Tag Archive for: Valorie Dassel

Regulating Emotions

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By Valorie Dassel, MSW, LCSW, LCAC, Youth First, Inc.

In the era of social media, we’ve probably all watched a viral video of an adult throwing a temper tantrum in public. Imagine if the people in those videos had the skills to calm themselves down before expressing a reaction.

If they were able express their emotions in a healthy way, imagine how different and more in-control of themselves they’d feel. Imagine how much stronger their relationships could be if they possessed emotional regulation skills.

The benefits of having quality emotional regulation skills are boundless. Being able to regulate emotions allows a person to identify their feelings and choose an appropriate reaction that will not result in negative consequences.

As an adult and a parent, being able to regulate my emotions helps me be the calm in my child’s storm. It’s hard to help someone else regulate when you’re not regulated yourself. For children, having self-regulation skills will allow them to feel more confident, respond better to conflict, and build healthier friendships.

Now we know why these skills are important, how can we learn to consistently model self-regulation skills? First, let’s note that not all emotional dysregulation looks like fit throwing. According to Psych Central, it can also look like crying spells, binge eating, self-harm, and poor frustration tolerance. When we notice these symptoms in ourselves or our children it is important to move in the direction of regaining control of the emotions and responding appropriately.

Becoming dysregulated is a limbic system reaction. Calming yourself with sensory input can be a great first step when feeling dysregulated. Ideas for sensory input include a tight hug, petting a pet, holding ice cubes, or listening to calming music.

Grounding techniques can also be very helpful in bringing a dysregulated person back to the present. Grounding techniques look like identifying things outside of you in the moment (five things you see, four things you hear, three things you feel or touch, two things you smell, and one thing you taste.) Using all five senses can have a quick calming effect.

Once the work has been done to calm the initial reaction, take time to acknowledge what the feeling really is. Maybe it is anger, or maybe it is frustration, jealousy, disappointment, or fear.

The next step is to identify that actions can be taken to move through this moment. If you’re helping your child manage these emotions, you might also have to help them identify the natural consequences that could come with decisions they make.

If you have a child who is struggling with emotional regulation the best place to start is by ensuring you’re modeling healthy regulation skills yourself. It is always okay to seek professional assistance if you feel it is needed for you or your child.

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The Importance of Self-Worth

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By Valorie Dassel, MSW, LCSW, LCAC, Youth First, Inc.

As parents, we just want our children to be successful and happy. We hope they will be honest, hardworking, and motivated to create healthy work and personal lives. The truth is that the material world will never provide this happiness. True happiness comes from intrinsic self-worth. 

Self-worth is the internal sense of being good enough and worthy of love and belonging from others. While many facets of life and spirituality influence the development of self-worth, part of how an individual defines this worth comes from their achievements.  

These days we often hear comments that teenagers lack motivation. They are often called a “lazy generation.” Of course, the influences of the world we live in have impacted our youth. The pandemic, social media distractions, and culture shifts have taken a toll on young people. However, as parents we must take some ownership and invest in developing our youth to get beyond these hardships.

Helping our teens envision the long-term benefits of working hard to achieve their best is a great place to start. Teaching them how to prioritize their responsibilities and still make time for fun and friends is fundamental.

Allow your teen to fail and use these difficulties to help shape their resiliency and work ethic. There is a wise saying: “When you make a choice, you are choosing the consequences.” Innately in our parent hearts, we want to keep our children from making mistakes. However, these personal dilemmas are often opportunities for personal growth. As parents, we must find a healthy boundary to allow kids to experience failure while also supporting and guiding them. 

Encouraging our children to be able to receive helpful criticism through honest self-assessment is a great way to build their self-esteem. This is best taught through modeling. You can practice modeling by verbalizing situations when you dealt with criticism and talking through the honest parts of the criticism without defense and using rational thought. This skill will address the inclination of some youth to make excuses, which can stunt their personal growth and self-esteem. 

Responsibility fosters confidence in teens to try new things and set goals. When these goals are achieved, their esteem grows and the intrinsic reward results in increased happiness. The internal results of these accomplishments are happiness and life satisfaction.  

These positive character traits translate into teens’ personal relationships, professional lives, and self-worth. Our teenagers are faced with a completely different world than we encountered as teens. The importance of instilling them with positive character traits that previous generations found important has not changed. 

