Parenting around media can feel overwhelming. Technology changes quickly just as children grow and change from infancy to adulthood. The Behavioral Wellness Group hopes to provide some clarity on this important contemporary issue by reviewing the latest research and guidelines from the American Academy of Pediatrics (AAP), The American Psychological Association (APA), and the American Academy of Child and Adolescent Psychiatry (AACAP).

The American Academy of Pediatrics: The AAP published updated guidelines in February 2026. Pediatric experts emphasize that screen time itself is not the enemy. Dr. Katherine Williamson from Rady Children’s Mission Hospital said it best: “I recommend for parents to think and talk about screen time like dessert. Like a food treat, screen time is not inherently bad.”2 The important task for a parent is to ensure that screens don’t replace the daily activities that support healthy psycho-social development.

The AAP Center of Excellence on Social Media and Youth Mental Health developed the 5 C’s as an age-by-age guide to parenting around media and building healthy digital habits as your child grows. The 5 C’s are: 1. Child-Who is your child and how do they react to media? 2. Content-What is worth your child’s attention? 3. Calm- Does media calm your child’s emotions? 4. Crowding Out- What does media get in the way of? And 5. Communication- How can you talk about media to raise a media savvy, responsible child? To learn more about the 5 C’s with each developmental stage go to:

https://www.healthychildren.org/English/family-life/Media/Pages/kids-and-screen-time-how-to-use-the-5-cs-of-media-guidance.aspx?

AAP emphasizes Balance over Burnout: Screens should not replace sleep, physical activity, family time or free play; device free bedrooms and mealtimes help keep routines healthy. Parents set the tone with co-viewing, talking about content and modeling good digital habits to help children navigate online spaces safely. Tips for Families are: 1. Build digital literacy, 2. Create a Family Media Plan, 3. Choose quality content, 4. Protect sleep and screen-free time, 5. Be intentional about a first phone. For more information go to:

Updated AAP recommendations for screen time: What parents need to know

The American Psychological Association (APA): The APA has addressed three important areas with children, adolescence and technology: 1. Digital guidelines: Promoting healthy technology use for children 3, Health advisory on social media use in adolescence4, and APA resolution on violent video games February 2020 Revision 5.

Digital guidelines: Promoting healthy technology use for children: For children under 18 months, screen time should be avoided except for video chatting with family members. For children 18 months to 24 months, parents should choose high-quality programming and watch with their children. For children 2 to 5, limit screen time to one hour per day of high-quality programming. For children 6 and older, establish consistent limits on time spent using media and the types of media. Parents should focus on teaching healthy media habits, teach children about technology from ja young age, use good judgment about screen time and the content and context of screen time (context example might be occupying a child with screen time on a plane), protect bedtime, pay attention to your child’s online activity and have honest discussions about what sites and type of content are off-limits, teach good online behavior, be sensitive to cyberbullying, discuss digital decision-making-what sites are suspicious, inappropriate, what sites are healthy, foster real-life friendships, and learn more-try to keep tabs on the changing technology landscape.

