Tag Archive for: Lori Powell

Coping with Childhood Anxiety

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By Lori Powell, MSW, LCSW – September 10, 2025 –

In today’s world, we hear a lot about anxiety. The American Psychological Association defines anxiety as “an emotion characterized by apprehension and somatic symptoms of tension in which an individual anticipates impending danger, catastrophe, or misfortune.” 

Everyone experiences anxiety to some degree, but not everyone experiences an anxiety disorder. Anxiety disorders include excessive worry, fear, and avoidance that may significantly interfere with daily life.

What does anxiety look like in children? Children may seem more irritated, uneasy, or have physical problems such as headaches or stomach aches when they are experiencing anxiety.  

Anxiety looks different for everyone. For example, when riding with a parent to school, a child with anxiety might refuse to leave the vehicle when arriving or begin hitting the parent because their fear is so extreme.  

Another student might visit the school nurse regularly, complaining of headaches or stomach problems. If the school nurse reports that there is no evidence of sickness, the student could be experiencing anxiety, especially if this situation is happening more frequently.  

Here are five helpful, positive coping skills that parents can use to help their children reduce the intensity of anxiety: deep breathing, progressive muscle relaxation, positive self-talk, and visualizing safe places or an animal they like.    

  1. Deep breathing is a great technique to help regulate emotions and the body. An example of a deep breathing technique is taking a deep breath through your nose, like you are smelling your favorite scent (chocolate cake or a rose), breathing out through your mouth (as if blowing out birthday candles). Just make sure that breathing is slow and deep. 
  1. Progressive muscle relaxation is another technique that can be used to help reduce anxiety. Starting with their toes, have your child tense and relax each muscle group all the way up through their head. When finished, ask your child to identify the emotion they’re feeling and recognize how their body feels. 
  1. Using the five senses can also help children reduce anxiety. An example of a technique that can be used is identifying five things you can see, touch, hear, smell, and taste.    
  1. It’s important to encourage children to talk positively about themselves. When they say things like, “I can’t do anything right” or “I’m always messing things up,” it can negatively affect their mental health. Ask them to use positive affirmations such as “I can do hard things” or “I can get through this situation.” Thinking and speaking positively helps everyone have a better attitude.
  1. Another method children can try is to think about something that makes them feel safe. For example, they can think about their pet or an animal they like, (What does the animal look like, feel like, sound like, and smell like?) or a place that makes them feel safe (What does the place look like, what does it smell like, what can you touch, and what do you hear when you are in this place?). Details are important with this activity. 

The CDC reports that 11 percent of children ages 3 to 17 had been diagnosed with anxiety, according to 2022-2023 data in the United States. If a child’s anxiety becomes more severe and episodes become more frequent, parents should contact the child’s pediatrician for an appointment or have their child evaluated by a therapist. 

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Establish Consistent Routines for Children

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By Lori Powell, MSW, LCSW – April 22, 2025 –

Each year on the first few days of school, students appear to be excited and ready to begin their school day. However, later in the week or sometimes even that day, students begin discussing how they feel tired or hungry. Then, suddenly they are angry and upset. Sometimes they are not sure what they need or want. The child just knows that something does not feel right. 

This is the perfect time for the Youth First Mental Health Professional, social worker or counselor in the building to discuss emotions and positive coping skills. After the child is calm, the Youth First Mental Health Professional is able to ask multiple important questions, such as how many hours of sleep the child got last night, whether they ate breakfast this morning, and whether the family has a consistent schedule.

When students do not get enough sleep, they have difficulty learning and regulating their emotions at school. The American Academy of Sleep Medicine recommends that children ages 6-12 years of age get between 9-12 hours of sleep on a daily basis. Teens ages 13-18 should sleep 8-10 hours per day. 

For example, if the child has to be at school at 8:30 am and the child is 7 years old, he or she should go to bed between 7:30 pm – 9:30 pm, depending on the individual child’s sleep needs. According to the American Academy of Pediatrics, “Children who get enough sleep have a healthier immune system and better school performance, behavior, memory, and mental health.”

