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COVID-19 Resource Database
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Zero to Thrive COVID-19 Resources
Author: Corinna Trantham
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Parents’ and Caregivers’ Guide to Coping with the Coronavirus (COVID-19) Crisis
These are hard times. During this coronavirus outbreak many parents are feeling stressed or worried about lots of things, from staying healthy, keeping the family well, paying bills, caring for children who are homebound, keeping kids on task with school assignments, and the list goes on. These kinds of worries can feel overwhelming and cause strong emotions, so if you are feeling that way know that you are not alone. We will get through all of this and can make it a little easier by taking good care of ourselves.
Nurturing Wellness Exercises
During this stressful, rapidly changing time, it may feel like many things are out of our control. In moments like this, it is helpful to take a step back, and consider the parts of our lives where we can make choices, and can take positive action. We can feel more peaceful (and less worried!) when we recognize how we play an active role in helping ourselves, our families, and our communities.
Focus on the little things
Inch by inch things are a cinch, yard by yard, things are hard. What are the “inch by inch” (little) things you can focus on, so you don’t get lost in the big things that might feel too overwhelming? Some ideas for “small actions” are listed below that might help you feel more calm inside.
Nurturing and “Refueling” ourselves
Caring for ourselves helps us to be ready and able to care for and nurture our children and those we love. Here are some suggestions that might help during this difficult time:
- Reassure: Remind yourself that your feelings are ok and understandable, and of the positive things you can do for yourself to get through this hard time.
- Routines: Keep a regular daily schedule with time for your daily “must dos,” and exercise and rest.
- Regulate: To manage stress, actively engage in strategies that will help you calm. For example, practice deep breathing; take a walk; draw your feelings; listen to a favorite song; reach out to a friend; close your eyes and imagine sunshine filling you with warmth.
Find your sense of purpose. Look for opportunities to “do good” – for example leaving groceries on doorsteps of neighbors who can’t get out, or calling or video-chatting with someone who cannot have visitors at present. Thank people in your community who are working to help others or who have helped you or put a note in a neighbor’s door. Finding ways to “do something” helps move “from worry to wellness” by feeling more purposeful and helpful. This can help strengthen you, and our sense of community action and connectedness.
Find your center in the midst of the storm
Find a way to connect with the center of your deepest self to re-awaken your sense of J.O.Y.:
J: Just taking a moment.
When things feel overwhelming, take a moment to be still. Take the time to notice your feelings, pause and reflect. Even just three slow deep breaths can bring a moment of calm into your day.
O: Observe the lights.
Find the “light” in the midst of the “shadows.” What are the small things for which you are grateful? The taste of your morning coffee, the warm shower you had, the phone call you received from a friend… Remember how you felt when you experienced someone’s care and kindness.
Y: You can be the light.
Remind yourself that you can be a source of light and kindness for others in the world. At a time when so much is out of our control, you can focus on the moments when you have made a difference—for your child, family or community. Reminding yourself of the ways you have helped others and spread kindness can help you feel more connected, and more peaceful.
These are unprecedented times. But these times also create tremendous opportunities for us to practice our values- to care for others, connect with those we love, to find community and purpose wherever we can. This reminds us all of how connected we are to one another—and ultimately, we get through this together.
Stay emotionally connected!
Experts are recommending that we keep space between people – at least 6 feet. This is called social distancing and is an important way to reduce the spread of the coronavirus. However, keeping physical space between people does not mean emotional distancing! In fact, staying connected to friends and family will reduce your stress. Call a loved one or check in with your neighbor while maintaining at least 6-feet of space between you and them. It can be calming to simply think about the people you care about and draw on the strength of those connections. So stay back, but keep your heart close.
Understanding the facts about COVID-19 and being prepared can make an outbreak less stressful.
Resources
Resources for parents to and caregivers to cope with the COVID-19 pandemic:
General Resources for Parents and Caregivers
Mental Health Resources
Additional COVID-19 information and resources:
A New Georgie Story: A Very Different Birthday
Tender Press Books in collaboration with Zero to Thrive has collaborated again to create, “A Very Different Birthday”. Georgie is back to tell a story about how his birthday feels different in the midst of a pandemic. The new coloring book aims to help kids struggling to understand why things feel different than they once did.