APA Health advisory on social media use in adolescence: Recommendations from the Health advisory on social media use in adolescence are: 1. Youth using social media should be encouraged to use functions that create opportunities for social support, online companionship, and healthy emotional intimacy that can promote healthy socialization, 2. Social media use, functionality, and permissions/consenting should be tailored to youths’ developmental capabilities; designs created for adults may not be appropriate for children, 3. In early adolescence (10-14), adult monitoring is advised for most youths’ social media use, autonomy may increase gradually as kids age and if they gain digital literacy skills. However, monitoring should be balanced with youths’ appropriate needs for privacy, 4. To reduce the risks of psychological harm, adolescents’ exposure to content on social media that depicts illegal or psychologically maladaptive behavior, including content that instructs or encourages youth to engage in health-risk behaviors, such as self-harm, harm to others, or those that encourage eating-disordered behavior should be minimized, reported,, and removed; moreover, technology should not drive users to this content, 5. To minimize psychological harm, adolescents ‘exposure to “cyberhate” including online discrimination, prejudice, hate, or cyberbullying especially toward a marginalized group or towards an individual because of their identity or allyship with a marginalized group should be minimized, 6. Adolescents should be routinely screened for signs of “problematic social media use” that can impair their ability to engage in daily roles and routines, and may present risk for more serious psychological harm over time, 7. The use of social media should be limited so as to not interfere with adolescents’’ sleep and physical activity, 8. Adolescents should limit use of social media for social comparison, particularly around beauty-or appearance-related content, 9. Adolescents social media use should be preceded by training in social media literacy to ensure that users have developed technologically-informed competencies and skills that will maximize the chances for balanced, safe, and meaningful social media use, 10. Substantial resources should be provided for continued scientific examination of the positive and negative effects of social media on adolescent development.

APA Resolution on Violent Video Games: February 2020 Revision to the 2015 Resolution: In summary and based on years of research, reviews show a link between violent games and increased aggressive behavior, thoughts, and reduced empathy. Attributing real-world gun violence or major crimes to video gaming is scientifically inaccurate, as violence stems from many complex social factors.

American Academy of Child and Adolescent Psychiatry (AACAP): Screen Time and Children: Facts for Families6: On average children age 8-18 in the United States spend 7 1/2hours a day watching screens that include smart phones, tablets, gaming consoles, TVs, and computers. Too much screen time may lead to sleep problems, lower grades in school, reading fewer books, less time with family and friends, not enough outdoor or physical activity, weight problems, mood problems, poor self-image and body issues, fear of missing out, and less time learning other ways to relax and have fun. Like other guidelines AACAP suggests until 18 months of age limit screen use to video chatting along with an adult (for example, with a parent who is out of town), between 18 and 24 months screen time should be limited to watching educational programming with a caregiver, for children 2-5 years old, limit non-educational screen time to about 1 hour per weekday and 3 hours on the weekend days, for ages 6 and older, encourage healthy habits and limit activities that include screens, turn off all screens during family meals and outings, learn about and use parental controls, avoid using screens as pacifiers, babysitters, or to stop tantrums, and turn off screens and remove them from bedrooms 30-60 minutes before bedtime, carefully consider your child’s maturity when allowing access to a new device, familiarize yourself with the content your child sees, to make sure it is age appropriate, talk to your child about what they are seeing—point out good behavior, such as cooperation, friendship, and concern for others, make connections to meaningful events, be aware of advertising and how it influences choices, encourage your child to engage in other activities that do not involve screens such as sports, music, art, and hobbies, set a good example with your own screen habits, teach children about online privacy and safety, encourage using screens in ways that build creativity and connection with family and friends, consider your child or teen’s maturity and habits and realize that a right plan for one family may not be a good fit for another.

Is Excessive Internet Gaming Considered a Disorder: The American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR), which is used by mental health professionals to diagnose mental disorders included Internet Gaming Disorder in a section recommending conditions for further research; so it hasn’t made it in yet. Criteria identified include preoccupation with gaming, withdrawal symptoms when gaming is taken away or not possible (anxiety, sadness, irritability), tolerance, the need to spend more time gaming to satisfy the urge, inability to reduce playing, unsuccessful attempts to quit gaming, giving up other activities. Loss of interest in previously enjoyed activities due to gaming, continuing to game despite problems, deceiving family members or others about the amount of time spent gaming, the use of gaming to relieve negative moods, such as guilt or hopelessness, risk, having jeopardized or lost a job or relationship due to gaming.

Have concerns: The Behavioral Wellness Group is here to help. Contact our Intake Department at 440-392-2222.

