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Dr Andrew Rosen

Andrew Rosen, PhD, ABPP, FAACP – The Dangers Of The Media And Outside Influencers

For our October Consult The Expert interview, we spoke with Dr. Andrew Rosen, the founder of The Center for Treatment of Anxiety and Mood Disorders and The Children’s Center for Psychiatry, Psychology, And Related Services. Dr. Rosen has been a practicing clinician for over forty years. As you might expect, he is well-versed in the changes that have taken place regarding mental health challenges over the past four decades. This month, he wanted to discuss something a little different – the breakdown of family and tradition in a culture of influential media and news coverage, along with how this has affected people’s values, mindset, and beliefs.

Dr. Rosen, you talk about a breakdown of family and traditions by the media and the news. What is the media doing to cause this?

After so many years of seeing our clients here at The Center and the Children’s Center, I feel it’s important for people to think about the changes that are happening in our world, especially in the last ten to fifteen years. During this time, there has been a tremendous increase in mental health problems both here at home and across the globe. More people are suffering now than ever.

In psychology, we learn about the biopsychosocial model. This concept says that three aspects – our psychological health, our physical biology, and the social influences around us – are connected. An unbalance in any one of these aspects can affect our health or illness. In my opinion, the social aspect began a dramatic shift in the 1960s and this started the skyrocketing mental health problems we are seeing in our clinic now.

The role of authority figures changed in the 1960s. At the same time roles within the family changed. Until then, dad was out working and mom was home overseeing the house and the children, but that all stopped during the 60s. Suddenly mom was at work, too. Kids became latchkey children and the family stopped connecting.

We have now reached the point where there is an absence of family authority and communication. However, we need authority figures to keep structure and calm in place. If there is no organizing body to oversee us, we experience more personal anarchy and dysfunction.

Additionally, twenty-first century families no longer sit down together or connect with each other at the end of the day. Children no longer get the parental time they need because everyone is so busy. When we relax, we’re on our devices instead of talking with each other.

The result is that parents are no longer passing their values or beliefs onto their children because it is being left up to outside sources. Parents often have no idea what is happening with their children and the kids feel the lack of parental time. This is a huge element of today’s mental health concerns.

When we turn to the media and the internet for answers and information, we may have access to tons of information, but it may not be accurate information. Many times the information we consume has been heavily influenced by the content producer’s opinion and geared to trending buzzwords. In many ways, this information has become a combination of brainwashing and propaganda. And, people are unaware that they are being shaped by it!

We don’t realize how much we are influenced by what we are told or not told, both on a personal and a social level. Rather than having an internal family voice (mom and dad), we now have an external voice (media, internet, teachers) that is forming our beliefs. The voice that guides us isn’t the parent’s; the voice is that of social media influencers, celebrities, sports figures, and other externals. “Home” is no longer the role model; instead it is the “cause of the day” and the voices that are out there in the media and on social media. The end result of this is that we have a greater incidence of mental illness in the world.

For years, we have been told that it would be a better world if we stopped listening to authority and were open and frank in talking about various social topics, yet this hasn’t worked. Every day in our clinic, we see children at risk of suicide, or being admitted to the hospital for attempting it – and at earlier ages than ever before – often at ages 9 or 10!

How do these influences affect family values and beliefs?

As I said, today’s influencers are not mom and dad – they are TikTok and the other types of people and platforms I mentioned. But, really, who are these people? Why do you believe they know so much? Where did they learn what they are teaching? To illustrate: if a celebrity endorses a certain idea and tells everyone that it is the correct way to think, people don’t question where this person got their knowledge or why they are qualified to tell you that they are right and you should listen to them. Why is that?

Part of the problem is that people don’t understand how much their beliefs, core values, and lifestyles are shaped and affected by the things they read about, watch, or listen to. Instead of thinking for themselves and questioning what they are told, they are walking around like robots, parroting back what these influencers have told them.

Furthermore, many views are skewed to a political agenda. For example, the clinicians at our Children’s Center have seen a noticeable increase in children who are coming in to us, confused about their gender orientation or whether they might be gay. Although the gay population is a small percentage of the total population, here in Florida there has been so much news coverage about the legislation surrounding certain laws that the constant media coverage has begun to influence how kids see themselves.

And, this influence isn’t just limited to children. The heightened amount of media coverage over this law has also influenced adults. Since the relentless coverage of this controversial law, we have seen a huge increase in HOCD patients in our treatment center (people who have always identified as straight, but who are now afraid they might be gay). While there is no question that we need to have forward movement and social growth within our culture, taking a topic and talking incessantly about it plants seeds of anxiety in people.

If you look within your own, personal world since the pandemic, I am sure you can see this happening within yourself.

Before covid came on the scene, most of us had no problem with someone coughing nearby or shaking hands with someone without fear. After the unrelenting coverage of the pandemic in the past two years, I’m willing to bet that you have at least some degree of health anxiety. Most likely, you now scrutinize every sniffle or analyze every headache in case you might be coming down with covid. This summer was calmer and news coverage was reduced, so you might have been able to lessen your internal concerns, but with cold and flu season right around the corner, many of us will return to a heightened level of anxiety once again.

Dr. Rosen, what can we do to stop or change this outside influence?

We are being indoctrinated by celebrities, politicians, and other people who have an ax to grind. I am not sure it can be stopped – I think all we can do is be aware of it and try to compensate.

Families must make an effort to talk to their children about how they can be influenced by outside forces. Tell them, “let’s have our own thoughts and discuss our own beliefs.” Ask your kids to talk to you and other family members they are close to about their concerns instead of looking outside the family. Don’t allow yourself or your children to obsessively watch or listen to influencers.

Is there a takeaway or anything else you would like our readers to know?

The takeaway from this is to be aware that this is happening. Please don’t minimize these influences, because this is very serious. The essential thing for parents is to make your voice heard and make efforts to shrink the voice of these external forces.  This isn’t as simple as just putting controls on a computer – you must step up and say, “We are your parents and this is what we want.”

I want parents to understand that they are also vulnerable to this outside influence. Whenever you watch a news broadcast, read a report online, watch YouTube or TikTok, or listen to politicians or others who are pushing their agendas, keep in mind that it’s all about money and clickbait. Stories and videos have to be shocking or entertaining in order to get you to click on them. The more sensational, the more power the media company or influencer gains and the more money they earn. But, as we see daily in our clinic, we pay the price for their power and success with the erosion of our mental health.

We Can Help

If you or someone you love has questions or would like further information about a mental health concern, the professionals at The Center for Treatment of Anxiety and Mood Disorders in Delray Beach, Florida, can help. For more information, contact us or call us today at 561-223-6568.

About Andrew Rosen, PhD, ABPP, FAACP

Dr. Andrew Rosen received his doctoral degree in clinical psychology from Hofstra University in New York in 1975 and completed an additional six years of psychotherapeutic and psychoanalytic training at the Gordon Derner Institute in New York, where he earned his certification as a psychoanalyst in 1983. In 1984, Dr. Rosen founded the Center for Treatment of Anxiety and Mood Disorders in Delray Beach, Florida, where he continues to serve as Director and to work as a board-certified, licensed psychologist providing in-person and telehealth treatment options. With an impressive clinical career spanning over four decades, Dr. Rosen has helped countless individuals with a wide variety of mental health issues in both inpatient and outpatient settings to reach an improved overall quality of life, to manage daily life stresses, and to restore their relationships with partners, families, and friends. Coupling his psychoanalytic background with more modern schools of psychology, he brings a unique understanding and perspective to the patient’s situation, which results in more comprehensive and thorough treatment planning. In addition to his clinical successes, he has written numerous articles and books and appeared as a professional authority on several television radio shows concerning anxiety and personality disorders and substance-related issues and addiction.