Our youth of today are amazing individuals who still need their parents, communities, and leaders to believe in them guide them, and be open to the new ways they approach the world, while instilling the valued character traits of generations past.

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Helping Your Child Transition to High School

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By Valorie Dassel, LCSW, LCAC

The transition from elementary or middle school to high school can come with a wave of emotions for both students and parents. Often there is excitement surrounding the new environment, both socially and academically. Anxiety is also commonly experienced among incoming freshmen.

These anxieties often stem from social and academic changes. Opportunities for change can increase a sense of self and positively affect academics. As parents, it is important to nurture our teenager’s development during this transition.

Parents should talk with their teen about academic expectations before high school begins. Discuss ways to practice useful organizational strategies, develop time management skills, and maintain good study habits. If elementary or middle school has been easy for a teen, they may begin high school with a relaxed attitude toward grades. If high school proves to be academically challenging for them, the teen may have a more difficult transition.

Priorities for a teenager can be difficult to navigate. Students may want to do well academically, but new social opportunities can interfere with academic success. During this developmental stage, friends become just as important to the teen as their family.

When teens are faced with the choice of doing their homework or hanging out with friends, they may opt for the more immediate and “fun” reward of socializing. Parents can lend support by encouraging set study times and monitoring assignments being turned in on time through the school’s website.

High school includes social adjustments as well. Typically, incoming freshman are coming from a middle school where they knew exactly where they fit in amidst the study body. The transition to high school offers exciting opportunities for most. For the student who has desired different or more friendships in elementary or middle school, they have a chance to reinvent and develop better relationships.

Throughout freshman year, social groups tend to go through many transitions. With a larger student body, there is greater opportunity to find friends who share similar interests and values. Parents should encourage involvement in activities to promote social connectedness. Spending time constructively makes it less likely the teen will be involved in negative social behaviors.

If the social adjustment is not what your teen expected, they could be struggling with feelings of loneliness, anxiety, and depression. Open communication during this time is crucial. Help your teen brainstorm which peers they have something in common with. Work with them on how to initiate conversations and suggest non-intimidating ways to “hang out” outside of school to nurture friendships. This will give them the skills necessary to work through their social difficulties.

The transition to high school offers many exciting opportunities. There are also going to be difficulties on this journey. Maintaining an open and positive relationship and communication between parent and teen will make it easier on the entire family.

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Teens & Substance Abuse: How Parents Can Help

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By Valorie Dassel, LCSW, LCAC – November 10, 2021-

From day one as parents, we strive to nurture our children and protect them from all foreseeable dangers. As they grow and become more independent, it is our job to give them skills to protect themselves. We must also grant them just the right amount of independence to nurture that growth.

The teenage years seem to be the most challenging for both parents and teens. A sense of newfound autonomy, combined with the risky situations many teens face, makes this time period very daunting from a parent’s perspective.

Addressing substance use can be difficult for parents. We want to open the conversation and create a very safe space for open communication, but we must also be very clear while expressing family values and expectations.

Communicate with your teen that you want to sit down and talk with them about vaping, drugs, and alcohol in advance of the actual sit-down. This helps avoid the defensiveness you may encounter if it is an impromptu conversation.

By asking your child to “make good choices” or “be smart,” you are leaving room for interpretation. Instead, be very clear about your expectations and the potential consequences if your teen makes the choice to use these substances. Say you expect them not to use any substances and clearly outline what the consequences will be. Always encourage your child to use these consequences as an excuse if they don’t feel comfortable just saying no.

In addition, some professionals recommend drug/alcohol testing your child randomly. This holds them more accountable as drug use/vaping can sometimes be difficult for parents to detect. It can also serve as a great tool for them to use in saying no to the pressure.

Be sure you are listening to your child as well as helping them understand your expectations. It is important to make an agreement that your child can always call you if they find themselves in a bad situation. Communicate to them that there will not be yelling or confrontation at the time, but the next day you will sit and talk about their choices and how to be safer.

A roadblock parents often encounter during these years is your child feeling that you are a hypocrite for your current behavior or your own choices in your youth. There are several different approaches that can be helpful. A parent can meet questions about their teen years with prefacing the conversation by sharing that it is our job as parents to guide them and help avoid things that may result in regret.

Another approach is to be honest while being extremely cautious not to glamorize your experiences. The important piece to the conversation is to be clear about your expectations while also creating a safe space for your child to come if there are pressures or situations they need to talk to about.

