By: Bridgeway Academy’s Psychology Team (Lindsay Fletcher, Ph.D., NCSP, Psychologist, Julie Henzel, PsyD, Psychologist, and Nicole Benson, Ph.D., NCSP, Postdoctoral Psychology Fellow)

Did you know that happy and positive life events can increase our stress levels just as much as unhappy and negative ones? Think about a time you felt stressed planning holiday celebrations, cleaning the house before a party, or packing for a vacation. Seemingly positive events can be both stressful and exciting. The same is true for kids of all ages.

Stress is simply our body’s response to demanding changes, and there are actually two types of stress: one for positive stress (i.e., eustress) and one for negative stress (i.e., distress).Being able to tell the difference between the two types of stress not only helps us identify what we are feeling about a situation, but it also helps us to respond correctly to the stressor. For example, althoughpositive stress can be beneficial, it is important to note that it also depletes the body’s reserves just as much as negative stress does. Therefore, it is important to 1) understand the many faces of stress and 2) learn strategies to managestress for you and your child(ren)!

Although there are many different examples of stress, here are 6 common characteristics:

1. Stress is something that has a real effect on minds and
   • Mind Examples: anxiety, restlessness, distractibility, irritability
   • Body Examples: headaches, upset stomach, sleep problems, muscle tension
2. Stress can happen from any change—whether good or bad.
   • “Good” change examples: starting a new job, new house, new baby, preparing for the holidays, hosting house guests, new school year/teacher/classroom/classmates
   • Not-so-“good” change examples: loss of a job or housing, difficulty learning a new skill, getting along with siblings, illness/injury
3. Stress can happen from both real (e.g., got in a fender bender on the way to work) and imagined events (e.g., wondering what ifsomeone rear ends me on the way to work).
4. Some stress is good. This is what can push students to study hard for a test or adults to put their best foot forward on work-related tasks.
5. Too much stress can be bad. No matter your age, when you are over-stressed, your body’s ability to cope with the stressor becomes depleted at a much faster rate which can inhibit your ability to successfully resolve the stressful situation.
   • Example: think of a time when a tiny stressor completely threw you through a loop, but on any other day you could have handled that situation in stride.
6. You CAN learn to manage your stress.
   • Keep on reading…

Strategies FOR KIDS:

Here are just a few great ways to help your child(ren) cope with stress and/or maintain low levels of stress overall:

• Get good sleep. It’s harder for people of all ages to deal with stress when tired, so ensuring your child gets the recommended number of hours each night is a great place to start (parents: don’t forget to apply this tip to yourself!).
  • Tip: Try to disconnect/unplug 1-hour before bedtime to get your child’s brain ready to sleep. Turn devices to “night shift” mode after school in order to reduce the sleep disrupting blue light that tricks the brain into being alert.
• Get moving. Small bursts of aerobic exercise can help calm the stress-induced fight-or-flight response (i.e., our body’s reaction to a perceived stressful/harmful situation that includes possible increased heart rate, sweating, fast/shallow breathing, and constant surveillance of surroundings).
  • Ideas: Jump on a trampoline, have a dance party, play tag, go for a walk outside after dinner
• Deep breathing. Slow, deep breaths naturally calm the nervous system.
  • Ideas: Trace a figure 8 while breathing in slowly on one side and breathing out slowly on the other side, blow in order to make a pinwheel spin, or consider using an app such as Breathing Bubbles or Breathe2Relax.
• Listen to music. When stress strikes, turn up the music! Research consistently demonstrates a positive change in one’s mood when listening to music. The key is finding the type of music that feels calming to you.
  • Ideas: Put on a favorite song to trigger happy memories, or uplifting/faster paced music to get a dance party started!
• Give hugs. Studies have shown that a 20 second hug releases oxytocin (a hormone that plays a role in social bonding), lowers blood pressure, and decreases stress- helping your child calm down. It can also make them feel safe and supported. Not to mention, it’s a good excuse to squeeze in an extra hug or two from your reluctant tween!
• Get focused. Getting busy on activities unrelated to the source of stress is a helpful tool for people of all ages. So, whether crossword puzzles, Sudoku, or coloring is your child’s thing…encourage them to get busy!
• Listen to them. Like, really listen. While it’s helpful to reassure kids “You’re fine, it’ll be alright,” it’s equally powerful to truly listen to their worries/concerns and empathize with them. The next time the opportunity presents itself, try responding with something like, “Wow, I can see why that was so stressful for you,” before taking on the cheerleader role.