Dr. Rosen is Board Certified by the American Board of Professional Psychology (ABPP). He is also a Clinical Fellow of the Anxiety and Depression Association of America (ADAA) and a Diplomate and Fellow in the American Academy of Clinical Psychology (FAACP). He is an active member of the American Psychological Association (APA), the National Register of Health Service Providers in Psychology, the Florida Psychological Association (FPA), and the Adelphi Society for Psychoanalysis and Psychotherapy. Dr. Rosen was appointed a Clinical Affiliate Assistant Professor at the FAU College of Medicine in November, 2021. He is a Board Member of the National Social Anxiety Center. He has previously served as president of both the Palm Beach County Psychological Society and the Anxiety Disorders Association of Florida.

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Brittany Schulman

Brittany Schulman, Psy.D – Consult The Expert On ADHD

For this month’s Consult The Expert interview, I spoke with Brittany Schulman, Psy.D. She is a licensed clinical psychologist here at the Center and has a special interest in the diagnosis and treatment of Attention Deficit/Hyperactivity Disorder (ADHD).

Most of us have heard about ADHD, but may have only a vague understanding of the condition, so I asked Dr. Schulman to tell us what ADHD encompasses.

“ADHD is a neurodevelopmental disorder that first occurs in childhood,” she answered. “Research has shown that there is a difference in the brain chemistry of people with ADHD, with one of the main brain areas affected being the frontal lobe and specifically, the prefrontal cortex. The prefrontal cortex controls our executive functioning which includes impulsivity, planning, problem solving, and emotional flexibility and regulation. “

“A good analogy for understanding what happens in those with weaknesses in executive functioning is to imagine the prefrontal cortex as the conductor in an orchestra. If the conductor is off on the directions they give to the musicians, the orchestra suffers and doesn’t work in sync. In the same way, a child can have high cognitive skills, but if the prefrontal cortex isn’t regulating these other areas, the result is frustration and behavioral challenges.”

“ADHD is very genetic and we know it runs in families,” she continued. “In fact, between 20 – 35 percent of diagnosed children also have a parent with the disorder. ADHD is more common in boys and is typically first seen in elementary school, when it is often identified as inattention. Difficulty sitting still becomes less visible in ‘tweens and teens, but then we tend to see more restlessness or inability to control impulses.”

So, Is It ADD Or ADHD?

I asked if ADHD is the same as ADD and also why we don’t hear much about ADD anymore.

“Years ago, we had Attention Deficit Disorder (ADD) and there was also ADHD,” she said. “As research has evolved, the most recent version of the DSM-5 (Diagnostic and Statistical Manual of Mental Disorders) categorized the two diagnoses under the same umbrella, but with different presenting characteristics. As a result, they’ve been combined and are officially recognized as ADHD today, but with three subtypes. These subtypes are ADHD with predominantly inattentive presentation, ADHD with predominantly hyperactive/impulsive presentation, and ADHD, with a combined presentation.”

Dr. Schulman acknowledges that these similar-yet-distinct terms can seem confusing at first, so she broke down the subtypes a little further. “For a child to be diagnosed with predominantly inattentive ADHD, they must meet six criteria in the inattentive category, which includes behaviors like being forgetful, losing things, or frequently wandering off-task. Maybe they fail to pay attention or to sustain it. They may have trouble organizing tasks or may avoid tasks that require a more sustained mental effort.”

“On the other hand, if a child falls into the hyperactive/impulsive category, they must meet at least six criteria from that subtype, such as being restless or squirming a lot, often leaving their seat in class, talking excessively or blurting out answers, interrupting frequently or having trouble engaging in quiet activities. Adults must meet five of the symptoms instead of six to be diagnosed, and children who are diagnosed with a combined presentation must have at least six symptoms each from both categories.”

How Is ADHD Diagnosed?

I asked her what steps are taken to make a diagnosis.

“First, the individual must have displayed some of the ADHD indicators before age 12. Symptoms typically start in the toddler years,” she explained, “but some criteria aren’t generally recognized until age 7 and above – in the early elementary school years when the child is less attentive in class.”

“To be diagnosed, the symptoms have to have lasted at least 6 months and have to have occurred in more than one setting – for example, both at home and at school. This is because being in different settings can change the child’s responses.”

As for the process of diagnosis, Dr. Schulman told me that a comprehensive evaluation is vital.

“Diagnosis is based on a thorough history and observation of the child, plus information obtained from parents, teachers, and others. We observe the child in various settings because kids can often pay better attention in a one-to-one setting or with peers or in play, but may have a hard time in school where more concentration is required. By watching how the child acts in a structured versus unstructured setting, the psychologist can see behavior differences. Another important factor in the assessment of ADHD is looking at the individual’s executive functioning skills, as those diagnosed with ADHD typically have difficulties in executive functioning.”

Is It ADHD Or Something Else?

I asked Dr. Schulman if ADHD can mimic other conditions. “On a surface level, yes,” she answered. “Bipolar disorder, for example, can have impulsive activity, as well as poor concentration and poor impulse control. So, we tend to look at the person’s mood episodes, when they occur, and how long they typically last. For the most part, we do not see the level of mood instability seen in mood disorders in young children with ADHD. Furthermore, the onset of bipolar disorders is typically later than the onset of ADHD.

“Autism is another condition that can co-occur with ADHD, however, a child on the spectrum will often have social differences, in that they may prefer to play alone or have trouble making eye contact. The child with ADHD may misbehave because of impulsivity, but an autistic child may misbehave because there were changes in the expected plan for the day, which is unrelated to an impulsive response.”

“That said, ADHD can also occur in conjunction with other disorders,” she continued. “So, when we are diagnosing a child, it’s important to be extremely thorough with our evaluations and observations to be sure that it is ADHD and not another comorbidity.”

Has Covid Affected ADHD Diagnoses?

I was surprised when Dr. Schulman mentioned that the Covid pandemic has increased the number of children who show signs of ADHD.

“We have had many, many kids come in to our clinic recently, who never had symptoms before the pandemic, but do now. In children, the symptoms of anxiety and depression can look similar to ADHD. A child may be inattentive because they are depressed or because they are worried and ruminating, so we definitely take a deep look to decide which condition is causing the problem.”

“A simplistic way of distinguishing between the two is by understanding that a child with ADHD-related inattentiveness is more easily distracted by new things. In depression, the inattentiveness shows up as having more difficulty concentrating.”

What Happens After An ADHD Diagnosis?

“Depending on what we feel will benefit the child most, they may go on medication after diagnosis. We now have not only the traditional stimulant medications, but also two non-stimulant medications for children who do not have optimal results on stimulants or for those who have side effects due to the stimulants. Medications alone don’t usually help the child entirely, though,” she said.

“Typically they must undergo some form of behavior therapy, as well. Depending on their challenge areas, the child might get executive function coaching, or behavior therapy teaching certain skills. Another important piece is implementing school interventions and putting accommodations in place so the school day is less challenging for them.”

“We will also likely recommend parent training,” Dr. Schulman said. “This is so the parent learns why the child acts the way they do, along with how to work with the child more successfully and to gain more effective ways to help the child’s behavior. For example, most kids don’t want to act defiantly, but sometimes they can only hold it together long enough to get through the school day and then lose it at home, so parent training teaches the parent how to redirect the child’s behavior.”

