kind of calm the body and mind and get
it ready for the work.
The other thing is maybe
it's just confusing what's expected at home or the work times are a little bit longer than
what the child's used to. So maybe starting out with
just doing like a few problems and saying we do a couple
minutes and then we take a break and we get a fun reward to help start this you know new process that she's
probably not used to doing. – So really, I mean it's just
a time of change for everyone. – Yes, yes. – And your message of flexibility
I think is so important. – Yeah and you can even get really specific about flexibility. So I've talked to a few kids
on my video visits this week about like that do you know
what flexibility means, and couple of them were like nope. (laughs) And I'm like well, it means
you know when there's something that we're used to doing one way and we really are encouraged
to do it another way to sort of be willing to try.
You know for the sake of
maybe yourself or the family. So you can even say to kids like you know, something I might say is well this morning I had to be flexible when my child was like tapping on my face and asking me to sing Old McDonald before it was wake up time. – How fun for you. – So yeah. So I was flexible this
morning so now I'm asking you to you know sit down do this
or you know eat your lunch at a time you're not used to. Let's see if you can get
some flexibility points. And you can you know reinforce
them by giving them points for it and making it kinda like a game like who can be the most flexible today. Because they think that's
so much of this adapting and being flexible is just not
something where you know kids are like really used to working on. And so if we explicitly
describe it to them and then give them a chance to try it, that might help as well. – For more coronavirus information
from our reliable sources here at UC Davis Health, please visit
health.ucdavis.edu/coronavirus.
Thanks again for being with us. (soft music).
So today we’re talking about sensoryprocessing ill and suspicion and which comes first.Is it sometimes that we get anxious and therefore we become sensory reactive andsuper sensitive or under energized or is it that our sensory causes theproblem and this is a really good question and it’s a really important oneto address well so we’re really just going to introduce some of the conceptsjust now and generating some things into the room that we need to think aboutwe’re not going to solve all the problems that the issue fetches upbecause that would take days.So let’s give it a go from anoccupational care position when we think about sensory processing disorderand anxiety we’re really starting to wonder if the distress that our client is carrying is really secondary to the sensory processing disorder thechallenges that that generates and so that’s really where I’m going to speakto today and we will bring in a psychologistlater to talk about when feeling is the primary part of the picture and more ofthe root cause of what’s going on. So if we think about the sensory systems andreally try and unpack them and go deep with what it might mean to have adysfunction in one or many of them then we can start to understand that it wouldnaturally be a cause of nervousnes because fluctuation needs to be organized and underour assure to feel safe our sensory structures have a awfully primitive functionof impeding us alive as well as helping us to move, move beautifully, move withfinesse, navigate gaps and become social creatures.The firstly patch though is this safety keeping us aliveOur sense of balance, our vestibular sense that spirit level ofliquid in the inner ear and quartzs that tells us if we’re upright againstgravity or where we are that method, its first part is to keep us aliveand if we get turned upside down real quickit’s gonna make all the alarms go off and it’s going to be telling us that weneed to change something pretty quick so we go into a regime of flight or into astate of push or even more serious into a freeze district when this system sendsall the alarms off.Also when the system isn’t getting enough informationit starts to wonder if I’m safe and alarm systems, alarm bells start to ring.So for example if you’ve ever been in an elevator and there’s that time beforeyou can really tell if you’re moving yet or not, there’s that instant andpeople start to look at each other like are we okay? what’s about to happen here? because we’re not had enough data sufficient information from our vestibularsystem to really assess if we’re safe, if the situation is okay which course we’removing. And again that sense of frighten that you get when you’re on a publictransport, maybe a bus and the bus next to you which one’s moving is it me orthe bus next to me? My visual arrangement and my vestibular arrangement are in conflict andI can’t tell what’s going on, I go into alarm.So these are just examplestrying to help us empathize with individuals who struggle with theirvestibular information on a daytoday basis and that state of deepened fright, arousal that they get into or that they exist in for most of the day, which wouldlook like an anxiety disorder but it’s not it’s not clinical nervousnes in thosesituations, it’s anxiety that’s caused by a lack of integration of the vestibular arrangement with perhaps other organisations contesting report , not enoughinformation and being too quickly and too often in a state of oppose or flight orfreeze.The same falls for our position sense our proprioceptors which arepredominantly