Nc tXS OUR LABY i M I I l l l l t f l l l l M 1 H ^ VISIT US AT - www. olbrunswickeast. catholic, edu.au

School: 9380 5050 Out of School Care: 0430 112 743 Presbytery: 9380 1844 School App:

NEWSLETTER NO. 7 15th March 2018

We acknowledge the Wumndjeri people as the traditional custodians ofthe land upon which, our school stands

Dear Families, This week we pray for these 24 young people from our Parish community and OLHC School who are currently preparing to receive the Sacrament of Confirmation. Confirmation will be celebrated by Bishop Terry Curtin, Auxiliary Bishop for the Northern Region on this Sunday 18th March at 3.30pm

Daniel Arfi Ruby Ballard Mirko Battagliotti Giulio Beretta Elijah Bowditch-Brown Oscar Bowditch-Brown James Burgess Tiana Ceniti Linda Cuzzi Orlando De Luise Oliver Dellis Monique Dos Santos Jack El kins Chanel Figliomeni Maddison Grant Gabriel Ingram Shadia Michienzi Liam Murphy Luca Pal umbo Mimi Pascal Alyssa Sallese David Tolani Saskia Viola-Alex Matthew Visentin PRINCIPAL FORUM - TERM 1 When: Wednesday 28 th March @ 9.05am Venue: Staffroom In the absence of a School Advisory Board, Our Lady Help Of Christians School runs a 'Principal Forum' each term to generate feedback, new ideas and initiatives from the Parent Community. The first Principal Forum will be held on Wednesday 28th March at 9.05am and we look forward to many parents attending. The meeting is generally an informal meeting over a 'cuppa' where anything and everything can be discussed. The only rule for the forum is that a teacher or child cannot be denigrated. We will report back on this meeting in the first newsletter next term. YEAR 6 GRADUATION 2018 Thank you to the parents who have volunteered to be part of the 2018 Year 6 Graduation Committee. Our launch meeting will be held on Thursday 22nd March at 3.40pm in the staffroom. I f you are still interested please email pcachia@olbrunswickeast.catholic.edu.au The Graduation Committee will be asked to reflect on the past and then to plan for this year's group of Year 6 children. YEAR 6 LEADERSHIP POSITIONS Congratulations to all of the children in Year 6 who have now been appointed to Leadership positions. All Year 6 children should see their final year of Primary School as being one of 'giving' and 'service' back to the school community. Without the crucial, daily assistance of the Year 6 children our school would not run as smoothly as it currently does. Roles such as these also teach the children about assuming responsibility for an area and then following through with actions that are necessary as part of the role. Art Leader: Shadia, Amelia

Environment Leader: Jack, Kody Music Leader: Bonnie, Giulio ICT Leader: Mirko, Liam, David, Dimitri MJR Leader: Burhan, Harlan School Security/Flag: Matthew, Henry Canteen Leader: Reshab, Rachel, Broak Sports Captains: Miller - Tiana, Aramis Sports Captains: Barkly - Saskia, Alyssa Sports Captains: Xavier - Lincoln, Oliver Sports Captains: Toomey - Luca, Jimmy HEADLICE CHECK TERM 1 2018 Thanks to the many families who checked their child's hair prior to headlice check day last Friday. The nurses detected lots of dead eggs. This means that parents are being proactive in trying to get on top of the problem. The nurses will be back in 10 days' time to check the three children (0.88% o f our student population) who were found to have had live eggs, and those who were absent from school last Friday. GLASS BOTTLES AT SCHOOL For the safety of the children, it would be appreciated if parents could refrain from giving children glass drink bottles/glass commercial drinks when at school. This week a glass bottle was accidentally dropped by a child, it smashed, sending glass everywhere. We encourage the children to drink from plastic drink bottles during the day, preferably filled with water, preferably named clearly. ADVANCED NOTICE - FOUNDATION 2019 For those families who already have children enrolled at our school, and who have younger siblings who will turn 5 by April 30th 2019, now is your chance to get in ahead of the crowd and enrol your child. Officially, our 2019 Foundation enrolment opens on the first day of Term 2. However some 29 Foundation families are already enrolled for next year as they are very keen to secure enrolment at our school. PARENTS ASSOCIATION SPECIAL LUNCH DAY Online orders for tomorrow's special lunch day are now closed. Orders cannot be made through the office at this late stage so please do not call the office to make 'special' requests. For those children who have not ordered, or where parents have decided not to order on this occasion, these children will need to bring their regular lunch. Some parents use special lunch days as behaviour incentives in the home. Great idea! It is OK for the children of 2018 to learn that sometimes we miss out and sometimes we can be disappointed. Same logic with Friday Tuckshop day. Children are to bring no more than $1.00 for one treat.