I asked if a child could be treated for ADHD without the use of medications. “It’s possible, depending on the case and the child,” she answered. “Some kids can possibly do better with just behavior modification. Some people can do better just by learning the skills they need to be successful.”

I had read that an ADHD diagnosis in a child is only valid for five years, so I asked Dr. Schulman why that is. “Actually, we try to have a client come back within two to three years to get an updated diagnosis for school requirements,” she answered. “Also, symptoms can manifest in different ways as a child ages and matures, so this requested intervention can help to reduce any concerns these changes bring up.”

Final Thoughts

When asked if there was one final thing she would like people to understand about ADHD, Dr. Schulman was quick to emphasize that a professional diagnosis is needed before someone labels themselves as having the disorder.

“A lot goes into an ADHD diagnosis and it’s important to have a complete evaluation. You cannot diagnose yourself!” she emphasized. “Some social media laypersons have become popular lately by taking one or two pieces or symptoms and telling you that you may have ADHD, but that is a simplistic way to see the condition. If you are concerned about the possibility of having ADHD, you owe it to yourself to go through an in-depth evaluation to be sure.”

Need More Information?

If you or someone you love has questions or would like further information about ADHD or other mental health concerns, the professionals at The Children’s Center for Psychiatry, Psychology, & Related Disorders in Delray Beach, Florida, can help. For more information, contact us or call us today at 561-223-6568.

About Brittany Schulman, Psy.D.

Dr. Brittany Schulman is a licensed clinical psychologist who provides assessment and therapy services to children, adolescents, and adults. Although she specializes in providing evaluations for individuals presenting with an array of concerns, she has a keen interest in anxiety and anxiety-related disorders. During her clinical training, she completed a rotation providing therapy services to individuals with a variety of anxiety disorders including generalized anxiety disorder, panic disorder, agoraphobia, social anxiety disorder, hoarding disorder and specific phobias. Dr. Brittany is known for her ability to be personable, warm, and empathetic towards her clients while creating an environment where they feel comfortable expressing their challenges. In therapy, Dr. Brittany generally works from a cognitive behavioral approach, incorporating mindfulness and ACT techniques into her practice, but tailors each therapy session to every client’s individual needs.

Dr. Brittany completed her doctoral degree in Clinical Psychology at Nova Southeastern University in 2019. She received double bachelor’s degrees with honors in Psychology and Sociology from Florida State University. Dr. Brittany completed her doctoral internship at NSU’s Psychology Services Center specializing in school-related comprehensive psychological evaluations. During her training, Dr. Brittany provided services for individuals presenting with a variety of developmental, behavioral, and emotional challenges including attention and executive functioning, anxiety, depression, and autism spectrum disorders. She has worked in both outpatient and private practice settings. Dr. Brittany completed her post-doctoral residency at Child Provider Specialists in Weston, FL, conducting comprehensive psychoeducational and psychological evaluations.

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Eric Spinner

Eric Spinner, Psy.D – Consult The Expert On Eating Disorders

This month, we talked with Eric Spinner, Psy.D. Beginning in September, he will be working at The Center for Anxiety and Mood Disorders as a Post Doctoral resident.

For the past two years, Dr. Spinner has worked at a residential facility for women, where he treated adolescents to older adults with eating disorders. As a result of this experience, this area of treatment is of special interest to him. “I feel like eating disorders do not get the attention they deserve,” he said.

He pointed out that there are several misconceptions surrounding disordered eating. “Culturally, when we think of eating disorders, we might think of certain body types. For example, one common myth is that people with eating disorders are always very thin. The reality is that an eating disorder is not solely diagnosed based on body type or weight. Someone of average weight, or even above average weight, could be struggling with an eating disorder.”

He’s concerned that this body type misconception could allow the condition to go unnoticed by family or friends – or even by the person themselves. He told me, “The fact is, anorexia nervosa accounts for the smallest percentage of those diagnosed with an eating disorder, whereas OSFED (other specified feeding or eating disorders) and binge eating disorder account for the two highest.”

“When considering an eating disorder diagnosis, it is important to look beyond a person’s weight or body type. Instead, look for the behaviors that cause medical issues. These can be things like extreme dieting and losing a lot of weight in a short amount of time, missed menstrual cycles, and low heart rates.”

What Is OSFED?

Many people have a vague notion of what bulimia nervosa, anorexia nervosa, or binge eating disorder consist of, but what comprises the other specified feeding or eating disorder (OSFED) diagnosis that Dr. Spinner mentioned? “OSFED is basically an umbrella term,” he explained. “It is meant to capture individuals whose eating disorder presentation does not meet the diagnostic criteria for any other eating disorders.”

“individuals with OSFED may present with many of the symptoms of other eating disorders like anorexia nervosa, bulimia nervosa, or binge eating disorder, but will not meet the full criteria for diagnosis of these disorders. This, however, doesn’t mean that the eating disorder is any less serious or dangerous.”

A diagnosis of OSFED can be further specified using some of the following terms:

  • Atypical anorexia nervosa (all of the criteria are met for anorexia nervosa except that, despite significant weight loss, the individual’s weight is within or above the normal range)
  • Bulimia nervosa of low frequency and/or limited duration (all of the criteria for bulimia nervosa are met, except that binge eating and compensatory behaviors occur, on average, less than once a week and/or for less than three months)
  • Binge eating disorder of low frequency and/or limited duration (all of the criteria for binge eating disorder are met, except that the binge eating occurs, on average, less than once a week and/or for less than three months)
  • And purging disorder (recurrent purging behavior to influence weight or in the absence of binge eating).

Dr. Spinner warned that having lesser known diagnosis ,like OSFED, instead of a more defined “label,” such as anorexia or bulimia, can sometimes cause the person to feel they somehow don’t belong or they aren’t really that sick. Conversely, if the person receives an OSFED diagnosis, it can help to ease their anxiety to know that the most common eating disorder is OSFED.

“Don’t get hung up on the diagnosis, though,” he cautioned. “It isn’t always important, for the individual struggling with an eating disorder, or their loved ones, to know the exact diagnostic box that they fall into. What is important is being able to identify that they are struggling in a way that is negatively impacting their daily functioning, along with getting them the help they need.”

No matter which eating disorder diagnosis an individual is given, Dr. Spinner said they will get the correct treatment. “Most of the prominent treatments used with individuals diagnosed with an eating disorder are transdiagnostic, meaning the underlying concepts of the treatment are similar across the various types of eating disorder diagnoses.”

General Eating Disorders Signs To Watch For

When I asked Dr. Spinner what someone should look for if they are concerned a loved one may have an eating disorder, he was quick to respond. “Caregivers should be on the lookout for dramatic behavioral changes, like increased food intake or restriction, extreme dieting, or excessive laxative or diuretic use. A change in the duration or intensity of exercise behavior and increased mirror checking can also indicate a concern.”

“Sometimes an individual might engage in food rituals,” he continued. “This could involve playing with their food, cutting it into very small pieces, or pushing it around on the plate so it looks like they are eating, although they really aren’t. Caregivers should also watch to see if the activity [exercise, food preoccupation, and so forth] is a big topic of conversation or if the person talks in ways that indicate they have a poor body image.”

“Eating disorders are seen as emotional disorders,” he said. “The behavior helps the person avoid or escape the unwanted emotions or situations they don’t want to engage in. These individuals often have more frequent or intense experiences than others, which can be scary. An eating disorder can give them a feeling of control and help them avoid those emotions.”

