Should I get involved with my teenager's therapy? Parents and teen therapy

Why Should Parents Get Involved in Your Teen’s Therapy?

/in , , , , /by

We have learned that true and influential change comes from numerous helping hands. Want to know how you can help in your teen’s journey through therapy? Here’s a few tips we have for parents that want to be more involved without overstepping boundaries.

1. You are with your teen WAY MORE than the therapist is.

You live with your teenager; therefore, your influence is more frequent than any therapist! It can be helpful to have several people working towards the same goal. For example, if your teen and therapist are working on improving depressive symptoms, it can help to have parent(s) or caregivers at home to remind the teen that they are doing a good job, are not alone in their struggles, and may need to try their therapy skills.

2. You can provide a different perspective.

The therapist and teen only have their own views. Adding in what caregivers see can greatly influence what is discussed, attempted, and a part of treatment.

3. You can help your teenager with their goals.

All humans need help. What would that look like?

  • Reinforcing what is taught in therapy at home
  • Encouraging your teen to do their therapy homework.
  • Practicing a therapy goal at home can influence change outside the therapy room into the teen’s whole world.
  • Could look like a family discussing and reflecting on the therapy session.

4. Your teen needs reassurance.

From my experience, when working with teens and bringing in their parents or caregivers, the teens are often happy we did. I’ve heard things like, “I’ve never talked like that before with them.” “It felt good.” “I didn’t know my mom thought that.” “I know my parents care about me, but it feels different; good different to know they really do.”

How do I get involved?

Your therapist may suggest you join a session or two. If that doesn’t happen, try asking the therapist if it would be helpful to join for your child’s treatment.

This blog was written by Meredith Edelen, Marriage and Family Therapy Associate, LSW. Learn more about Meredith and her work by calling True Counseling at 502-777-7525.

Trust Based Relational Intervention, TBRI, explains an alternative way to handle siblings in a conflict.

A Way to Manage Sibling Conflict

/in , , , /by

Trust Based Relational Intervention (TBRI) explains an alternative way to handle siblings in a conflict. The main goal of this intervention is to have your child:

1) stop telling on their sibling to promote healthy relationships, 

2) teach your child accountability, and 

3) manage conflict healthily.  

Now how do we get there?

  1. The caregiver says, “I want to know what you did” or “What did you do?”
  2. Repeat that phrase as many times as it takes until the child tells you what they did, not their sibling.
  3. After the siblings have both shared what they did, the caregiver responds with, “Thank you for telling me what you did; now, how can we do this better? Can we try again?”
  4. Have your children “redo” the situation.
  5. Move on.

There is no “punishment” or “consequence” – we prompt children to redo situations in a healthier way.

Additional options and concepts: 

  • You may need to remove the children from the space to a neutral or different setting. 
  • You may try prompting everyone to take a deep breath before the conversation. 
  • You may separate children and go from one sibling to the next, then bring the sibling unit together for a redo. This ideally is immediately after a fight, argument, or incident. 
  • Prompt with choices if necessary. “You can ____, or you can _____”. 

Siblings have conflict, and this cannot be avoided. But how your children learn, grow, and respond to these experiences matters. Stay connected to both children when using this intervention. Try speaking calmly and maintaining eye contact. If you need help managing sibling conflict, additional ideas could be looking into family therapy! 

This blog was written by Meredith Edelen, Marriage and Family Therapy Associate, LSW. Learn more about Meredith and her work here. 

Healthy Aging Series: Grandparenting 2 Lessons I learned about Grandparenting from My Grandparents

2 Lessons I Learned About Grandparenting From My Grandparents | Healthy Aging Series: Part 10

/in , , /by

What did you call your grandparents? I called mine ‘grandma’ and ‘grandpa,’ and then use their first names when talking about them: Grandpa Jim and Grandma Louise, my maternal grandparents, and Grandpa Pat and Grandma Lulu, my paternal grandparents. 