According to CDC Healthy Schools, eating a nutritious breakfast helps enhance cognitive ability, school attendance, and mood improvement. Children might eat 4-5 meals daily due to the smaller size of their stomachs and their higher metabolisms. Including children in meal planning, eating meals as a family, and having open discussions regarding the importance of a meal schedule will help children understand the importance and participate in the plan. If you have any questions regarding nutrition, please contact your child’s pediatrician, nutritionist, or dietician for recommendations about children and teen nutrition.

It is important that parents involve their children in establishing a consistent routine. The schedule needs to be clear and easy to understand. Children feel empowered and motivated to participate in a new routine when they are able to make suggestions and ask questions about the schedule. The schedule needs to be in an accessible location, such as on the refrigerator.

According to Dr. Laura Markham, “Structure and routines teach kids how to constructively control themselves and their environments.” Children thrive from structure and like to know what is happening at different times of the day. They want to know what time they are eating meals, what time they go to bed, and the time they wake up in the mornings.

Establishing consistent routines can help enhance the child’s mental health and well-being, increase the child’s desire to complete assigned tasks, teach time management and responsibility, and build better connections and communication between the parent and the child.

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Coping with Traumatic Events: One Year After Evansville’s House Explosion

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By Lori Powell, MSW, LSW, Youth First, Inc.

As I prepared for my school day on August 10, 2022, the sun was shining and the temperature was warm. I was excited to greet students with the last names starting with K-Z at Vogel Elementary School in Evansville, IN. It felt like a normal first day of school, but it would turn out to be anything but normal. That afternoon we suddenly heard a loud boom, which caused the entire school building to shake.

Some of the staff thought the sound was a car crash or a tree falling. I could see smoke coming from the west but did not know the location. After a short time, the scary noise was determined to be a house explosion in the 1000 block of Weinbach Avenue in Evansville. This location is only a few blocks from Vogel Elementary School. Sadly, three people did not survive the tragedy.

I immediately experienced multiple thoughts and feelings; however, I knew that my primary focus was to help the Vogel students, parents, and staff feel safe by being there to answer their questions and concerns.

According to the American Psychological Association, “Trauma is an emotional response to a terrible event.” These situations can include natural disasters, death, abuse, or accidents. Student, parent, and staff reactions to the explosion last year ranged from shock to anxiety, sadness, and fear. Many people cried, and several parents picked up their children from school early to comfort them and ensure their safety.

I personally felt terrified and worried, because my mother lives very close to the house that exploded. My brain was stuck in these two emotions for the remainder of the day. I knew what I was experiencing was trauma, but at the time I was only functioning moment by moment.

When I drive on Weinbach or Hercules Avenue, I can still see the devastation from the explosion. My mother’s house still needs a few repairs, but it is mostly completed. The good news is that she was able to stay in her home.

Even though time has moved forward and we are now in a new school year, the explosion continues to affect people’s lives. Many of the students at Vogel are still processing feelings related to this traumatic event. When these difficult experiences happen, it is very important to utilize positive coping skills, even if time has passed since the traumatic event.

Good ways to cope with trauma include talking about your feelings, continuing healthy routines and behaviors, and seeking out professional mental health resources and care if needed. Some positive coping skills that can be useful are deep breathing, positive self-talk, eating healthy foods, exercising, and getting the correct amount of sleep.

If you feel like your child has experienced unresolved issues related to trauma, you can seek out a Youth First Social Worker at their school or contact your primary care physician to determine the best way to address their needs. 

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Exercise is an Excellent Coping Skill

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By Lori Powell, LCSW – March 9, 2022 –

Prior to the COVID-19 pandemic, I always had good intentions about exercising, but I just could never find the time to select the program that would work best for me. I used excuses such as, “I’m too tired!” or, “I don’t have enough time to exercise.”

Only 5 percent of adults residing in the United States exercise 30 minutes per day, as recommended by the Centers for Disease Control and Prevention.

When the world shut down at the beginning of the pandemic, I was working from home and feeling multiple emotions about all the changes that were happening in the world. As a social worker, I knew that I needed to identify and begin using positive coping skills to stay mentally and physically healthy.

First, I began thinking about exercise options. There are so many different types of physical exercise: walking, running, aerobics, YOGA, playing a sport, dancing, swimming, biking, gardening, or even cleaning! One day, I decided to pull out an aerobic exercise program that I had used in the past. I decided to attempt the exercises again by setting a goal to exercise for one week using this program.  