____________________________________________________________________________________

1 Munzer, Tiffany, Parga-Belinkie, Joanna, Matile Milkovich, Libby, Tomopoulos, Suzy, Ajumobi, Taiwo, Cross, Corinn, Gerwin, Roslyn, Madigan, Sheri, Council on Communications and Media (2026). Digital ecosystems, children, and adolescents: Policy statement. Pediatrics (2026) 157 (2): e2025075320.

2 https://choc.org/medical-staff/pediatrics/katherine-williamson-md

3 American Psychological Association (2019, December 12). Digital guidelines: Promoting healthy technology use for children. https://www.apa.org/topics/social-media-internet/technology-use-children.

4 American Psychological Association (2023, May 9). Health advisory on social media use in adolescence. https://www.apa.org/topics/social-mediq-internet/health-advisory-adolescent-social-media-use

5 American Psychological Association (2020). APA Resolution on Violent Video Games: February 2020 Revision to the 2015 Resolution. American Psychological Association. https://www.apa.org/about/policy/resolution-violent-video-games. Pdf.

6 American Academy of Child and Adolescent Psychiatry, (2015, updated/accessed). Screen Time and Children, Facts for Families, No.54. https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Children-And-Watching-TV-054.aspx

Frank R. Ezzo, Ph.D., ABPP, LLC
The Behavioral Wellness Group
8224 Mentor Ave #208 Mentor OH 44060
P: 440 392 2222 #852 F: 440 565 2349
fezzo@behavioralwellnessgroup.com
www.behavioralwellnessgroup.com

The post KIDS, TEENS, AND SCREEN TIME:WHAT’S THE LATEST NEWS appeared first on Behavioral Wellness Group.

How prevalent is anxiety in children and teens?

Data collected from 2021-2022 in Ohio determined that almost 12% of Ohio children, ages 3-17 had anxiety.¹ The Center for Disease Control (CDC) data from 2022-2023 found that an anxiety disorder was found in 2.3% of children ages 3-5, 9.2% of children 6-11, and 16% of children 12-17.²

What are the types of anxiety in children and teens?

Separation Anxiety Disorder: As referenced earlier, separation anxiety (not disorder) is a normal developmental phase. Separation Anxiety Disorder is extreme and continues beyond the typical developmental period. Kids may be worried about parents or other family members and have difficulty going to school or being away from home or may have difficulty falling asleep. If your child shows extreme distress with separations that is a sign to seek professional help.

Specific Phobias: Fear when in danger is good, fear helps us to survive. Specific phobias are extreme fears that are out of proportion with an actual threat of danger. A thunderstorm becomes a fear of a tornado, or any other circumstance that becomes catastrophized and blown out of proportion. For example, an intense fear of insects, a fear of elevators, escalators. Sometimes a child or teen will say “What if” this or that happens.

Social Anxiety: This is an intense fear of being judged or rejected in social situations. A child may avoid interacting with others at school or have a hard time speaking to people.

Generalized Anxiety Disorder: This is excessive worry or fear about a range of different things that happen in daily life. A child worries about the future more than other children.

Panic Disorder:  A panic disorder is a type of anxiety that also has intense physical symptoms like a racing heart, dizziness, feeling like they can’t breathe. A panic “attack” can come without warning and can go away within minutes to hours.

What can I look for if I think my child has anxiety?

• Some kids will say what they are afraid of: “I don’t want to go to school because the teacher might call on me in class?”
• Worry and/or cries more than other kids
• Complaints about being sick; upset stomach, headaches
• Trouble sleeping, nightmares, does not want to sleep alone
• Restless, jittery
• Anger easily
• Difficulty focusing
• Shaking
• Refusing to go to school
• Uses the bathroom a lot

What causes anxiety?

Some kids are just more sensitive and might have a hard time coping with change. These kids may have a biological or family tendency to be anxious. Anxiety can also develop after stressful life events such as:

• Death of someone close to them
• Moving to a new house or school
• Poverty: getting enough to eat, difficulty having a safe place to live
• Parents who fight and argue, or separation/divorce
• Abuse/neglect, bullying

Are there complications from anxiety?

