All Posts Tagged: palm beach county

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Covid Stress And The Pandemic’s Effects On Society: A Psychologist’s Observations

As a psychologist who treats anxiety daily, I’ve been in a unique position during the pandemic. I can distinctly see the difference the last two years have had on individuals, families, and society in general.

Right now, we are seeing so many kids in our Children’s Center, it is mind-boggling. Children have been struggling with online teaching, loss of contact with friends and peers, and the disruption of everyday routines – and it shows.

We are also seeing many more adults in our Anxiety Center. Parents are trying to juggle lost incomes, kids learning virtually at home, relationship challenges, and the illness or loss of loved ones. The family/children aspect is also a big concern for parents right now. They are very worried about their kids and the schools are, too.

I remember when the pandemic started. At the time, I told colleagues that this virus would have two parts to it. Of course, the first and most apparent part would be the medical aspect, because we knew some people would get sick from it.

The second part, however, was the mental aspect, because every one of us would be affected by it in some way. This could be due to personally contracting the virus, or a lost job, the death of a loved one, the stress of shut downs, or 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 evil, malicious, and malevolent. The virus infects indiscriminately. It sickens or kills the young, the old, the rich, and the poor. Knowing this does not sit well with us.

Usually, we have an inherent coping mechanism that helps us distance ourselves from a traumatic event. We are capable of feeling sad or upset about a tragedy, while being able to go on with our usual day-to-day lives. But, this virus, this pandemic, is so big and so menacing, it is impossible not to pay attention to it.

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 bad, malignant force is the Wicked Witch. Dorothy needs the wizard to protect her from the witch and send her back to her normal world.

After many challenges, she finds there is no all-powerful wizard, just a mere man hiding behind a curtain. Her hopes are dashed. She has to manage on her own. Like Dorothy, we are on our own as we try to cope with the upheaval of the pandemic, both as individuals and as part of society.

We entered this crisis relying on authority figures (our governmental leaders, the CDC, the World Health Organization, etc.) to help us navigate through the unknown, but this hasn’t turned out as well as we had 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

Because we feel fearful and unsafe, we’ve begun lashing out at other targets – and finding them in our fellow sufferers.

Think of it like this: If you were lost in the forest, you’d want to be with others instead of alone. But if the group couldn’t find their way out within a reasonable time, its members would begin turning on one another. “It’s your fault we didn’t turn right, instead of left,” someone might say. Soon the group would be fighting amongst themselves and people would start doing their own thing in an effort to feel like they had some control.

This is being reflected in the infighting we’re seeing amongst ourselves lately. Unfortunately, it will continue to be a long term effect of the pandemic. Indeed, as we emerge from this crisis, we won’t suffer as much from the medical aspect of the virus, but from the societal and psychological factors that are the result of it.

I can’t stress enough how essential it is to get your head out of the news headlines. They are almost always negative, shocking, and upsetting, and that 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 much like the battle fatigue we see in military personnel during a war. It wears you down.

In this case, though, we have no battlefield to come off of.

The fact that we literally have no escape only adds to the mental fatigue, apathy, anxiety and depression the world is dealing with. As in my forest analogy, it seems that no authority figure can make things better, so we’ve become defiant. As a result, there are fights on airplanes, vaccine mandate protests, trucker blockades, 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 we move forward and the pandemic recedes, however, the resiliency we have as humans will allow us to bounce back. People can basically recover from anything. I’ve seen it happen over and over during the past three decades as a practicing psychologist.

That doesn’t mean we’ll develop amnesia or that there won’t be long term negatives from the pandemic. Doubtless, some people will come out of this feeling kinder towards each other, while some will feel more entitled, selfish, and rebellious. Nature has a way of correcting itself, though. It is like a pendulum swinging: for every reaction, there is an opposite reaction. I am hopeful that our innate nature will help humanity to better cope going forward.

Clearly, we need to take care of ourselves during this time. As the pandemic drags on, many people have begun reevaulating their priorities. This is contributing to The Great Reset we’ve been hearing about. We’re examining the things that are important to us. We want something new in our lives, something better – be it 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. Look deep 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 us today at 561-496-1094.