Because these disorders are so closely linked with emotions, Dr. Spinner said a parent who suspects an eating disorder in their child can begin by asking about the child’s emotional state. “They can say something like, “I notice you seem down or anxious lately,” which can help the child understand the parents are open to talking.”

Treatment For Eating Disorders

Because there are many variables that therapists need to consider, it can be difficult to apply a particular treatment strategy to a particular eating disorder. ”The thing to target may be different from one person to another, so we focus on the different thoughts and behaviors specific to each individual, and treat those. A particular diagnosis can help us know what to focus on, but may not change the person’s treatment exponentially.”

Cognitive behavioral therapy (CBT) is generally used along with other treatment modalities. CBT helps the patient become aware of their unreasonable thoughts and beliefs so they can view the situation more realistically and react in a healthier way. In addition, therapists might use any other therapy that works to address thought change.

Specific Support Strategies For Parents (Emotional Distress Strategies And Meal/Post Meal Strategies)

Dr. Spinner listed some strategies that can be used to help support someone who is going through therapy for an eating disorder, both in general and during and after meals.

Emotional distress strategies (when trying to support a loved one during times of emotional distress):

  • Notice the person’s cues, both verbal and nonverbal. You know them and their characteristics, so you’ll know that being short with you means they are angry or depressed, sighing means they are frustrated, and so on.
  • Help them to label and express their emotions. “You can ask, “How are you feeling? Put it into words.” If they can’t verbalize their feelings, then try saying, “It seems you are feeling like…” or “I thought you might be having…” This can help them identify their emotions.
  • Validate their emotions. Caregivers are encouraged to put themselves in the shoes of their loved ones struggling with an eating disorder to better understand and validate their loved ones’ distressing emotional experiences.
  • Meet their emotional needs and give empathy, support, and comfort.
  • Fix or problem solve. If your loved one can’t resolve the issue on their own, don’t collude with the disorder or try to avoid it. For example, don’t give them one piece of chicken if their recovery meal plan says they should have two, because you send the message that it is okay to disregard the plan or not follow it exactly.

Meal/post meal strategies for someone who is struggling with an eating disorder:

  • People who have eating disorders have intense emotions, so if they get distressed, remain calm to help them calm down.
  • Show compassion and concern and don’t confront them or argue about their eating.
  • Be consistent and confident with the nutrition meal plan given by the therapist or nutritionist (“I know you can do this, it will get easier.”).
  • Refrain from talking about calories or food. Instead, keep mealtime light and enjoyable. Talk about a class the person likes in school or the job or hobby they love.
  • Refrain from talking about a stressor, such as an upcoming exam.
  • Also, it may not be helpful to engage in distracting activities like watching television during meals as it allows them to avoid dealing with the emotions that may come up during the meal, which serves to further perpetuate avoidance behaviors.
  • After each meal, engage in relational activities to get them out of their head. Plan a structured activity for the first 45 minutes to 1 hour (work on arts/crafts, look at photos, do scrapbooking, play games, or work on hands-on projects).  Again, it may not be helpful to engage in distracting activities like watching television after meals as it encourages emotional avoidance.

Final Thoughts

At the end of our conversation, I asked Dr. Spinner if he had one takeaway that he wanted to be sure our readers understood.

“Be aware that an eating disorder can affect anyone – of any size or gender,” he responded. “If the person’s perceived self-worth is tied into weight, size or body image, and it is interfering with their daily life, please encourage them to talk to someone. It is possible for someone to have an eating disorder and not realize they have one.”

We Can Help

If you or someone you love has questions or would like further information about eating disorders or other mental health concerns, the professionals at The Children’s Center For Psychiatry, Psychology, And Related Services in Delray Beach, Florida, can help. For more information, contact us or call us today at 561-223-6568.

About Eric Spinner, Psy.D.

Dr. Eric Spinner is a postdoctoral resident specializing in individual therapy, partner and family therapy, and group therapy across the lifespan. His primary focus is on the treatment of eating disorders, anxiety, and depression. Utilizing a collaborative approach, Dr. Spinner focuses on each client’s strengths, life experiences, and cultural background to address their individual needs, while providing a safe, open, and judgment-free therapeutic environment. He incorporates a variety of treatment modalities, including cognitive-behavioral therapy, acceptance and commitment therapy, dialectical-behavioral therapy, and rational emotive behavioral therapy.

During his APA-accredited Clinical Psychology Doctoral Internship, Dr. Spinner provided treatment at the Renfrew Center for Eating Disorders in Coconut Creek, Florida. There, he obtained extensive experience in treating primary eating disorder diagnoses, including working with individuals, families, and groups, and within various levels of residential, day, and intensive outpatient care. Additionally, Dr. Spinner provided comprehensive treatment of his client’s co-occurring mental health challenges, including anxiety, depression, substance use, trauma, and personality disorders, as well as facilitating numerous group therapy sessions, process groups, and manualized skill-based groups. 

Dr. Spinner earned both his Master’s and Doctor of Psychology degrees in Clinical Psychology from Nova Southeastern University. He graduated from the University of Central Florida with a Bachelor’s degree in Psychology. He holds a certificate in Rational Emotive Behavior Therapy and conducted research into the treatment of specific phobia for older adults during his doctoral training. Dr. Spinner also has clinical experience working at both the Intensive Psychodynamic Psychotherapy Clinic and the Adult Services Clinic at the Psychology Services Center at Nova Southeastern University.

 

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Darbi Miller, MS, LMFT – Consult The Expert About Increasing Relational Self-Awareness

In this month’s Consult The Expert interview, we spoke with Darbi Miller, MS, LMFT. She is one of the marriage and family therapists here at The Center For Treatment Of Mood And Anxiety Disorders. Although she likes working with all ages, she enjoys the dynamic surrounding family and relationships.

“One of my favorite things to work with is increasing clients’ relational self-awareness,” she said. “I also enjoy exploring peoples’ Families of Origin, which is connected to self-awareness from my perspective.”

What Is Relational Self-Awareness?

What does she mean by “relational self-awareness”? “Family of Origin and self-awareness are related,” she answered. “In any experience with another person, relational self-awareness can look like asking ourselves, “What is mine? What is yours? What is ours?”

“We each have our own stories, beliefs, and experiences,” she said. “Relational self-awareness looks at what each person brings to the table and how this affects the interaction between us. If we are self-aware, we have a compass for ourselves which translates into tolerance. We are able to share our personal values and beliefs and hear the other person’s.”

“If we are not self-aware, our interactions are based in fear. We begin looking for approval or we get defensive because we may feel we will “lose” in some way if we are vulnerable with the other person. When you have self-awareness, however, you can be vulnerable and can create more intimacy in all of your relationships.”

Ms. Miller talked about a Harvard study that has been following certain individuals over an 80-year period. One of the surprising things it has found is that the quality of our relationships has a higher impact on our health than even our cholesterol levels. “It turns out that surrounding ourselves with positive, close relationships creates a better sense of community within ourselves, which in turn, has a better health impact,” she reported.

So, how does relational self-awareness help with anxiety treatment? “With anxiety, behind that is usually fear on a basic level. Our thoughts are powerful. If you can get to the core and understand the fear (how can I feel more connection with myself?), connecting to your body and grounding yourself, allows this to be part of the healing process.”

How Does Family Of Origin Fit Into Mood Disorder Therapy?

Ms. Miller explained how Family of Origin can impact the treatment of anxiety and other mood disorders. “We come from our own system that was learned in childhood. This is the Family of Origin,” she explained. “This system has patterns, beliefs, and values that we can sometimes see, but sometimes aren’t aware of. We all have a family role – maybe we’re the funny one, the responsible one, or the nurturing one. This role can carry into our adult lives and play out between couples.”