in our joints and when we get compression or when we get tractionon our seams we know where we are in space. I often would fall asleep on myarm and go to that level past pins and needles when my limb is just like is iteven there ?! and that if you’ve ever known that is really alarming, thealarm systems go off and your mas starts to say this is not okay, I’ve losta whole limb here and you know what’s happened is that there’s that blood flowhas been a problem, the proprioceptors aren’t serving very well.Your senseof proprioception maintains you fastened and grinded in your own body and when thatsystem is inaccurate, it’s inconsistent, it’s not giving you greatinformation then your arousal goes up and you start to have alarm bells goingoff in your lower mentality saying I’m not safe, I need to be wary, I need to orientto everything that’s going on around me and that inspects again that caution, thatanxiety.But it’s got a sensory root in these cases, but we don’t call theseanxiety agitations, we’re visit that a response to what’s going on with thesensory systems and we could go on with speciman after speciman. A reallyimportant one to think about is the child who really has trouble withmultiple sensory organisations at once and the most challenging environment for thatchild generally speaking is institution because the school environment isloud, it has buzzers, it has visual jumble, there are things hanging from theceiling, there are Mobile’s, there are still posters, there’s Halloween presentations, there’s resembles in the cafeteria, children are entirely unpredictable and they slap you andthey push you and your nervous system is constantly vigilantly trying to keep youalive and you looks just like a uneasy child an vigorous child a child withbehaviors but it comes back down to sensory processing. So this is wherewe start to say with some of our children is the sensory or is thisanxiety? When this child’s at clas they cannot coping, their patience for stressis minimal because they’re using all their resources just to get through theday, or are they so stressed that they’re reactive and we need to figure out whichone comes first.And some of these children where the multisensory piece isthe problematic piece so what we do with those minors is we increase as much stressas possible, we cater to their sensory systems, we nourish their sensory plans, we settled them in the claim regiman, we look at the other accentuates in their life arethey getting enough sleep? Are they imbibing enough water? Are they eatingenough food? How are their relationships? How is their timetable? How are theygetting to school? What’s their socioeconomic status? All of thesestresses we look what i found, we nourish the sensory systems and then we wait and wewatch and we start to unpack.And if this child is able to adapt better when wenourish their sensory systems and adapt the environment, then we know thatfundamentally what’s going on here is not anxiety but that the sensorystresses are so great that they’re causing an anxiety response. But if afteradapting and treating for sensory the suspicion is still particularly prevailing then werefer we find a really good mental health provider who are familiar with sensory but we refer to them and we get them involved and we start unpacking the restof the picture and what’s going on and that’s really important. So that’s been alittle introduction to sensory processing disorder and nervousnes and theinteractions between the two. It’s sensory awareness month. I’m VirginiaSpielmann the associate chairman of STAR Institute now and weare trying to raise awareness, educate and research more into sensoryprocessing ailments so there will be a link that we’d love you to click on toshow your subsistence. Please share, note and give us know what you want todiscuss ..
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New Explaindio 4 is revolutionary technology which creates fascinating videos by combining 2D & 3D animations, whiteboard sketch elements, and full motion video, all into one powerful, attention grabbing video. This is why I am extremely excited to be able to tell you that now there is Explaindio 4, which is an easy to use video content creation software that allows you to combine 2D & 3D animations, whiteboard sketch elements, and full motion video, all into one powerful, attention grabbing video.
(lively music) – I'm Pamela Wu and with me today is Dr. Breanna Winder-Patel
a clinical psychologist at our world renowned MIND Institute. MIND as we call it here
performs research on and provides care for
neurodevelopmental disorders. Today we're going to be
discussing how to help adults and children both with and without neurodevelopmental disorders in this time of coronavirus anxiety and lots of routine changes as well. Dr. Winder-Patel thanks for being with us. – Thanks for having me. – Many of our viewers
have been experiencing a lot of anxiety since
the coronavirus began. What have you been
seeing in your practice? – Yeah so before we get started
I just wanna mention that Dr. Meg Tudor is also a
psychologist at MIND and we work together on getting
these materials ready and then in this effort
of you know physical or social distancing
she wasn't able to come. So there's probably more
things we're gonna develop over the days to come about this and she's kind of equally involved. So I wanted to mention that and she has a similar
practice to mine at MIND. What we're seeing is that
you know this is a time of high-anxiety for a lot of people.