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, PHD

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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Help For School Anxiety During Covid

School is starting up again and many school districts have gone back to in-person learning. While back to school anxieties are typical during any given year, COVID-19 is still with us, which has added more uncertainty and stress for everyone involved.

Since virtual, at-home learning took place during the previous school year, many kids may now find it difficult to adjust to being away from the safety of their home and parents. Add to that the fear that others around them may unknowingly be sick and you may find that even well-adjusted children are experiencing heightened stress. For children who already suffered from anxiety, however, the return to physical classrooms may mean their anxiety worsens when they return for the first day of class.

What Signs Of Stress Can Be Observed In Children During The COVID-19 Pandemic?

In general, children are resilient. Many kids will manage this transition just fine with help and support from their parents. Those who already struggled with anxiety or emotional problems or who had behavioral or developmental concerns before the pandemic may need additional assistance, though. It’s important that you keep a watchful eye on them, as they might be at risk for increased or severe depression and anxiety.

Signs of stress to watch for include (by age group):

Preschool age – Children in this age group may be more whiny or clingy than usual. They may have problems sleeping, have nightmares, or become afraid of the dark when they weren’t before. You may also find that they withdraw or their behavior may regress. They may lose their appetite or become picky eaters.

5 – 9 – Children who are in elementary school also may be clingier. They may be angrier or more irritable and cry or otherwise resist to going to school. They might have nightmares and sleep problems, along with poor concentration. In addition, your child may stop showing interest in friends or activities they used to enjoy.

10 – 19 – Adolescent children may show everything from sleeping and eating disturbances to agitation or arguments with others. They may have physical complaints such as headaches or stomach aches. They may also exhibit poor concentration or engage in some type of delinquent behavior.

Parent Anxiety About School During Covid

The uncertainty surrounding the pandemic makes in-person schooling nerve-wracking for some parents. Obviously, they are apprehensive about their child’s health and well-being, but they also have to address their child’s concerns and reassure them that they will be safe in school. For many, it’s a balancing act of trying to be supportive while also telling the child to be careful, wear their mask, and social distance. Talk about stressful!

It is important to keep in mind that your children look up at you for guidance on how they should react during times of stress. You want to show them that they need to take the situation seriously, but without panicking.

We all do better when we have a sense of control over something that worries us. Children are no different. Discuss their fears and help them find positive ways to deal with their stress.

Ensure they know how to wear a mask correctly (it should cover their nose and mouth). Teach them to carry and use hand sanitizer and how to wash their hands (wash for the time it takes to sing the birthday song). Make sure they understand how social distancing helps to reduce the spread of the virus. Teach them to cough into their elbow or a tissue and to throw a used Kleenex away immediately.

Lastly, protect your child’s health by encouraging them to eat well, get plenty of sleep and exercise daily. This will help build their immunity so they can fight off illness in the future.

Helping Students Return To School After Covid

Going back to in-person learning is a transition and, as with any big change, there will be upset and stress for a couple of weeks until the child settles into the new routine. This is particularly true during the pandemic, when kids are having to adjust to so many new things.

You may find that your child is overly tired during the first few weeks of school. They may be more emotional than usual or act out more often. But if there are major shifts from their normal behavior – such as withdrawing from friends or refusing to take part in things they usually enjoy – and this behavior doesn’t go away after a couple of weeks, this could signal problems and you should consider seeking help.

This is the time to sit down and talk to your kids. Encourage them to tell you what’s bothering them; acknowledge their concerns even if you don’t agree with them. When you know what is concerning your child, work with them to come up with a plan for addressing it. What can you, as the parent, do to help? What can the child do? Does the school need to get involved?

Remember that you also need to take care of yourself. What helped you before the pandemic? Was it calming to work on crafts? What about yoga or engaging in exercise? Maybe listening to calming music or reading reduced your stress? Whatever worked in the past should help you now, but you must take the time for self care.

Keep in mind that even just taking a small break can help you mentally regroup and make you feel less overwhelmed. Take a short walk around the block or indulge in some deep breathing exercises. You don’t have to take a long break – a little bit goes a long way!

Pandemic Anxiety? We Are Here For You

If you are experiencing pandemic fatigue and anxiety, we are here to help. Contact The Center for Treatment of Anxiety and Mood Disorders in Delray Beach, Florida at 561-496-1094 or email Dr. Andrew Rosen and The Center today.