Children with an anxiety disorder are at greater risk for depression and substance use disorders later life. There is also a higher risk for self-harm and suicide.

What can I do as a parent?

• The 3-3-3 Rule: Name 3 things you can see. Name 3 things you can hear. Move 3 body parts. This strategy incorporates multiple senses, distracts from the thoughts causing anxiety, and grounds the child in the present moment. Make this playful, practice when not anxious.
• Daily exercise
• A safe and supportive home and school environment
• Good sleep habits
• Well balanced meals
• Monitor screen time and social media
• Teach meditation and breathing techniques: Here are some free apps:

• Anxiety Free: iCan Hypnosis – Developed by hypnotherapist Donald MacKinnon, this app is designed to use self-hypnosis to help teach techniques for relaxation and altering subconscious thoughts.
• Sanvello* – Designed to be used in conjunction with therapy, this app teaches deep breathing and behavioral exercises. Users learn how to identify negative thinking patterns and replace them with positive ones. It focuses on the cause of anxiety and personalizes itself using voice recordings.
• Panic Relief*– This easy-to-use app uses evidence-based coping tools to help calm and safely move through a panic attack. Coping tools include muscle relaxation, rest, breathing and more.
• Self-Help Anxiety Management*– This app for older teenagers and adults focuses on mindfulness, or self-awareness. It helps users understand the causes of their anxiety and aids in monitoring them. It focuses on anxious thoughts and behaviors, and provides exercises to deal with them and private reflection.
• MindShift* – This app for adolescents and young adults teaches basic skills to manage anxiety disorders. It also helps manage performance anxiety, test anxiety and perfectionism. Users can choose among the coping strategies and “favorite” the methods that work for them. It also features a “Chill Out” tool, which uses breathing exercises, mental imagery and mindfulness. “Quick Tips” are included to assist with anxiety in the moment.
• Stop, Breathe & Think- Another mindfulness-driven app, Stop, Breathe & Think uses the foundational methods of meditations. This app allows users to track feelings before and after meditation and view yoga videos. The goal is to offer the chance and skills to breathe and think. Meditations are goal-oriented and constructed to help users calm down.
• Live OCD Free*– For children and adults with OCD, this app is designed to help aid cognitive behavioral treatment. It includes ERP (exposure response prevention) exercises and reminders, and offers personalization.
• Breathe2Relax*– This is an app, by the National Center for Telehealth & Technology, teaches breathing techniques to manage stress. The pace can be personalized for what is most relaxing to the user and includes a map to track personal progress. It helps manage fight-or-flight responses during panic attacks, aids in mood stabilization and anger control.
• Calm – Combining mindfulness and meditation to manage anxiety symptoms, this app is noted for its serene interface. It uses relaxing sounds and guided meditations to help the user stay calm.
• 7 Cups – This app functions as a confidential therapy chat room, allowing the user to talk about problems causing stress or panic, and connect with others dealing with anxiety disorders. It also has hundreds of mindfulness exercises and licensed therapists available.

What about professional help?

There are two main ways to treat child and teen anxiety: cognitive behavior therapy and medication therapy. Both of these treatments may work on their own, but they work better together; “pills don’t teach skills.”

The Behavioral Wellness Group has “one stop shopping” for help with your child or teen. We have therapists skilled in treating kids with anxiety, prescribers for medication, and if needed, an Intensive Outpatient Program (IOP) for Adolescents. Here is the link to our practice.

WEBSITE: https://behavioralwellnessgroup.com/

ADOLESCENT MENTAL HEALTH IOP: https://behavioralwellnessgroup.com/intensive-outpatient-programs/adolescent-iop/

____________________________________________________________________________________

¹ “Ohio Child Mental Health Project: Factors contributing to child and youth mental health struggles.” Health Policy Institute of Ohio, July 2025.