What underlies anxiety is we think of, has a lot to do with fear of uncertainty and worries about uncertainty, and obviously there's a
lot of uncertainty for us at this time. So we would expect people to
have some anxiety that's higher and that's a way that
we're sort of designed to look out for dangers. Some people are having some
anxiety that's even excessive for what's going on. And we have you know a mechanism called the fight, flight or freeze mechanism, that we all have for when
we're in a true danger.
And it's important for
that to go off if like a bus is coming towards
you or something like that. But it's not, we have that go off as like a false alarm sometimes and I think that's happening some. So what we're seeing in our
practice is some of the kids are talking about the coronavirus in ways where they're pretty anxious about it. But actually some aren't as
anxious as they usually are because the things that make them anxious, like separating from their parents or interacting with peers. They're not doing right
now, they're kind of at home in their safe space.
It's a lot of transition
to move to the video visits so that's been part of what
we're trying to work on to continue to provide care. – What can parents tell
children who are anxious about the coronavirus? – Yeah, so we want children to have you know specific
fact-based information. So there are a lot of
myths kind of going around and information that can
be really scary for kids, and it's best to not completely
keep them in the dark. But give them some information
so they understand like the true honest effort that
they're parent is giving to let them know about it. So for example, we would
want kids to know things like you know we would want
them to understand that people have viruses all the time and that the difference with this virus is that we don't want so many
people to get it at once, so that the hospitals and the
doctors are just too busy. So we're all really working
hard to stay at home from school and home from work to give
them the space they need to work on this virus. And for a lot of kids that's
kind of enough information obviously, it depends on their cognitive and language level.
But it's not something we need
to be talking about all day. So you know it can be,
provide some information try to get in there and
see if there's any myths the kids are walking around with, and then move on to something
more fun and relaxing like movie or a family game. – So it's not just you sort
of delivering this information to your child, but you said to sort of ask if they are thinking of any
thing that we know to be myths. So it's really like encouraging
a discussing and maybe would you ask a child say. Honey what do you know
about the coronavirus? – Yes, because we don't wanna
assume that they're having certain thoughts about
it that they're not. I had one child actually
convey to me that, and this is a child with
autism that the biggest worry was the visual image of what
everyone's putting up there that the coronavirus,
you know the depiction of what the virus would
actually look like.
– Oh the ball? – Yeah. So if you think about that ball you know, it is a scary looking ball
with red pointy things coming out of it. You know and the child's fear wasn't about getting the virus or dying. The fear was about like,
that thing looks really evil and I don't want that inside of my body. So they're interpretation
of what's going on really to this virus, was a
little bit different than what you would expect. And so you have to really see you know what is your own child thinking
about versus assuming that everybody is just
worried about getting it, 'cause that might not be it. – That's really interesting information that parents would wanna tease out.
– Yeah. – Well since schools are closed and there is an important
focus on the social distancing, which is why we're sitting
not closer together. We're sitting this far apart
at this table right now. What would be helpful
for parents to include in their daily routines with
their kids being at home? – Yeah so since this is
a time of uncertainty we would want to be able to provide them with the most kind of
structure and routine in ways that they're familiar with, so that they feel like
they know what's coming.
So we would encourage parents
to try to put some routine in place at home like
similar wake up times, knowing when meals are coming. You know knowing if
school work is expected at a certain time and when
the fun time is gonna come. We also, you know, I'm
hearing a lot of information about parents who are
expected to work from home in addition to taking
care of their children, in addition to teaching their children. And it's just so entirely
unrealistic to put the pressure of some like idealistic
schedule on these families. So I think the idea is to
try to keep some structure for the child. But also to be really
flexible and kind of you know easy on yourself that
that's not gonna happen in a perfect way everyday
and we're expected to all do things that are
really unfamiliar to us.
