As a parent, you always want what is best for your child and strive to provide it for them.  Developmental specialists, health providers and other experts are always researching and recommending ways to raise a child in order to reach their full potential. One of the focuses for parents should be the mental health of a child and understanding and learning .  (1)

But how do you know whether or not the emotions that your child is feeling are normal? Or if your child may need additional mental health intervention? Certain life stressors, changes or transitions may cause behavioral changes in a child, and these changes may be normal.  For example, it is normal for a child to start acting out after the arrival of a new baby.

However, if they seem extreme or go on long after the event, you may want to consult a professional such as a mental health counselor, school nurse, school counselor or another health care specialist if a child you know (2):

• Feels very sad, hopeless or irritable
• Feels overly anxious or worried
• Is scared and fearful; has frequent nightmares
• Is excessively angry
• Uses alcohol or drugs
• Avoids people; wants to be alone all of the time
• Hears voices or sees things that aren’t there
• Can’t concentrate, sit still, or focus attention
• Needs to wash, clean things, or perform certain rituals many times a day
• Talks about suicide or death
• Hurts other people or animals; or damages property
• Has major changes in eating or sleeping habits
• Loses interest in friends or things usually enjoyed
• Falls behind in school or earns lower grades.

Because children often can’t understand difficult situations on their own, you should pay particular attention if they experience (3):

• Loss of a loved one
• Divorce or separation of their parents
• Any major transition—new home, new school, etc.
• Traumatic life experiences, like living through a natural disaster
• Teasing or bullying
• Difficulties in school or with classmates

What Parents Can Do (2):

• Care for your children’s mental health just as you do for their physical health.

• Pay attention to warning signs, and if you’re concerned there might be a problem seek professional help.
• Let your children know that everyone experiences pain, fear, sadness, worry and anger and that these emotions are a normal part of life; encourage them to talk about their concerns and to express their emotions.
• Be a role model — talk about your own feelings, apologize, don’t express anger with violence, and use active problem-solving skills.
• Encourage your children’s talents and skills, while also accepting their limitations. Celebrate your children’s accomplishments.
• Give your children opportunities to learn and grow, including being involved in their school and community and with other caring adults and friends.
• Think of “discipline” as a form of teaching, rather than as physical punishment; set clear expectations and be consistent and fair with consequences for misbehavior; make sure to acknowledge both positive and negative behaviors.

• Lastly, just be a parent to your child, and let the professionals do their job, as that is what they are trained for.

Mental disorders in children are treatable. Early identification, diagnosis and treatment help children reach their full potential and improve the family dynamic. Children’s mental health matters! To learn more, talk to a doctor or a mental health professional.

Additional Resources:  Some of these organizations have local affiliates, provide support groups both within the community and online, and provide resources such as workshops and classes.  In addition, your local school district has mental health resources, or may partner with community organizations that provide mental health services.

References:

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Kate was ÓĹĂŰĘÓƵ’s Apprenticeship Program Coordinator. Prior to moving to the Los Angeles area, Kate worked as an educator for over five years in Washington, D.C.

What is mentoring?

The role of the Mentor is recognized in many parts of society as well as many cultures throughout time. One of the earliest known mentorships was from Homer’s epic poem The Odyssey. The Mentor in The Odyssey is described as a wise friend that helps to guide Telemachus in discovering his inheritance. According to Dr. Susan Miller and Dr. Anne Frederickson of The American Academy of Child and Adolescent Psychiatry,

Mentor did not guide Telemachus to discover the riches of plundered Troy, rather he guided the young man’s yearning for his father and heritage. Perhaps the same can be applied to mentorship, which guides us to understand the inheritance within us and our full potential in our chosen profession.

Mentors today are still guiding our youth, young professionals and protégés in the same manner. Without Mentors to guide us along the path of possibility, we wouldn’t know our true potential.

What does mentoring look like today?

True mentoring today is not just an activity; it develops a lasting relationship between the Mentor and Apprentice that can be a highly meaningful experience.