If I asked you to recall the most vivid memory of each of your grandparents, what would it be?

Here are mine:

Grandpa Jim: taking us fishing in a creek that ran past his home in Terre Haute, Indiana. 

Grandma Louise: making cinnamon and sugar crisp. She always baked us  a cake for our birthdays. 

Grandpa Pat: riding on top of his John Deere tractor when I was elementary age.

Grandma Lula: taking me aside when I was 29-years old and telling me she had prayed us out of the Catholic Church.

Religion played an important part in my family during my formative years. My mother was raised Catholic, and my father was raised by a Pentecostal mother. My father converted to Catholicism when he married my mother. My grandmothers were always feuding about with us and each other about religion, and it seemed like the grandchildren were caught in the middle. 

My parents were practicing Catholics until I was eight years old. We left the Catholic Church due to disagreements they had with their Priest and my Catholic grandmother disowned us for five years. 

Score one for Pentecostal prayer.

During those next years, we were Lutherans, Methodists, and Unitarians, but never Pentecostal. 

Score one for open-mindedness.

 I could share more about my “faith“ development, but this is about grandparenting, not religion, even though religion and grandparenting we’re completely intertwined in my family life. Make no mistake, I learned a lot about grandparenting from my grandparents. 

What were those lessons? I want to make a point as I share these lessons. These lessons are the things I learned from MY grandparents. Many of us have very diverse experiences with grandparents. Some people were raised by their grandparents. Some people lost their grandparents when they were young children. My Grandpa Pat died when I was 13 years old. I didn’t have a lot of exposure to him as a teenager and adult. So, these are the lessons that I learned from MY grandparents.

Lesson One: Mind your own business!

Listen to me, those of you who have adult children and are anticipating or already have grandchildren! Mind your own business. 

You don’t like the politics of your grown children? Mind your own business!

You don’t like the way you’re grown children parent your grandchildren? Mind your own business! 

You don’t like the way your children spend their money? Mind your own business you don’t approve of their choices of friends, or choices of occupations, or even their choice of partners? Mind your own business! 

You don’t like the tidiness or lack of tidiness of their home and  think they should be getting along better with your other adult children, their siblings,  or they get divorced. Mind your own business. 

If you don’t approve of their choice of pets or the number of pets they have, keep your opinion and your advice to yourself. Even if you don’t approve of their choice of religion, denomination, or the church they attend, mind your own business!  

If you want to have a loving caring, nurturing, supportive relationship with your grandchildren, then accept their parents, your grown children, for who they are and mind your own business.

This includes giving unsolicited advice. Never do it! Giving unsolicited advice is a subtle form of disapproval. I always felt alienated and  the disapproval of my grandmother‘s because they disapproved of my parents’ choices.

Lesson Two: Spoil your grandchildren with your time and attention.

Hug them. Kiss them, even when they don’t like it. My older granddaughter is at that stage, but I hug her when I see her and kiss her on the forehead and tell her that I love her! My granddaughters live in another state, but I see them every three months. Before I go, I visit bookstores and other stores where I can pick up small things to make a grab bag for them. I love watching them open the grab bags. Later during my visit, I take them on a shopping spree to H&M or American Eagle, or Charlotte Russe.

I love going camping with them and their parents. We love going to a state park in Colorado called 11 Mile Lake. On my last visit we went out on the driveway and played basketball with their mother. My granddaughters have three other grandparents that are actively involved with them doing all types of things. I see them fishing with their other grandfather often on Facebook. One of their grandmothers is constantly encouraging them to go hiking with her. We all tell them that we love them, and we hug them, and spend as much time with them as we possibly can.
We all think about leaving our grandchildren money for things like college or a down payment for a house. And if we can, that’s an important form of inheritance that we can leave them.

I believe the most important things that we can leave our grandchildren are the memories and experiences we had with them.

In the business world, investors make a distinction between tangible and intangible assets and investments. Tangible investments are things like buildings and equipment. Intangible assets are things like a company‘s brand, their goodwill, and intellectual property.

