As the pandemic grows, healthcare workers are experiencing a new level of stress and fear. Since our first piece about healthcare workers and mental health, the toll that COVID-19 cases have taken on them has become more difficult than any could have imagined.

First, let us again say thank you to all of you, from EMTs who answer the first calls to the doctors and nurses who tend to the sickest. Your selflessness and heroism is inspiring.

We’ve set up a counseling hotline for healthcare workers and first responders at 1-800-327-7451 (TTY 711). Your call will be answered by our licensed mental health clinicians. Our team is trained and ready to listen and help during this difficult time.

There are so many things that are out of our control. We are dependent on others to address many aspects of the big picture, but there are things outlined below that we can do for ourselves and those close to us. No single recommendation is enough by itself, but when taken together, they may help.

Talk about it

Acknowledge your anxiety, fear and grief, and talk about it.

Many of our colleagues and friends say that leaning on fellow healthcare workers is very difficult. Everyone’s heart beats a little bit faster when they greet a COVID-19-positive patient, so how can we ask them to support one another? Yet this is what we do as a medical community daily. Peer support is key.

• If a compassion fatigue group isn’t available at your workplace, work with your employer to put one together.
• If a group option isn’t available, talk to your co-workers about what you are seeing and how it is affecting you. You’ll be surprised at how many share your feelings but have been afraid to say anything. Hospital workers have talked about how a quick meeting at the beginning of their shift, during a break or at other times—to talk, pray, or have a moment of silence—has helped them tremendously.¹
• Many hospital systems have been deploying their psychiatric workforce as volunteers to help colleagues who need it.² Ask your employer if this is available.
• If you don’t want to talk about it at work, find a former co-worker or friend from school or training to talk to, or contact Magellan Healthcare at the phone number above.
• Finally, if you are at a point where your feelings impact your ability to perform or feel comfortable in your role, talk to your supervisor or your organization’s human resources group about your employee assistance programs. Monitor your physical and mental symptoms. You may reach a position that you need to be treated by a behavioral health professional. If that happens, contact one as soon as possible.

Make your voice heard

Some healthcare workers are feeling betrayed by their employers and others.² Whether it’s lack of PPE, feeling unappreciated or being expected to work excessive hours, these feelings can make an already untenable situation worse. While there is much you cannot control, don’t let that stop you from advocating for yourself and others.

• Ask for more PPE or the protocols for how it is allocated. Understanding why things are happening can help people accept them and enable you and your colleagues to offer suggestions from the front lines.
• If you are frustrated about things that you see, think about how you would make them better. Make a list and discuss them with coworkers to come up with solutions. Once things slow down, you’ll have strong suggestions for improving your work environment.

Maintain focus

• Remember why you became a healthcare worker. Maybe you watched a family member battle an illness, or you felt a calling to help people. Think about that during these times.
• Remind yourself that what you are doing is noble. The cognitive impact of recognizing the value you offer will help you serve your patients in a positive way.
• Consistent with your training and dedication, keep your focus on the patient in front of you, on protecting yourself to the best of your abilities and extending those protections to the home setting when you are off work.
• When you are off work, turn your focus to what is happening in the moment.

Take care of yourself

• We acknowledge that recommending meditation or focusing on breathing in the midst of chaos and fear may not seem helpful for some. Think about how you breathe when you are stressed. Some of us hold our breath without realizing it; others breathe very shallowly. We don’t realize it until we get around to taking a real breath.
• As you work around people with COVID-19, you might be afraid to breathe deeply. If you can, try to go to a place where you feel comfortable doing so, and take a few deep, slow breaths. Something as simple as this can release stress and clear your mind.
• Exercising may feel like a lofty goal as well. Try to find 10 minutes for a brisk walk, or a quick set of jumping jacks, sit-ups and push-ups.
• If you don’t have time or energy to cook, find easy-to-eat fresh foods like bananas, oranges and carrots.
• To help you relax and get to sleep, try apps like Headspace, Calm and Balance. AMA members can access these for free.
• Finally, if you are on medications for a pre-existing behavioral health condition, don’t stop taking them, and contact your provider if your symptoms are getting worse.