Helping Young Kids Through the Coronavirus (COVID-19) Crisis
As adults, we may tend to overlook or minimize how very young children are affected by current events. However, even very young children are watching and listening to what is happening, including how we respond emotionally. This means we need to think about how to help even very young children make sense of current realities, and it also means that our own self care is essential. In moments of stress, remember to breathe, connect with others (while keeping a safe physical distance), take a walk, or do some other thing that helps you feel better. Then think about how you can help your child feel safer and more secure.
Young children often cannot tell us about their worries in words. Instead, you might see changes in their behavior, such as:
- Increased fussiness, crying, whining or temper tantrums
- Increased clinginess
- Increased hitting, biting or scratching
- Becoming quiet or withdrawn
- Changes in eating, toileting, or sleeping patterns, such as trouble falling or staying asleep
All of these behaviors may help you know that your child is feeling stressed. They will need more patience and guidance in managing their feelings, which can be so hard to offer when you are worried yourself. None of us will be perfect, these are hard times. But we can strive to care for ourselves so we can care for our children.
Following are some suggestions about how you might think about helping your young child make sense of current events.
First, be curious.
What has your child heard, and what does she think? Little kids can have all sorts of ideas about what is happening, and why? Sometimes when young children are trying to make sense of things they will come up with explanations that are not only wrong, but may make them feel even worse. For example, does your child think that everyone who gets COVID-19 will die? (Note- this is not correct. In fact, the risk of serious illness or death among in the general population is still low, and the risk for children is particularly low). Or do they perhaps think that they are no longer going to school because they did something wrong? (Note- this may seem very illogical, but this kind of “magical thinking” is very common among young children.)
Correct misperceptions, and offer honest and realistic reassurance.
Here are some realistic, honest, and reassuring things you might choose to share:
We can share our gratitude with our kids, and that helps us all keep a more balanced perspective.
Explain the “rules” and follow them.
To help keep most people safe and healthy, we are following the rules that scientists and doctors tell us will help. These rules include:
Washing our hands often
Trying not to touch our face with our hands
Sneezing into a tissue or our elbow
Wear a cloth face covering in common spaces (2+)
We can explain that we do this because it helps stop the virus from spreading. Children learn by observing, so it is important that we model these behaviors consistently ourselves.
Keep playdates safe!
Social distancing is the most critical and important factor that parents can control during this COVID-19 outbreak.
Play outside!
Kids can still get some fresh air and run around. Try to avoid playground fixtures that may transmit the virus.
Try virtual playdates
If possible, set up virtual play dates – kids can play games, dance, and interact with friends from a safe distance.
Write snail mail
Write letters, draw pictures, and create a pen pal system of friends and family so kids can stay connected.
Find your “family purpose”. Helping others helps ourselves.
Look for opportunities to ‘do good’—for example, leaving groceries on doorsteps of neighbors who can’t get out, or drawing pictures for loved ones, neighbors, or people who cannot have visitors at present such as residents of nursing homes. You could work together to make “thank you” cards and pictures to people in your community who are working hard to help others. Finding ways to “do something” helps move away from just worry to feeling more purposeful and helpful and helps strengthen our community response.
Create and keep new routines.
Kids thrive on predictability—and school closures, work changes, and other things happening right now can really undermine that sense of predictability and routine that keeps kids (and honestly, adults, too!) feeling secure. Plan a daily routine and make a calendar. Include play time with you. If possible, include time in the outdoors. Make a list of fun activities, like “dance party time” “read a book time” or “time to draw thank you pictures”. This also helps kids practice what they’d be doing in preschool. Dancing and playing and other fun activities can help everyone de-stress together.
Limit exposure to TV, news, and conversations among adults that might increase fear and anxiety.
We are all in this together, and parents and caregivers are understandably worried and wanting information, too. That makes sense, but be aware that “small pitchers have big ears”—even very young children (infants and toddlers) are aware of our emotions, tone of voice, or the urgency and fear coming through the tv or radio. Do your best to minimize children’s exposure to these things and be mindful of #1 above—care for yourself, too.