²Child and Adolescent Health Measurement Initiative. (2022-2023). National Survey of Children’s Health. Data Resource Center for Child and Adolescent Health supported by the U.S. Department of Health and Human Services, Health Resources and Services Administration (HRSA), Maternal and Child Health Bureau (MCHB).

Frank R. Ezzo, Ph.D., ABPP, LLC
The Behavioral Wellness Group
8224 Mentor Ave #208 Mentor OH 44060
P: 440 392 2222 #852 F: 440 565 2349
fezzo@behavioralwellnessgroup.com
www.behavioralwellnessgroup.com

The post ANXIETY IN KIDS AND TEENS appeared first on Behavioral Wellness Group.

How prevalent is depression in children and teens?

While depression was often seen as an adult problem, according to the Centers for Disease Control (CDC) based on data from 2022-2023, an estimated 4% of children between 3 and 17 years old have been diagnosed with depression (3% of males and 6% of females). If teen years are only taken into consideration, according to the National Institute of Mental Health 20.1% of the U.S. population aged 12-17 have had at least one episode of major depression. Depressive episodes were higher in females (29.2%) compared to males (11.5%).

What to watch for:

• Behavior changes that last persistently for at least two weeks
• Mood changes like sadness, feeling “sluggish,” irritability, anger
• Loss of pleasure in previously enjoyed hobbies and activities
• Insomnia or sleeping too much, chronic lack of energy
• Excessive self-criticism or statements of worthlessness: “I can’t do anything right.”
• Persistent hopeless or helpless attitude
• Suicidal thoughts or self-harm (cutting)
• Dramatic changes in grooming
• Unusually erratic or impulsive behavior
• Appetite changes: weight loss or weight gain
• Preoccupation with song lyrics, books, poetry, or art that suggest that life is meaningless
• Physical, digestive complaints

Teenage blues vs. Depression

A good rule of thumb to determine whether a teen is suffering from typical teenage moodiness or something more is to look at how their moods are affecting daily functioning in school, with friends, and family relationships. If you notice a drop in grades, increased isolation-doesn’t want to hang out with friends, spends most of his/her time in their room away from family, there is a cause for concern. A teen who is sad or moody but not really depressed will still go out with friends or participate in activities. If your child is feeling down most of the day for more than 2 weeks and is withdrawing from social relationships and activities he/she once enjoyed, depression could be to blame.

Risk factors for childhood and teen depression

• Having issues that negatively impact self-esteem, such as obesity, peer problems, long-term bullying or academic problems
• Having been the victim or witness of violence, such as physical or sexual abuse
• Having other mental health conditions such as anxiety, attention-deficit hyperactivity disorder
• Having a learning disability
• Having certain personality traits such as low self-esteem. Or being overly dependent, self-critical or pessimistic
• Being gay, lesbian, bisexual, or transgender in an unsupportive environment
• Having a parent, grandparent or other blood relative with depression, or other behavioral health or substance use problems
• Having a family member or relative who died by suicide
• Having a family with major communication and relationship problems
• Having experienced recent stressful life events, such as parental divorce, parental military service, death of a loved one, break up of a romantic relationship

Need help?

The Behavioral Wellness Group can help with evidence based individual and family therapy as well as an Intensive Outpatient Program for Adolescents:

www.behavioralwellnessgroup.com/intensive-outpatient-programs/adolescent-iop/

Our practice also has medication management for child and teen depression if needed.

Call us for an Intake Consultation at 440-392-2222 to help determine how we can best help your child/teen and family. their financial sacrifices, even if you have student loans, family are making sacrifices for your future.

Frank R. Ezzo, Ph.D., ABPP, LLC
The Behavioral Wellness Group
8224 Mentor Ave #208 Mentor OH 44060
P: 440 392 2222 #852 F: 440 565 2349
fezzo@behavioralwellnessgroup.com
www.behavioralwellnessgroup.com

The post Is Childhood and Teen Depression Different than Adult Depression? appeared first on Behavioral Wellness Group.