For more information and tips, visit www.MagellanHealthcare.com/COVID-19.

It is midnight and I’m feeling anxious. I am hearing my daughter cough—she and I returned from New York City four days ago. I’m highly aware of what is known about the incubation and symptom development of the coronavirus. What if she, I, and all the others flying home from NYC last week became the latest vectors of this disease? I have a feeling of dread that I can’t shake, and it’s fueled by the fact that I can’t protect her from any illness, let alone coronavirus.

Anxiety is natural. It’s to be expected in times like these. The news cycle keeps us up to date on every change in the number of infected persons, or the number likely to die. There is a sense of foreboding about whether oneself will get sick, or whether our children or parents will fall ill. We rightly worry about what will happen to the economy and our financial well-being. And, it’s not as if anything else goes away—there is still work, financial obligations, an impending presidential election, countries at unease, and climate change. It is easy to reach the point of feeling on edge, irritable, anxious, or overwhelmed. I would be lying if I said I didn’t feel some of those feelings tonight.

Turning the Anxiety Around

Here are some helpful tips to consider as you grapple with the uneasy feelings associated with the coronavirus:

1. Accept It – It’s important to accept that this is happening; it’s real. Don’t pretend that it’s not. Look for the middle ground here—avoid the Armageddon predictions, as well as the pundits who say this will be over in a week. Accept that your partner, your children, your friends, your parents likely have some level of anxiety—some more than others. Be willing to share those feelings—sharing does not mean that one is weak. That honesty may make one feel less isolated in learning that others feel the same way. Talk to your kids to understand their feelings. My daughter asked me why I was buying extra groceries when I had told her that I wasn’t scared. Her question opened up a wonderful conversation; I am so glad she asked.
2.  Be Informed – Keep yourself informed, but, don’t fall for the endless news cycle and the counting of the numbers of people who have become infected, or what the politicians are saying. Use legitimate sources such as the World Health Organization or the Centers for Disease Control websites. Listen to the science. Know what your public health authorities are saying so that closures don’t come as a surprise, and you are aware of mitigation efforts.
3. Recognize our Burdened System – Try to understand that the healthcare system is under strain right now. The coronavirus is additive—none of the other needs for healthcare have gone away. This means that triaging is critically important and because for the vast majority of cases—those with mild and moderate symptoms—the care is symptomatic, there is no cure. Demanding to be seen because of cold or flu symptoms doesn’t serve anyone. Those with documented fevers, and with shortness of breath or labored breathing, need to be prioritized and seen first.
4. Take Advantage of the Time – If you are now working at home, embrace some of the time you’ve saved in not commuting. Use this time to go for an outdoor walk, or to do yoga in the house. Start journaling. Engage in self-care, and care for those who live with you. Read your child an extra story, cook a hot breakfast, watch something that will make you laugh. All of this will support your ability to focus while you are at working from home. And if you are still needed in the office, use this time to focus on the task at hand. Remember to engage in handwashing, and social distancing. Use your commute to focus on something other than the coronavirus. Listen to a book or find new music. While at work, think about starting a desk exercise routine.
5. Recognize the Challenges – Realize that working from home and social distancing can be hard, especially in our tech-enabled world. If you are someone who travels a great deal for work, and those travels have been placed on hold, understand that you might become antsy at being grounded for weeks on end. Your routine, and the routine of your family has been upset. Talk about it. Understand that while it may be hard for you to stay home, it may be hard for your family to change their usual routine that takes place in your absence. It will take time to adjust and that’s okay. That’s the reality.
6. Maintain a Routine – Do your best to keep your usual schedule, and keep your kids on their schedule, too. This isn’t a holiday. It’s a time to be productive at home during the usual work and school hours. It’s a time to get a full night’s sleep. Print worksheets for your kids. Read. Keep screen time limited to educational activities. If going outdoors is an option, stay active outside. If it’s not, access an exercise program online. Checkout online books from your local library. Play a game. Do a puzzle. Watch television or stream some of the content you’ve been wanting to watch—but not for endless hours. I have ordered a PSAT prep book, and downloaded DuoLingo for my daughter. While she’s not so happy about that, those unpopular choices are the right thing to do.
7. Seek Help – Finally, if the anxiety is affecting your ability to carry out your roles, seek counseling. While face-to-face visits may not be possible, look for telemedicine or tele-behavioral health providers. If these are not an option, seek support through app-based services. Apps that focus on cognitive behavioral therapy or problem-focused therapy may be helpful. Look for apps that support relaxation, medication, and techniques to deal with insomnia.