These are unprecedented times. But these times also create tremendous opportunities for us to practice our values- to care for others, connect with those we love, to find community and purpose wherever we can. This reminds us all of how connected we are to one another—and ultimately, we get through this together.
Resources
Resources for parents to help children cope with the COVID-19 pandemic:
General Resources for Kids
- Zero to Thrive – Helping Children Feel S.A.F.E. During COVID-19
- Zero to Thrive – The Importance of Routines for Kids
- University of Michigan – How to Talk to Your Kids About Coronavirus
- CDC – Talking with Children About the Coronavirus
- DPTV – Talking to Your Kids About Coronavirus
- NASP – Helping Children Cope with Changes Resulting from COVID-19
- CMI – Supporting Kids During the Coronavirus Crisis
- ADAA – How to Talk to Your Anxious Child or Teen About Coronavirus
Coloring and Story Books for Kids
- Zero to Thrive & Tender Press – A Very Different Birthday, a coloring story book to help kids understand why birthdays feel different in the midst of a pandemic.
- Zero to Thrive & Tender Press – Georgie and the Giant Germ, a coloring story book to help kids with big feelings during COVID-19
- Easterseals – My Social Distancing Story
Resources for Coping with School Closures and Returning to School
- TRAILS – Tips for Supporting Student Wellness at Home During COVID-19
- Easterseals – School Closure Resources Kit
Guidance for Children with Behavioral Conditions
- University of Michigan – Coronavirus Guidance for Pediatric Patients with ADHD, Anxiety, Mood Conditions, or Behavioral Conditions
- Easterseals – School Closure Autism Kit
Additional COVID-19 information and resources:
Registration for Strong Roots Core Training is open!
Coronavirus (COVID-19): Resources for Professionals
Thriving Childcare: Ensuring Young Children’s Well-being and Health During the COVID-19 Pandemic
Members of the Zero to Thrive Translational Network have answered Governor Whitmer’s call for assistance with recommendations for guidelines on re-opening childcare facilities. To learn more about strategies to maintain the physical health and safety of children and staff while attending to the social-emotional health of infants and young children, please review the following resources:
Telehealth Service in Infant Mental Health Home Visiting
As we adapt to these unexpected and challenging times, infant mental health (IMH) home visitors around the world are faced with making the transition to technology as a medium to support families. Home visitors are being called upon to “hold” a great deal—their own feelings in these uncertain times, fears and worries about families navigating this crisis, and learning how to practice in new and unfamiliar ways. We are going through this alongside our clients and many of us are worried about finances and health, juggling the care of children or parents, and struggling to comprehend all of the ramifications of this new “not-normal” world. As a wise IMH therapist recently noted, “this is not ‘business as usual.’”
In collectively navigating these challenges, we want to remind ourselves that the things we already know and do as IMH providers remain relevant. Indeed, they are even more critical. Each of the components of IMH home visiting can be delivered in the “video” or “tele” environment.
In collaboration with professionals from the Alliance for the Advancement of Infant Mental Health, Starfish Family Services, and the Michigan Association for Infant Mental Health, the Zero to Thrive team put together an informational sheet that outlines strategies that can help IMH services be effective in the context of telemental health:
These are unprecedented times. But these times also create tremendous opportunities for us to practice our values- to care for others, connect with those we love, to find community and purpose wherever we can. This reminds us all of how connected we are to one another—and ultimately, we get through this together.