The transition to college can be streamlined by categorizing your preparation into actionable, day-to-day strategies.

📚 Academic & Study Habits

• Treat study as a full-time job: In college, you may only be in class for about 15 hours a week, but you are expected to spend roughly 35 hours studying outside of class. Treat this out-of-class time as a scheduled job. Most college students report studying about 10 to 17 hours per week. However, professors and the U.S. Department of Education expect students to dedicate roughly 2 to 3 hours outside of class for every 1 credit hour, which translates to a recommended 30 to 45 hours per week of total out-of-class study time for a full-time, 15-credit schedule.
• Actual study time varies widely depending on your major, the nature of your classes, and whether you work.
• The Academic Rule of Thumb: According to the CollegiateParent guide, you should budget 2 hours of study time for every 1 unit of a humanities or non-science course, and 3 hours for every 1 unit of a science course.
• STEM vs. Humanities: Students in Engineering, Nursing, or Physics typically study longer—often 20 to 30+ hours a week—while those in certain Humanities or Education majors can average 10 hours or fewer.
• Community Consensus: On platforms like Reddit, students acknowledge a massive discrepancy between faculty expectations and real-world study habits. Many note that heavy-reading classes or STEM lab work drastically push up their hourly totals, while other lighter seminar classes barely require any outside studying at all.
• Always attend class & sit up front: Sitting in the first three rows keeps you engaged and helps your professors learn your face and name.
• Utilize office hours: Your professors’ office hours are the ultimate “cheat code”. Going to ask questions, even if you don’t need help, is how you build relationships that lead to recommendations, research opportunities, and internships.
• Avoid all-nighters: Cramming and pulling all-nighters are highly correlated with burnout and poor academic performance. Break large research papers and projects into smaller, manageable chunks.

🕒 Time Management & Organization

• Adopt a scheduling tool: Whether you prefer a paper planner, Google Calendar, or the Notion app, map out your syllabi, deadlines, and study blocks the first week of the semester.
• Prioritize active studying: Simply re-reading notes or highlighting your textbook is largely ineffective. Test your knowledge using Quizlet flashcards, summarize chapters in your own words, or explain difficult concepts to a classmate.

💳 Financial & Life Skills

• Learn the basics before you leave: Make sure you are comfortable doing your own laundry, maintaining a bank account, and preparing a few simple meals before moving to campus.
• Find student discounts: Shopping with an active university email can save you a significant amount on subscriptions, software, and gear.
• Review legal and medical paperwork: Talk to your family about getting a Healthcare Proxy/Medical Power of Attorney, a HIPAA release form, and FERPA Waiver to ensure they can help you if an emergency arises while you are away at school.

🤝 Social & Campus Life

• Go to the activities fair: The best way to make friends and build a community is by attending your school’s student organization or activities fair during orientation week. Join a few things, then narrow your focus to 1 or 2 core groups.
• Communicate with roommates: Address living and cleaning expectations early. Set ground rules so that your dorm remains a comfortable and safe study and sleep space.
•  Friends: Make new friends by being honest, helpful, and supportive. These friendships will last a lifetime. Take romantic relationships slowly, don’t lose sight of a balance between academic responsibilities and romantic relationships. If a relationship ends, try to end it in a friendly manner. I advise not jumping from one romantic relationship to another. Your reputation is important.
• Greek life: I favor fraternities and sororities that emphasize community service and not “partying.” Don’t follow the crowd; be an independent thinker and evaluate choices carefully.
• Need more support: If extra mental health support is needed contact the college counseling center. Also, The Behavioral Wellness Group has a College Wellness Intensive Outpatient Program. https://behavioralwellnessgroup.com/intensive-outpatient-programs/college-mental-health-iop/

Family Life

As a college student you are semi-independent, sort of a transition into adulthood. Be respectful to your family and have gratitude for their financial sacrifices, even if you have student loans, family are making sacrifices for your future.