Youth First’s website, youthfirstinc.org, offers great articles and resources for further education on this topic and many other youth-related issues.

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Wisdom Instead of Wine Jokes

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By Valorie Dassel, LCSW, LCAC – May 19, 2020 –

All of our lives have changed with the pandemic, guidelines for social distancing and stay-at-home orders. We have been challenged to find new routines and a new normal during these unprecedented times.

While many of us have met the challenge with positive adjustments, some have also been challenged with bad habits easing their way into our routines.   

Drinking alcohol is definitely one activity that has increased during the stay-at-home order. According to the University of Southern California News, alcohol sales have increased by 55 percent in late March 2020 in comparison to sales for the same time period in 2019.

The challenges of staying at home during the pandemic include heightened fear of illness, increased stress and boredom. Some people may cope by drinking more alcohol. When we look on social media it is evident that many have turned occasional social drinking into an “every day is Saturday” mentality.

Recognizing why we are drinking more and becoming aware of our increased use of alcohol will prompt many people to pull back to a healthier normal. Unfortunately, this realization is not the case for all. Individuals in recovery from alcoholism must meet each day as a new challenge.

Dr. Stephen Wyatt, Medical Director of Addiction Medicine at Atrium Health, shares an analogy of how the disease of alcoholism causes neurobiological changes in the brain. He relates the normal brain’s need for oxygen as something an individual doesn’t process and think about, but rather just automatically fights for air to breathe.

In a similar manner, the individual whose brain structure has been changed due to alcoholism fights for the alcohol automatically to provide what it senses the body needs. With therapy and medication, just as in many other diseases, this brain response can be changed to allow the person to move into recovery from alcoholism. 

We must all be sensitive to the challenges that face each person in recovery. In addition, their families have also suffered through the process or, in fact, are dealing with a family member in the middle of active alcoholism.

For many of us not personally affected by alcoholism, someone who is drunk (or something they did while drinking) may be something to joke about. Unfortunately, alcohol use is never funny to the family members of the alcoholic; rather, it is often embarrassing or shameful. To the recovered alcoholic who nearly lost family or may have actually lost a relationship due to their alcoholism, an incident such as this may bring them back to those feelings of shame and embarrassment.

Additionally, someone in recovery makes a choice every day to stay sober. A comment or social media post mean to poke fun at ourselves – making light of drinking excessively, day drinking, or any normalizing of alcohol use during the pandemic – may potentially be a trigger to someone in recovery.

This is a time for us to support our families and community. Most of us know someone who has been affected by alcoholism, and we definitely celebrate those who have conquered and found themselves in recovery. Be mindful of how we can support them, and empathize with just how difficult it may be to be exposed to unintentional comments that may trigger old habits.

For information about Alcoholics Anonymous and to locate a meeting near you, please visit www.aa.org.

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Talking to Your Teen About Substance Use

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By Valorie Dassel, LCSW – January 7, 2020

Parenting in this era can be overwhelming. There are many opinions and parenting styles that can be argued. 

However, when we are facing drug and alcohol use among our teenagers, there must be an “all hands on deck” approach. It is a community issue that requires parents and adult mentors to communicate clearly with our teens while understanding both sides of the coin.

There are clearly reasons why our teens engage in risky behaviors, and it is important to acknowledge this while at the same time educating them on the severity of the risks. Visit websites such as drugfree.org and youthfirstinc.org to educate yourself on how to talk to your teen about drug and alcohol use. 

The following are some tips to guide substance use conversations with your teen:

  1. Ask your teen open-ended questions about the dangers of vaping, drinking and drug use. Use this conversation to guide discussion around the consequences about the things they care about in the “here and now.” Points to bring up include how substance use may affect their relationships and reputation. These are things they do not feel invincible about. They may do something that is embarrassing and have to deal with the social consequences at school on Monday morning. They may do something that they regret and consequently hurt a relationship or friendship. It is also helpful to aid in connecting their athletics and academics to substance abuse. If they are tired and hungover on the weekends, they will not feel like studying or practicing. 
  2. Be open with them about substance abuse issues in their family. According to the Genetics Science Learning Center of Utah, scientists estimate that a person’s genetics account for 40-60% of their risk of developing an addiction. Sharing family history and stories aids in the development of decision-making based on risks specific to them.
  3. In addition to genetics, individuals who suffer from mental health issues such as anxiety, depression, ADHD, etc. are at a higher risk to abuse substances. The website dualdiagnosis.com is a good resource to help teens connect their emotional struggles to how they may self medicate with substance use.
  4. Clearly share your expectations and the consequences they will receive at home if they are found to be drinking, vaping, smoking or using drugs. It is important to create a relationship that allows the teen to share their struggles or experiences while also being aware of the consequences if caught using. 

