TREATMENT PROGRAMS
Current treatment programs available at the CARDC focus on
1) Anxiety Disorders: phobias, chronic worry, social anxiety, panic
attacks, obsessions and compulsions, and school refusal behavior; 2)
Neurodevelopmental Disorders: ADD/ADHD, Learning Disorders, Asperger’s
Syndrome, Tourette’s Disorder; and 3) Social Vulnerability, i.e., a
child’s proneness to being neglected and/or rejected by their
peers.
Treatment programs are evidence-based and consist of
cognitive-behavioral coping strategies and social skills interventions
that are tailored to each child’s unique social and emotional
needs. Treatment may be individual or group, and typically last
about 12 to 15 sessions. Treatment sessions generally occur at the
CARDC. However, home visits and/or school consultations are
scheduled on an as needed basis. The following is a list of general
descriptions of problems/disorders treated at CARDC. Professional
evaluation is necessary before a final diagnosis can be made.
PHOBIAS
Children and adolescents fear and often avoid specific
objects and situations. The most common phobias involve animals
(e.g., dogs, cats, insects), being alone, taking tests, doctors/dentists,
blood-tests, darkness, thunder/lightning and forms of transportation
(e.g., cars, buses, trains, planes).
CHRONIC ANXIETY/WORRY
Some children and adolescents experience persistent anxiety
that can occur in the presence or absence of stressful events.
Chronic anxiety is often expressed in the form of somatic complaints
(e.g., inability to relax, muscle tension, stomachaches, headaches) and
frequent worries (e.g., school, family, friends, money, health).
SHYNESS/SOCIAL
ANXIETY/SELECTIVE MUTISM
Children and adolescents experiencing shyness and/or social
anxiety frequently avoid situations in which their actions may be
observed by others and fear that they will be embarrassed or
humiliated. Common situations include speaking in front of others,
eating in public places, going to parties and using public
bathrooms. Some children may be so inhibited that they do not speak
outside of the home, especially at school. This is referred to as
selective mutism.
SEPARATION
ANXIETY/SCHOOL REFUSAL BEHAVIOR
Some children and adolescents experience persistent anxiety
when separating from major attachment figures. Children often worry
that their parents will be harmed (e.g., car accident), or that they
themselves will be kidnapped or become the victim of an accident.
Often children are unable to sleep alone and will avoid being alone at
all times (e.g., refusing to go to school). School-related
difficulties may involve specific fears (e.g., school building, teacher),
family issues or peer-related issues.
PANIC ATTACKS
Some children and adolescents experience a sudden rush of
intense fear or anxiety in the absence of stressful events (i.e., totally
out of the blue). Common physical symptoms include difficulty
breathing, palpitations, dizziness, shaking, and the feeling of losing
control or going crazy.
OBSESSIONS/COMPULSIONS/TRICHOTILLOMANIA
Some children and adolescents experience obsessions and/or
compulsions. Obsessions are persistent ideas or images that are intrusive
and senseless. Compulsions are repetitive behaviors that are
intended to prevent or correct discomfort or some dreaded event.
The most common obsessions are repetitive thoughts of violence,
contamination, and self-doubt. The most common compulsions are
cleaning and checking rituals as well as trichotillomania (pulling out
one’s hair, eyelashes, or eyebrows).
ADD/ADHD
Some children and adolescents who experience
attentional (e.g., difficulty paying attention, difficulty
finishing tasks) impulsive (e.g., acting before thinking, difficulty
waiting) and/ or hyperactive (e.g., always moving, fidgeting) behaviors,
often experience related problems as well including learning weaknesses,
obsessions and compulsions, worries, explosive outbursts, and conduct
problems.
LEARNING DISORDERS
Some children and adolescents who experience specific
deficits in academic areas (e.g., reading, spelling, math) and/or more
general learning weaknesses (e.g., nonverbal or language-based), often
experience related problems as well including inattention, anxiety,
panic, and social withdrawal.
ASPERGER’S SYNDROME
Some children and adolescents who maintain appropriate
intellectual and cognitive functions may experience deficits in their
social interaction skills (e.g., poor eye contact, lack of social or
emotional reciprocity, rigidity, repetitive motor movements).
Anxiety, hyperactivity, impulsivity, psychological rigidity, and
explosive outbursts are common associated features.
TOURETTE’S DISORDER
Some children and adolescents who experience chronic motor
(e.g., eye blinking, head jerking), and/or vocal (e.g., sniffing, throat
clearing) tics also experience related problems as well including
learning weaknesses, chronic anxiety/worry, obsessions/compulsions,
ADD/ADHD, and/or explosive outbursts.
SOCIAL VULNERABILITY
Because of anxiety and related problems, some children may
be more likely to be subjected to emotional and/or physical harm by more
aggressive children. Shyness, social anxiety, or a tendency to be
withdrawn may underlie this social vulnerability, as may awkwardness in
social situations or a tendency to be impulsive or explosive. These
socially vulnerable children may be at greater risk for being neglected
and/or rejected by their peers.
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