You know it might be a time if the child is really struggling to do the
traditional way of learning. Maybe it's a time to focus
on experiential learning that's where we think of
teaching them hands-on things like how to measure the
ingredients for you know what they're making, or going outside for a walk
and trying to identify trees or flowers that we know of. You know that type of learning
is really important too and parents are actually
doing that a lot of the time they might not realize that.
And the other thing is
to think about you know are there things that you
really loved as a child that were really meaningful
and maybe this is a time to do it. Like you know I was a big
fan of like making forts and doing scavenger hunts
and all of these things. And at the end of this we want
kids to be able to look back and not feel like wow
that was so much tension the whole time. We want it to be able to be like well, it was kinda stressful for everyone but I had some really great
experiences with my family and I learned, and now I
have some great memories.
So it's a balance and we have
to be kinda easy on ourselves at this time. – That is such good advice
I think so many families need to hear that right now. – Yeah. – We've been talking about
routine you talked about sort of developing a flexible schedule 'cause kids
like to know what's coming. A lot of children and people, adults too with neurodevelopmental disorders
really thrive on routine and for a lot families their home life has just been completely upended by this.
So what are some of the special challenges for families who have
a member of the family with a neurodevelopmental disorder? – Yeah. Well I mean I think
the biggest one is that you know in our world in
my field we talk about we don't expect the parents
to be the therapist. We expect if you need a
therapist you go to a therapist. And the same with parents being teachers, if you're not a teacher that's a really big
responsibility to put on a parent. And now like parents
are everything. (laughs) – Yeah they're right. – Right now for children with
neurodevelopmental disorders that have in-home services
that have been suspended. They're not getting that support
they need and they're not getting those therapists and
they're kind of mean to be the therapist and the teacher.
So I think the challenges
are that really the support. A lot of times individuals with
neurodevelopmental disorders have a lot of extra
therapies and interventions that aren't happening right now. So we would encourage
parents to you know keep with those strategies as they can, and see if there's other
resources they can get through you know if they have any
option for video visits with the provider, and you
know there's a resource we're going to mention
that the MIND Institute, faculty of the MIND Institute developed that might be helpful as well. So I think it's the extra
challenges are probably related to you know really feeling like they were so used to that routine and
what they did everyday, going to school going to therapy and having trouble understanding you know why is this so different and why don't we have a choice right now.
– So again just kind of
being supportive of them trying to include things
they really enjoy. Include their special
interests in their day. One thing we talk about is
that if a child has a special interest in something it
could help you explain the pandemic to them. So for example if they're
really into superheroes you could say well the
healthcare workers are kind of like Iron Man, and their job right now is to go after this thing that they're trying
to you know fight against, and we need to give them
to space to do that. And you know eventually,
you know Iron Man defeats the Mandarin just like we're helping the healthcare workers defeat the virus. So sometimes pulling in
their special interests can give them some feel
like they have some control and some better understanding. But it's really just about
trying to keep the routine the same but also being
understanding that you know, that's a huge expectation. – Absolutely, you mentioned
that sometimes kids might not be as scared as we think they are. Because we're so immersed in the news and so there is a lot
of fear among adults, but kids might not be as scared.
For kids who are scared though
like the one that you said was scared of the scary
red ball entering his body. What can parents do to support those kids and give them a feeling of security? – Yeah great question. So one of the things that we
think about with thoughts. If we're having a lot of what if thoughts, that's usually a sign
it's an anxious thought. Because we're asking like
what if the bad thing happens and we don't know yet
cause it's uncertain, it's in the future. So if you're hearing a
lot of what if thoughts from the child, you know
it's a tendency for parents to just say like oh don't
worry or it'll be okay.
But for some kids that
reassurance doesn't work and part of why that
doesn't work is because they have this thought
and it's not going away. So we have a strategy of getting
the child to look for proof for their thoughts. So you know if your thought
is what if I'm going to get very sick and die. Looking for proof would be
saying things like oh you know is anyone in my house sick? Are we responsible with
the physical distancing you know that we're doing? Are we washing our hands? Do I have any proof that I'm actually in a
true danger right now? And if that proof isn't there,
then we have to question is anxiety telling us the truth.