External Resources:
- Michigan Medicine | COVID-19 Patient-Specific Guidelines
- CDC | Information for Healthcare Providers: COVID-19 and Pregnant Women
- ACOG | The American College of Obstetricians and Gynecologists: Novel Coronavirus 2019
- AAP | American Academy of Pediatrics: Critical Updates on COVID-19
- MMHLA | Good Sources of Information (“Coronavirus Hubs”)
- MC & MC3 for Moms | Support for Providers and Families during a Pandemic
- JAMA Psychiatry | Meeting Maternal Mental Health Needs During the COVID-19 Pandemic
- JAMA | Caring for Women Who Are Planning a Pregnancy, Pregnant, or Postpartum During the COVID-19 Pandemic
- Michigan Medicine | Mental Health and Substance Use Disorder Toolkit for Providers
- CSTS | Caring for Patients’ Mental Well-Being During Coronavirus: A Guide for Clinicians
- CSTS | Mental Health and Behavioral Guidelines for Preparedness and Response to Coronavirus
- SAMHSA | Considerations for the Care and Treatment of Mental and Substance Use Disorders in the COVID-19 Epidemic
- APA | COVID-19 Mental Health Impacts: Resources for Psychiatrists
- CMQCC | COVID-19 Resources for Maternal and Infant Health
- PSI | Teletherapy for Perinatal Mental Health (Live Webinar Series)
- APP | Postpartum Psychosis & COVID-19
- Therapist Refresh | From Stress to Resilience: Resources and Inspiration for COVID 19 Healthcare Workers
- Health Leads | Self-Care Resources During COVID-19
- Magellan Health | Addressing anxiety about the coronavirus (COVID-19): Healthcare workers
- Headspace | Free Headspace for US Healthcare Professionals
- Bread for the City | Vicarious Trauma: Creating Your Self Care Plan
- The Reach Institute | Alleviating coronavirus anxiety
- National Center for PTSD | Managing Healthcare Workers’ Stress Associated with theCOVID-19 Virus Outbreak
Additional Zero to Thrive COVID-19 guides:
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Zero to Thrive Statement Against Police Brutality and Systemic Racism
We at Zero to Thrive stand in solidarity with Black families across the nation, and with our colleagues, families, friends, and communities, in protest against systemic racism, violence and police brutality. We recognize the long history of racism that was at the foundation of the establishment of our nation, and that perpetuates continued violence against Black families. We understand that these experiences lay a foundation for the health, education, social, and economic disparities and inequities that lead to present-day profound differences in the experience of the pandemic for people of color, where mortality rates for Black people are at least three times greater than for those of White people; where Black mothers die 3-4 times more often than White mothers giving birth; Black children are about three times more likely to live in poverty than White children; and the list goes on. In the face of this injustice, past and present, we claim our collective responsibility to contribute to the dismantling of these systems of oppression through careful listening, a commitment to self-reflection that leads to anti-racist action, and through work with our various personal and professional communities that aims to disrupt existing racist structures and promote equitable contexts and outcomes for children and families of color.
The vision of Zero to Thrive is that from pregnancy through early childhood, all families have the well-being necessary to achieve their full potential. This means that responsibility for raising healthy, resilient children, and for intergenerational change, rests with all of us. We are committed to working to uncover and meaningfully address the racism that perpetuates inequities. We strive for the day when Black mothers and fathers across the nation do not have to live with fear for the lives of the children they nurture and raise, and for a time when all our children and families live in a nation that provides the fertile soil that allows all children to grow and thrive.
“In the face of this injustice, past and present, we claim our collective responsibility to contribute to the dismantling of these systems of oppression through careful listening, a commitment to self-reflection that leads to anti-racist action, and through work with our various personal and professional communities that aims to disrupt existing racist structures and promote equitable contexts and outcomes for children and families of color. “
For resources about supporting conversations with young children on race and racism, please visit our Parent Resources page
We look forward to continued engagement and dialogue as a community during this important time.