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What We Have Learned From 2021

No one can deny that 2021 has been a momentous year. It has had a mixture of the good, the bad and the ugly for sure. It has at times been frightening, confusing, comforting and educational. We have witnessed a very unusual presidential election, a subsequent denial by some of the validity of the election and an unheard of polarization of our peers and lawmakers. Most critically, we have endured a gift that keeps on giving; the novel coronavirus that has killed countless people world-wide and more fellow Americans than we would have ever anticipated. We have had to learn the meaning of the word epidemiology as it relates to health and wellness. Unfortunately, we now know explicitly what a spike protein is and looks like. More than ever before we have been influenced (for good and bad) by the internet and social media. Although we have been witness to conspiracy theories in the past, but this year has certainly been a boon time for them.

So it is important for us to sit back and take stock of the emotional and psychological impact of these events. A major fallout has been the confusion over what is fact and what is fiction. We have seen the major news networks disagreeing on many important issues. Who to believe? Proponents of networks that broadcast their unique take on the news may be diametrically opposite of the proponents of the “other” networks. To avoid getting into trouble I will leave the network names blank, but I am sure you know what I am talking about. There was a time in the 1950s and 1960s when veteran newscasters like Walter Cronkite, Huntley and Brinkley, Douglas Edwards educated us nightly on national and world events. Marshall McLuhan’s “the medium is the message” conveyed the power and influence of the media. Somewhere during the subsequent decades all this has changed. It became apparent to television and radio that communicating news is basically a form of entertainment. Like most popular entertainment venues it becomes essential to be able to sell the programs to the masses. Media outlets have always been for profit businesses (exceptions being Public Radio and Public Television) but it seems that profitability became linked to the entertainment value of their shows. Newscasters and news commentators became the entertainers that we see today. Walter Cronkite would not succeed as a newscaster in 2021.

Along comes the world wide web and internet bringing to us the 24/7 experience of social media. Humanity has not been the same since. Due to the openness of social media to anyone with internet access, a huge amount of content has appeared on the screens and podcasts of this world. An interesting paradox has developed. Most social media participants should realize that what they see and hear reflects subjective information. However, at the same time, we are witnessing the tremendous influence of social media on the minds of attendees. It is as if misinformation has become the norm. Conspiracy theories have had a heyday. Part of the problem is that human beings have a strong tendency to be voyeurs. They like to be entertained. We are drawn to the unusual, fantastic and bizarre. Hence the success of reality TV no matter how strange or sensationalistic it can be. Consider the popularity of horror movies going back to the days of black and white silent films. It does appear that what we have been witnessing is the natural evolution of multimedia fueled by both the profit motive and the change in its audience. 

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How Too Much Screen Time Affects Your Kids (And How To Set Limits)

As pandemic restrictions begin to ease, we’re emerging with new addictions to our devices. For many families, lock downs meant turning to virtual entertainment and increased online communications with friends and loved ones.

The result is that we’re more comfortable with the virtual world than ever before – and many children are finding it hard to break their screen time “habit” now. How can parents restrict their kid’s online time and do they really need to?

How Long Much Screen Time Do Kids Get?

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Are You Struggling With Covid Stress Syndrome Or Covid PTSD?

Those with mental health concerns often feel like they can’t control the world around them. Sometimes they may feel like they, themselves, are spiraling out of control. Now that we’ve gone through the last year and the challenges brought by the coronavirus pandemic, I think most of us can relate to those feelings in some way.

For many people, going through this pandemic means that trauma and post traumatic stress disorder (PTSD) has now become a part of their life. This can be for a variety of reasons.

Maybe you’re a front line worker who is burned out and mentally exhausted. You may have had the personal experience of having had Covid-19. Or, perhaps you’ve had to face the illness and/or passing of someone close to you, due to the disease. Even going through lock downs, losing jobs, and being separated from friends and family for long periods can wreak havoc on our mental health.

No matter the reason, anyone who witnesses or goes through the events surrounding a traumatic, life-threatening illness like Covid-19 may find they have anxiety, depression, or post traumatic stress afterwards.

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Will Teletherapy Continue After Covid?