As our country engages in mitigation, and promotes self-isolation and quarantine, realize that none of this is easy. But it is necessary. You aren’t in it alone—the whole community, even most of the world’s population is adjusting to this new state of life. By participating in what is best for the community, you are taking control of the anxiety by doing something to fight the spread of coronavirus. It’s important to recognize the critical role you are playing in this fight. Thank you.

To learn more about what Magellan Healthcare is doing to support clients during the  COVID-19 pandemic, visit  MagellanHealthcare.com/COVID-19.

To learn more about Magellan Health’s corporate response to the COVID-19 pandemic and to view Magellan’s available resources click here: https://www.magellanhealth.com/news/covid-19/

The COVID-19 global pandemic is taking a physical, mental and emotional toll on doctors, nurses, healthcare workers and caregivers. The long work hours and limited resources are causing overwork, exhaustion and in some cases, compassion fatigue. Not to mention balancing your work with the concerns for your own family and loved ones.

What is compassion fatigue?

Compassion fatigue is a state of chronic physical and mental distress and exhaustion. People with this fatigue often describe a negative shift in their world view and a preoccupation with the illness of others. They may experience stress and burnout, affecting their ability to be effective in their jobs and relate to their loved ones and friends.

Tips for preventing compassion fatigue:

• Make self-care a priority. Despite your workload, do your best to practice healthy habits. Focus on making sure you are staying hydrated, sleeping as much as possible, eating nutritious meals and getting exercise when you can. Follow the COVID-19 CDC guidelines on keeping yourself and your family’s risk low.
• Boost your emotional resilience. Deep breathing, meditation, being grateful and allowing yourself some down time are ways to keep your life in balance, so you are better able to handle stress, setbacks and crises.
• Get social support. Reaching out over the phone or through a text message to supportive loved ones, friends and colleagues can be a calming influence and shift your perspective on what you are dealing with every day.
• Be proud of your profession. Your work is important. You are caring for people during the first-ever pandemic caused by a coronavirus and giving them hope and strength.
• Seek professional help. If you are experiencing distress and/or symptoms of burnout, take advantage of your healthcare and employee assistance benefits and meet with a behavioral health professional who can help.

We wholeheartedly thank you for all you are doing to care for others and combat this outbreak.

For more information and tips, visit MagellanHealthcare.com/COVID-19.

Stress in the workplace can negatively impact job satisfaction and productivity, leading to low morale and employee turnover. In a 2018 Korn Ferry survey of nearly 2,000 professionals, 76% said that stress at work has had a negative impact on their personal relationships and 66% said they have lost sleep due to work stress.¹ Common causes of stress at work include: fear of being laid off, more overtime due to staff cutbacks, pressure to work at optimum levels all the time and lack of control over how work is done.² So what can employers do to support employees and create a culture that fosters mental and physical health?

The Building Blocks of an Emotionally Healthy and Safe Workplace

According to the American Psychological Association, while every organization is unique and faces different challenges, there are five practices that make up the foundation of a healthy workplace: employee involvement, work-life balance, employee growth and development, health and safety, and employee recognition.³

Employee involvement and engagement requires honest and regular communication between top management and all employees. A Gallup poll of more than one million American employees showed that the top reason people leave their jobs is because of their bosses, not because they dislike their position.4 Methods to empower and motivate employees include ensuring they have the tools they need to do their jobs, allowing flexibility, encouraging collaboration and teamwork, and showing appreciation.