In parenting and grandparenting, we can make tangible and intangible investments in our children’s and grandchildren’s lives. Leaving a college fund or down payment for a home or car can be helpful for our grandchildren. Those are tangible investments.

The way you make intangible investments in your grandchildren is by spoiling them with your time and attention. 

Making an intangible investment in your grandchildren isn’t being proud of them! It’s telling them that you’re proud of them. 

It means encouraging them to follow their bliss. It means telling them that you love them.

What did you learn about grandparenting from your grandparents? Think of ways you can learn from them. They made mistakes. We all do. I have. I hope that I’ve been a good grandparent and set an example for my granddaughters when it’s time for them to be grandparents. 

This is part ten in the Healthy Aging Series, written by Mark Neese, LCSW, BCBA. To see more entries in this series, click here.

helping kids with transitions

5 Tips for Helping Kids with Transitions

/in , /by

Many children, with and without disabilities, have difficulty managing transitions. This is especially true when you’re moving from a more preferred activity to a less-preferred activity. Who hasn’t had the battle of bedtime, especially when kids are involved with a fun project, watching tv, or playing right before? Here are some practical tips to help with transitions.

  1. Use a visual schedule or checklist

I live by checklists and schedules for myself, and have found that many of my clients have a reduction in stress, tantrums, and meltdowns when a schedule is provided to them. If your child can’t read yet, a combination of pictures and words (to reinforce reading!) can be really helpful. Try a wipe-off board where you write (and check off!) the list for the morning, or a folder with laminated pictures velcro-ed to it.

  1. Use a timer

Many kids have success with visual timers and 10 or 5 minute warnings. If your child can’t read an analogue clock, use a digital one, or use an analog that has a colored portion that ticks down, so they can see how much time is left.

  1. Think forward

In behavioral circles, this is known as FIRST-THEN, as in “first put your toys away, then we’ll go make lunch.” Setting it up this way helps ease anxiety about what’s coming next. You can also do this by reminding your child when they will have the opportunity to engage in the activity you’re asking them to transition away from again. “We have to put up the toys now, but after dinner, you will be able to play again.” I sometimes pair this with an IF-THEN. “If you can show me how quickly you can clean this up, then you’ll have more time to play later!”

  1. Make transitions fun

This can be especially helpful when you have to move from one extreme of activity level to another, i.e., a very active event to a very quiet one. As you transition, you can have your child pretend to be an animal or use their imagination to sneak to the next activity. If we have to go from playing outside to naptime, I build in about 10-15 minutes to pretend that we’re mice and we have to sneak past a cat, or pretend that we’re sneaking into a bank to jump in the vaults, Scrooge MacDuck style. It works similarly in reverse—pretend to be an airplane, careening down the hallway, or a T-Rex, stomping to your next destination.

  1. Provide choices

Another tip from the behavioral sphere: forced choices work well, and aren’t as horrible as they sound! Essentially, as the parent or teacher, you give two options that are equally palatable to you. “Do you want to use this pencil or that one to do your math?” “Do you want to take your shower before or after dinner?” The key is holding the child accountable for the choice that they made, and following through. We all like to feel like we have choices, and this is one way to give your children choices without letting them run the show.

  1. BONUS TIP! Teach calming skills

None of us are born knowing how to self-regulate. We all have to be taught how to calm ourselves down when we are over-stimulated, upset, angry, or sad. When children are small or have neurological challenges that make it difficult for them to follow multi-step directions, we have to co-regulate with them. Researchers Grolnick, Kurowski, McMenamy, Rivkin, and Bridges[1] identified multiple ways caregivers can co-regulate with children:

  • Prompting/helping: Caregiver physically or vocally prompts and scaffolds child (e.g., physical prompting with toy if child becomes frustrated)
  • Following the child’s lead: Caregiver is sensitive to child’s interests and follows the child to his/her desired toy/activity (e.g., Caregiver may appear to wait for child to choose a toy and then insert herself into interaction)
  • Redirection of attention: Caregiver distracts the child or directs the child’s attention away from negative stimulus (e.g., pointing out other toys in room)
  • Active ignoring: Caregiver actively ignores child during distress episodes (e.g., mom may continue to play with a toy or purposely turn away from child)
  • Reassurance: Caregiver reassures or encourages child surrounding frustrating or negative activity (e.g., It’s okay. You can do it!)
  • Emotional following: Caregiver’s reflection, extension or elaboration upon child’s distress or preoccupation (e.g., I know you want the toy)
  • Physical comfort: Caregiver initiates behaviors to comfort child (e.g., hugging, kissing, picking up the child, rocking)
  • Vocal comfort: Caregiver initiates vocalizations to comfort the child (e.g., sshhing, singing, sing-song voice)

[1] Grolnick, W. S., Kurowski, C. O., McMenamy, J. M., Rivkin, I., & Bridges, L. J. (1998). Mothers’ strategies for regulating their toddlers’ distress. Infant Behavior and Development, 21(3), 437–450. http://doi.org/10.1016/S0163-6383(98)90018-2

 

family estrangement

Things We Don’t Talk About: Family Estrangement & Cutoff

/in , , , /by

Content note: This post contains mention of childhood abuse and trauma. Please exercise discretion if this is something that may be triggering or upsetting.

This is part of a continuing series of “Things we don’t talk about,” also known as “Why people are in therapy” and “the elephant in the room.” While many therapists work with people who are estranged from family members. Not as many will acknowledge that there are times and events that make it appropriate to limit or even cut off contact with a family member. With more frequency, I am discussing and hearing about adult children who have experienced this with a parent. More often than not, the estrangement comes after years of verbal, emotional, physical, and/or sexual abuse. I often find myself asking the critical question: If you were not related to this person, would you continue to have a relationship with them?

I’m very lucky to have the parents that I have. I would still be friends with them even if I wasn’t related to them. Their parenting wasn’t perfect (no one’s is!). But they learned from their mistakes and tried to repair any tears that happened in our relationship over the years. They set appropriate limits with me and my sister, held us accountable when we broke rules, and raised us with the knowledge that we were loved and cared for.

It is appropriate to set boundaries.

Remember, boundaries are not for the other person! They are for the person setting the boundary, in order to draw the line and set a healthy limit on what is (and isn’t) acceptable. Sometimes cutting off contact is the healthiest thing to do. However, there’s a narrative in our culture that says that children should always love and be connected to their parents. When some of my clients have shared with friends that they don’t speak to their parent(s), they hear the old saying: Blood is thicker than water.

That phrase is often used to force someone to continue a relationship that not only isn’t healthy, but is actively harmful. But that’s not the whole saying. The whole saying is: The blood of the covenant is thicker than the water of the womb. Translation: the promises you make to people are more vital than a biological tie. With the help of a supportive therapist, you can start to learn your appropriate boundaries and work on setting them. When people violate those boundaries, they’re showing you who their covenant is with—and it’s not you.

vaping program

Introducing RAVE: Reduce Adolescent Vaping Education

/in , , , /by

Raising Awareness Around Vaping

Vaping, or the act of inhaling a vaporized liquid from an electronic smoking device, is becoming an epidemic across the country. Teenagers are picking up BLU cigarettes, JUULs, and other vaping devices for a multitude of reasons and ending up addicted to nicotine. Whether teenagers are interested because they see their friends vaping, enjoy the flavors, or think it looks cool, it’s detrimental to their health and wellbeing.

There is a common misperception that vaping is safer than smoking because vaporizers do not contain the hundreds of chemicals found in the tobacco leaves and filters of cigarettes. However, research is showing that this is not the case. The vapor is infused with propylene glycol, flavoring chemicals, and nicotine. A person who vapes, just like a person who smokes cigarettes, becomes dependent on the nicotine within the product.