Get to know the parents of your teen’s friends. Share with them your values and that you do not approve of them drinking, smoking/vaping or using drugs. There are parents who mistakenly feel they are protecting teens by allowing them to drink or use substances under their supervision, as they feel it is a safer alternative.

Developmentally, teens are beginning to individuate from their parents, which gives them the sense that they can make their own decisions and act independently. Educate yourself and others that this concept inadvertently gives them permission to drink/vape/drug on their own.

Remember that we as parents can educate and guide, but our teens will be the ones who make the decisions. It is our responsibility to keep them as safe and as educated as possible.  Most importantly, be there when they fall and help them back up.

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Enhancing Organizational Skills

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By Valorie Dassel, LCSW, LCAC – April 9, 2019

Organizational skills are important, whether we are professionals in the work force, parents, teenagers or children. 

Mastering this life skill will be valuable in every phase of our lives.  It is never too late to evaluate how your child is doing in enhancing this skill and help them develop the necessary strategies to be successful.  

When it comes to be organized, I firmly believe we all have the best of intentions.  I have yet to meet a student who wants to fail or be the student who doesn’t turn in their homework.  Just like with adults, children’s good intentions may not always yield good results.    

Parents can start with children as young as 2 or 3 years old.  Developing organizational skills is much like learning to ride a bike.  We don’t just sit our children on the seat of a bike and let them go.  We hold the seat of their bike until they seem sturdy.  Even then, we often run beside them to catch them if they lose their balance.  

The same strategy should be used in teaching our children organizational skills.  In the beginning of the process a parent should be very involved.  As they are ready for more independence, children can be given more responsibility and the parent can become more of a monitor. 

The academic setting is the perfect place to begin teaching these life skills that can be carried over throughout a lifetime.  A key component is allowing a child to develop an organizational system that makes sense to them.  What may seem to make the most sense to you may not be what makes sense to your child.  Therefore, allow your child to have ownership as you guide them by gently pointing out suggestions and potential pitfalls of their plan. 

Here are some tips to help you as the teacher and role model of organizational skills:

  1. Begin with consistency at home.  Having a set study time after school will provide a consistent routine that promotes good time management.
  2. Aid your child in organizing their backpack and binder to provide a system that prevents papers from being shoved into books, etc. 
  3. Strongly support your child using his/her agenda.  Developing the habit of writing down assignments/tests/events in the agenda as soon as the teacher assigns it in class will set them up for success.  This habit will lead to independent success in the academic years to follow.  This task is often overlooked by students as they get busy or distracted and forget to write things down.  This step is extremely important, so you may consider a reward system in the initial phase of developing this strategy that supports creating the habit.
  4. Create a to-do list and break down big projects into smaller tasks.  In a different color ink, fill in extra-curricular plans to help your child plan in advance to avoid evenings which will not allow enough time to accomplish the necessary tasks. 

As Donna Goldberg from the NYU Child Study Center emphasizes the importance of these skills, she clarifies the need for students with special needs in particular.  Children with attention difficulties often miss details and find organization difficult.  Those with executive functioning issues often have trouble with prioritizing and sequencing.  Children with auditory processing difficulties often don’t take in everything that is being taught.  Recognizing your child’s individual needs and teaching them how to compensate with organizational skills will be a lesson leading to success for a lifetime.

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Helping Your Child Transition to High School

By Valorie Dassel, LCSW, LCAC, Courier & Press, August 8, 2017 –

The transition from elementary or middle school to high school can come with a wave of emotions for both students and parents.

Often times, there is excitement surrounding the new environment, both socially and academically.  Anxiety is commonly experienced among incoming freshmen.  These anxieties often stem from social and academic changes.

The opportunities for change can increase a  sense of self and positively affect academics.  As parents, it is important to nurture our teenager’s development during this transition.