Work-life balance is also vital. Programs and policies, such as employee assistance programs (EAPs), offer resources to help employees with all aspects of life, from childcare to financial concerns. Opportunities for employee growth and development include educational offerings, tuition assistance, mentoring, and leadership development. Investing in employee development helps employees develop their skills, increases staff motivation, and attracts top talent.

Health and safety initiatives encourage mental and physical well-being. Examples are wellness programs that promote a healthy lifestyle, such as smoking cessation, stress management, weight loss, and more. Again, EAPs offer a wealth of resources for all employees on how to achieve and maintain physical and emotional health.

Finally, expressing appreciation and recognizing employee contributions go a long way to promote job satisfaction. Recognition does not necessarily have to be monetary. Studies have shown that while compensation and benefits are important to workers, feeling valued and respected is even more critical.

Benefits

It may take time to tailor these approaches to fit with company culture, build trust, and meet the needs of employees. But the benefits of an emotionally healthy and safe workplace are many: higher morale, improved performance, reduced absenteeism and turnover, and a positive reputation that attracts and retains employees. Employees who are motivated and engaged are also better able to handle organizational change and other stressors.⁵

1 (2018, November 18). Retrieved from https://www.kornferry.com/institute/workplace-stress-motivation.

2 Segal, J., Smith, M., Robinson, L., & Segal, R. (n.d.) Retrieved January 6, 2020 from https://www.helpguide.org/articles/stress/stress-in-the-workpalce.htm

3 Retrieved January 6, 2020 from https://www.apaexcellence.org/resources/creatingahealthyworkplace/

4 Retrieved January 6, 2020 from https://www.linkedin.com/pulse/employees-dont-leave-companies-managers-brigette-hyacinth/

5 Retrieved January 6, 2020 from https://www.apaexcellence.org/resources/creatingahealthyworkplace/benefits/

As an Adolescent Support and Counseling (ASACS) Counselor, it has always been a passion of mine to provide counseling and prevention serves to teens and their families. I’ve been very fortunate to fulfill that calling and having a platform to make an impact at Daegu Middle High School in Daegu, South Korea.

In supporting and working with the Daegu students, I developed a year-round leadership club called the Role Model Club. The goal of this club is to develop middle and high school students so they serve as peer leaders for younger students in elementary school.

All Role Model Club candidates are selected by their teachers and are interviewed for entry into the Club.  Once selected, students participate in several field trips, planned by ASACS, to the elementary school and school-age services for Red Ribbon Week (an awareness week that raises awareness on the importance of a drug-free, healthy youth) and Military Children’s Month. The club members also assist fifth graders as they being their transition into sixth grade.

Role Model Club members also participate in the planning and facilitating of various campaigns and serve as a positive advocate for youth in the community. Role models learn to act as ambassadors through positively influencing their peers and learn important skills to engage and connect with peers that are graduating to the next grade level. 

Through weekly meetings, students create educational skits to promote healthy decision-making skills. We focus on a variety of topics such as: drug refusal, fire and bullying prevention, developing interpersonal skills, technology management, positive body image and many others.

Throughout the school year, I actively engage with parents of Role Model Club students, making sure they are informed of activities, fieldtrips, contests, and various campaigns that students plan and implement throughout the school year and summer months.

The positive feedback that this program has received from both students and their parents truly reaffirms my belief that the Role Model Club is a unique and enriching experience for teens to learn leadership skills that will last a lifetime.

About Jasmin Coty

Ms. Jasmin Coty has been an ASACS Counselor since December 1989 helping military and civilian families throughout Germany for over 20 years and in the last five years assisting teen and their families at Daegu MHS in Daegu, South Korea.