Some vaporizer liquids do not contain nicotine, but most do. In fact, JUUL is the most popular brand of e-cigarettes and 100% of their “pods” contain nicotine. While it is marketed as a smoking cessation device to help adults kick the smelly habit of smoking traditional cigarettes, the marketing is also targeting teenagers. Until they were reprimanded by the FDA, JUUL had a highly engaging presence on Instagram, a social media platform mainly used by teenagers. And still, to this day, the design and packaging of the JUUL is sleek, “sexy”, and appealing to easily influenced teens.

More worrisome than the design and accessibility of the JUUL, and other vapes, is the discreetness of them. Unlike traditional cigarettes that come in a large pack and carry a lasting odor with them after they’re smoked, vapes are discreet in size and omit no odor. This makes it much harder for parents, teachers, and other adults to recognize when their teenager is vaping.

The RAVE Program

According to research reported in the Wall Street Journal, vaping rates among teenagers jumped 75% in 2018. Alarmed by this increase, Mark Neese, principal therapist at True North Counseling in Louisville, KY, has decided to raise awareness around the dangers associated with this behavior by introducing a special program. RAVE: Reduce Adolescent Vaping Education, is a 4 to 6-week program that combines individual, group, and family therapy with education to ensure that parents are able to act as change agents in the lives of their teenagers. Teens enrolled in RAVE will attend 4 weekly group sessions that are facilitated by two certified clinicians. True North Counseling’s certified clinicians include one behavioral specialist and one social worker who will provide up-to-date information about the dangers of vaping and smoking. Each session will feature a strong Mindfulness component as well.

In addition to the four group sessions, a family session will kick off the program and three individual sessions are also included with the goal of enlisting a commitment from the teen to stop vaping. During this process, parents are given strategies for relapse prevention including the use of Nicotine Test Kits. Nicotine can stay in your system for up to three months depending on the frequency of use. When used randomly by parents and guardians, nicotine testing proves effective in deterring teenagers from continuing to vape. Nicotine Test Kits will be provided to the parents or guardians who participate in the RAVE program, so they can test their teenagers as frequently or infrequently as they’d like.

Tips for Parents & Guardians

If you are a parent, guardian, or adult concerned that a teenager you know may be vaping, the first thing to do is talk to them. Ask them if they feel they are dependent on the device or if they feel agitated when they are not doing it. Discuss the risks of vaping including what’s known and not known about the long-term effects. Make sure that they understand vaping is just as bad for them as cigarettes, but with different effects and different results.

If you’ve already talked to them and still suspect that they are vaping, let True North Counseling in Louisville, Kentucky help. With the new RAVE program available at True North Counseling, parents or guardians can work with their teenager and True North Counseling’s certified clinicians to help teens stop vaping. As a team, everyone will come up with a strategy to quit vaping, prevent relapse, and stay mindful of the dangers associated with vaping and the benefits, both short-term and long-term, of not vaping.

To learn more about the dangers of vaping, read our past blogs on teen vaping and vaping facts. True North Counseling’s first RAVE program begins on July 11, 2019. For program costs and enrollment those interested in learning more can contact Henry L. Buckwalter, CSW, an Associate Clinician at True North Counseling, by calling 502-777-7525 today. 

Things We Don’t Talk About: Child Abuse

/in , /by

Content note: This post contains mention of childhood abuse and trauma. Please exercise discretion if this is something that may be triggering or upsetting.

Following on the heels of the previous post about Things We Don’t Talk About: Miscarriage and Stillbirth, I thought I’d exercise my role as “Namer of the Elephant in the Room” and talk about child abuse—specifically, childhood sexual abuse. From 2009-2013, national Child Protective Services agencies substantiated (or found strong evidence to indicate) that 63,000 children a year were victims of sexual abuse. A majority of child victims are 12-17. Of victims under the age of 18: 34% of victims of sexual assault and rape are under age 12, and 66% of victims of sexual assault and rape are age 12-17. The majority (9 out of 10) of these assaults happen to girls. Our own Kentuckiana community has seen several serial abusers in the news recently, with perpetrators who gained access to victims through schools, childcare organizations, and scouting community activities. The overwhelming response on all of these cases where children were abused has been “Where was her mother?”