Frank R. Ezzo, Ph.D., ABPP, LLC
The Behavioral Wellness Group
8224 Mentor Ave #208 Mentor OH 44060
P: 440 392 2222 #852 F: 440 565 2349
fezzo@behavioralwellnessgroup.com
www.behavioralwellnessgroup.com

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After thoughtful consideration, I have decided to step down from my role as Director of The Health and Wellness Intensive Outpatient Program (IOP). It has been my sincere pleasure to develop and direct this program over the past 16 years, the final 12 years here at The Behavioral Wellness Group.

I would like to sincerely Thank You all for the confidence you have placed in me as I have guided so many toward greater emotional, physical and spiritual health and wellness.

Effective July 11, 2026, I am excited to pass leadership of the program to Dr. Barbara Ballash, who has served as my esteemed and dedicated assistant for nearly six years. As a part of this transition, Dr. Ballash will also oversee the psychology trainees/supervisees, which has been developed under the H&W IOP umbrella. I am confident that she will maintain the integrity of the program. She has been the glue behind the scenes which has held a lot of it together in recent years, so it is a natural transition for her to take over as the new Director.

Dr. Ballash can be reached for referrals at
440 392 2222 # 408
Bballash@behavioralwellnessgroup.com

You can also reach out to our Intake Department at
440 392 2222 #1

Even though I will be stepping aside, always feel free to reach out to me with potential referral needs, and I will be sure to pass them on to Dr. Ballash and / or our Intake Department.

I will continue to focus on BWG’s operations management as an active co-owner along with my other roles to include clinical director, supervisor and maintaining a small individual caseload.

Most Sincerely and With Gratitude,
John A. Glovan, Psy.D.
 

John A. Glovan, Psy.D.
Director, Health and Wellness Program
Co-Founder, The Behavioral Wellness Group
8224 Mentor Ave #208     Mentor OH  44060
P:  440 392 2222 #302    F:  440 565 2349
jglovan@behavioralwellnessgroup.com
www.behavioralwellnessgroup.com
www.campustherapy.com

The post TRANSITION FOR THE HEATLH AND WELLNESS IOP appeared first on Behavioral Wellness Group.

Although we all struggle at times, a cluster of these symptoms which present for a couple of weeks may be a sign that your health is compromised and may require attention.  Symptoms to watch out for include:

• significant changes in appetite/eating / weight or sleeping patterns
• loss of interest in pleasurable activities
• loss of interest in sex or sexual problems
• decrease in motivation / energy / grades / work productivity
• extreme tiredness
• withdrawal from others and decreased social contacts
• feelings of sadness / unhappiness or increased tearfulness
• overwhelming feelings of anxiety / fear / rapid heartbeat / shortness of breath / sweating / dry mouth/ lightheadedness / dizziness
• physical symptoms such as back pain / muscle pain and tension / chest pains /stiff neck / general aches and pains / headaches / stomach issues / constipation / diarrhea
• high blood pressure
• feelings of hopelessness / helplessness / despair
• thoughts of self harm or suicide
• trouble concentrating / slowed thinking and decision making
• decreased accomplishments
• increased anger / irritability / frustration / guilt feelings
• self-medicating with alcohol, drugs, gambling or sex

To help us turn this around, here are 3 tips to help promote emotional and physical well-being:

Express Emotions.  To hold stress and emotions in our bodies creates what I call the “Pressure Cooker Effect”.  If we do not release our emotions in healthy and effective ways, they will find their own way out as the pressure builds, often resulting in a cluster of the above-mentioned symptoms.  Learning and using effective interpersonal skills to express ourselves, exercise and other healthy physical outlets, journalizing and writing, talking with a trusted family-friend or therapist can be very effective ways to help us release pent up emotions and stress. 