In 1989, one survey of the general public found that more than half of respondents believed lack of discipline was a possible cause of mental illness. The survey found that, at that time, Americans were more likely to receive information about mental illness from mass media than from medical providers or psychologists. Thirty years later, with the availability of information on the internet, the public should theoretically have a more accurate and balanced perspective of mental illness. But is the public obtaining their information from science-based sources? While there is still much to learn about mental illness, scientists have identified several factors that can play a role in mental health, including genetics, environmental exposure, altered brain chemistry, significant stress, and comorbid medical conditions. With the availability of misinformation on the internet and on social media websites in particular, are we really any better educated on mental health than we were 30 years ago?

The National Institute of Mental Health (NIMH) reports that approximately 1 in 5 adults experiences mental illness annually, with approximately 1 in 25 experiencing mental illness that substantially interferes with or limits 1 or more major life activities. Based on data from the 2018 National Survey on Drug Use and Health, approximately 19% have an anxiety disorder, 2.8% live with bipolar disorder, and fewer than 1% have schizophrenia in the United States (US) adult population. In addition, 7.2% of adults have experienced at least 1 major depressive episode in the last year. Unfortunately, only about 43.3% of adults with a mental health condition received mental health services within the past year, and of those with a serious mental illness, only 64.1% received mental health services within the past year. Even the indirect costs of mental health have a significant impact. Serious mental illnesses have been estimated to cost over $193.2 billion in lost earnings per year in the US, and mental illness has been predicted to cost the global economy $16 trillion by 2030.

Much has changed in the treatment of mental illnesses in the past 30 years. Key treatments for depression, such as selective serotonin reuptake inhibitors (SSRIs) and newer serotonin-norepinephrine reuptake inhibitors (SNRIs), have mitigated some of the limitations of earlier antidepressants (e.g., drug-food interactions or select adverse effects). Even in the past year, novel approvals for treatment-resistant depression (TRD) and postpartum depression (PPD) have emerged. For those with schizophrenia, the availability of newer generation antipsychotics has significantly altered care as well. Although testing for genetic alterations to better identify the best medication choice for a patient is in its relative infancy, the role of pharmacogenomics is rapidly expanding, too. These advances offer promise for individuals with mental illness, but no medication is without risks, and a discussion with a licensed medical provider is essential to establish an appropriate treatment regimen. In addition to medications, the role of nonpharmacologic treatment has expanded in the past 30 years as well, with additional treatment modalities beyond the advancements in psychotherapy alone (e.g., modern cognitive behavioral therapy, interpersonal therapy). A more holistic approach, incorporating lifestyle changes (e.g., diet, exercise) and non-traditional medicine (e.g., meditation, acupuncture), is also gaining in popularity; however, it is critical to understand that herbal or “natural” treatments can have adverse or toxic effects and drug interactions. These should only be used in consultation with a healthcare provider.

Mental illness can contribute to the risks for suicide. Unfortunately, the Centers for Disease Control and Prevention (CDC) reports that suicide rates have increased by approximately 30% from 1999 to 2016. Notably, suicide is rarely caused by a single factor, and the National Alliance on Mental Illness (NAMI) reports that approximately 54% of those who die by suicide do not have a diagnosed mental health condition. Regardless, this leaves a significant portion of patients with known mental health conditions where intervention may have been helpful. Moreover, NAMI also reports that approximately 90% of those who die by suicide show symptoms of a mental health condition. The CDC includes several warning signs on their website and offers advice to several groups ranging from laypersons to the government to healthcare providers. One component the CDC emphasizes to healthcare systems is the need for affordable and effective mental and physical healthcare where people live. In addition, the Zero Suicide Institute provides a framework for continuous quality improvement in health and behavioral healthcare systems aiming to prevent suicide.