The idea that sexual abuse is perpetrated by a stranger is simply false. Not only is it untrue, it’s also dangerous, because it shifts the focus from helping children be heard and feel safe to teaching children that there is nothing they can do to keep themselves safe from strangers. The vast majority of perpetrators of sexual violence against children are known adults who were trusted by the child’s parent(s). RAINN estimates that up to 93 percent of victims under the age of 18 know their abuser.

Make no mistake: the responsibility for child sexual abuse rests solely with the perpetrator. Child sexual abuse isn’t a symptom of “bad parents,” or being negligent or not caring about your kid. However, there are things that parents can do to reduce the risk of their child(ren) being sexually abused.

First, know the signs.

Physical signs:

  • Bleeding, bruises, or swelling in genital area
  • Bloody, torn, or stained underclothes
  • Difficulty walking or sitting
  • Frequent urinary or yeast infections
  • Pain, itching, or burning in genital area

Behavioral signs:

  • Changes in hygiene, such as refusing to bathe or bathing excessively
  • Develops phobias
  • Exhibits signs of depressionor post-traumatic stress disorder
  • Expresses suicidal thoughts, especially in adolescents
  • Has trouble in school, such as absences or drops in grades
  • Inappropriate sexual knowledge or behaviors
  • Nightmares or bed-wetting
  • Overly protective and concerned for siblings, or assumes a caretaker role
  • Returns to regressive behaviors, such as thumb sucking
  • Runs away from home or school
  • Self-harms
  • Shrinks away or seems threatened by physical contact

It’s never too late to have these conversations.

  • Teach your child about boundaries. Let your child know that no one has the right to touch them or make them feel uncomfortable — this includes hugs from grandparents or even tickling from mom or dad. It is important to let your child know that their body is their own. Just as importantly, remind your child that they do not have the right to touch someone else if that person does not want to be touched.
  • Teach your child how to talk about their bodies. From an early age, teach your child the names of their body parts. Teaching a child these words gives them the ability to come to you when something is wrong. Learn more about talking to children about sexual assault.
  • Be available. Set time aside to spend with your child where they have your undivided attention. Let your child know that they can come to you if they have questions or if someone is talking to them in a way that makes them feel uncomfortable. If they do come to you with questions or concerns, follow through on your word and make the time to talk.
  • Let them know they won’t get in trouble. Many perpetrators use secret-keeping or threats as a way of keeping children quiet about abuse. Remind your child frequently that they will not get in trouble for talking to you, no matter what they need to say. When they do come to you, follow through on this promise and avoid punishing them for speaking up.
  • Give them the chance to raise new topics. Sometimes asking direct questions like, “Did you have fun?” and “Was it a good time?” won’t give you the answers you need. Give your child a chance to bring up their own concerns or ideas by asking open-ended questions like “Is there anything else you wanted to talk about?”

 

 

 

Friday Waypoints

Friday Waypoints – 05/17/19

/in , , , /by

Mark Neese is back with another Friday Waypoints blog post. On this weeks Friday Waypoints, Mark discusses how drugs cause parents to abandon their children, why the internet is a dangerous place for teens, and he revisits The Parklands of Floyd Forks. Mark discusses his previous visit to The Parklands of Floyd Forks, a hidden gem in Louisville, KY, in his Friday Waypoints on 5/10.

Drugs and Parents that Abandon Their Kids

I’ve been working with families for about 25 years. My early career was working in the rural counties surrounding Louisville. The families that I worked with were struggling with poverty and at times intellectual disabilities. It was challenging and rewarding. Every now and then I run into one of the family members that I worked with and it is very gratifying to see them doing well these many years later.