“Sometimes people go into a relationship expecting it to heal their Family of Origin wounds,” she said. “Although it can happen that a new relationship can be good and healing, if we enter it expecting our partner to instinctively know what we need to heal, that may not be the case and we’re disappointed. If you are expecting your partner to heal you, where is this coming from? The answer leads back to relational self-awareness.”

How Can We Use These Concepts To Improve Mood Disorders?

We discussed how knowing what we bring with us from our Family of Origin can be used to help when dealing with mood disorders.

“Knowing what you have “inherited” and what you can change can be very empowering,” Ms. Miller told me. “You don’t have to operate out of same system you inherited. You have control. The realization that you don’t have to follow the same patterns – and you get to decide – can help with anxiety and trauma.”

“I mainly use this work for people who feel stuck in their life, work, and relationships,” she continued. “During therapy, my approach is always to start at the top. We begin with something action-focused, like behavior organization, and getting back into routines that can have a positive effect on the person’s mood and decrease anxiety.”

“I also use cognitive behavioral therapy to challenge negative thoughts. Taken together, these give people some relief. But if they are still looking for more, this is when we explore other things like Family of Origin and relational self-awareness.”

“When we look into Family of Origin, we can choose to do the work for ourselves and also within the family roles, with siblings and parents,” she said. “I typically go three levels up within the family to look at the generational dynamic. Doing this work can uncover patterns that influence a person’s mood, narratives, and the core beliefs that influence mood, which can be healing.”

“People want to explore these concepts, but in a safe space,” Ms. Miller said. “So, we balance a safe space with these tools, allowing them to go deeper to uncover the aspects that may be underlying their anxiety, depression, or trauma.”

We Are Here For You

If you are concerned that your child is struggling emotionally or showing signs of anxiety or depression, contact The Children’s Center for Psychiatry Psychology and Related Services in Delray Beach, Florida or call us today at (561) 223-6568.

About Darbi Miller, MS, LMFT

Darbi Miller is a Licensed registered Marriage and Family Therapist. She has extensive training in Integrative Systemic Therapy however, does not believe one model fits all. Her approach is strength-based, collaborative, holistic, and geared to meet her client’s specific needs and goals. She works to truly understand each client and the systems that surround them. She believes therapy is a courageous step and feels privileged to bear witness to their journey. Through her authenticity, empathy, and compassion, she provides a safe space for exploration. Darbi works to integrate her knowledge into meaningful and collaborative sessions with individuals, couples, and families. Her areas of interest include walk/talk therapy, the mind/body connection, increasing relational self-awareness, high-conflict couples, and full family work. 

She holds a Bachelor of Arts in Psychology from Michigan State University and a Master of Science in Marriage and Family Therapy from Northwestern University, where she received academic distinction. She is also certified as an Eating Psychology Coach and a Prepare/Enrich Facilitator. Darbi has worked in a variety of settings including schools, hospitals, university clinics, and in-home. She also published an article in the Encyclopedia of Couple and Family Therapy on conjoint sex therapy.

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coworkers gossiping about another worker

Post-Pandemic Social Anxiety: How To Deal With Social Anxiety After Covid

My colleagues and I have noticed an increase in anxiety and anxiety-related disorders over the past two years. This is likely because during times of strife, people typically feel apprehensive. However, since we are returning to more normal lives, many people have been caught off-guard to realize how uncomfortable they now are in social situations – especially if they were never fearful before.

People who found it hard to socialize before Covid are now finding that they’re grateful for the time they spent alone. They were able to stay in their comfort zones and avoid difficult situations. But now that everything is changing, they’re worried about venturing out again.

Others had no social concerns before Covid came on the scene, but now find they do. Since we have been socially distant for quite awhile, it makes sense that social anxiety is now present in so many people. Strict distancing measures were necessary during the pandemic. They helped us feel protected and stay safe. But they have also made it harder to let go and start interacting socially now.

Many people experienced a lot of trauma, fear, and uncertainty during the pandemic. They learned to associate social situations with getting sick. As a result, they now feel very vulnerable around other people and those feelings will be hard to shake as the pandemic moves into the endemic stage.

Is It Normal That I Feel Anxious After The Pandemic?

Social anxiety can involve feeling that others are judging or disapproving of you. You might sweat, have a racing heart, feel difficulty concentrating, and feel sick to your stomach when you think about going out socially. For many people, any of these symptoms or a combination of them can occur even when they just think about going out.

Superficial differences also contribute to social anxiety, especially now. People who don’t do the same as others when it comes to social distancing protocols may feel judged. This is because some people have already dropped Covid protocols, but others will continue to hold tightly to safety measures.

An example of this would be if someone went to a social event without wearing a mask. They might feel anxious around people who are wearing masks. This person might become nauseous or break out in a cold sweat when interacting with a masked person – even if they are surrounded by family or friends.

They may also have problems concentrating or focusing on conversations. Feeling confident in themselves could seem next to impossible when they are convinced that everyone is staring at them.

If these reactions happen often or their anxiety is really strong, the person might start to avoid social situations altogether. This can bring short-term relief, but if they do this for a long time, they might start to feel disconnected and isolated from other people.

Simple Steps To Start Living Again After Covid

Some of us will fill our social calendars in the coming months while others will struggle emotionally with the current relaxed social standards.

If you are feeling anxious about resuming a social life, you don’t accept every invitation, especially at the beginning. Remember that this is a time of transition for everyone. Be choosy about which social gatherings you attend, limit yourself to the ones that enforce similar personal protocols, and give yourself a breather in between events.

If possible, try to take things slowly when returning to the office, as well. Perhaps you can start by going in one day a week for the first week or two, and then slowly increase your number of days from there. This will help you adjust better and not feel overwhelmed.

If you are not able to ease back into the workplace, reach out to others for support. Chances are, many people you know have been in the office for a few weeks by now. Ask them how they coped when they first went back. What did they do to make their return easier? Surely, they found each successive work day easier to manage as they got used to their old routine.

Be kind to yourself when you are transitioning back to work. Remember that the anxiety you feel before returning is usually worse than the reality. Make sure you eat well, relax, and do something you enjoy before returning. Most importantly, try to avoid anything that might stress you out and make your first few days back difficult.

It is also important to stay positive and optimistic, even when social interactions are difficult or uncomfortable. With time and patience, it is possible to manage social anxiety during this difficult period and eventually regain your normal routine.

If you are still struggling with social anxiety after trying these strategies, don’t hesitate to seek professional help. A therapist or counselor can help you explore other options and develop a treatment plan that works for you.

How To Get Help For Social Anxiety In Children

Our warm and welcoming Children’s Center offers a wide range of clinical, therapeutic, educational and supportive services specifically for children ages two through twenty two. Additionally, our facility is the South Florida regional clinic for the National Social Anxiety Center (NSAC).

For more information about how our child psychologist can help your child with their social anxiety or other mental health needs, contact the Children’s Center for Psychiatry Psychology and Related Services in Delray Beach, Florida or call us today at (561) 223-6568.

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Lonette Belizaire

Lonette Belizaire, Ph.D. – Consult The Expert On Cognitive Behavioral Therapy (CBT) And Self-Care

Dr. Lonette Belizaire works with children, teens, and young adults in our Children’s Center. Her primary treatment approach utilizes cognitive behavioral therapy (CBT), a modality which helps people recognize and change their negative thoughts and behaviors. CBT has been shown to be effective in treating many mental health conditions, including anxiety and depression.