In solidarity,
Zero to Thrive Leadership
- Kate Rosenblum, PhD, ABPP, Zero to Thrive Co-Director
- Maria Muzik, MD, MSc, Zero to Thrive Co-Director
- Lynette Biery, PA-C, MSc, Zero to Thrive Strategic Director
- Alison Miller, PhD, Zero to Thrive Translational Network Chair
- Sheila Marcus, MD, MC3 Director
- Nicole Miller, LMSW, Zero to Thrive Program Manager
- Kate Bullard, LMSW, MPH, Perinatal Clinic Manager
- Karen Smith, LMSW, IMH-E, Infant and Early Childhood Clinic Manager
Zero to Thrive Translational Network and Faculty Affiliates
- Julie Ribaudo, LMSW, IMH-E, School of Social Work
- Jenny Radesky, MD, Pediatrics
- Prachi Shah, MD, Pediatrics
- Richard Dopp, MD, Psychiatry
- Paresh Patel, MD, Psychiatry
- Dayna LePlatte, MD, Psychiatry
- Sharon Mudd, PMHCNS-BC, NP, Psychiatry
- Martin Heggestad, LMSW, Psychiatry
- David Fulkerson, LMSW, Psychiatry
- Greta Raglan, PhD, Psychiatry
- Leslie Swanson, PhD, Psychiatry
- Samantha Shaw, MD, Psychiatry
- Kate Fitzgerald, MD, Psychiatry
- Joshua Kay, PhD, JD, School of Law
- Jennie Jester, PhD, Psychiatry
- Megan Julian, PhD, Psychiatry
- Melisa Schuster, LMSW, Michigan Medicine Department of Social Work
- Natasha Pilkauskas, PhD, Ford School of Public Policy
- Angela Johnson, PhD, Michigan Medicine
- Nicole Gardner-Neblett, PhD, Psychology
- Angela Fish, PhD, Psychiatry
- Erin Hughes-Krieger, MSW, Psychiatry
- Anne Kramer, LMSW, Psychiatry
Zero to Thrive Psychiatry Staff and Trainees
- Rachel Waddell, LMSW, Psychiatry
- Cherylle Hershey, Psychiatry
- Britanny Doughty, LMSW, Psychiatry
- Natalie Burns, LMSW, Psychiatry
- Daniella Chavez, Psychiatry
- Jessica Riggs, PhD, Psychiatry
- Kathryn Forshe, Psychiatry
- Sarah Freeman, MPH, Psychiatry
- Alanah Hall, MPH, Psychiatry
- Kiyah Mills, Psychiatry
- Emily Taylor, Psychiatry
- Hope O’Neill, Psychiatry
- Emily Alfafara, Psychiatry
Helping Young Children and Their Caregivers
Transition Back to Childcare
Julie Ribaudo, LMSW, ACSW, IMH-E
Attending to the well-being of young children and their caregivers in the transition back to childcare entails attention to the physical, social and emotional health of all of those involved (children, parents, and childcare providers). Developing recommendations for infants and young children must include strategies to maintain physical health and safety, while also being attentive to emotional health and security. While social distancingis recommended to mitigate the spread of infection, emotional proximity is developmentally necessary for young children to feel safe and secure, especially in times of transition and uncertainty. For infants and young children, social emotional health and well-being requires physical safety and the emotional security that comes from being able to turn to their trusted caregivers for comfort and care.
Facilitating young children’s successful transition to child care in the midst of a pandemic will require attention to several factors, including attention to children’s emotional reactions to the separation from their family, and reunion with their teacher/friends at childcare; the need to re-establish new routines; the developmental need for the continuity of a relationship with a trusted adult; and the ability of the child care providers to meet the emotional needs of the children, while recognizing that providers are also experiencing the wide-spread effects of the COVID-19 pandemic, and also need to feel safe, secure and supported.
Another consideration is that children will experience the effects of this pandemic differently, and their individual responses as they return to childcare will likely vary. For some children, having more time with their parent(s) may have been a welcome experience, thus making a return to childcare a potential source of stress and sadness. For other children, the disruption of the routine and relationship with their childcare provider, may have been experienced as a loss and trauma, and the reunion with the caregiver who “abandoned them” (in the child’s eyes) may contribute to expressions of ambivalence and anger in some children upon the subsequent reunion with their caregiver/teacher. In addition, some children will have suffered other losses or endured experiences that have threatened their sense of security during the stay-at-home order. These children will require additional comfort, stability and emotional availability of their teacher/caregiver to help mitigate the negative impact of cumulative stress.
Finally, to ensure the well-being of the children, it is also imperative to ensure the well-being of their teachers and caregivers, and to provide them with the emotional and administrative supports necessary during this time of re-integration, and in the months ahead. As essential workers in the COVID-19 pandemic, child-care providers may have worries about their own physical or psychological health, and the potential risk to their family members at home. Because young children internalize stress vis-à-vis the adults who care for them, it is vitally important to provide supports and services to the childcare providers to ensure their emotional well-being. Strategies to “help the helpers” can include professional development supports such as access to behavior health consultation, and reflective consultation, which can help providers remain emotional available, sensitive, and responsive to the needs of the infants and young children they care for.
