Children Psychology Services

 

Our aim here in relation to the metaphor of a tree is to make of the  the ground that surrounds the   tree a  fertile nourished ground. To probabilize its roots to be grasped strongly into the earth to grow strong, high, without loosing the contact with its origin: the roots or etymon. We are a committed team of child psychologists and Psychotherapists, specialty in clinical psychology and child behavioural psychologist in Dublin.

To heal and educate a¬† child is easier than to do once they have become adults, also this ¬†‚Äúresilience‚ÄĚ will last for ever‚Ķ Resilience is the capacity of developing our own tools and skills from¬† the¬† learning and education received, from the ingredients of the ground we nourished from once; is being able to grow strong but flexible…¬† like bamboo, adapting to pain and difficulties of life, even when the whimsical weather of life changes‚Ķ

child-psychology-dublin

The   ground from which the child learns  from and from which the tree takes its strength and resilience, although can not be seen,  will  remain, influencing from the past to the present and future of the child. Our child psychologist aim to guide children how to react and face fear.

Our stories from the very beginning shape  the person we are becoming, although this can not be seen at the beginning (as the roots can never be seen)

The best way to change the course of our growth,  our own determinant learning  story, is to act and to educate since early years.

Although each case is  particular and will need different intervention what will be communal skills to bring in the intervention are:

Child-psychology-dublin

 

Life might be  less to do with waiting for the storm to pass…
And more about  learning  to dance  under its  rain

 

 

 Intervention and aims of child psychology

  • Resilience. To be more able to adapt to painful personal barriers or the pain that life brings naturally
  • ¬†Self regulatory skills. When we teach a child to have a major capacity to regulate him/herself, to act towards long term goals instead to react only to things which benefit is only for the short term, will help them to gain healthy habits: exercise, study, other healthy habits that require success in life but also will help them to ¬†resist later¬† to the factors that can make us fall into addictions, or succumb to pains, losses of life, ‚Äúdepression‚ÄĚ, unfair situations,¬† difficulties‚Ķ

  • ¬†awareness about the problematic patterns, teaching them to see the results of their actions¬† and making them aware of what they choose in every moment with every act¬† with a wider perspective
  • teach them to face their fears (in contrast to avoiding) to act towards what they love and want to achieve
  • ¬†teaching them the importance of being themselves and to choose who they want to be
  • ¬†teaching them how, in order ¬†to walk any way, ¬†mistakes are a natural part of the way and our teachers‚Ķ
  • ¬†¬†values ( respect, love and compassion towards themselves¬†and others, the sense of work, of responsibility of their own actions‚Ķ
  • to become enough¬† brave persons to put into practice the steps they think are necessary to follow their dreams and make of their lives finally a more chosen, meaningful life

child-psychology

The above are essential to prevent non adaptive patrons of behaviour or psychological difficulties that can become more complex and difficult of improvement in  the future.

One  essential factor is the commitment and consistency of the parents or carers in the intervention, as they are the main ground that support and nurture them and the main source where the intervention departs in the long term , the main models who can really  shape their repertoires for the long term. Without their  understanding and willingness to re-learn and produce changes in the environment and in themselves as well, the intervention with the child will remain lame.

It is important therefore for the parents to commit with their effort and time once they decide to begin therapy for their children.

The psychotherapeutic process may involve in most of the cases to be willing to look onto oneself the old learnt ways of thinking and behaving, to become more aware of them, of how we behave in front of our sons, to be more aware of the interaction we build with our children; and to re-learn new healthier ways of interacting and shaping the environment

Because what if the only way to teach any child the adaptive skills they need starts in casting a deep inner look to ourselves…? to discover the skills we lack… what do we do correctly, well and what not in order to improve ¬†and transmit for the better our learning to our sons/daughters

child-psychotherapy

For a parent the very process of contacting with our personal barriers that interfere other better ways of teaching our children, can be painful, may arise uncomfortable or unpleasant feelings in the short term. For example when applying certain healthy limits that our children will need to learn for example to live with others, to adjust to society etc. and we were not used to apply, this can evoke on us at the beginning sensations like guilty, doubts about not doing it correctly, seeing ourselves as ‚Äúbad parent‚ÄĚ, or thoughts about other people thinking negatively about us etc. even when the learning is beneficial for the child. On the other hand, the child could emit at the beginning unwillingness, anger, frustration and trying persistently to go back to the ways he or she was accustomed to (by exhibiting tantrums, denying etc) which may arise difficulty when trying to be persistent with the intervention or a new way of teaching.

Despite these emotional barriers which are natural, the specific aimed  intervention will still be beneficial for the child and will be there always waiting for to be applied for the better.. for the longer..

And, you lector,  parent… what you really would like to nurture  in your little tree that will last?

child-psychology

Which tools are you giving to your son/daughter? what are the results in the long term…? …

are any other learning ways  or tools you would like to carve in their little   hands? Which kind of sculptor  do you want to  become  for the future of your son/daughter…    which kind of gardener for his/her roots?

when ¬†¬†¬†unavoidably one day, they¬īll fly anyway ¬†away towards ¬†life, with its goods and its pains‚Ķ

 

Children are in constant evolution

The potential to learn and to apply  what they learn is the biggest in this stage of life.

So when we act  teaching them resilient and  self regulatory skills, awareness and values we will be probabilizing that all these characteristic or features will remain and last in time .

Why child Psychotherapy:

Which kind of difficulties can the children  get through at these ages that would need the intervention from a health professional / child psychologist?

Child-psychotherapy

  • Moving out, frequents changes in their lives
  • Divorce of parents
  • Death of familiars or friends
  • Difficulties in their studies, difficulty to concentrate
  • Lack of self regulation to exert behaviours that have only reward in the long term but not in the short term as regular exercise, studying, work, social learning…
  • Specific learning difficulties: hyperactivity, attention deficit, reading disorder, language expression, dyslexia…
  • Sadness in the long term
  • Selective Mutism
  • Sexual abuse
  • Separation Anxiety Disorder
  • Abandoning ¬†of activities they likes-enjoyed and no interest in others
  • Anxiousness sometimes expressed through bodily sensations, repeated complaints, refusals….
  • Behavioural Disorders: refusal to follow rules, tantrums, agression…
  • Frequent complaints from teachers alluding to no adaptive or disruptive ¬†behaviours
  • Avoiding behaviours or routines towards daily important activities
  • Difficulties in social interactions: fears, anxiousness, avoidant pattern…
  • Attention Deficit or Hyperactivity
  • Encopresis or enuresis(involuntary defecation and urination respectively after the 4 years of age or after the normative developmental stage)
  • Stuttering
  • Tourette¬īs Disorder (repetitive, stereotyped, involuntary movements and vocalizations called¬†tics with¬† at least one vocal (phonic) tic, as blinking, coughing, throat clearing, sniffing, and facial movements)
  • Tics