After the first day I was exhausted. My muscles were sore and I could not keep up with the trainer, but I reminded myself that this is a positive way to help myself be healthier, both physically and mentally. I knew that exercise would boost my self-confidence, help me relax, and decrease my high stress levels due to the pandemic.  

The instructor used humor, which made the exercises more enjoyable. Finding a program that I enjoyed made it easier for me to make the commitment to exercise regularly.

The American Heart Association recommends at least 150 minutes of moderate exercise or 75 minutes of vigorous exercise on a weekly basis for most healthy adults. According to the American Heart Association, “Physical exercise is linked to better sleep, memory, and cognitive ability and results in less risk of weight gain, chronic disease, dementia, and depression.  Exercise is one of the best things that you can do for your health and wellbeing.” 

If you determine exercise is the positive coping skill that works best for you, I recommend that you select an exercise that you enjoy, set a SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goal, and give yourself a positive reward when you achieve each goal. For example, if you enjoy walking, set an achievable goal of walking for 30 minutes three times weekly for four weeks. 

Schedule this goal on your calendar to remind yourself to keep working towards it. Share your fitness goals with friends or family members who will encourage you. When you reach your goals, reward yourself with something special. Continue to set SMART goals to help maintain your physical activities in the future, and reap the mental and physical benefits associated with using exercise as a coping skill.

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Jazzy the Cat Encourages Children to Read

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By Lori Powell, LCSW – September 1, 2021 –

Not many people can say they’ve read a story to a cat. Surprisingly, our furry feline friends can prove to be avid listeners, like my cat Jazzy! Jazzy and I have been registered through Pet Partners as an Animal Assisted Therapy Team since 2018. The Paws and Tales Program allows children to read books to cats, which is an awesome way to encourage children to read even just one page.

Prior to the pandemic, Jazzy and I would spend time at two libraries in Evansville to promote the importance of childhood literacy. When libraries began to re-open after pandemic closures, I was contacted about Jazzy returning to the libraries to continue these programs. My first thought was, “Of course we want to return!” But then I thought, “Is this really safe?”

At that time, I knew that I had to make an informed decision about whether or not we should continue to participate in this program. I began by reviewing information provided from the Centers of Disease Control and Prevention. Although Jazzy is a healthy cat, I wanted to ensure both Jazzy’s and the program participants’ safety.

According to the CDC, there is currently no evidence of animals spreading COVID-19 to people, but there have been some reported cases of people spreading the virus to animals who have been in close contact with someone diagnosed with COVID-19.

There are multiple ways to prevent the spread of COVID-19 to animals, including COVID-19 vaccinations for pet owners, staying 6 feet away from other people, avoiding places where someone has been diagnosed with COVID-19 or where social distancing cannot be maintained, asking individuals who may be sick to wear a mask when around the animal, and cleaning the animal’s harnesses and supplies on a regular basis.

Since it has been longer than a year since Jazzy and I were able to participate in the Paws for Tales Program, I also reviewed Pet Partners’ safety precautions, which require all individuals to wash their hands or use hand sanitizer before and after petting the animal. 

With this information, I made the decision to take Jazzy for her first library appearance since March of 2020. At first she wanted to explore, but she was easily able to refocus once she remembered that this is an opportunity to earn treats and be petted.

There were only a few participants, which was ideal for reintroducing Jazzy to the library environment. The children were able to read to Jazzy, give her a treat, pet her, and brush her. The children seemed to have a wonderful time interacting with Jazzy and her return proved to be a great success!

Jazzy loves listening to children and adults read to her. Remember, Jazzy is always willing to listen regardless of the storyteller’s reading ability! Jazzy and I are scheduled to return to Red Bank Library in Evansville, IN on Thursday, September 16th from 4:30 pm – 5:30 pm CST. The plan is to begin offering this program monthly.

If you’re looking for a way to encourage your child to read aloud, bring them out to read to Jazzy!

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Tackling Anxiety in Uncertain Times

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By Lori Powell, LCSW – March 31, 2021 –

In 1980 I was a five-year-old attending kindergarten in Evansville, Indiana. It was the year of the infamously destructive June 8th storm that brought hurricane force winds to my hometown, and it was the first time I remember having to cope with the world around me changing.