Of late, the public seems particularly concerned with the risk of violence in those with a mental illness. A 2006 survey found that 32% and 60% of Americans thought people with depression and schizophrenia, respectively, were likely to act violently toward someone else; however, research has demonstrated that there are several factors that contribute to violence, and that when accounting for these additional factors, the presence of a mental illness is only a modest contributor (at best) to violence. According to the 2018 National Survey on Drug Use and Health, approximately 19.4% of those over 12 years of age have used an illicit drug in the past year and 3% had at least 1 illicit drug use disorder. Additionally, 3.7% of adults reported dual diagnosis (both any mental illness and substance use disorder). Studies of patients with substance abuse or dual diagnosis have found higher correlations with violence compared to mental illness alone. Most importantly, adequate treatment has demonstrated improved outcomes.

With the discussion of mental health in the press and the plethora of inaccurate information on mental health online, it is difficult for the public to develop a truthful foundation on mental illness. While public access to information and scientific discovery have advanced in the past 30 years, the most critical component for the proper diagnosis, effective treatment, and safety of those with mental illness remains consultation with a healthcare provider and/or team.

If you or someone you know may be at risk for suicide, contact the free and confidential Suicide Prevention Lifeline at 1-800-273-TALK (8255). It is available to anyone 24 hours a day, 7 days a week.

Children with attention deficit hyperactivity disorder (ADHD) may have difficulty in school, because their symptoms—inattention, impulsiveness, and hyperactivity—get in the way of learning.

Success in school is important for the development of healthy self-esteem and confidence.

You can help your child succeed in school by:

• Working with teachers and other school personnel.
• Educating yourself about ADHD.
• Helping your child control his or her symptoms.

How can you help your child be successful in school?

You can help your child have the greatest chance of success in school by educating yourself, building relationships, maintaining open communication, working with your child, and keeping good records. Preschool or kindergarten is the best time to start using these techniques. But it is never too late to help a child improve his or her school performance.

Education                                                          

Learning as much as you can about ADHD and your child’s education rights will help you work with the school system more effectively.

• Learn about ADHD. Use the Internet to locate national organizations, ask your doctor, or visit your local library or bookstore for information about ADHD.
• Know your child’s symptoms and treatment plan. Talk with your doctor about your child’s behaviors that may interfere with learning and about ways to control those behaviors. Develop a record of your child’s treatment plan.
• Learn about your child’s education rights. Laws exist ensuring education rights for children who have conditions that interfere with learning. These laws also stipulate that parents have a right to be informed about and participate in educational decisions concerning their child. Contact your state and local education departments for information about ADHD in the schools and your rights to educational accommodations.
• Talk with other parents of children with ADHD. Join a support group for ADHD families. Find out how others have effectively worked with school systems.

 Build relationships

A positive relationship with teachers and other school personnel will improve your child’s chances of being successful in school.

• Start early. Before a school year begins, get to know the principal and other appropriate school personnel. Find out as much as you can about the school policies and rules, especially how behavior problems are handled. Find out if there are other children with ADHD in the school and how their behavior is being handled in the classroom.
• Share what you have learned. Find out if the teachers and other personnel need information about ADHD. Look for ways to help them get that information, such as suggesting books, pamphlets, or any local educational programs.
• Get to know your child’s teacher. Before the school year begins, talk with your child’s teacher about his or her style of teaching and discipline in the classroom. Find out whether the teacher has experience teaching children who have ADHD. Share with the teacher information about your child’s symptoms and what behaviors may interfere with his or her ability to learn. You may want to share your child’s treatment plan with the teacher.
• Make a school plan. Work with the teacher to design a plan to help your child perform to his or her potential. Address how to minimize misbehavior and how to react to it. Your plan will change as your child grows and develops. You may need to work with the school to develop an individual education plan (IEP) for your child. An IEP is a tool for classroom and homework adaptations for a child with a disability. For children with milder symptoms, the school may suggest a plan that is used for medical conditions that do not meet the IEP standards (called a 504 plan).
• Ask school personnel for help when needed. Tutoring or services that help with study or organizational skills are sometimes provided through the school. If not, school personnel often have a list of local resources that can help your child.

