{"id":146755,"date":"2021-08-26T21:31:20","date_gmt":"2021-08-26T21:31:20","guid":{"rendered":"https:\/\/effectsofanxiety.net\/archives\/146755"},"modified":"2021-08-26T21:31:20","modified_gmt":"2021-08-26T21:31:20","slug":"coronavirus-kids-and-anxiety-during-the-covid-19-pandemic-2","status":"publish","type":"post","link":"https:\/\/effectsofanxiety.net\/archives\/146755","title":{"rendered":"Coronavirus: Kids and Anxiety During the COVID-19 Pandemic"},"content":{"rendered":"(lively music) – I'm Pamela Wu and with me today is Dr. Breanna Winder-Patel\na clinical psychologist at our world renowned MIND Institute. MIND as we call it here\nperforms research on and provides care for\nneurodevelopmental disorders. Today we're going to be\ndiscussing 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\nhave been experiencing a lot of anxiety since\nthe coronavirus began. What have you been\nseeing in your practice? – Yeah so before we get started\nI just wanna mention that Dr. Meg Tudor is also a\npsychologist at MIND and we work together on getting\nthese materials ready and then in this effort\nof you know physical or social distancing\nshe wasn't able to come. So there's probably more\nthings 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\npractice to mine at MIND. What we're seeing is that\nyou 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\nlot of uncertainty for us at this time. So we would expect people to\nhave some anxiety that's higher and that's a way that\nwe're sort of designed to look out for dangers. Some people are having some\nanxiety 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\nwe're in a true danger. And it's important for\nthat to go off if like a bus is coming towards\nyou 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\npractice 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\nanxious 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\nnow, they're kind of at home in their safe space. It's a lot of transition\nto move to the video visits so that's been part of what\nwe're trying to work on to continue to provide care. – What can parents tell\nchildren who are anxious about the coronavirus? – Yeah, so we want children to have you know specific\nfact-based information. So there are a lot of\nmyths kind of going around and information that can\nbe really scary for kids, and it's best to not completely\nkeep them in the dark.

But give them some information\nso they understand like the true honest effort that\nthey're parent is giving to let them know about it. So for example, we would\nwant kids to know things like you know we would want\nthem to understand that people have viruses all the time and that the difference with this virus is that we don't want so many\npeople to get it at once, so that the hospitals and the\ndoctors are just too busy. So we're all really working\nhard to stay at home from school and home from work to give\nthem the space they need to work on this virus. And for a lot of kids that's\nkind of enough information obviously, it depends on their cognitive and language level. But it's not something we need\nto be talking about all day.

So you know it can be,\nprovide some information try to get in there and\nsee if there's any myths the kids are walking around with, and then move on to something\nmore fun and relaxing like movie or a family game. – So it's not just you sort\nof delivering this information to your child, but you said to sort of ask if they are thinking of any\nthing that we know to be myths. So it's really like encouraging\na discussing and maybe would you ask a child say. Honey what do you know\nabout the coronavirus? – Yes, because we don't wanna\nassume that they're having certain thoughts about\nit that they're not. I had one child actually\nconvey to me that, and this is a child with\nautism that the biggest worry was the visual image of what\neveryone's putting up there that the coronavirus,\nyou know the depiction of what the virus would\nactually look like.

– Oh the ball? – Yeah. So if you think about that ball you know, it is a scary looking ball\nwith 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,\nthat thing looks really evil and I don't want that inside of my body. So they're interpretation\nof what's going on really to this virus, was a\nlittle bit different than what you would expect.

And so you have to really see you know what is your own child thinking\nabout versus assuming that everybody is just\nworried 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\nfocus on the social distancing, which is why we're sitting\nnot closer together. We're sitting this far apart\nat this table right now. What would be helpful\nfor parents to include in their daily routines with\ntheir kids being at home? – Yeah so since this is\na time of uncertainty we would want to be able to provide them with the most kind of\nstructure and routine in ways that they're familiar with, so that they feel like\nthey know what's coming. So we would encourage parents\nto try to put some routine in place at home like\nsimilar wake up times, knowing when meals are coming. You know knowing if\nschool work is expected at a certain time and when\nthe fun time is gonna come.

