Guiding Your Child Through the Coronavirus

Children always see, hear, and pick up on more than parents think. It’s likely that they have noticed people out in public with protective masks, heard pieces of adult conversations, or have talked about it with friends. 

Children are not immune to feelings of fear, worry, or anxiety. Here are 6 ways to guide your child through the outbreak: 

1. Take care of yourself 

In order to help your child regulate their emotions and anxieties, as parents, you have to manage your own first. Your child is likely very aware of your emotional state and will be able to pick up on your feelings of fear and worry. 

Before talking to them, take some time to notice your own feelings and do what you need to do to take care of yourself.  You can check out my last blog post [link to above article] to learn more about how to manage feelings of anxiety.

2. Provide age-appropriate information

There is a wealth of misinformation on the coronavirus. It’s important to be a reliable source for your child(ren), while also filtering out unnecessary details and delivering only what’s pertinent for their age. 

Generally speaking, it’s helpful to frame the coronavirus within a context that is already known to them, such as having a cold or the flu. 

3. Validate your child’s fears 

If your child expresses feelings of fear or anxiety, take a moment to notice your own reactions. Many parent’s attempts to reassure their children often end up invalidating how they are feeling. Instead of telling your child “everything will be ok” try saying something like, “I can see why you are feeling this way.”

4. Let your child know who’s protecting them

Letting your child know that they are loved and that as a parent you won’t let anything happen to them adds a layer of protection. Another can be added by letting them know that doctors and scientists are working to keep them safe as well. 

For older children, letting them know that as a parent you are a shield of protection against the coronavirus may not be enough. Empower them by collaborating on a “family game plan”, which is yet another way of opening up a dialogue. By listening to their ideas, you can learn more about their fears and attend to them as needed.

5. Stay on schedule

Maintaining routines is an important part of helping children to feel safe. They feel safe within structure, and notice when schedules are changed or not followed. As time goes on, some of this may be outside of your control as a parent, with closures of schools and other public spaces being a real possibility. 

Should this happen, keep as many structures in place as possible, and help children to highlight what does remain the same: “We didn’t go to school today, but we still brushed our teeth when we woke up and will brush our teeth before we go to bed.” 

These changes in routine can also be framed as exciting rather than scary, with potentially more time to be spent with family, playing, watching tv, doing crafts, or reading. 

6. Talking to them about hygiene 

Even if your child is too young to know about germs, it’s never too soon to talk to them about hand-washing.  Framing hand-washing and other hygienic behaviors in the context of “virus-stopping powers” can help children to feel more empowered and secure. 

For younger children, this can be made into a game, by measuring how long they wash their hands through singing songs such as “Twinkle Twinkle Little Star” and “Happy Birthday”, or seeing who can wash their hands the longest. With children who know about germs, learning how to cough into their elbows and not touching their faces is just as important.  

In times like these, it can be easy to get caught up in our fears and worries. Remember, the best thing we can do as parents is take care of ourselves. Don’t forget to be gentle with yourself and your children.

Setting Mindful Intentions

Recently I was asked to interview for Pilates Style magazine on creating and maintaining New Year resolutions. In the article, I offered three stages of applying mindfulness to succeed and sustain your aspirations for the new year. The three stages are:

1. Setting Mindful Intentions

2. Putting It Into Practice

3. Maintaining Intentions

Setting Mindful Intentions:

An important first step in setting mindful intentions is to decide how you achieve your goal. One way to adopt and preserve your New Year's intentions is a concept I will highlight called harm reduction. Harm reduction is taking simple yet measurable steps towards a larger goal. 

Why is harm reduction important in setting intentions? Researchers found that people are more likely to succeed when they are rewarded for the small wins along the way. According to a study conducted by Teresa Amabile and Steven J. Kramer, “When we think about progress, we often imagine how good it feels to achieve a long-term goal or experience a major breakthrough. These big wins are great—but they are relatively rare. The good news is that even small wins can boost inner work life tremendously” (Amabile & Kramer, 2011).

I will use a case example of a client named John to help further illustrate mindful intentions through harm reduction.