So we talk about externalizing the anxiety and being able to decide
whether to listen to it or not. So if you look for proof and you realize you don't really have any, that the anxiety is telling you the truth. Then we encourage children
and adults to do something called change the channel in your mind, that's what we call it. So we teach little kids,
your mind is like a TV and if you're kinda stuck
on the anxiety channel and it's not helpful for you.
We have to kinda let that
channel go and switch it over to something that's calming and relaxing. I, this week was like I need
to find something personally to change my channel, and so I found the book called Joyful. It's about you know looking
around in the physical world and understanding how
it impacts inner-joy. So if I'm having these thoughts that are not helpful right
now I change my channel to either thinking about
the ideas in the book or even like If I can take a break, going and listening to it.
I may or may not have
been hiding in my closet listening to it last night. (both laughs) – Change it to the joyful channel. – Right right. So it's you know things
like this that adults need to implement too because
we have the worries as well but we also have many
of us the responsibility of taking care of our children. – Yeah. That leads me actually
to my next question. How important it is for
adults to sort of model this calm behavior for kids? Because I feel like they
really pick up on our energy that way if we're really anxious. – Yeah they do, they're
just little investigators. They're very observant and aware more than what we often realize. And I think that there's
specific ways they could model some of these skills right now. We think a lot about how
problem solving is helpful.
So if you have a problem and
it can be solved you're going to feel less anxious. So an example would be if a
parent is trying to switch over a doctor's appointment or
a class to a video visit and they can do that. They could model for the child,
oh mommy had this problem, we're not able to go to the
visit so here's what I did to problem solve it and
wow I feel better now that I did that. If you can't problem solve something, really the other option is to
cope with it in healthy ways. So again like try to switch
over to a video visit, it didn't work. Well, I did what I could and now I just need to change my channel to either listening to music, or playing a game with the family.
'Cause it's not gonna help me
to keep worrying about that. So that's something you
know that parents can model and really this idea of problem
solve something when you can and cope in healthy ways when you can't is probably helpful for
all of us right now. – Yeah. – And so it's something
that parents you know can model when they
can for their children.
But also realize that again
they're not gonna be the perfect teacher and therapist
and everything right now because we just think that's unrealistic. – What additional challenges
might there be for people with autism or other
neurodevelopmental disorders that we haven't talked about yet? – I think that you know
the one that I mentioned is that piece about some
individuals with autism have heightened visual
abilities and visual memory. So this piece about you know
that child seeing that image of the you know the way they're
depicting the virus looking really stuck with him. And maybe not in a way that it would stick with other people. So we have to be careful of
what they're being exposed to right now because it's just a lot of information that's confusing. And both on the side of the visual stuff can be difficult for
them because if that's something that gets stuck in their mind it can be hard to shift off of it.
On the other hand, you
know you can do things to help support the visual
strengths right now, like having children
draw how they're feeling rather than talking to them about it. That's something that
we do a lot in therapy with kids with autism to you
know get their perspectives on how they're doing. The other things it sort of
just depends on the child. There's actually an area of
anxiety that we're researching at the MIND Institute. It was developed by a
psychologist named Connor Kerns and it's called fear of change, and it's something that we see more often in kids with autism. So it's this idea of being
anxious about changing routines or change in schedules. So the kids that were
already having difficulty in that area are probably
really struggling right now.
They probably never had an
experience in their life where their schedule has changed
to such an extreme degree. And you know parents have
to just do their best to make them comfortable
and help them cope and help them find things
that will reduce their anxiety like providing a visual
schedule for them at home, you know that's reasonable and help supporting them in those ways. – When is it time, at
what point should someone go see a professional when their anxiety has gotten the best of them? – So we have a, in the
one interview we do.
We talk about when anxiety gets turned on like a light switch and you
can no longer turn it off is where you're kinda hitting that point of thinking wow, this is at that level that we might really need
to do something about it. And if in the other concept that we think a lot about is interference. So if you just get anxious and
you kind of think about it, your parent gives you
reassurance and you feel better that's one thing. But if you get anxious and then you know you can't even get on the
phone to talk to grandma 'cause you're so anxious
and you can't even you know walk outside because you're so anxious. It's that level of interference that often makes the decision of that like is this to that problem
point that we'd really need to seek care. I think what's going on right now is that it's more typical than not to
feel some anxiety you know. So we would want to you
know help support kids during this time and then
see once this calms down is the anxiety still staying high, and to help them seek support if so.