Strategies FOR ADULTS:

It’s important for parents/caregivers to take care of themselves, too! This will help you stay primed and ready to deal with stressful situations as they arise, including challenging behaviors or sudden changes in schedule/plans. Consider building in a few of the following suggestions:

• Make time for silence. Set your alarm to wake up before the rest of your family so you can sit and have your breakfast/coffee in silence.
• Stay hydrated. If you’re feeling particularly anxious about getting through your to-do list, opt for water instead of another coffee/latte. Too much caffeine can leave you feeling nervous or moody, and it can disrupt your sleep.
  • Did you know? Caffeine is a stimulant that can actually increase one’s anxiety.
• Build in healthy meals and snacks. Although fall is a great time to cozy up with warm cider, hot chocolate, and pumpkin everything, too much rich food can take a toll on your body, energy level, and ability to concentrate. Try to add in salad, fruits, veggies, and water if you’ve been inundated with cookies and other rich foods lately.
• Stretch. Set aside a few minutes at some point in the day to stretch your body from head to toe.
• Exercise. It may be the last thing you feel like you have time for, but research has found that workouts can boost your mood for up to 12 hours. Moreover, regular exercise tends to decrease the amount of cortisol (a.k.a., the stress hormone) in your bloodstream, leading to a reduction in symptoms of stress. So, fitting in 30 minutes of exercise several times a week can have a large impact on your overall stress level!
  • Free Ideas: Walk around your neighborhood, take a family hike through a Metro Park, make household chores aerobic (e.g., fast paced vacuuming and cleaning, and if possible, be sure to clean on different levels of your house every few minutes so you hit the stairs frequently!)
• Zone out to music. Make a playlist on your phone, computer, etc. with music you find relaxing. The type/genre will be different for everyone, so whether it’s Mozart or Beyoncé, make a playlist that works for you!

Did you know? Research from the University of Maryland shows that hearing music you love can relax blood vessels and increase blood flow.  his not only calms you down but is good for your heart, too!

• Consider disconnecting from the electronic world for a little while each day.Taking a break from calls, texts, emails, Facebook updates, etc. can be a welcome brain break and may even free up the 10-15 minutes you need to stretch or listen to your calming playlist with your eyes shut.
• Be intentionally unavailable. Most phones offer a “Do Not Disturb” setting where you can program exactly how long you want to be “unavailable”. This setting allows calls/messages from favorite contacts to still come through to give you peace of mind that you can still be reached in case of emergency.
• Keep a to-do list.It’s easy to become overwhelmed when juggling 20 tasks in your thoughts. Take this time management stress off your mind and put it on paper (or your phone). Rewrite/type your list as often as needed to reflect what’s been accomplished and what needs to be prioritized next. Be sure to check off what you’ve completed, as this will help keep you motivated.
  • Free App/Website Ideas:iPhone Notes/Reminders apps, Asana, Alexa, Trello
• Get a massage. Some spas offer express massages that last for 30 minutes or less (always check Groupon!)
• Say “no.”If you’re feeling overwhelmed by your daily agenda, don’t over-schedule your time and take on more than you can manage. Remember, it’s OK to slow down a bit!
• Accept help.If relatives, friends, or neighbors offer to help you with something, consider accepting their help. They wouldn’t offer if they didn’t truly mean it!

References:

Lynch, Christopher. (2012). Totally Chill: My complete guide to staying cool: Stress management workbook for kids with social, emotional, or sensory sensitivities.  AAPC Publishing.