For Parents
For Childcare Providers
What to Expect from Children
You already know that children express their thoughts and worries in a variety of ways. You may find their behavior somewhat confusing as they re-integrate to childcare. That may suggest the child sorting through their own confusion.
Patterns of stress response you may see:
They are bound to be wondering about the “germ” and where it is. They may wonder why it is okay to come back to school now. They will notice and possibly react to changes, such as new routines, teachers in masks, the heightened emotions of the adults around them, loss of friends they expected to see, etc.
Providing predictable routines and offering the reassurance of your emotional and physical presence can go a long way to help young children feel safe and secure. You can help them by building in games that deal with separation and loss, such as hide-n-seek or peek-a-boo.
When children’s behavior is confusing or upsetting, it can be helpful to pause and ask yourself, “What is the child doing? What might they be feeling? What do they need (attention, help, movement, connection with you or for you to notice and delight in them in some way)? How can I help them with their feelings and to restore their sense of emotional security and safety?” When children feel good, they usually act “good.” It is worth the effort to sort through the meaning of their behavior, even though it is challenging for the caregiver at times. If you find yourself short-tempered or impatient, making “repair” with a child when you are calm by talking with them about what happened, apologizing if you frightened or alarmed them, and reassuring them of your care for them can help build their relationship with you.
Some children who suffered extra stress, or who have suffered earlier traumas, may be especially hard to help right now. Behavioral health consultants and/or a reflective consultant may be a source of support as you work to reassure and provide safety for these children and navigate the challenging and uncertain days ahead.
Tips for Supporting Sleep During a Pandemic
If you’re having trouble sleeping during the COVID-19 pandemic, check out these tips to fall asleep easier and get more rest.
- Avoid spending time in bed when not sleeping (e.g., while working or watching TV)
- If you are working from home, move your home office away from your bed
- Dim light (only enough to see) within 90 minutes of bedtime, during sleep period; keep electronic devices on dimmest setting
- Consider using orange-red light bulb (from hardware store) if you need light during the night to feed, care for baby
- In the morning, get as much bright light (for baby and mother) as possible; sunlight is best
- Can also be helpful for baby (starting around 3-6 months of age) to have pre-bedtime routine
- Avoid reading or watching news or social media during your wind down
- Try soothing or calming strategies (e.g., mindful meditation) during this time
- Lie down to go to sleep only when sleepy
- Get out of bed when unable to sleep; do calm, distracting activity, such as reading in low light or watching TV, until you feel sleepy
Insomnia Self-help Books
Quiet Your Mind and Get to Sleep (Manber & Carney)
The Insomnia Answer (Glovinsky & Speilman)
Online CBT for Insomnia
Free: CBT-I Coach
Sleepio
Somryst
Categories
Z2T Translational Network Response
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Z2T Translational Network Response to COVID-19
Dr. Alison Miller & President Schlissel and School of Public Health’s Outreach:
Dr. Miller was part of a group of faculty from the SPH who had a conversation with President Schlissel regarding the impact of coronavirus response efforts. Please review the video of that conversation below. The SPH posted a Q & A with Dr. Miller on social distancing and mental health during the pandemic (link below) and the SPH podcasts includes Dr. Miller on 3/25/20 (link below).
DR. ALISON MILLER
Associate Professor, Health Behavior & Health Education
Research Associate Professor, Center for Human Growth and Development
Parenting Research Brief
Dr. Shawna J. Lee from the School of Social Work has created a research brief, Stress and Parenting During the Coronavirus Pandemic.
“Parenting is hard, even in good times. In the midst of the Coronavirus pandemic, American parents are being presented with new challenges on how best to meet their child’s needs. With schools and childcare centers closed, parents are providing more direct care for their children, with little respite from teachers and other caregivers. Furthermore, many are parenting their children under stressful conditions with a high degree of economic uncertainty. This research brief examines how parents are responding to their children during the Coronavirus pandemic.”
