Check Study Program

#Parental_Role_Anxiety_Mx

#BRAVE_Program_Anxiety_Mx

Optimise sleep • Optimising sleep can improve anxiety symptoms and quality of life. • Physical activity (sports, exercise) during the daytime may assist with developing regular sleep routines. • Encouraging older children to undertake mindfulness and relaxation exercises can help calm racing thoughts at nighttime. • For children with significant difficulties with sleep initiation, melatonin may be used in conjunction with behavioural strategies to assist with sleep onset. #Anxiety_Sleep

Promote positive self-image Encouraging the child to engage in group-based activities of interest (eg sports clubs) can help foster self-esteem and positive peer connections, which are important protective factors for children with mental health difficulties. #Anxiety_Coping_Strategies

Mindfulness and relaxation exercises • Deep breathing, guided visualisation and guided meditation can be helpful for children experiencing anxiety. Many apps are available to assist children with these activities, including Headspace,Smiling Mind and Calm • Acknowledging worries. • Allocating a specified time to discuss worries can stop anxious thoughts from becoming all-consuming. • Children may like to draw or write down their worries and place them in a ‘worry box’.9 At the end of the allotted time, the box is closed, and the child is encouraged to move on with their day. #Anxiety_Coping_Strategies_Mindfulness

#Anxiety_Screening_Adolescents

#HEEADSSS_Assesment_Adolescent

#School_Refusal_Consequences

#School_Refusal

#School_Refusal_History

#School_Refusal_Contributing_Factors

Nathan, aged 10 years, presents with his mother, Lisa, because of a reluctance to attend school. During the past fortnight, Nathan has missed four days of school because of nausea and ‘tummy aches’. These symptoms appear to self-resolve by mid-morning when Nathan remains home. At school, Nathan’s teachers note that he is quiet, rarely participates in class and has difficulties following instructions. Lisa describes Nathan as a ‘worrier’ who often gets lost in his own thoughts. Nathan tells you he ‘hates school’ because it makes him feel ‘dumber than the other kids’. 1.What are the potential issues and differential diagnoses to consider? 2.What further information should be sought in the medical and psychosocial history to help differentiate between these causes? 3.What are the potential consequences of school refusal? 4.How could you further elucidate Nathan’s anxiety symptoms? 5.What can be done to help manage Nathan’s anxiety and low self-esteem? 6.What factors may be contributing to Nathan’s learning difficulties? 7. What additional information would be helpful in determining the need for further referral? What investigations are appropriate to undertake in primary care? 8.What factors should be considered in the management of a child with ADHD and anxiety? 9.What is the general practitioner’s (GP’s) role in management of children with ADHD and anxiety? #Week10_Case3

#Tourette_Mx https://www.verywellmind.com/habit-reversal-training-2510618

#Tourette_Syndrome_Nonpharmacologic_Tx

#Tourette_Syndrome_Antipsychotics

#Tourette_Syndrome_Medications

#Tics_Medications

Tourette Syndrome Association of Australia, https:// tourette.org.au