C is for Children…not Covid

Dr. Lisa French is a child psychologist with special interests in the assessment and treatment of Attention-Deficit/Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), learning disabilities and giftedness. Lisa received her B.A. in Psychology from Boston College, her Ed.M. in Human Development and Psychology from Harvard University, and her Ph.D. in School and Applied Child Psychology from McGill University.

Lisa’s dissertation pertained to gifted children and their experiences of social isolation. After completing her graduate studies, Lisa worked in school boards in Montreal as a school psychologist, and then joined ADHD (adolescent and adult-focused) and ASD research clinics at the Montreal Children’s Hospital. She also taught undergraduate and graduate level courses in giftedness and psychological assessment at McGill University. After moving to Calgary in 2014 with her husband and young son, Lisa initially worked with an organization focusing on individuals with moderate to severe presentations of ASD as well as behaviour disorders, emphasizing parent consultation and intervention. Lisa has been in private practice since 2017, where she has developed added specialties in anxiety and depression management. She considers her therapeutic approach to be eclectic in nature, incorporating behavioral as well as humanistic and family systems-based theories.

Lisa loves her work with kids and their parents, helping to boost their confidence and sense of agency during trying times, according to individuals’ and individual families’ varying needs.

Let’s see what she has to say regarding kids and Covid…

In your opinion how has Covid19 impacted school age children? Are there any trends that you can identify, negatives as well as positives?

In my experience, COVID-19 has impacted schoolchildren in a number of different ways, both negative and positive. The increase in vigilance over handwashing, social distancing, mask wearing and other measures can result simply in increased awareness and adherence to best practices for most children, but it can and has contributed to new or increasing anxiety or obsessive-compulsive symptoms in others.  Vigilance on the part of parents and teachers must, therefore, include watchfulness regarding mental health struggles in our children. Related to this, on the positive side, the current situation is promoting necessary conversations with children to open lines of communication, and help them develop a repertoire of coping strategies that can help them navigate this pandemic, and any manner of difficult events kids will encounter in life. Additionally, opportunities to spend more time with one’s nuclear family members has often been cited as a positive outcome of social distancing measures taken during this pandemic. We know this is not true for all families, however, and increased stress levels can contribute to negative outcomes in the home. The outcomes are indeed mixed.

What is the impact of the disruption to a child’s routine, as we have experienced during isolation?

The impact of disruption on a child’s routine can be surprisingly limited, or it can be extensive. For the most part, children I have worked with and interacted with during this time have been quite resilient, quickly finding the good in the opportunity to do some schooling from home (getting to go to sleep later! sleeping in! more time for video games!, etc.). However, this is generally not long lasting, and the desire to return to the normalcy of attending school in-person came flooding back. On the bright side, this has changed many a child’s perspective on school. What was once less enthusiastically welcomed is now appreciated more fully. That said, children who struggle with attentional challenges, and various other learning challenges, often did not respond well to online learning or having fewer external cues to create a sense of structure during their home-based school day. The inability to spend time with older relatives, such as grandparents who are more vulnerable, has also had an impact on children. Whether related to school or family relations, parents have been called upon to take action, get resourceful, and get creative so that the impact of disruption is not beyond the child’s ability to cope.

Does the constraint of movement imposed on children in lockdown/isolation have any adverse effects in the short-term or long-term?

Certainly, a reduction in movement opportunities has an impact on health factors, including strength of immunity, weight management, and so on. Even a short-term effect of fewer body breaks, recesses, and athletic opportunities can have a sizeable impact on stress management, mood, anxiety, and attentional functioning. This is another area where parents have had to get creative at home, engaging in longer family walks, taking bicycles rather than driving to and fro, adding trampolines to their yards, etc.

What are the impacts of increased use of internet, social media, television and devices in your opinion?

We know that developmental researchers have spoken about recommended maximum screen time, varying according to age. We also know that those guidelines needed adjusting in most of our homes during lockdown periods, so that work and basic daily needs could be attended to. When children have finished their schoolwork, and exhausted themselves physically and creatively, a television show may be precisely what is needed so that dinner can actually be prepared. My recommendation is to try to choose interactive versus passive electronic activities (yes, video games have merit!), be aware of content, choosing programs or games that have value beyond sheer entertainment. Programs involving nature can be educational and therapeutic, and those providing insight into different cultures can be especially enriching during times when we cannot travel far and wide. Where social media is concerned, limits are recommended, as (over-)exposure can impact mood and anxiety-related symptomatology. I also recommend that screens be avoided for 1-2 hours before children go to bed, so that their sleep is not disrupted.

What are some strategies that we can implement in order to lessen the stress our children may be experiencing? Is there anything we can do specifically as parents to make it easier for our children?

Truly, taking care of ourselves first is one of the best things we can do to lessen the stress our children experience. If we feel we have achieved some semblance of balance in our day, if we exercise regularly, sleep enough, eat well, avoid excess alcohol consumption, and maintain contact with our support system (even if that has to be via FaceTime!), we will be able to be more present and available for our children. We will also be modelling healthy stress management for our kids. Carving out 10-15 minutes of time for our children on a daily basis, where we Praise, Reflect what they’re doing, Imitate what they’re doing, Describe what they’re doing, and show Enthusiasm (P.R.I.D.E. skills), has been shown to be incredibly instrumental when it comes to relationship building, increased communication between parents and children, and a reduction in mental health concerns.

Self-care, time for play and levity, resourcefulness, creativity, and managing expectations- realizing that none of us are navigating this perfectly- can make this easier on ourselves and our children alike. It is also important to remember that support is available for parents and children who are feeling (understandably) overwhelmed with stress. Whether this amounts to a one-off consultation, or longer therapy, psychologists and counselors are available in person and virtually, as needed. You do not have to endure this alone.