– We're not suppose to
leave our homes right now unless we are on essential business or running an essential errand. You can still see a provider
here at UC Davis Health without having to leave your home. Can you talk to us about video visits and how many more video
visits you've been seeing? Yeah, so we, because we're
not seeing patients in person our staff in the MIND Institute
and also in psychiatry worked really hard to get
everything transferred over to video visits. It's a way of doing tele-health that we can do through MyChart. And so all of my therapy patients have been transferred over. It's a little bit strange
at first you know, I see some little kids and they're sort of my big head pops up on the
screen and they're like ah.
(both laughs) – Right on their tablet
or their I-phone at home. – Yeah they're like in
their bed or whatever. And so parents have been great
about like supporting them and do you want me to stay
here 'cause often you know I have a portion of the session
with the child just alone. So again it's that idea of flexibility. We have to do a lot of
things that don't feel like our usual way of doing things.
And most of them have been really great and the patients that I'm,
you know I've been underway with treatment and we're
in the middle of it. We already have goals
we're setting you know they understand the format. It's just that they're
sitting at home rather than being in person. Anxiety therapy has a big
focus on what we call exposure, so it's about facing the
things you're scared of, and Dr. Meg Tudor and I do
a lot of these exposures with patients when they come in. So that's a little tricky
because we would do the exposures with the patient first. Like a child who's you know
very very scared of germs and doesn't wanna touch doorknobs.
We would work with them
and encourage them you know to touch a doorknob with us. So if they're not with
us in person you know we are being creative
about how much we can ask the parents to do at
home and how can still get that really important
part of therapy addressed. But we feel like at the very
least if we can be supportive and continue to work on our
goals that would be one part of consistency in their lives right now. – Yeah. For those of you who are interested in learning more about video visits. You can contact UC Davis
Health, contact your provider at UC Davis Health. You can find instructions
online on how to do it as well and through what we
call My UC Davis online. It's the app or our
providers call it MyChart. So you can learn more that way. It's a really really great resource. Let's keep talking about resources.
You are involved in something
called the STAAR Study. – Yeah so the STAAR Study
is, it stands for specifying and treating anxiety and autism research. So it's specific to kids
eight to 14-years-old who have autism and have
significant anxiety. So right now there is
you know a lot of anxiety going on in a lot of people,
that'll probably go down when this gets better. For kids that we're
looking for for this study it would be kids who have
more higher level of anxiety that's kind of persisting and
we have this treatment study. So the study is that if they qualified for the screening criteria
they would be randomized to either cognitive behavioral therapy or medication group which is sertraline or pill placebo group. And they would see us in the office, the main part of the study is 16 weeks and then there's follow ups. So we right now, since we're
not seeing people in person, we aren't doing any of the,
starting any of the visits but we are doing the phone screens and we're trying to you
know capture information on families that would be interested now, and then we would be able to bring them in when it's safer.
So if people are interesting in that study the contact person is Taron Heckers and her phone number is 916-703-0119. – So if you're interested
you can learn more that can be available to you. – Okay, yeah that's great. – MIND has a new web platform too for, that contains resources
for families and caregivers of kids with autism and it's
really excellent for shelter and place time. – Yes, it is called helpisinyourhands.org. So that's actually the
website helpisinyourhands.org, and it's a free website that was developed by doctors
Aubyn Stahmer and Sally Rogers of the MIND Institute. And it was developed to help caregivers with skills to assist them in working with their children with autism. So it's based on the
early start Denver model. Which is something that that's the model they've been working on and
researching for a long time.