In a retrospective research study conducted by Akos and Galassi (2004), adolescents identify homework and grades as the most difficult aspect of transitioning to high school.  Often times, high school courses demand more studying and homework outside of the classroom.

Parents should talk with their teen about academic expectations.  Discussions should include preparing them to increase organizational strategies, time management and good study habits.

If elementary or middle school has been easy for a teen, they may begin high school with a relaxed attitude toward grades.  If high school proves to be more academically challenging for them, the teen may have a difficult transition.

Priorities for a teenager can often be difficult to navigate. Students may want to do well academically, but new social opportunities may interfere with academic success.  During this developmental stage, friends become just as important to the teen as their family, and they also want instant gratification.

When they are faced with the choice of doing their homework or hanging out with friends, they may opt for the more immediate and “fun” reward of socializing.  Parents can lend support by encouraging set study times and monitoring assignments being turned in on time through the school’s website.

High school includes social adjustments as well.  Typically, the high school student is coming from a social network where they knew exactly where they fit in to an unknown social environment in a new and larger student body.  This change offers exciting opportunities for most.  For the student who has desired different or more friendships in elementary or middle school, it offers the opportunity to reinvent and develop many more relationships.

Throughout freshman year, social groups tend to go through many transitions.  Often times, new friends are added to established groups of friends.  Sports and extra-curricular interests involve an increased amount of time spent together and new friendships are formed.

With a larger student body, there is greater opportunity to find friends who share similar interests and values.  Parents should encourage involvement in activities to promote social connectedness and the protective factors provided.  Spending time constructively makes it less likely the teen will be involved in negative social behaviors.

If the social adjustment is not what your teen expected, they could be struggling with feelings of loneliness, anxiety and depression.  Open communication at this time is crucial.

Communicate understanding and brainstorm peers they have something in common with.  They often lack the social awareness to build friendships.  Work with them on how to initiate conversations and suggest non-intimidating ways to “hang out” outside of school to nurture friendships.  This will give them the skills necessary to work through their social difficulties.

The transition to high school offers many exciting opportunities.  There are also going to be difficulties on this journey.  Maintaining an open and positive relationship and communication between parent and teen will make it easier on the entire family.

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Encourage Good Study Habits

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By Valorie Dassel, LCSW, Courier & Press, Sept. 6, 2016 –

With school back in session, many families are struggling to transition into a new routine. This is the perfect time to evaluate your child’s strengths and build on them for maximum academic success.

If your child feels ownership in the plan, they are much more likely to do well. Allow your child to help develop their academic plan while you remain firm on the most important aspects. Below are some strategies that many families find helpful.

1. Designate study time. Along with your student, decide on an appropriate amount of time to devote to studying outside of school. Students who require medication to stay focused will likely benefit from studying during the hours right after school. You may also have an unmedicated child who has an abundant amount of energy and needs to have some down time before they focus on homework.  Spending at least an hour on studies each night will help foster good study skills down the road.

2. Have a set day of the week you will check online grades together. If your student struggles to turn in assignments on time, ask them what they feel appropriate consequences should be for late work. As parents you can ultimately decide on more strict consequences if necessary. Consequences that many families find effective are taking the phone/iPod away for a day for each missing assignment, grounding for the following weekend, taking away video game time, or giving a chore for each missing assignment. Be creative! You know what motivates your child. Be careful to give appropriate time for groundings. If the punishment is too long, you risk your child giving up. Consequences should be set together ahead of time and written out so kids know what to expect and parents respond with rational thinking.

3. Encourage consistent use of an agenda book.  For better organization and less stress, encourage kids to develop the habit of writing assignments down when given and reviewing the homework written down before leaving school.

4. Encourage your child to communicate with teachers. If kids are struggling in a particular class, conversations with the teacher about what to study can prove very helpful.

5. Encourage your child to review notes and chapters every evening if they do not use all of their study time for homework. This will reinforce what has been taught and give them a jump on preparing for tests.

6. Look for improvement and brag on good grades. Positive feedback motivates kids. Help them set a small goal for improvement each week.

If the family can establish written study guidelines and have them handy for reference, the parent- child relationship should be less stressful. Many arguments are centered on grades. The key is remaining consistent and staying calm while enforcing guidelines. These steps should give your child more academic success, increased self-esteem and better self-discipline, leading to happier and healthier children and families.

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