Keep communication open

Open communication with your child’s teacher can help resolve problems that may occur throughout the school year. The following are suggestions for working and communicating with your child’s teacher:

• Understand the demands upon your child’s teacher. Most children with ADHD can be taught in a regular classroom, although adjustments are sometimes needed. Not all teachers are trained to do this. Also, teachers are stretched to their limits by large numbers of children in the classroom, making it difficult to give each child personal attention. Ask the teacher what he or she needs from you to help assimilate your child.
• Keep the teacher informed. Share with the teacher any relevant changes in your child’s treatment plan. Help facilitate the sharing of information among you, your child’s teacher, and your child’s doctor.
• Visit the classroom. If possible, volunteer for school activities and parties. This will let the teacher know that you are interested in your child’s education and willing to help.
• Request progress reports. Children with ADHD often lose or forget their assignments. Ask the teacher to complete regular progress reports of your child’s performance and behavior.
• Have a final conference. Meet with the teacher at the end of the school year to discuss your child’s overall progress and the teacher’s suggestions for the next year. Ask him or her about possible teachers for the next year and how to help your child get the best chance for success in school.

Work with your child

• Use treatment methods as recommended by your child’s doctor. This may include medicine and/or behavior management techniques. This will help your child control symptoms of ADHD at home and school.
• Keep your child involved. Let your child know that you support his or her teacher. Clearly outline your expectations and the consequences of misbehavior. Talk with your child about how the teacher will let him or her know that a behavior is becoming inappropriate.
• Link school and home. Use the same signals (such as hand signals) that the teacher uses at school to indicate when a behavior is becoming inappropriate. Also, you can reward your child with privileges for remembering to bring home school progress reports. You can further reward him or her if the report is positive. If your child fails to bring a progress report home, you may treat it as if he or she had an unsatisfactory report and withhold a privilege.
• Help your child organize. Even young children can learn to use lists, daily planners, or calendars to keep up with homework assignments, tests, and activities. A young child may need a teacher’s help in writing down assignments.
• Use learning aids, such as tape recorders or computers. Teach your child how to take notes and to underline important information. If your child seems to learn best visually, ask about books that have helpful pictures and diagrams or workbooks.
• Have short sessions. Keep homework sessions to no more than 20 minutes without a break.

Keep good records

Health and school records can help monitor your child’s academic and behavioral progress as well as help identify when treatment adjustments are needed. You should keep and update the following records:

• ADHD evaluations. Collect copies of any records that are used to evaluate your child for ADHD. These records often identify the type of ADHD that your child has, which helps with treatment.
• Evaluations for any other conditions with similar symptoms.
• History of medicines. Record all medicines that your child has taken or is taking to treat ADHD.
• School progress records. Keep copies of any school plans, daily school progress reports, and formal progress reports throughout the year. Also, keep your child’s final grades and any achievement test results. You may find them helpful as you develop school plans for the following year.
• Individual education plan. If your school developed an individual education plan (IEP) for your child, ask for a copy. You may need to share that information with the health professionals working with your child.

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This document is for your information only. It is not meant to give medical advice. It should not be used to replace a visit with a provider. Magellan Health does not endorse other resources that may be mentioned here.

Children who are socially withdrawn, shy, and appear to lack self-esteem are more likely than other children to be targets for bullying. Children who appear confident and strong are better able to discourage children from harassing them.

Parents and other important adults in a child’s life can use these suggestions to help boost a child’s self-esteem:

• Encourage your child to participate in extracurricular activities such as sports or drama, which can raise a child’s confidence and sense of mastery. Sports, in particular, also help build strength, which can level the imbalance of physical power between children. Some children may prefer individual sports (such as karate, gymnastics, and swimming) over group sports (such as soccer or baseball). Drama classes can help children project strength and confidence, even if they don’t feel it at first.
• Help children become involved socially with other children through school, church, or community activities. This way, children will build social skills and learn to be at ease with others. Children who have friends and “hang out” with them at school are less likely to be targets for bullying than lonely children who have no social support.
• Role-play with children to show them how to appear confident and how to handle encounters with children who harass them. Help children learn to look people in the eye and to speak with a strong voice—but not shout—when talking to would-be bullies.

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