We also, you know, I'm\nhearing a lot of information about parents who are\nexpected to work from home in addition to taking\ncare of their children, in addition to teaching their children. And it's just so entirely\nunrealistic to put the pressure of some like idealistic\nschedule on these families. So I think the idea is to\ntry to keep some structure for the child. But also to be really\nflexible and kind of you know easy on yourself that\nthat's not gonna happen in a perfect way everyday\nand we're expected to all do things that are\nreally unfamiliar to us.

You know it might be a time if the child is really struggling to do the\ntraditional way of learning. Maybe it's a time to focus\non experiential learning that's where we think of\nteaching them hands-on things like how to measure the\ningredients for you know what they're making, or going outside for a walk\nand trying to identify trees or flowers that we know of. You know that type of learning\nis really important too and parents are actually\ndoing that a lot of the time they might not realize that. And the other thing is\nto think about you know are there things that you\nreally loved as a child that were really meaningful\nand maybe this is a time to do it. Like you know I was a big\nfan of like making forts and doing scavenger hunts\nand all of these things. And at the end of this we want\nkids to be able to look back and not feel like wow\nthat 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\nexperiences with my family and I learned, and now I\nhave some great memories. So it's a balance and we have\nto be kinda easy on ourselves at this time. – That is such good advice\nI think so many families need to hear that right now. – Yeah. – We've been talking about\nroutine you talked about sort of developing a flexible schedule 'cause kids\nlike to know what's coming. A lot of children and people, adults too with neurodevelopmental disorders\nreally 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\na member of the family with a neurodevelopmental disorder? – Yeah. Well I mean I think\nthe biggest one is that you know in our world in\nmy field we talk about we don't expect the parents\nto be the therapist.

We expect if you need a\ntherapist you go to a therapist. And the same with parents being teachers, if you're not a teacher that's a really big\nresponsibility to put on a parent. And now like parents\nare everything. (laughs) – Yeah they're right. – Right now for children with\nneurodevelopmental disorders that have in-home services\nthat have been suspended. They're not getting that support\nthey need and they're not getting those therapists and\nthey're kind of mean to be the therapist and the teacher. So I think the challenges\nare that really the support.

A lot of times individuals with\nneurodevelopmental disorders have a lot of extra\ntherapies and interventions that aren't happening right now. So we would encourage\nparents to you know keep with those strategies as they can, and see if there's other\nresources they can get through you know if they have any\noption for video visits with the provider, and you\nknow there's a resource we're going to mention\nthat the MIND Institute, faculty of the MIND Institute developed that might be helpful as well. So I think it's the extra\nchallenges are probably related to you know really feeling like they were so used to that routine and\nwhat 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\nbeing supportive of them trying to include things\nthey really enjoy. Include their special\ninterests in their day. One thing we talk about is\nthat if a child has a special interest in something it\ncould help you explain the pandemic to them. So for example if they're\nreally into superheroes you could say well the\nhealthcare workers are kind of like Iron Man, and their job right now is to go after this thing that they're trying\nto you know fight against, and we need to give them\nto space to do that. And you know eventually,\nyou know Iron Man defeats the Mandarin just like we're helping the healthcare workers defeat the virus. So sometimes pulling in\ntheir special interests can give them some feel\nlike they have some control and some better understanding. But it's really just about\ntrying to keep the routine the same but also being\nunderstanding that you know, that's a huge expectation. – Absolutely, you mentioned\nthat 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\nof fear among adults, but kids might not be as scared. For kids who are scared though\nlike the one that you said was scared of the scary\nred 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\nthink about with thoughts. If we're having a lot of what if thoughts, that's usually a sign\nit's an anxious thought. Because we're asking like\nwhat if the bad thing happens and we don't know yet\ncause it's uncertain, it's in the future. So if you're hearing a\nlot of what if thoughts from the child, you know\nit's a tendency for parents to just say like oh don't\nworry or it'll be okay.

But for some kids that\nreassurance doesn't work and part of why that\ndoesn't work is because they have this thought\nand it's not going away. So we have a strategy of getting\nthe child to look for proof for their thoughts. So you know if your thought\nis what if I'm going to get very sick and die.