13 Stress Relief Tips for Kids:  https://www.activekids.com/parenting-and-family/articles/13-stress-relief-tips-for-kids

21 Stress-Reducing Techniques: https://www.livestrong.com/slideshow/1011067-15-stressreducing-techniques/#slide=2

Positive Stress, Negative Stress: https://aderoeducation.wordpress.com/2012/05/30/positive-stress-negative-stress/

Stress symptoms: Effects on your body and behavior:https://www.mayoclinic.org/healthy-lifestyle/stress-management/in-depth/stress-symptoms/art-20050987

 

By Stephanie Keyser, M.A., BCBA, COBA

“How was your trip?” This question is the conversational opener I would expect from anyone interested in learning about my recent experience in India, yet each time I’m asked I find it inordinately difficult to answer.  Working with students and staff at SOREM, and with the SkillCorps team, has had a profound impact on both my professional and personal outlook and practices.  The effort that educators at SOREM are putting in daily, to enhance the lives of their students and to promote acceptance of individuals with autism in their community, is truly inspiring.  I am humbled to have had the opportunity to work with, and, most importantly, to have learned from them.

After a two-day training in NYC, in which SkillCorps team members discussed clinical goals, and important topics such as sustainability and cultural humility, each individual team set out to their international partner site.  Our team of five began the 18-hour journey to Chandigarh, India. The next day we hit the ground running, consulting with classroom teachers and getting to know students at SOREM. We observed, discussed student behavior, reviewed educational goals, and collaborated to promote the use of ABA strategies to support student, classroom, and organizational needs. Together the SkillCorps team members and SOREM staff developed goals to work on over the next two weeks, with the intent that strategies being practiced would sustain in the classrooms long after our team departed.

Throughout the trip SkillCorps members trained and collaborated with SOREM staff to focus on piecing together components of a Behavior Support Plan, effectively generating and using antecedent and consequence strategies, and using data collection methods, to support the needs of their students.

I loved arriving at SOREM in the morning.  It was invigorating.  We were greeted with smiles and excited waves from the students who had just finished their morning roller-skating activity, or by the student excitedly requesting a high-five, as he got started with academic work for the day. I met mothers.  Mothers who are also teachers and advocates, who are working at SOREM to continue learning about how they can best support not only their students with autism, but their children with autism.  Working with these women taught me an important lesson in perseverance and strength, and I am so grateful to have met them.

Since returning from India I have enjoyed noticing ways in which the lessons I learned from the experience have carried over into my professional practice, and personal outlook.  A sincere “Thank You” to everyone who so graciously showed their support throughout the fundraising and preparation process leading up to the trip.  The benefit that SkillCorps, and the Global Autism Project, are having on the lives of individuals with autism and their communities, is truly significant and inspiring.  I feel honored to have participated in a movement that is promoting such positive change in the life of individuals with autism around the world.

By: The Psychology Department
Dr. Lindsay Fletcher, Dr. Nicole Benson, and Dr. Julie Henzel

Anxiety disorders commonly occur in individuals with Autism Spectrum Disorders (ASD). Research suggests that about 40% of individuals with ASD also qualify for a separate anxiety diagnosis (Van Steensel, Bogels, & Perrin, 2011), although studies have found rates ranging from 11-84% (White, Oswald, Ollendick, & Scahill, 2009). The most commonly diagnosed anxiety disorders in individuals with ASD are specific phobia, (a fear of a certain object, place, or situation), followed by obsessive-compulsive disorder (repetitive and obsessive behaviors), and social anxiety (fear of social interactions).

It can be challenging to determine an additional diagnosis of anxiety in children with ASD. For example, social deficits and restricted/repetitive behaviors inherent to autism can make simple activities such as interacting with others, leaving the house, riding in a car, breaking away from preferred activities, or trying a new activity naturally more anxiety provoking. Anxiety symptoms are particularly challenging to discern in nonverbal children or those with more severe autism symptoms. Additionally, even verbal children with ASD tend to have difficulties articulating their anxieties.