How do negative thoughts and behaviors contribute to anxiety? “The brain has plasticity,” Dr. Belizaire explains. “Anxiety, trauma, and distressing life experiences actually create structural changes within the brain.”

When we encounter something that scares us, worries us, or puts us on guard, the amygdala – a small structure within the brain – responds with a nearly instant message to our hypothalamus. The result is the activation of stress hormones and heightened physical responses, along with the building of new neural pathways.

This is designed to keep us safe by getting us out of imminent danger, such as out of the path of a speeding car. “The fight or flight response is protective and good,” Dr. Belizaire says, “but at times we apply this response when we’re not in danger.”

“For example, someone who is anxious and facing an exam in school may have the thought “I’m going to fail this test,” she explains. “The distress response from this negative thought can lead to the person avoiding the test altogether. However, with cognitive behavioral therapy, this person would learn how to challenge their negative thought and replace it with a more positive one, such as “I can study for the test and do my best.”

Exploring Thinking Patterns

The longer we focus on and worry about a stressor, the more robust those neural pathways become and the stronger we respond. This is involuntary on our part, but it means the key to calming anxiety is breaking those pathways and building more positive channels. In turn, the positive emotions support the building of new neural responses that suppress the old, negative responses.

“I begin by having my clients look at their thinking patterns. I want them to explore how they see themselves, others, and how they operate within the world,” Dr. Belizaire says. “Part of our work together involves identifying these patterns and working to challenge those distortions.”

“When working with adults, we may explore how early childhood responses to early attachment figures may still be operating in adult relationships,” she explains. “Are those messages still in place? How do these responses show up across relationships, in both the past and present?”

The answers to these questions can be enlightening. “Sometimes this is the first time the person has thought of it this way,” she says.

Incorporating Self-Care

Along with traditional CBT, Dr. Belizaire often integrates self-care into her therapy sessions. Mindfulness exercises and grounding techniques help to refocus anxious responses and build positive brain pathways. “These techniques are aimed at the amygdala,” she explains.

“We know that self-care and self-regulating activities engage the physical to help the mental and emotional responses, so I try to find out what the client likes to do. What are their interests? Once I know, we incorporate regular self-care strategies in our work.”

For example, Dr. Belizaire may encourage yoga, diaphragmatic breathing exercises, meditation, or progressive muscle-relaxing exercises. When using visual imagery, “I may incorporate breathing exercises with visual imagery and have the client visualize breathing in calming white light or a calming word, phrase, or memory filling their body, and then exhaling black smoke, for example…or stress, anxiety and visualize it escaping their body with every breath.”

At times, she also gives “homework,” but it’s the kind that clients want to complete. “I’m not giving out actual homework,” she chuckles. “Along with self-care homework, I may ask them to monitor their cognitive distortions between now and our next session, or implement a new sleep hygiene, or reward themselves after achieving a step towards their treatment goal.”

This homework doesn’t have to be time-consuming either. “Something as simple as a gratitude journal can help reframe your thinking more positively,” she says.

Just as with school-based homework or working out at the gym, Dr. Belizaire says that engaging in daily self-care exercises brings results. “If you can learn to do them when you aren’t anxious, the habit kicks in when you are fearful, which helps ease your stress response. After all, when you are in those anxious moments, you are in fight or flight activated mode and you may not readily recall the strategies that will help reduce your stress response.”

In addition, a big step in reducing stress comes from being prepared for it. “If you can anticipate a trigger, such as an upcoming anniversary, exam, or anxiety-producing situation, you can prepare for it in advance, which can help reduce the stress during the actual event.”

We Are Here For You

Dr. Belizaire is primarily seeing clients through teletherapy right now. “There are advantages to telehealth, which includes scheduling,” she says.

One caveat: “Teletherapy may not be appropriate for everyone and for every presenting concern,” she cautions, “but many people do benefit. Young children tend to do better with in-person interaction, but tweens, teens, and adults all do well with teletherapy.”

If you are concerned that your child or teen is struggling emotionally or showing signs of anxiety or depression, we can help. To schedule an appointment with Dr. Belizaire or our other clinical team members, contact The Children’s Center for Psychiatry Psychology and Related Services in Delray Beach, Florida or call us today at (561) 223-6568.

About Dr. Lonette Belizaire, Ph.D.

Dr. Lonette Belizaire is a licensed psychologist with over 15 years of clinical experience working in a variety of treatment settings. She has worked with the gifted and talented child and adolescent school population, in college counseling centers, city hospitals and in private practice. She specializes in the treatment of anxiety, adjustment issues, interpersonal concerns, stress management, and bicultural identity. Dr. Belizaire’s approach is grounded in evidence-based treatment. She utilizes an integrative model that draws upon cognitive behavioral therapy and mindfulness-based interventions tailored to meet the client’s needs. She has found that building an awareness of the neurological basis of anxiety, how it is created and maintained in the brain, has also been particularly transformative for clients.

Dr. Belizaire earned her doctoral degree in Counseling Psychology from Fordham University, Master’s Degree in Mental Health Counseling from the University of Miami, and her Bachelor’s degree in Psychology from Stony Brook University. She has worked in some of the top institutions in the New York area including the Hunter College Campus Schools, Cornell University, and Pratt Institute. She is licensed in both Florida and New York.

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Jamie Levine, Psy.D – Consult The Expert On Psychoeducational Evaluations For Children

In our first Consult The Expert article for March, we had the opportunity to speak with one of our clinical psychologists, Dr. Jamie Levine. One of her areas of specialization is working with children who have school-related difficulties.

“So many components can negatively impact a child’s learning and performance in a school setting,” she explained. “These could be things like attention concerns, learning challenges, developmental difficulties, social or emotional concerns, and even challenges within the home environment. Sometimes there is an overlap of these aspects, as well.”

When working with a child who is challenged, Dr. Levine often recommends a psychoeducational evaluation. “This type of evaluation is very comprehensive,” she says. “It looks at many areas that could be affecting the child’s ability to learn.”

Indeed, an evaluation can reveal some of the challenges that can impact learning, including:

  • Cognitive (ie: what underlies the child’s learning concerns? How does the child approach new problems?)
  • IQ
  • Academic ability (reading level, math, writing)
  • Task abilities (for example: ability to focus, attention to a task, impulsivity)
  • Language skills
  • Memory

“A psychoeducational evaluation helps me understand what is at play for that particular child, so I can provide the correct support or interventions for their unique situation,” Dr. Levine said.

When Is A Psychoeducational Evaluation Done?

A psychoeducational evaluation may be requested for many reasons. An educator might ask for an evaluation if they notice the child struggling to learn or acting out in the classroom. Maybe the child’s parent wants an evaluation to find out why their child seems to be having a hard time staying focused or is resisting going to school. Perhaps the pediatrician picks up on a parent’s frustration when the child won’t sit still or seems overly anxious or fearful.

Whatever the reason for testing, Dr. Levine says the evaluation will help to identify the child’s strengths, along with the areas that are impacting their learning ability. “Once we have the evaluation results, we can make recommendations for how to work on building these strengths and providing interventions for areas of concerns within the classroom or through services outside of school.”

Who Performs A Psychoeducational Evaluation?

A psychoeducational evaluation can be conducted in a school setting or private setting, according to Dr. Levine.  “In a school setting, the testing will likely be completed by a school psychologist. Outside of school, a comprehensive evaluation should be performed by a clinical psychologist who specializes in evaluations.”

But, is there a benefit to having the child evaluated in a private setting versus a school setting?