Commit to a Balanced Life.  A balanced lifestyle of healthy eating, time with meaningful friends and family, quiet time alone, hobbies, responsibilities and daily accomplishments, tending to our emotional and physical selves, spirituality and gratitude and stimulating our brains daily by learning new things can be very effective in promoting sound emotional and physical health. 

Engage in Daily Calming.  Activities such as yoga, visual imagery, deep breathing, meditation, tai chi, engaging in rhythmic movements or dance, progressive muscle relaxation involving tensing and relaxing major muscle groups, practicing mindfulness by focusing our attention solely in the moment and massage therapy are an extremely important part of sound emotional and physical health.  Most stress experts recommend setting aside at least 10 to 20 and preferably 30 minutes per day for such calming activities.  However, it can be as simple as a deep breath in through the nose for 4 seconds; hold for 2 seconds; exhale slowly through pursed lips for 6 seconds.  Doing this 3-5 times per day will reduce baseline levels of anxiety and stress that we walk around with, thus enhancing physical and emotional well-being.

We can improve our emotional health and its impact upon our physical well-being by first of all, recognizing the aforementioned cluster of symptoms as a sign that it is time to start asking what our emotions are and to understand why we are having them.  Learn to release stress and emotions in positive ways.  Be committed to having a balanced lifestyle.  Engage in daily calming activities to self-soothe.  Although this may be difficult to do individually, reaching out to a primary care physician to discuss concerns can be a very positive first step.  Also ask about the possibility of a referral to a mental health practitioner.  This may include individual therapy, medication management or both.  When symptoms tend to be more intense or chronic in nature, an Intensive Outpatient Program is often indicated to learn effective tools to put us on the path to health and wellness.  This level of care typically meets for approximately three hours per day, three days per week for six to seven weeks.  The emphasis is on learning coping skills to manage emotions, be more effective interpersonally, communication skills, distress tolerance, learning how to stay mindful in the moment, changing negative thinking patterns, problem-solving skills, goal setting among others.

In conclusion, know the signs that you or someone you care about is struggling with poor physical health as a result of negative thoughts and related feelings, stressful life events or ineffective behaviors and poor coping skills.  Reach out and don’t suffer or watch others struggle in silence.  Know that there is effective help.  Learn to take care of yourself! Know that there is nothing in life that you cannot handle! Learn to be resilient!  Learn and Know that there is hope!  

John A. Glovan, Psy.D.
Director, Health and Wellness Program
Co-Founder, The Behavioral Wellness Group
8224 Mentor Ave #208     Mentor OH  44060
P:  440 392 2222 #302    F:  440 565 2349
jglovan@behavioralwellnessgroup.com
www.behavioralwellnessgroup.com
www.campustherapy.com

The post Reducing Effects of Stress and Promoting Physical Health appeared first on Behavioral Wellness Group.

You will hear from some of our therapists and psychologists on ways to handle day to day mental health issues you may be facing.

EPISODE 1 – ADDICTION & MENTAL HEALTH
PRESENTED BY MICHAEL POLLAK, PCC-S, LICDC & DUAL DIAGNOSIS IOP FACILITATOR

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You will hear from some of our therapists and psychologists on ways to handle day to day mental health issues you may be facing.

PRESENTED BY DR. KAYLA KOVACH

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You will hear from some of our therapists and psychologists on ways to handle day to day mental health issues you may be facing.

PRESENTED BY DR. JAMELAH CHATMON

Follow us on Facebook, LinkedIn, YouTube and Instagram! www.facebook.com/thebehavioralwellnessgroup/
www.linkedin.com/company/the-behavioral-wellness-group
www.youtube.com/@thebehavioralwellnessgroup3728
www.instagram.com/campus_therapy_bwg
www.instagram.com/thebehavioralwellnessgroup.com

The post 3 TIP – VIDEO SERIES – EPISODE 3 appeared first on Behavioral Wellness Group.