Today things are different. I have never witnessed an epidemic as I have today: parents abandoning their children because of drugs. This past weekend was Mother’s Day and two of the teens that I work with wanted to call and talk with their mothers but were unable to contact them because they were both AWOL. Both mothers are semi-homeless and have serious drug problems. To compound the problem, one of the teens witnessed his father being taken away in an ambulance because of a suspected overdose, on the very same day. Not such a “Happy Mother’s Day.”

Meditating in The Parklands of Floyds Fork (Reprise)

I was back at the Parklands yesterday to visit the Moss Gibbs Woodland Gardens. It is the gem of the new park system. It’s beautiful, and quiet, and I anticipate spending many of my mornings there. I’m practicing Mindfulness and using guided meditations by Donald Seigel. For those interested in learning more you can visit his website for free meditation downloads: http://www.mindfulness-solution.com.

The meditation that I used yesterday while sitting in the midst of the garden was one that focused on self-compassion. During this meditation you focus on the phrases: “May I be happy, may I be healthy, may I live at ease,” or “May I be safe, may I be at peace, may I be free from suffering.” You can do this while driving, walking or sitting in a quiet place in your home. The Woodland Garden offers a place to sit quietly and listen to the Towhees, wrens and Cardinals. It offers a place to be part of a forest.

The Internet is a Dangerous Place for Teens

I am working with a Teen that was nearly swallowed up by Internet. Her mother saved her. It started with the website, “Wattpad.” This is a social storytelling platform. It ended with her sending pictures of herself to perfect strangers through a group on Instagram: #ddlg. She was being groomed for something dangerous and evil.

These are adult sites and 13-year olds should not be on them! She had no clue what she was getting into.

Parents, monitor your teenagers on the internet. There are predators that will take advantage of their innocence and take it from them!

Quote I’m Pondering

“Your smile and your laughter lit my whole world.”

― Ranata Suzuki

Vaping FAQs

/in , /by

The Next Scourge (a term I never use) of Our Country: Teen Vaping

Leave it to the Tobacco Industry to figure out a way to get more people addicted to nicotine at a time when smoking in this country has been in decline.

Here is their approach: 1) Target teenagers, 2) Make the product very cool (sexy), 3) Make it in as many flavors as possible, and 4) Put nicotine in the product.

The result: Teenagers are increasingly using vape pens (e-cigarettes) and becoming addicted to nicotine and putting themselves at risk of smoking combustible cigarettes.

In case you have no idea what I’m talking about, here are some FAQs (Courtesy of Smoke Free America) about vaping:

Vaping FAQs

What is vaping?

Vaping is the act of inhaling a vaporized liquid from an electronic device. The vapor commonly contains nicotine, flavoring and other additives. It also can contain THC, the chemical in marijuana that makes the user feel “high.”

What are the different vape products?

Popular terms for vaping devices include JUULs, e-cigarettes, e-cigs, smokeless cigarettes, vaporizers, vape, vape pens, vapor pens, mods, tanks, cigalikes, e-hookah and hookah pens. These vary widely in size, shape and design. Some look like computer flash drives or highlighters, while others are bulky and box-like.

What is in a vape juice or e-liquid?

Vape juice, e-liquid, JUULpods – these are all names for the liquid that is vaporized into an aerosol cloud. Vape juice most commonly contains three ingredients: propylene glycol and/or glycerin, chemicals for flavoring, and nicotine. 

The pods for JUULs, the brand name of the most popular vaping device among teens, contains nicotine 100 percent of the time. The amount of nicotine in one JUULpod has the same amount of nicotine in an entire pack of cigarettes. Some vape pods can also contain THC, the chemical in marijuana that makes the user feel “high.” Complicating the issue, vaping doesn’t give off the telltale smell of smoking marijuana or cigarettes.

Is vaping healthier than smoking cigarettes?