Although a school can evaluate a child, Dr. Levine discussed the benefits of testing in a private setting. “When a teacher picks up on concerns, the school may do some testing, but it may be limited in scope,” she says. “It can take a while to start the evaluation process. Often, schools try to provide some intervention first and testing waits until they see the results of the interventions.”

She also points out that, while schools may use some similar evaluation measures to the assessments that are used in the clinic, school testing typically does not provide a specific diagnosis. “The child can be struggling academically, but a school usually won’t diagnose something like ADHD or a specific learning disorder. Because of this, they may provide accommodation and support for the child’s challenges, but not interventions or treatment. If the parent wants an understanding of the specific diagnosis, so a targeted treatment plan can be implemented, it is helpful to have the child evaluated in a private setting, such The Children’s Center.”

How Long Does A Psychoeducational Evaluation Take?

“These evaluations are extremely comprehensive,” Dr. Levine says.  “I tailor the testing to each child, based on his or her concerns. When I do an evaluation, I first meet with the parents for about 1.5 hours to get background information about the child. After I have this preliminary information, there are typically three additional appointments with the child for 2-3 hours each.”

Who Sees The Evaluation Results?

“In a private setting, the evaluation results are discussed with the parents,” Dr. Levine said. “The parents are also provided with a full write up of the results, any diagnosis, and our recommendations. We also encourage the parent to share these results with the school so the child can be supported with any accommodations and interventions that may be needed. We are always happy to collaborate with the child’s school.”

Parents may be concerned about a child being “labeled” if the results are shared with the school, but Dr. Levine says there are many benefits to doing so. “Sharing test results can help with teacher understanding of the child and empathy, as well as accommodation that can benefit the child. Also, we can recommend strategies that teachers can use to support the child in the classroom.”

A better understanding of a child’s strengths and weaknesses is also helpful for the parents and child. Children often recognize that they are facing challenges and could possibly label themselves as “stupid” or “dumb” if they don’t have an understanding of their diagnosis.

Once the child knows the reason behind their frustrations, however, it can be liberating. Instead of feeling negative about themselves, the child can address any concerns and work to improve them. “Really,” Dr. Levine pointed out, “the benefits of testing outweigh the risk of labeling by having the knowledge of what is impacting the child.”

If Your Child Is Struggling…

…the child and clinical psychologists at The Center For Anxiety Disorders can help. For more information or to inquire about a psychoeducational evaluation, contact us or call us today at 561-223-6568.

About Jamie Levine, Psy.D – Clinical Psychologist

Dr. Jamie Levine is a licensed clinical psychologist who specializes in the treatment of anxiety disorders, mood disorders, relationship difficulties, adjustment to life transitions, and ADHD. She uses a collaborative therapeutic approach to create a safe, supportive, and open environment to facilitate growth and change. She integrates a variety of therapeutic approaches, including cognitive-behavioral therapy (CBT), psychodynamic, interpersonal, and solution-focused therapy.

Dr. Levine graduated from Emory University with a bachelor’s degree in Psychology. She earned her doctorate degree in Clinical and School Psychology from Pace University in New York City. Dr. Levine received training at Columbia University Medical Center/ New York-Presbyterian Hospital where she provided evidence-based treatment and conducted neuropsychological assessments. She also provided therapy services to individuals across the lifespan at Nova Southeastern University’s Psychology Services Center and Pace University’s outpatient mental health center.

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young girl wearing mask

How Pandemic Stress Is Affecting Society: A Psychologist’s Observations

As a psychologist who treats anxiety daily, I’ve been in a distinctive position during the pandemic. I can very clearly see the difference the last two years have had on individuals, families, and society, as a whole. Right now, our Children’s Center is overflowing with kids. They’ve been struggling through losing personal time with friends and peers. They have had to adapt to online learning and the disruption of their routines – and it shows. We are also seeing many more adults in our Anxiety Center. The family/children aspect is a big concern for parents right now. They are very worried about their kids (the schools are, too). Adults are not only trying to help their children, they are also juggling lost incomes, supporting kids who are learning virtually, and coming to terms with relationship challenges, not to mention the illness or loss of loved ones. When the pandemic started, I told colleagues that this virus would have two parts to it. The first and most apparent part would be the medical aspect, since we knew some people would get sick from it. The second part, however, was the mental aspect. There was no doubt that every one of us would be affected by the pandemic in some way. Maybe we would personally contract the virus. Maybe we’d lose a job or a loved one. We had the stress of shut downs and the upending of our normal lives. Even if we have somehow managed to escape the virus’ direct impact, we have become aware of this bigger force looming over and all around us, over which we have no control.

Pandemic Trauma Effects

The pandemic is malignant. It is malicious, evil, and malevolent. The virus infects without regard. It sickens or kills the old, the young, the rich, and the poor. Knowing this does not sit well with us. Humans have an inherent coping mechanism that helps us distance ourselves from a traumatic event. We may feel sad or upset about a tragedy, but we can still go on with our day-to-day lives. But, this pandemic is so big and so menacing, we find it impossible to ignore. In my opinion, one of the best stories ever written about life and how we ultimately deal with tragedy’s fallout is the Wizard of Oz. In the story, the malignant force is the wicked witch. Dorothy can’t defeat her on her own. She needs the wizard to protect her from the witch and send her back to her normal world. After many challenges, she learns there is no all-powerful wizard. He’s simply a man hiding behind a curtain. All seems lost. She has to manage on her own. Like Dorothy, we are on our own as we try to cope with the mayhem brought by the pandemic, both as individuals and as a society. When we entered this crisis, we were relying on authority figures (our governmental leaders, the CDC, the World Health Organization, etc.) to help get us through a new unknown, but this hasn’t turned out as well as we’d hoped. The problem is that humans have dependency needs. As children, we relied on our parents to keep us safe. Today, our needs are not being met by those in authority.

No Escape From Covid Stress

We don’t feel safe. We are fearful, so some have begun to lash out at other targets. Often, they find them in fellow sufferers. Here’s why. If you were lost in the forest, you wouldn’t want to be alone. You’d want to be with others. But if you were in a group that couldn’t find their way out of the woods within a reasonable time, the members would start turning on one another. “It’s your fault we didn’t turn left, instead of right,” someone might accuse. It wouldn’t take long for the group to begin fighting amongst themselves. People would start doing their own thing in an effort to gain a measure of control of the situation. This analogy is being reflected in the infighting we’re seeing amongst ourselves lately. Sadly, this will likely continue to be a long term situation as we emerge from the pandemic. We won’t suffer as much from the medical aspect of the virus anymore, but we will continue to feel the effects of the societal and psychological factors that have resulted from it. I can’t stress enough how essential it is to stop watching and reading the news. These reports are almost always shocking, negative, and upsetting. This is not good for your emotional health. Dealing with so much trauma in the news and in our personal lives creates chronic stress and disillusionment. This is very much like the battle fatigue that military personnel encounter during a war. It wears you down. In this case, however, we have no battlefield to come off of. We literally have no escape. Knowing this only adds to the anxiety, mental fatigue, apathy, and depression the world is dealing with. As in my forest analogy, since it seems that no authority figure can make things better, some people become defiant. As a result, we hear about fights on airplanes, trucker blockades, protests against vaccine mandates, and mask and vaccine refusals.