‘Stay at Home’ Orders Are Stressing U.S. Families, Survey Shows
“Everybody is going to struggle in different ways, but kids are vulnerable and voiceless. Kids are going to suffer from this, too,” said Dr. Shawna Lee, associate professor of social work, whose research shows that the stress and uncertainty caused by the coronavirus is taking its toll on parents — and children are feeling the psychological and physical brunt of it.
DR. SHAWNA J. LEE
Director, SSW Program Evaluation Group,
Associate Professor of Social Work, School of Social Work
Faculty Associate, Research Center for Group Dynamics, Institute for Social Research
MC3 and MC3 Perinatal
MC3 (led by Dr. Sheila Marcus) and MC3 Perinatal (led by Dr. Maria Muzik) provides guidance on diagnoses, medications, and psychotherapy interventions to primary care and obstetric providers throughout Michigan who are managing perinatal women and/or kids, and young adults (to age 26). MC3 and MC3 Perinatal is responding to the pandemic in the following ways:
- MC3 remains open for phone-based consultation, scheduled consultation and launching pilot of evening hours on Monday, April 6 .
- Behavioral Health Consultants are surveying enrolled practices to determine needs for guidance and support.
- Behavioral Health Consultants are confirming virtual access to local resources.
- Updated website with specific COVID-19 resources.
- Planning live sessions that addresses the needs of clinicians and possibly parents.
DR. SHEILA MARCUS
Clinical Professor
Section Chief, Child and Adolescent Psychiatry
DR. MARIA MUZIK
Associate Professor, UM Dept. of Psychiatry and Dept. of Obstetrics and Gynecology
Co-Director, Women and Infants Mental Health Program (WIMHP)
Registration for Strong Roots Core Training is open!
Helping Children With Big Feelings During COVID-19
Ribaudo, J., Safyer, P., and Stein, S.
Young children often cannot tell us about their worries in words. Instead, you might see changes in their behavior, such as:
- Increased fussiness, crying, whining or temper tantrums
- Increased clinginess
- An increase in self-soothing behaviors such as thumb sucking, rocking or needing their pacifier
- Increased hitting, biting, spitting or scratching
- Increased acting up
- Becoming quiet or withdrawn
- Changes in eating, toileting or sleeping patterns, such as trouble falling or staying asleep
All of these behaviors may help you know that your child is feeling stressed. They will need more patience and guidance in managing their feelings, which can be so hard to offer when you are worried yourself. You may be surprised by their new reactions and it is normal to be concerned when you see changes in their behavior. However, their changes are likely to be short term if we help them through all the changes they are experiencing (and one of the changes may be that they notice you seem different than usual).
S.A.F.E. Communication
SAFETY – Emphasize your role in keeping your child safe.
- For babies, be a reliable source of soothing and comfort, through holding, rocking, singing and staying with them – even when they are inconsolable.
- Young children thrive on knowing what is going to happen, so the changes in their routine can be very upsetting. Creating a routine while at home and letting them know what’s going to happen will create feelings of safety and predictability.
ACCEPTANCE – Know that you can be the best parent and yet babies and young children can still feel your stress and that of others.
- Children’s “big” behaviors such a hitting or throwing more tantrums is their way of communicating their distress. Accepting their confusion, sadness and anger over missing friends, teachers and play dates may be difficult and frustrating at times, but it is what they need from you right now.
- Children may also ask why you are sad (or mad or scared). You can let them know that grown- ups can feel sad and mad too but that you are okay, and that it is okay for anyone to have big feelings.
- When little ones are anxious, they need to know that adults are strong and kind, and able to take care of them. We hope you have adults with whom you can talk so you have someone who helps you ease your worries.
FEELINGS – Put into words their feelings of fear, anger, sadness and confusion.
- You will not make a child feel worse by acknowledging their negative feelings. When we can share our feelings with another, they often lessen… it is a bit like chewing on a piece of food until it is small enough to swallow…when feelings are acknowledged they don’t get stuck in our throat or body.
- Tell them repeatedly that what is happening is not their fault and that there are many adults working hard to fight the germs.
- When you see feeling such as anger or sadness saying “I know you are mad that you can’t play with your friends” lets them know you understand their feelings even if you can’t give them what they want.