I really didn’t understand the dangerous nature of the storm at the time, but I remember all teachers and students were asked to go to the cafeteria, which was located at the lowest level of the school. We were supposed to sit under the tables in the tornado position. However, I remember sitting with my friend giggling and not following directions very well, because I did not understand the seriousness of the situation. 

The school busses were not able to take us home, so my father picked me up that day.  There was no electricity in my house for a few days. Restaurants without gas appliances couldn’t reopen due to the lack of electricity. Our favorite restaurant was closed.

My grandmother did not have electricity for over seven days in her area. I knew that I had shelter, water, food, and could depend on my parents for safety and reassurance. I swung on the swing set outside of my home, rode my bike, and played cards and board games with my family members. The lack of power, damage, and destruction caused by the storm left me largely untouched and unburdened. 

Since then I have lived through multiple storms and have lost my electricity for only a short amount of time. The Covid-19 pandemic is the first time in my life that schools and businesses have closed their doors for such an extended amount of time.  Even during most snowstorms we were still able to go to the mall when school was cancelled.  

After the pandemic lockdown, I went to the grocery store with my husband for the first time in months. The shelves were stocked minimally, but we were able to obtain all of our necessities. As I stood in the grocery aisle, I thought about the large number of people shopping in the store and realized how different this crisis felt than the one I experienced as a child. I wondered how people who were already experiencing anxiety were getting through the stress and uncertainty of a global pandemic.  

Although the world has changed drastically as the pandemic drags on, it is important to find ways to remind yourself that things will get better. Many people have found that using deep breathing techniques, positive self-talk, and positive visual imagery to stay calm can help mitigate overwhelming thoughts and worries. Exercise and getting outdoors are also very helpful in relieving anxiety.

Breathing in and out slowly, reminding yourself that this situation is only temporary, and taking extra time to relax can be helpful for lightening the burden we’ve all carried throughout this last year.

We also need to remember that there are aspects of life that we do not have control over and focus on what we are able to control, such as our attitudes and our behaviors. For example, I can choose to have a great day, stay positive, and do my best to help others do the same.

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The Wonderful Truth About Cats and Dogs

By Lori Powell, LCSW, Courier & Press, September 26, 2017 –

I have always loved animals, especially cats.  Throughout my professional life I have noticed that sharing photos of my cats and keeping small stuffed animals in my office has helped initiate and continue conversations with children and adults, helping me build trusting relationships.

As a result, when I began my employment at Vogel Elementary School as a Youth First Social Worker, I began to carry a stuffed animal with me to help children transition into school in the mornings.  If I’m not at the door when children enter the area, some will ask, “Where is the lady with the cat?”

Some children smile and ask to pet the stuffed animal I’m carrying with me, which is usually a cat of various colors.  As a result, I am not surprised by the following statement from Rose M. Barlow, of the Department of Psychology at Boise State University in Idaho: “Animals, (real or toys,) can help children and adults to experience and express emotions, a feeling of unconditional support, and grounding.”

According to the Academy of Anxiety and Depression, anxiety disorders affect 1 in 8 children.  Rose Barlow also states that animals can help reduce anxiety, stress, and sadness that adults or children might be experiencing.  There are many people that need help meeting their emotional needs to feel safe, loved, and appreciated.

I’ve listed five essential needs that pets can provide to adults and children:

  • A constant companionship can be formed that teaches the individual how to provide unconditional love and affection appropriately.
  • A structured schedule for waking up in the mornings, bedtimes, and meal times can be developed.
  • A positive coping skill can be developed, because it is very difficult to play with a dog or cat without smiling or laughing.
  • Self-esteem can be increased by allowing the child to feel comfortable in building friendships.
  • Physical comfort can be obtained by touching, holding, and petting your animal.

When choosing a pet, please make sure they are friendly and want the extra attention a child will give.  Otherwise, the essential needs of the individual and the pet will not be met. Also, it’s important to be thoughtful about the care and responsibility that any animal requires, including obtaining appropriate vaccinations for all pets in the home.

If you are unable to afford care for the animal and must return it to the original owner, this could create additional trauma for children and adults who have become attached to their new pet.  But don’t give up on the possibility of animal-assisted therapy.  There is always the option to use toy stuffed animals or visit the animals at the zoo to help children and adults reduce or alleviate feelings of stress, anxiety, and sadness.

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