Before the Covid 19 pandemic, the potential of telehealth and virtual therapy was just starting to be recognized as an option for the treatment of mental health disorders. Then, the world shut down and remote care exploded into universal acceptance.

In the months since, people (and insurance companies) have learned to navigate the ins and outs of virtual therapy. Once we are free to resume our normal lives, however, will this option go away?

What Is A Telepysch Appointment For Mental Health Care During The Covid-19 Pandemic?

In a nutshell, a telepsych appointment for mental health care is pretty similar to an in-person session – with a few convenient differences.

With telemedicine, the client talks to their licensed mental health professional from the comfort of their own couch, instead of going in to the office.

Clients can choose to see their therapist via an online platform like Skype or Zoom or they can take part in an online chat session via their phone or computer. They don’t have to worry about traffic or commuting to the office in bad weather – and don’t even have to change out of their pajamas!

Because there was often no other option during the pandemic shut downs, individuals who had been in therapy before covid-19 quickly adapted to virtual and online teletherapy. This allowed them to safely continue treatment at a time when stress levels were through the roof.

How Effective Is Teletherapy?

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Our Search for Meaningfulness

The human brain is a curious organ. It is programmed from birth to actively search the world around us. As we get older and mature this search gets fine tuned and focused. We pursue education, friendships, hobbies, sports. Our quest for life experience allows us to learn about the world around us and just as importantly develop a better sense of our own identity. We progress from a period of knowledge acquisition (“knowing”) that can last decades into a prolonged journey that requires that we utilize what we have learned and productively participate in life. This “doing” often includes pursuing gainful employment and careers, raising a family, involvement in spiritual endeavors, development of hobbies, political involvement and altruistic pursuits.

Is there a common thread throughout the stage of knowing and the stage of doing? Both stages involve the presence of meaningfulness. Knowledge, employment, raising a family, friendships all invest humans with a sense of value and worthiness. Curiosity without meaningfulness leads to emptiness. Curiosity requires the attainment of goals and real-time accomplishments. Otherwise curiosity ceases and is replaced with apathy and malaise.

All of us need day-to-day meaningfulness to replenish and sustain our souls. A healthy sense of self thrives on it. The covid 19 virus has created an overwhelming challenge to life’s meaningfulness. Our pandemic world has led to anxiety, an overarching sense of helplessness, and problematic hypervigilance as we worry about getting infected. Covid 19 imposed social isolation has led to depression, hopelessness, helplessness and family stress.

How to cope with a world that none of us have control over? It is natural to experience anxiety in this scenario. Besides day-to-day meaningfulness, human beings have a need to be in control. The pandemic has brutally interfered with our belief that we have control. Social media, news outlets and politicians have contributed to our sense of helplessness by providing confusing messages and advice as we have tried to navigate this new world.

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Pandemic 101: How To Decide On The Right College During Covid

A lot of college acceptances have been coming in recently. Parents and teens are feeling incredibly overwhelmed in the decision making process because of the changes that have occurred within the world, but more specifically on college campuses.

For those individuals who require additional support (both academic and emotional) what is the best way to determine the “goodness of fit” with a particular college? Is staying close to home now more important on the list of priorities?

First, What Makes A College A Good Fit For You?

Most students have a favorite college or university in mind that they think is the best fit for them. It may not always be an objective measure of a good fit, but it is important that they get to use this “voting process” to narrow down the top college choices.

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Distance Learning Tips For Parents

As the pandemic lingers, life as we used to know it continues to elude us. One of the most significant adjustments has required children (and parents) to adapt to the challenges of virtual learning. While we’ve become more adept at navigating through online studies by now, one of the things that kids still miss most in remote schooling is the academic and social enrichment that being in a classroom provides.

Remote learning can be difficult for kids in many ways:

  • They aren’t in a classroom where everyone is doing the same thing
  • They may not feel like they belong to a group
  • There may not be a rigid structure to their learning time like there is in a classroom
  • They may not feel supported by teachers who aren’t physically present.
  • They may not feel motivated to learn or complete coursework

Let’s face it, virtual learning can be tough for kids. In many ways, they have had to take on some aspects of their own education that they wouldn’t normally, despite the presence of an online educator.

How Can Parents Support Learning At Home?

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