– Is that the early intervention? – Yes. So this is targeted towards children who are like zero to three
years of age very young children and the website has these video modules that can kind of show
you how you could work on some of these skills
with your child with autism or showing signs of autism. And I signed up on it today to you know that a thorough look,
it's very easy to sign up. It can be used on I
believe I-phones, I-pads lots of devices and again
it's completely free. – Is there anything else
that you'd like to add for our viewers who are dealing with anxiety,
sheltering and place? – Yeah I mean one other
resource that you know, I don't know if we'll be able to post. But Dr. Pakyurek is our division chief of child and adolescent psychiatry. And he was interviewed by KCRA on you know how psychiatry is handling this as well.
I think similar to us we're
switching to these video visits. And I think other things are
really there's the lovely part of social media right now
is that parents are posting a lot of really creative
things that people can do with their kids at home. You know some examples I've
seen are you know I mentioned my favorites of my scavenger
hunts and my forts. But there's a website where
celebrities will read books to your children.
There's another website where
a famous children author will do doodle, do a doodle that your, and it's kind of you know
he's doing it kind of live and your children can do it, and there's zoos that are showing animals. So we don't want people to
you know slip into doing a massive amount of screen
time because we want kids to get physical activity, and to get these productive activities. But there's been some
pretty creative ways set up for children to access you know learning and maybe have some time on screens that could be really
fun and really unique. – And productive and comforting
to kids and parents alike. – Yes yes. – [Interviewer] So someone asked that their granddaughter's anxiety is surfacing in the way of controlling
behavior regarding her classwork. Do you have any suggestions
on how this person can help their granddaughter prime
in order to be ready to do classwork at home
versus in the classroom? – So you know I think one
thing that can be helpful is before classwork has started
to bring right before it an activity that's likely to
be more relaxing or settling.
So you know depending
on what options you have within the boundaries of your house. But swinging on a swing
or jumping on a trampoline or doing something physical
like that to kind of calm the body and mind and get
it ready for the work. The other thing is maybe
it's just confusing what's expected at home or the work times are a little bit longer than
what the child's used to. So maybe starting out with
just doing like a few problems and saying we do a couple
minutes and then we take a break and we get a fun reward to help start this you know new process that she's
probably not used to doing. – So really, I mean it's just
a time of change for everyone. – Yes, yes. – And your message of flexibility
I think is so important. – Yeah and you can even get really specific about flexibility. So I've talked to a few kids
on my video visits this week about like that do you know
what flexibility means, and couple of them were like nope.
(laughs) And I'm like well, it means
you know when there's something that we're used to doing one way and we really are encouraged
to do it another way to sort of be willing to try. You know for the sake of
maybe yourself or the family. So you can even say to kids like you know, something I might say is well this morning I had to be flexible when my child was like tapping on my face and asking me to sing Old McDonald before it was wake up time. – How fun for you. – So yeah. So I was flexible this
morning so now I'm asking you to you know sit down do this
or you know eat your lunch at a time you're not used to. Let's see if you can get
some flexibility points. And you can you know reinforce
them by giving them points for it and making it kinda like a game like who can be the most flexible today. Because they think that's
so much of this adapting and being flexible is just not
something where you know kids are like really used to working on.
And so if we explicitly
describe it to them and then give them a chance to try it, that might help as well. – For more coronavirus information
from our reliable sources here at UC Davis Health, please visit
health.ucdavis.edu/coronavirus. Thanks again for being with us. (soft music).
New England boy filmed it
van beats produced it
the sample is balance and composure
thx
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We’ve got a plan to help Abbie with her anxiety. She hasn’t always been anxious, it has developed over recent years into a real challenge for her in some situations. We talked to Abbie’s psychiatrist to get help with some ideas.
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Presented by:
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Dr. Nick Delgado teaches you How to Live Longer from Long Beach, California Health Freedom Expo 2012
Well 6 days into 2020 and I am already overwhelmed. Today was one of those days where anxiety showed up to the party uninvited and I had to manage all of my racing thoughts. It is OK to have days like this…It is OK to not have it all together sometimes and I know that just because some of the things I worry about are irrational my feelings are still valid. Some days I am thriving and some days Im merely surviving . Give yourself a pep talk -practice a little self care and keep it moving ! WE GOT THIS!Australian Red Crosshttps://www.redcross.org.auMake sure you follow all of my social medias!Instagram: https://www.instagram.com/laurenbrazee/
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