Effective Mentors are trusted counselors that support their Apprentices’ ideas while giving constructive feedback so the protégés may grow. Mentors often include community volunteers, researchers, educators, university students and career professionals. Creating a worthwhile experience for everyone involved is often an intentional process and requires research and interest surveys. Structured instrumental mentorships often involve a third party to pair Apprentices with Mentors for a designated time period. This is how our Apprenticeship Program works. The majority of mentorships in education use this method because younger students often do not have the opportunity to create a spontaneous relationship with working professionals in their community (Clasen1987).

There are two types of mentoring in today’s society that support this idea: Informal Mentoring and Structured Mentoring. Informal Mentoring is a casual relationship, typically between a more experienced senior and a less experienced junior that provides long-term council. Structured Mentoring is designed to create an entire culture that reflects the proactive development within the company or organization. Structured Mentors are matched with their protĂ©gĂ©s to offer council as they pursue specific goals or topics. Here at ÓĹĂŰĘÓƵ, we incorporate both types of mentoring in our high school Apprenticeship Program by offering our youth experiential learning opportunities and guidance on career choices.

The length of time in which a structured mentorship takes place depends on the goals of the mentorship and the age of the Apprentice. Elementary students often seek relationships by semester, while high school students need long-term support with strong academic focus. Regardless of the duration, the most important factor in establishing a mentorship is the commitment among all parties involved.

Why do gifted youth need mentoring? And how can you help?

Gifted students crave depth and challenge in their area of interest, which they often do not receive in the traditional classroom. They don’t want to just memorize facts; they want to see the subject come to life. Mentoring allows gifted students the opportunity to see practical applications in their field of interest and gives them the depth and challenge they need.

In addition to creating academic challenge not present in the traditional classroom, Mentors can provide gifted students with career guidance. Developing a connection with a Mentor can give gifted students the self-confidence they need to pursue the career of their dreams, and exposure to new ideas while creating real-world connections also supports occupational direction.

The Mentor-Apprentice relationship is extremely beneficial to both participants, and if prepared carefully, can make a lasting difference in their lives. Mentorship inspires students to reach new academic heights while building a community centered in emerging talent. At ÓĹĂŰĘÓƵ, we have the opportunity to guide Apprentices and acknowledge and support the true capabilities of our gifted youth. By becoming a Mentor, you can, too.

We are currently accepting applications as well as securing Mentors for our 2014 Apprenticeship Program. If you are interested in learning more, please visit the Apprenticeship page of our website or contact us at Apprenticeship@educationaladvancement.org.

How has mentorship affected your educational or career path? Please share with us in the comment section below!

• References
  Clasen, D., and M. Hanson. Double Mentoring: A Process for Facilitating Mentorships for Gifted Students. Vol. 10. N.p.: n.p., n.d. Print. Roeper Review.
• Colangelo, Nicholas, and Gary A. Davis. “Mentoring: A Time-Honored Option for Education of the Gifted and Talented.” Handbook of Gifted Education. Boston: Allyn and Bacon, 1991. N. pag. Print.
• “Experience Pays: Mentoring.” Http://www.experiencepays.qld.gov. Queensland Government, n.d. Web. 21 Dec. 2012. <http://www.experiencepays.qld.gov.au/pdf/eii/epas/retain/mentoring.pdf>.
• “Guidance for Mentors.” Http://www.mrc-cbu.cam.ac.uk. Medical Research Counsel, n.d. Web. 21 Dec. 2012. <http://www.mrc-cbu.cam.ac.uk/equality/MRC%20Guidance%20for%20Mentors.pdf>.
• Miller, Susan M., M.D., and Anne Frederickson, M.D. “Mentorship Matters: Mentor and Telemachus.” Mentorship Matters: Mentor and Telemachus | American Academy of Child & Adolescent Psychiatry. http://www.aacap.org/cs/root/developmentor/mentorship_matters_mentor_and_telemachus, n.d. Web. 21 Dec. 2012. <http://www.aacap.org/cs/root/developmentor/mentorship_matters_mentor_and_telemachus>.
• VanTassel-Baska, Joyce. Serving Gifted Learners beyond the Traditional Classroom: A Guide to Alternative Programs and Services. Waco, TX: Prufrock, 2007. Print.
• Wickman, Floyd, and Terri Sjodin. Mentoring. N.p.: McGraw Hill, 1997. Print.