Though some may claim vaping is less dangerous than traditional cigarettes, that doesn’t mean that vaping is safe. In other words, “safer” doesn’t mean safe. Studies have shown that the aerosol vapor can contain dangerous toxins, including heavy metals and chemicals known to cause cancer and other diseases. 1

Most vape devices contain nicotine, which is highly addictive. Human brain development continues far longer than was previously realized (until age 25), and nicotine use during adolescence and young adulthood has been associated with lasting brain impairments, including effects on working memory and attention. 2

There are also no standard regulations for vape manufacturers. Even with more than 450 different types of vape products, there are no universal standards for product design, ingredients and safety features. 3

More troubling, some vape products are owned by big tobacco companies, which have a history of prioritizing sales over safety.4

Some teens say they just vape flavors, without nicotine or THC. Is that possible?

While some vapes do not contain nicotine or THC, most do. In fact, 100 percent of JUULs – teens’ top choice for vaping devices – contain nicotine. And each JUUL pod contains the same amount of nicotine as a whole pack of cigarettes. Plus, studies have shown that most vaping products labeled “nicotine free” actually contain nicotine.5 For teens who don’t want to become addicted to nicotine, the safest option is not to vape at all. 

Can teens under age 18 legally vape and buy these products?

Vape devices and paraphernalia cannot legally be sold to or used by anyone under the age of 18. 

How can I tell if or what kids are vaping?

That’s part of the problem – it can be very hard to tell if a teen is vaping. Not only do manufacturers make discreet devices that resemble flash drives, highlighters and more, but they also do not have the same strong odor that is often a giveaway for parents and teachers. Vaping is so discreet, in fact, that students have been known to vape during class.

 

What is Divorce Counseling?

/in , , /by

Divorce counseling is different from marital or couples counseling in that it takes place after the couple has decided to split up. (Incidentally, divorce counseling isn’t just for people who are legally married—it can also be helpful for people who have children or property in common.) Generally, divorce counseling can be divided into two parts: pre-divorce and post-divorce.

Pre-Divorce Counseling

  1. What: In pre-divorce counseling, you can expect to learn skills to rationally make the major decisions that have to be made when a couple is splitting assets, determining custody of their child(ren), or ironing out financial details. This is especially important for couples who have a child (or children) together. I have been known to ask parents to put the Three Tenets of Right Speech as the background to their phones: 1. Is it true? 2. Is it kind? 3. Is it necessary? (Or, as Craig Ferguson said in his standup, “Does it need to be said? Does it need to be said by me? Does it need to be said by me right now?”)
  2. Why: Often, by the time people get to deciding to divorce, there is so much animosity built up between parties that having everything becomes even more challenging. The choices that you make following your decision to proceed with splitting up can have an impact that far exceeds the length of your relationship, especially where children are involved. An important question that CoParenting International asks is, “What do you want the legacy of your divorce to be?”

Post-Divorce Counseling

  1. What: In post-divorce counseling, you can work with a neutral party to iron out the sticky situations that happen after divorce, whether that’s a financial change, a move, or a new adult in your child(ren)’s life. One of the things I teach is BIFF communication, which stands for Brief, Informative, Friendly, and Firm. An example would be a text reading, “Hi Sally. I will pick up Jeremy at 3 pm on Friday and bring him back to your house on Sunday at 5 pm. Thanks.” This is an alternative to the “nastygrams” often sent by co-parents, which may sound familiar if you’ve ever received (or sent) one: “Hey. PLEASE HAVE JEREMY READY at 3 pm Friday. I don’t want a repeat of last week, when you SAID he’d be ready, and he WASN’T. You just want to ruin our time together, don’t you?”
  2. Why: Life circumstances can change quickly, and the former spouse who was able to pay spousal support might not be able to if he or she experiences a job loss. Likewise, when new partners come into our former partners’ lives, re-negotiating can be extremely difficult.

If you need help navigating the difficulties of life after splitting up with your partner, contact us!