If you are concerned that your child may be struggling with anxiety, it’s helpful to consider whether there are specific triggers to their behavior, how long these behaviors have been present, and if these behaviors differ from their normal baseline behaviors. Also, one should consider whether there have been any changes or stressors in the individual’s life. It’s important to be mindful that your child may be more sensitive to triggers such as school breaks, a change in a parent’s work schedule, or a change in babysitters or teachers. You may see some signs of anxiety such as the following:

• Physical symptoms such as a racing heart, muscle tensions, stomach ache, headache
• Increases in irritability, temper tantrums, oppositional behavior, or aggressive behaviors
• Increased difficulty going to sleep and/or staying asleep
• Increased repetitive behaviors (e.g., child is lining up more objects or stimming more frequently than usual)
• Spending inordinate amounts of time engaged in repetitive routines and becoming highly
  distressed when repetitive routines are interrupted
• Difficulty moving forward with activities when hit with setbacks
• Regression in life skills/more dependence on adults
• Increase in self-injury
• More resistance in joining social situations, going to school, or going on community outings
• Increased clinging to caretakers or separation difficulties

How to Help:

As mentioned, many individuals with autism naturally experience higher levels of anxiety. Many children (and most people in general) can benefit from developing coping strategies regardless of whether or not a formal anxiety disorder diagnosis is present. These are some techniques that may help:

• Build your child’s “feeling word” vocabulary and help him or her to identify triggers to their feelings. The better they can communicate their feelings, the more likely they will be able to seek help and be able to work through anxiety-provoking situations. It may be helpful to post a feelings face poster in your house. (Example: https://smile.amazon.com/Feelings-Mood-Magnet-Today-Feel/dp/B004H61CWS/ref=sr_1_1?ie=UTF8&qid=1516213604&sr=8-1&keywords=feeling+face+chart).
• Utilize visual strategies such as visual schedules or posting events on a calendar to help your child know what to expect next.
• Review schedules and expectations for the day.
• Plan regular outings for your child to practice social and community living skills
• Social stories can be developed to help teach and reinforce coping skills or to address specific anxiety triggers.
• Develop relaxation techniques such as deep breathing, slowly counting to 10, or taking a break in a quiet area. These techniques are always more powerful if you do them along with your child.
• Help your child develop self-talk to work through stressful situations. Having functional, go-to phrases such as, “Everyone makes mistakes, I can try again next time!” can be helpful for many children.
• Have your child expend nervous energy through physical activities such as jumping on a trampoline, dancing, or running laps around the yard.
• Model healthy coping behaviors to stressful situations. It is okay to share bits and pieces of your daily challenges and how you coped with them (as long as the situations are developmentally appropriate for your child to hear).
• Teach any functional skills that may be lacking, such as how to find a different playmate if someone doesn’t want to play or how to ask for help.
• Cognitive behavioral therapy (a counseling approach that teaches the relationships between thoughts, feelings, and behaviors) has been shown to be helpful for verbal individuals with ASD.
• Practice, practice, practice! A natural response is to avoid anxiety-provoking situations or shield your child from these experiences. However, it’s important for them to have opportunities to work through their anxieties and practice their coping skills.
• Medications can be helpful in some cases; please consult your child’s physician to learn more about this area.

If you have concerns about your child’s behavior or level of anxiety, the Bridgeway Academy psychologists and Program Directors/Managers are here to help! Additionally, we encourage you to reach out to your child’s pediatrician if you have concerns.