- Sometimes our children’s “big” feelings make us uncomfortable and we want to avoid them. Some of us grew up being told it wasn’t okay to express strong emotions. In some cultures, we are taught not to express emotions. In times like this, when worry can be so high, acknowledging feeling can help reduce the stress.
EXPRESSION – Help your child tell stories about what they are thinking about.
- You can make up stories about other children (or animals!) who were scared of germs, or worried that they did something wrong to cause all the changes that are happening.
- You can also play games like peek-a-boo and hide-n-seek to help them manage the sudden losses and uncertainty about the future.
- Young children use play to express their feelings and try to understand what is happening, like the child who gives their doll a “shot” after a visit to the doctor. Observing how children play can also help you understand more of what is going on in their minds.
- Dance and movement can be another way to reduce stress and create opportunities for connection and relieve stress for all of you.
- Playing lullabies or singing their typical school day songs may induce feelings of familiarity and comfort, for them, and maybe even for you.
We hope you will reach out if you feel you are feeling alone or overwhelmed. Parenting can be challenging under the best circumstances, so be kind and gentle with yourself too.
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The Importance of Routines for Kids
The Importance of Routines for Kids
Information developed by Dr. Erika Bocknek, Educational Psychology, Wayne State University
It’s commonly understood that routines are good for children and support their development. However, in uncertain times like these, families are working hard to figure out…what’s essential about routines for their young children? Why do they matter and what kind of characteristics matter most? Unlocking these secrets will help families adapt to changing and uncertain times.
Why routines matter
Research shows that routines support healthy social emotional development in early childhood. In particular, children with regular routines at home have self-regulation skills, the building blocks of good mental health. When children learn to regulate feelings and behaviors, it means they are able to identify their feelings and have skills to manage those feelings so that they don’t feel overwhelmed. Young children who learn to do this well are better able to adapt to everyday challenges, stressors, and new expectations. Children do not learn to do this all at once. Just as when a child is learning other important skills, like reading and writing, self-regulation is a set of skills that build over time. Every stage includes age-appropriate milestones and important things parents can do to coach children from one stage into the next.
There are many parenting behaviors that are important. These include talking about feelings with your child and helping your child respond to his feelings in ways that feel right for your family—such as by taking deep breaths or getting hugs. Parents can also provide structure and support routines for children. When children live in organized and predictable environments, they learn to self-regulate in organized and predictable ways, leading to optimal mental health over time.
What about routines matter
Often parents hear the word routine and imagine it is a proxy for schedule or even more generally structure. Those constructs are similar, but routines require a particular set of characteristics for children to be most developmentally supportive: predictability and accessibility. Children benefit from relationships and environments that are predictable to them: this includes important caregivers who behave in predictable ways, and events that occur at predictable times. For example, many studies demonstrate the benefit of bedtime routines and dinnertime routines. Children can anchor their day according to these expected interactions with their families. Furthermore, these are routine moments that provide a high level of accessibility to children. Not only can children know easily when and how they will occur, but even young children can often participate in these routines in meaningful ways by helping to set the table at dinnertime or choose their own book to read with a parent at bedtime.
A special kind of a routine, a ritual, adds an additional layer to the significance of predictable family experiences. Rituals are routines that also impart a sense of family identity and promote connection among family members. Rituals give children a growing sense of themselves as a member of a greater whole which promotes positive developmental outcomes. In addition, the joy that families experience inside of rituals together can leave an “emotional residue” that children keep with them to cope during stressful times. When times are uncertain, and children experience worry or sadness, rituals provide the internal sense that they are not alone and have a balance in their lives of positive and negative experiences.
How parents can adapt routines during the current crisis
Many parents are struggling to adapt their children’s routines in the current crisis. Without school, family, and regular activities, parents are aware their children still need structure. Here are some tips to incorporate the most significant features of routines into your children’s current lives.
“Only the family, society’s smallest unit, can change and yet maintain enough continuity to rear children who will not be ‘strangers in a strange land,’ who will be rooted firmly enough to grow and adapt.”
Salvador Minuchin, a famous family therapy scholar
Each family has the capacity to support their children’s adaptation with positive routines and powerful connections.