Resiliency And Moving Forward

There is no easy answer for managing the emotional stress of the past two years. As the pandemic recedes and we move forward, however, our built-in resiliency will help us bounce back. People can basically recover from anything. I have seen them do so over and over during my past three decades as a practicing psychologist. That doesn’t mean there won’t be long term negatives from the pandemic or that we’ll develop amnesia about what happened. Without a doubt, some people will come out of this feeling kinder towards each other, while some will feel more selfish, entitled, and rebellious. Nature has a way of correcting itself, however. Just as a pendulum swings back and forth, the anger will swing back to the gentler side. I believe that our innate nature to help each other will help all of us cope as we move forward. We must take care of ourselves as the pandemic drags on. Already, many people have begun to reevaulate their priorities. This has led to The Great Reset we’ve been hearing about. We’re deciding what is important to us. We yearn for something meaningful in our lives, something better – whether it is a new career, a new relationship, or a new hobby. So, I encourage you to take the time to do the things that make you happy. Spend time with family. Take a deep look inside yourself to figure out what you want going forward. Take what has happened and learn from it. Become more spiritual in a way that is meaningful to you. Be more aware of time and how quickly it passes: use your time well. Go out and live, but don’t be irresponsible. Instead, use this experience to make your life meaningful. Remember that the Japanese symbol for “crisis” is the same as the symbol for “opportunity.” So, find your opportunity and turn this crisis into something positive!

If You Are Struggling…

We can help. Whatever the difficulties you are facing, we are here to listen and offer effective solutions. For more information, contact us or call the Children’s Center today at 561-223-6568.

About Andrew Rosen PH.D., ABPP, FAACP

Dr. Andrew Rosen received his doctoral degree in clinical psychology from Hofstra University in New York in 1975 and completed an additional six years of psychotherapeutic and psychoanalytic training at the Gordon Derner Institute in New York, where he earned his certification as a psychoanalyst in 1983. In 1984, Dr. Rosen founded the Center for Treatment of Anxiety and Mood Disorders in Delray Beach, Florida, where he continues to serve as Director and to work as a board-certified, licensed psychologist providing in-person and telehealth treatment options. Dr. Rosen is Board Certified by the American Board of Professional Psychology (ABPP). He is also a Clinical Fellow of the Anxiety and Depression Association of America (ADAA) and a Diplomate and Fellow in the American Academy of Clinical Psychology (FAACP). He is an active member of the American Psychological Association (APA), the National Register of Health Service Providers in Psychology, the Florida Psychological Association (FPA), and the Adelphi Society for Psychoanalysis and Psychotherapy. Dr. Rosen was appointed a Clinical Affiliate Assistant Professor at the FAU College of Medicine in November, 2021. He is a Board Member of the National Social Anxiety Center. He has previously served as president of both the Palm Beach County Psychological Society and the Anxiety Disorders Association of Florida.
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Marsha Glines, Ph.D – Consult The Expert On Overcoming Learning Challenges

Marsha Glines, Ph.D is the only person on the Center for Treatment of Anxiety and Mood Disorder’s team who is not a therapist or behaviorist – she is an educator who brings a diagnostic standpoint to the Center. Her role is best defined as that of an academic coach. “I believe very strongly that learning should be empowering and meaningful,” she says. “Everyone learns differently and not everyone can learn through traditional classroom methods.”

The frontal lobe of our brain synthesizes and organizes information. “We have more than 100,000 neurons in our brains, so we each receive information differently than anyone else,” Dr. Glines says. “This means we also process the information we receive differently from each other.”

These information reception and processing systems are called metacognitive skills. Figuring out someone’s metacognitive skills tells how the person thinks, which then can help determine their learning strengths.

When an individual has challenges with learning through traditional classroom methods, “My role is how to find the appropriate path to learning for this person. Part of that is really getting to understand the student. This involves analyzing how they look at a problem and adjusting my strategies to help them learn and understand.”

To better recognize how each client learns, she begins by observing the individual and asking questions to help figure out their learning process. In addition, Dr. Glines takes an informal “inventory” of the skills and methods the person has successfully used in the past. Putting this information together gives her a good indication of where the student is in terms of learning.

The process then turns to modifying and experimenting with this information to see what works for the student. “If they are struggling in algebra, for example, we need to figure out how to change up the way they study algebra to make it useful for everyday skills.”

“The goal of my work is to find meaningfulness and purposefulness in how we learn. I help individuals find what their strongest cognitive pathways to their brain are, how to understand these pathways, and how to learn with them,” she explains. Does the client do better by hearing a lecture? Are they a visual learner? Do symbols or colors combine with what they are hearing to help them learn? Uncovering these unique methods makes a huge difference in the person’s understanding and retention of information.

Once Dr. Glines knows these strengths, she creates personalized education plans for what would be helpful for this person’s learning method. To do this, she uses repetition, challenge, novelty, and movement. “Our brains are wired to respond to new things, so changing up our learning method helps us learn and retain information,” she says. “I might teach them how to use symbols to remember something. Tools like mind maps and graphic organizers work well for a visual learner, for example.”

Similar to mnemonics, using tools, such as color coding the papers that students take notes on, can help with processing and retention.

At one point, Dr. Glines worked with students in a Psychology class to help them remember the differences between the pioneers in the mental health field. “These historical figures can all blur together,” she says, “so we discussed what color they thought of when they learned about Freud. Let’s say it was red. They assigned the color red to everything about Freud, even down to taking lecture notes on red paper.”

“Maybe Jung was the color brown”, she continues. “So his information was keyed to everything brown. At test time, when they saw a question about Freud, they recalled that he was red, not brown.” This allowed the students to “see” their lecture notes section in their notebook, which jogged their memory and often allowed them to correctly come up with the answer to the test questions.

Along the same lines, spatial models, symbols, and even acting out the information can function like a mnemonic. “Instead of just thinking in language and words, this is a different way of processing information and memory. It taps into different pathways of the brain’s retrieval system.”

Dr. Glines might also incorporate technology into the student’s learning process. “There are devices like smart pens that can record a lecture as the student takes notes, then lets the student replay that lecture,” she says.

This can be especially helpful for individuals who have learning disabilities. The person may not be able to visualize a spoken word in a text form, for example, which makes taking notes extremely challenging.  A smart pen can record oral notes, however. Later, the student can replay the lecture and even transform it from oral form to written text with the touch of a button. “A student can even tap a word in those notes, which then comes up to show them the meaning of words they find challenging,” she says.

Before any of these non-traditional learning plans can help an individual, though, they need to take ownership of what they value and what is important to them.

“What have you achieved and what do you hope to achieve? These are things you value and every decision we make is based on what we value,” she says. “These answers are empowering. Many people don’t take their school knowledge and think of how to apply it in real life, yet this is what gives ownership to the information we learn. If you can give the topic or subject meaning, you can learn and recall it much better.”

About Marsha Glines, Ph.D. (Academic Coach / Learning Specialist)

Dr. Marsha Glines has a national reputation in teaching and learning theory, special education, non-traditional program design and higher education curriculum development. Prior to joining the Lynn University community in 1991, Dr. Glines was the founding president of Beacon College and in October 2021 she was awarded an Honorary Degree Of Humane Letters from Beacon. While at Lynn University, Dr. Glines created and provided oversight of many academic alternative, innovative programs including: an undergraduate human service degree, the Advancement Program, the Lynn Educational Alternative Program and the “nationally recognized” Institute for Achievement and Learning.

Among her many achievements, Dr. Glines has published several pieces on post-secondary learning opportunities for students with learning disabilities and her work has been discussed in several books. In addition, she has conducted numerous training workshops both nationally and internationally and is a frequent presenter at various conferences on learning and higher education. She continues to teach remotely in Regis College’s undergrad and graduate education departments.

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