Sources:

• autismspeaks.org
• cdc.gov
• Van Steensel, Bogels, & Perrin, 2011: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3162631/
• White, Oswald, Ollendick, & Scahill, 2009:
• https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2692135/
• Anxiety and Autism Spectrum Disorders: https://www.iidc.indiana.edu/pages/anxiety-and-autism-spectrum-disorders

By Janelle Maur and Students from Team K

As we near the Thanksgiving and Holiday season, it’s important to take a moment out of the daily routine to pause and think about thankfulness. As part of this, we asked some of our students at the Secondary School & Therapy Center to think about what they’re thankful for. Here’s some of what Team K is thankful for, in their own words:

I am thankful for mom.
I am thankful for Fall and leaves.

 I am thankful for pumpkin pie and food.
I am thankful for my family.
I am thankful for my brothers and sister.  

I am thankful for my parents.
I am thankful for my roof so I don’t get wet.
I am thankful for my dogs.

I am thankful for my friends, my family, my teachers, my classmates, my food, my parents/grandparents/caretaker, my water, my strategies that I can use, etc. The reason I am thankful for all that stuff is because I get provided. I get to drink that water I get to eat that food I get taught I am not the only one in the class I have people who have stuff in common with me etc. The reason I get provided, fed, and all of that stuff I am thankful for is because the people I get taken care of by care about me.

I am thankful for Squanto once he told the Pilgrims how to survive in their new home. I am thankful for the family football game. I am thankful for the family I have, even when I want another dog.

Yaya is playing a game called Minecraft. I am thankful for Yaya.
Me and Yaya are playing Minecraft in the game. Play with Yaya and me. Play games.

I am thankful for my family.
I am thankful for food.
I am thankful for friends and nice teachers. 

Thank you every body.
I am thankful for everything you all give me.
I am thankful for all of your help and I am thankful for you all caring about me.

We also welcomed our Hero and Superhero donors to the Secondary School and Therapy Center on Thursday, November 9th for our annual Thanksgiving Luncheon. The Luncheon took place in the Vocational Skills Center, and students from Team Somers, Team Blackburn, and Team Walker even helped prepare and/or serve the meal. It was a great way to thank our donors for their support and provide life and vocational skills training for our students at the same time. Donors were also treated to a musical performance of classic rock songs from students from Team Stefanik, accompanied by Music Therapist, Liz Woolley.

Lastly, on behalf of the students and staff, we are thankful for YOU, our wonderful, AMAZING and supportive Bridgeway Academy community. Thank you for all you do throughout the year to help our students and clients reach their highest potential.

As we approach the end of the calendar year, we are asking for your financial support. If you recently made a donation to Bridgeway Academy during The Big Give, we are thankful. If you’ve never made a contribution to Bridgeway Academy, please consider a donation of any amount today. If you are still planning your year-end giving, we ask you to generously support Bridgeway Academy. Tax-deductible gifts of any amount can be made right now at http://bridgewayohio.org/make-a-difference/donate-to-bridgeway-academy/. Thank you in advance for your support.

By Stephanie Keyser, M.A., BCBA, COBA

My vision is simple: Promote the acceptance, education, and autonomy of individuals who may need support advocating for these rights on their own.

I am lucky be provided with the opportunity to live this mission daily through my work at Bridgeway Academy, and am thrilled to soon be able to extend that support on a global level, as a SkillCorps volunteer through the Global Autism Project! The mission of the Global Autism Project is to promote the acceptance and integration of individuals with autism worldwide, by training local communities in culturally-relevant, sustainable practices.

This February, along with other skilled volunteers, I will be traveling to Chandigarh, India, to train teachers in the use of evidence-based practices, in order to support the educational needs of students with autism. Together with the teachers and staff at SOREM (an educational center for individuals with autism and other developmental disabilities), the SkillCorps volunteers will help to create sustainable programming, which will be used to support students long after the team departs.

I am continually humbled by my work and experiences with families in the Columbus community, and am reminded daily of the capacity all children have for learning – especially when provided with the appropriate support. I am so excited for the opportunity to support, connect with, and learn from the local community in Chandigarh, and to further expand my cultural reach through this experience.

I look forward to sharing my journey with you! 

If you’d like to learn more about how you can support Stephanie’s work with the Global Autism Project, click here.