Looking for proof would be\nsaying things like oh you know is anyone in my house sick? Are we responsible with\nthe physical distancing you know that we're doing? Are we washing our hands? Do I have any proof that I'm actually in a\ntrue danger right now? And if that proof isn't there,\nthen we have to question is anxiety telling us the truth. So we talk about externalizing the anxiety and being able to decide\nwhether 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\nand adults to do something called change the channel in your mind, that's what we call it. So we teach little kids,\nyour mind is like a TV and if you're kinda stuck\non the anxiety channel and it's not helpful for you.

We have to kinda let that\nchannel go and switch it over to something that's calming and relaxing. I, this week was like I need\nto find something personally to change my channel, and so I found the book called Joyful. It's about you know looking\naround in the physical world and understanding how\nit impacts inner-joy. So if I'm having these thoughts that are not helpful right\nnow I change my channel to either thinking about\nthe ideas in the book or even like If I can take a break, going and listening to it. I may or may not have\nbeen 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\nlike this that adults need to implement too because\nwe have the worries as well but we also have many\nof us the responsibility of taking care of our children.

– Yeah. That leads me actually\nto my next question. How important it is for\nadults to sort of model this calm behavior for kids? Because I feel like they\nreally pick up on our energy that way if we're really anxious. – Yeah they do, they're\njust little investigators. They're very observant and aware more than what we often realize. And I think that there's\nspecific ways they could model some of these skills right now. We think a lot about how\nproblem solving is helpful. So if you have a problem and\nit can be solved you're going to feel less anxious.

So an example would be if a\nparent is trying to switch over a doctor's appointment or\na class to a video visit and they can do that. They could model for the child,\noh mommy had this problem, we're not able to go to the\nvisit so here's what I did to problem solve it and\nwow I feel better now that I did that. If you can't problem solve something, really the other option is to\ncope with it in healthy ways. So again like try to switch\nover 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\nto keep worrying about that. So that's something you\nknow that parents can model and really this idea of problem\nsolve something when you can and cope in healthy ways when you can't is probably helpful for\nall of us right now. – Yeah. – And so it's something\nthat parents you know can model when they\ncan for their children. But also realize that again\nthey're not gonna be the perfect teacher and therapist\nand everything right now because we just think that's unrealistic. – What additional challenges\nmight there be for people with autism or other\nneurodevelopmental disorders that we haven't talked about yet? – I think that you know\nthe one that I mentioned is that piece about some\nindividuals with autism have heightened visual\nabilities and visual memory.

So this piece about you know\nthat child seeing that image of the you know the way they're\ndepicting 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\nwhat 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\nthem 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\nknow you can do things to help support the visual\nstrengths right now, like having children\ndraw how they're feeling rather than talking to them about it. That's something that\nwe do a lot in therapy with kids with autism to you\nknow get their perspectives on how they're doing. The other things it sort of\njust depends on the child. There's actually an area of\nanxiety that we're researching at the MIND Institute. It was developed by a\npsychologist 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\nanxious about changing routines or change in schedules. So the kids that were\nalready having difficulty in that area are probably\nreally struggling right now. They probably never had an\nexperience in their life where their schedule has changed\nto such an extreme degree. And you know parents have\nto just do their best to make them comfortable\nand help them cope and help them find things\nthat will reduce their anxiety like providing a visual\nschedule for them at home, you know that's reasonable and help supporting them in those ways. – When is it time, at\nwhat point should someone go see a professional when their anxiety has gotten the best of them? – So we have a, in the\none interview we do.

We talk about when anxiety gets turned on like a light switch and you\ncan 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\nto 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\nyou kind of think about it, your parent gives you\nreassurance and you feel better that's one thing. But if you get anxious and then you know you can't even get on the\nphone to talk to grandma 'cause you're so anxious\nand 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\npoint 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\nfeel some anxiety you know. So we would want to you\nknow help support kids during this time and then\nsee once this calms down is the anxiety still staying high, and to help them seek support if so.

