Children and Teen’s Ability to Detect Emotions in Others – How it Happens and Why it Matters (Professionals) Working with Parents and Caregivers When Children Are Our Primary Clients: Why do it, what does the literature tell us and why is it hard? The Emotional and Mental Health Challenges of Parenthood Effective Treatment for Disruptive Behaviour Disorders Using Cognitive Defusion and Acceptance Techniques with Children Collaborative Homework Adherence Principles Behavioural Activation for Children: Rationale, Research and Effective Implementation (spoiler: it works but it’s hard!) The Initial Clinical Interview with Children: The Joys and Challenges of Meeting Families for the First Time “Exposure” for Children with Anxiety Symptoms (Helping Children Act in Brave Ways) Parental Warmth and Responsiveness for Children with Emotional Health Challenges Attention and Concentration Challenges in Children When, Why and How to Help Children Use Appropriate Eye Contact – What Does the Research Say? Helping Parents Understand Why Children Act In Challenging Ways 12 strategies for working with young people who have experienced grief and loss Children anxious about not being with parents/caregivers: prevalence, course and key aspects for treatment Answering children’s questions about Coronavirus More science of sleep in childhood and adolescence: a handful of new (or new-ish) studies and reports Ideas and Activity Sheet for Children Worried about or Affected by Bushfires “I’m an idiot” and “I’m so stupid”: Using self compassion when working with young people (for us – and for them!) Working with Parents of Children with Extra Needs – 8 Things To Do and Avoid Calm down and take a deep breath! Using relaxation techniques and programs: do they really work for children/teens with emotional challenges? Friendly Conversations Working with the sad child: tearfulness, sadness and depression in primary aged children I Can’t Stop It! Tics and Twitches in Children and Teens Working with children with anxiety Calm Sentence Starter Resource for kids with “big feelings” Supporting children through separation/family changes I’m fine! Working with children who struggle to say how they feel Working with children who hate loud noises Questions to ask parents/carers of kids with “big feelings” Three reasons parents we work with might struggle to set or monitor rules What are kids watching on youtube? Four important questions for us to ask in classrooms/therapy rooms “I can’t do it” – Working with children/teens who lack confidence in their ability to complete academic or learning tasks Supporting children with anxiety – the three most important broad principles Ideas to Help Reluctant Communicators in the therapy/classroom Working with Tricky Children: Three words to say to yourself.. 5 ideas for helping kids with negative emotion in the classroom The top five areas I work on with kids with anxiety 17 Question options to help children reflect on their gaming time Moodiness in preteens Helping Parents/Carers when Children “get in trouble” at school Helping Forgetful Kids
Children and Teen’s Ability to Detect Emotions in Others – How it Happens and Why it Matters (Professionals)
Working with Parents and Caregivers When Children Are Our Primary Clients: Why do it, what does the literature tell us and why is it hard?
Behavioural Activation for Children: Rationale, Research and Effective Implementation (spoiler: it works but it’s hard!)
The Initial Clinical Interview with Children: The Joys and Challenges of Meeting Families for the First Time
Children anxious about not being with parents/caregivers: prevalence, course and key aspects for treatment
More science of sleep in childhood and adolescence: a handful of new (or new-ish) studies and reports
“I’m an idiot” and “I’m so stupid”: Using self compassion when working with young people (for us – and for them!)
Calm down and take a deep breath! Using relaxation techniques and programs: do they really work for children/teens with emotional challenges?
What are kids watching on youtube? Four important questions for us to ask in classrooms/therapy rooms
“I can’t do it” – Working with children/teens who lack confidence in their ability to complete academic or learning tasks