Putting It Into Practice:

John is a 25-year-old recent college graduate in finance who has been smoking half a pack of cigarettes every day since he was 14 years old. Over the course of several months in therapy, John and I implemented a harm reduction technique to slowly decrease John’s smoking habit. Rather than smoking half a pack, he started to smoke one less cigarette every day for one month. In the subsequent month, John reduced his intake even more by smoking two less cigarettes a day. He continued to reduce the daily number of cigarettes each month in small, manageable increments. 

John was able to identify work stress as his primary trigger. In therapy, we worked together to develop a toolkit of mindfulness technique, such as body scanning, diaphragmatic breathing (breathing from the abdomen instead of the chest) and waiting 10 minutes before picking up his next cigarette. By combining mindfulness and harm reduction techniques,  John was eventually smoking only one cigarette per day, a dramatic change from his daily half a pack habit. 

Maintaining Intentions:

Now that I covered the first two stages, let’s talk about the third and most important stage: maintenance. Accountability is important for maintaining new habits because we all have blind spots. In the mental health industry, we call them cognitive distortions. Some examples are denial, minimizing, and all-or-nothing thinking. By setting mindful intentions and engaging in harm reduction techniques, you can shift out of the all-or-nothing mindset of “I am a failure because I fell off the wagon” to a healthier and more sustainable narrative such as “I can take this one step at a time, be patient, and not judge my progress.”

The reality is, the three stages of Intention Setting, Putting It Into Practice, and Maintenance is challenging for all of us. But, by seeking support, practicing harm reduction, and implementing mindfulness skills, we can take manageable steps towards a happier, healthier year. 

“Thinking about our work: The False Self”: Published in Group Journal Vol. 38, No. 3 (Fall 2014)

Comments on Walter Stone “Thinking About Our Work: The false self”

by Yoon Im Kane

How do we help our patients leave the safety of loneliness for the hope of connection? Walter Stone suggests an answer in this issue’s Thinking About Our Work.  Quoting K. Newman, Stone writes, “the false self provides the fiction of a good relationship and controls the recognition of the toxic core relationships...serv[ing] the need to keep the true self in a state of repression." The false self sacrifices real connection to avoid the pain of empathic failure.

According to Donald Winnicott, individuals with a false self cannot experience "going on being," an uninterrupted flow of the authentic self. He postulates that a caretaker unable to gratify infantile omnipotence creates the false self. Infants under such care remove themselves from their own experience to meet the needs of the other. They never learn to manage their own feelings, an essential step toward forming intimate relationships.

Stone’s description of the false self poses the question: How do therapists—transferential caretakers—respond to our patients’ infantile omnipotence? To continue "going on being," individuals must experience the full range of feelings and still feel accepted. More often than not, patients who struggle with a "false self" will enter treatment seeking to fix what they believe is wrong with them (or other people in their lives). Session after session, these patients hide behind a veneer of wanting to be helped and wanting to be helpful to others. Their true desires are deeply buried in a reservoir of unmet needs. They seek acceptance and approval, yet their false selves mask fear and an overwhelming sense of inadequacy. Left to their own devices, they are adept at perpetuating the game of peek-a-boo to distance themselves from emotional discomfort.

Individuals with overdeveloped false selves are difficult patients, because therapists are prone to delusions of infallibility. As Stone writes,  "we all have characteristics of the false self." We therapists are in a bind, because we must empathize with our patients’ vulnerability, but also put our wishes to help them aside.  This means that we must simultaneously feel and manage our relationships. In traditional professions, emotional involvement and management are distinct. Therapists, on the other hand, must lead receptively. It is different from what we think of as leadership traditionally. We must access our authentic selves to tolerate and soothe the unmanaged rage of others. We must abandon our fictional stories and be present with our patients, lest we try to “help” them.

As Stone writes, in group therapy, patients with overdeveloped false selves “see expressions of anger that do not lead to disaster."This may enable the individual to test out, however cautiously, being angry when he is not responded to." Group interrupts a self-gratifying style of relating by repairing old relational injuries. Egos become resilient enough to withstand intimacy. By empathizing with patients’ need for caution, group leaders may guide them to self-regulate and feel a full range of feelings. With more emotional insulation, individuals with false selves can shift from survival/reactive mode to a thriving/responsive mode.

Group therapy can replace past trauma with a current good-enough mother. The patience, persistence, and perspective of a functioning group teach patients to negotiate unmet needs. Seeing and being seen, the group member comes to replace his fictional story with authentic expression of self.