– We're not suppose to\nleave our homes right now unless we are on essential business or running an essential errand. You can still see a provider\nhere at UC Davis Health without having to leave your home. Can you talk to us about video visits and how many more video\nvisits you've been seeing? Yeah, so we, because we're\nnot seeing patients in person our staff in the MIND Institute\nand also in psychiatry worked really hard to get\neverything 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\nat first you know, I see some little kids and they're sort of my big head pops up on the\nscreen and they're like ah.

(both laughs) – Right on their tablet\nor their I-phone at home. – Yeah they're like in\ntheir bed or whatever. And so parents have been great\nabout like supporting them and do you want me to stay\nhere 'cause often you know I have a portion of the session\nwith the child just alone. So again it's that idea of flexibility. We have to do a lot of\nthings 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,\nyou know I've been underway with treatment and we're\nin the middle of it. We already have goals\nwe're setting you know they understand the format. It's just that they're\nsitting at home rather than being in person. Anxiety therapy has a big\nfocus on what we call exposure, so it's about facing the\nthings you're scared of, and Dr.

Meg Tudor and I do\na lot of these exposures with patients when they come in. So that's a little tricky\nbecause we would do the exposures with the patient first. Like a child who's you know\nvery very scared of germs and doesn't wanna touch doorknobs. We would work with them\nand encourage them you know to touch a doorknob with us. So if they're not with\nus in person you know we are being creative\nabout how much we can ask the parents to do at\nhome and how can still get that really important\npart of therapy addressed.

But we feel like at the very\nleast if we can be supportive and continue to work on our\ngoals 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\nHealth, contact your provider at UC Davis Health. You can find instructions\nonline on how to do it as well and through what we\ncall My UC Davis online. It's the app or our\nproviders 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\ncalled the STAAR Study. – Yeah so the STAAR Study\nis, it stands for specifying and treating anxiety and autism research. So it's specific to kids\neight to 14-years-old who have autism and have\nsignificant anxiety. So right now there is\nyou know a lot of anxiety going on in a lot of people,\nthat'll probably go down when this gets better. For kids that we're\nlooking for for this study it would be kids who have\nmore higher level of anxiety that's kind of persisting and\nwe have this treatment study.

So the study is that if they qualified for the screening criteria\nthey 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\nnot seeing people in person, we aren't doing any of the,\nstarting any of the visits but we are doing the phone screens and we're trying to you\nknow 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\nyou 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\nfor families and caregivers of kids with autism and it's\nreally excellent for shelter and place time. – Yes, it is called helpisinyourhands.org. So that's actually the\nwebsite helpisinyourhands.org, and it's a free website that was developed by doctors\nAubyn 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\nearly start Denver model. Which is something that that's the model they've been working on and\nresearching for a long time. – Is that the early intervention? – Yes. So this is targeted towards children who are like zero to three\nyears of age very young children and the website has these video modules that can kind of show\nyou how you could work on some of these skills\nwith your child with autism or showing signs of autism.

And I signed up on it today to you know that a thorough look,\nit's very easy to sign up. It can be used on I\nbelieve I-phones, I-pads lots of devices and again\nit's completely free. – Is there anything else\nthat you'd like to add for our viewers who are dealing with anxiety,\nsheltering and place? – Yeah I mean one other\nresource 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\nswitching to these video visits. And I think other things are\nreally there's the lovely part of social media right now\nis that parents are posting a lot of really creative\nthings that people can do with their kids at home. You know some examples I've\nseen are you know I mentioned my favorites of my scavenger\nhunts and my forts. But there's a website where\ncelebrities will read books to your children.

There's another website where\na famous children author will do doodle, do a doodle that your, and it's kind of you know\nhe'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\nyou know slip into doing a massive amount of screen\ntime because we want kids to get physical activity, and to get these productive activities. But there's been some\npretty creative ways set up for children to access you know learning and maybe have some time on screens that could be really\nfun and really unique. – And productive and comforting\nto kids and parents alike. – Yes yes.

– [Interviewer] So someone asked that their granddaughter's anxiety is surfacing in the way of controlling\nbehavior regarding her classwork. Do you have any suggestions\non how this person can help their granddaughter prime\nin order to be ready to do classwork at home\nversus in the classroom? – So you know I think one\nthing that can be helpful is before classwork has started\nto bring right before it an activity that's likely to\nbe more relaxing or settling. So you know depending\non what options you have within the boundaries of your house. But swinging on a swing\nor jumping on a trampoline or doing something physical\nlike that to kind of calm the body and mind and get\nit ready for the work.

The other thing is maybe\nit's just confusing what's expected at home or the work times are a little bit longer than\nwhat the child's used to. So maybe starting out with\njust doing like a few problems and saying we do a couple\nminutes and then we take a break and we get a fun reward to help start this you know new process that she's\nprobably not used to doing. – So really, I mean it's just\na time of change for everyone. – Yes, yes. – And your message of flexibility\nI think is so important. – Yeah and you can even get really specific about flexibility. So I've talked to a few kids\non my video visits this week about like that do you know\nwhat flexibility means, and couple of them were like nope. (laughs) And I'm like well, it means\nyou know when there's something that we're used to doing one way and we really are encouraged\nto do it another way to sort of be willing to try.

You know for the sake of\nmaybe 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\nmorning so now I'm asking you to you know sit down do this\nor you know eat your lunch at a time you're not used to. Let's see if you can get\nsome flexibility points. And you can you know reinforce\nthem 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\nso much of this adapting and being flexible is just not\nsomething where you know kids are like really used to working on. And so if we explicitly\ndescribe it to them and then give them a chance to try it, that might help as well. – For more coronavirus information\nfrom our reliable sources here at UC Davis Health, please visit\nhealth.ucdavis.edu\/coronavirus.

Thanks again for being with us. (soft music).","protected":false},"excerpt":{"rendered":"

(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 … Continue reading Coronavirus: Kids and Anxiety During the COVID-19 Pandemic<\/span><\/a><\/p>\n","protected":false},"author":0,"featured_media":146756,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","enabled":false},"version":2}},"categories":[1],"tags":[43426,696,2831,37932,6139,42547,42466,42277,42366,42367,33964,43447,43452,43439,43436,42587,16136,43435,43428,43444,43450,43451,5696,43441,43449,43420,43422,43424,43437,43448],"class_list":["post-146755","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-anxiety","tag-academic-medicine","tag-anxiety","tag-autism","tag-autistic","tag-california","tag-corona","tag-corona-virus","tag-coronavirus","tag-covid-19","tag-covid19","tag-disorders","tag-distance-learning","tag-help-is-in-your-hands-program","tag-helping-kids-relax","tag-kids-and-coronavirus","tag-managing-anxiety","tag-managing-stress","tag-mind-institute","tag-neurodevelopmental","tag-novel-coronavirus","tag-sacramento","tag-staar-study","tag-stress","tag-teaching-kids-about-coronavirus","tag-teaching-kids-from-home","tag-uc-davis","tag-uc-davis-health","tag-uc-davis-medical-center","tag-winder-patel","tag-working-from-home"],"jetpack_publicize_connections":[],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"https:\/\/effectsofanxiety.net\/wp-content\/uploads\/2021\/08\/146755_maxresdefault.jpg","_links":{"self":[{"href":"https:\/\/effectsofanxiety.net\/wp-json\/wp\/v2\/posts\/146755"}],"collection":[{"href":"https:\/\/effectsofanxiety.net\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/effectsofanxiety.net\/wp-json\/wp\/v2\/types\/post"}],"replies":[{"embeddable":true,"href":"https:\/\/effectsofanxiety.net\/wp-json\/wp\/v2\/comments?post=146755"}],"version-history":[{"count":0,"href":"https:\/\/effectsofanxiety.net\/wp-json\/wp\/v2\/posts\/146755\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/effectsofanxiety.net\/wp-json\/wp\/v2\/media\/146756"}],"wp:attachment":[{"href":"https:\/\/effectsofanxiety.net\/wp-json\/wp\/v2\/media?parent=146755"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/effectsofanxiety.net\/wp-json\/wp\/v2\/categories?post=146755"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/effectsofanxiety.net\/wp-json\/wp\/v2\/tags?post=146755"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}