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Sending a child with a $20.00 note is not very smart as they will often lose the change and then teachers need to spend most of Friday afternoon trying to locate lost change. Again some parents use Friday Tuckshop as a reward system in the home to acknowledge good behaviour etc. Great idea! Children need to be taught that rewards come to those who listen to their parents. WORKING BEE # 1 2018 We have decided to move the date of the first Working Bee of 2018 to the 28th April 2018 from 9am to 12 noon. Over the past month we have had many of the walls around the school repainted and the traditional "Spray and Wipe" Clean Team would have little to do if we were to go ahead with the Working Bee this term. So for all A-K families please mark 28th April from 9am to 12 noon in your diaries. For those families who attend either working bee held through the year, you will be refunded $100 back on your School Building Levy. The second Working Bee of the year for L-Z families is traditionally held in Term 4. STUDENT WELLBEING NEWS This Friday 16th March our school community will be taking part in the National Day of Action against Bullying and Violence. Our school prides itself on developing positive relationships and our M J.R values permeate our school in the way we Greet, Treat and Speak (GTS) to others. Please see the attachment to this newsletter for tips on what to do if your child talks to you about bullying. Attached also to this newsletter is some information regarding Anxiety. This is a particular focus for a number of families in our school community - especially at this time of year. Please take the time to read through the articles and try out any tips. Our Wellbeing Leader Kathryn Quinn is available each Tuesday and Wednesday or via email on kquinn@olbrunswickeast.catholic.edu.au if you would like to speak with her. Weekly M J . R Awards Term: 1 Week: 6 Foundation A: Charlie Carbone - Thank you for always following school rules and trying to be a good listener. You always remember to use your best manners and kind words when you speak to others. Well done! Foundation B: Devid- For encouraging others and saying 'Well Done!" when a friend tries something new in front of the class. Thanks for being such a caring member of Foundation B. Foundation D: Abdul - For always being a happy chappy around the classroom. You are such a helpful person and you always try your best. Well done!! 1M: Keenan - you always come to school with such a happy chappy attitude and a serious attitude towards your learning. Thanks for all of your hard work! IS: Jarvis - you are constantly one step ahead and always offering to help around the classroom and even to assist other students. You are such a little superstar with a big heart and a positive attitude at all times. Amazing! 2R: Hamilton - for your persistence and hard work in your learning. I am so proud of your constant enthusiasm towards your learning every day. Keep up the wonderful work. 2V: Andrew for demonstrating such a positive attitude to his learning this week. Andrew, I can see how hard you've been working, particularly in Writing. Keep working hard!

3B: Jihan for always trying your best and being such a positive member of the grade. Well done Jihan! 3M: Aurora- for the way you have showed persistence, determination and confidence in your learning this week. I t was also wonderful to see you help out a friend with their learning. I'm really proud of all your efforts, keep up the fabulous work! 4J: Anthea for always showing the E in WEST, making our classroom a welcoming place to be and always showing courtesy and consideration to others. 4T: Samantha for her commitment to her studies. She is always striving to do her best and she never gives up. This shows great perseverance. 5A: Gabby -For always showing great respect to those around you. Your patience and caring nature are fantastic qualities to have. 5P: Conor - For always dropping whatever he is doing to help others around the classroom. You are such a caring and selfless person. We are very lucky to have you in 5P! 6L: Bonnie- for always being so cooperative and hard working in class. It's a pleasure having you in the classroom. 6S: Alyssa for always saying good morning and bringing a positive and cheerful attitude to the class

SCHOOL CALENDAR - TERM 1 2018 16th March - Parents Association special lunch day 16th March - St. Patricks Day Mass for schools 18th March - Sacrament of Confirmation - 3.30pm 19th March - Parents Association Meeting #2 2018 @ 7pm 20th March - Parent Helper Meeting - 7pm 29th March - Easter Raffle drawn 29th March- Term One concludes at 1pm 30th March - Good Friday 1st April - Easter Sunday 16th April - Term 2 commences @ 8.55am

Extend OSHC at Our Lady Help of Christians School ;§|f| Weekly Recap Autumn has begun at Extend and this week we have taken full advantage of the change in weather. The week began with us having a lovely day outside and then moved on to a range of craft activities later in the week. The activities this week had us make bee's out of paper cups, make 3D glasses out of cardboard, make emojis out of paper plates and make planes out of paddle pop sticks. In addition, signage for Vacation Care is out which means that applications for Vacation Care are live! I f you want your child to be a part of the exciting program we have on offer, please visit: https://extend.com.au/parents/find-holidav-proaram/ Sean (Service Coordinator) Our Extend Superstar is Thomas B... For always using his manners and trying his best at everything he does. Keep up the great work Thomas! What's on next week Monday 19th Paper Plate Porcupine Tuesday 20th Peg Monsters Wednesday 21st Decorate your own Lego Mini-figure Printout Thursday 22nd Paper Plate Sunsets Friday 23rd Bottle and Vinegar Science Experiment LookedAfter: extend.com.au

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PARENTS ASSOCIATION - ANNUAL GENERAL MEETING

MONDAY 19™ MARCH @ 7PM

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Thank you to the 2017/18 Parents Association Executive who have achieved amazing results for the children over the year. They are truly a dedicated and talented group of individuals that make a great team

Michelle Suche - President

Debra O'Brien / Sangeeta Alex - Vice President

Courtenay Moxon - Treasurer

Michael Carrick - Secretary

And to other members of the Parents Association who have attended and assisted with the preparation of events through the year.

Nominations are now called for the positions of President, Vice President, Treasurer and Secretary for the 2018/19 school year. Please email principal@olbrunswickeast.catholic.edu.au if you would like to serve on the Parents Association Committee Executive.

More information about the various roles can be found at:

http://www.olbrunswickeast.catholic.edu.au/app/webroot/uploaded files/media/20120 912093359880.pdf

or on the school website under the 'Parents' tab.

All parents are members of the OLHC Parents Association. Looking forward to the great excitement that the Parents Association generates within our school community in 2018/19.

Philip Cachia

Principal

TAKE A STAND TOGETHER

www.bullyingnoway.gov.au

Dear parents

At our school we aim to create a safe and supportive school community for everyone.

This Friday our school community will be taking part in the National Day of Action against Bullying and Violence. Each class will participate in lessons and reminder wristbands will be distributed.

Sometimes, it can be difficult for parents or carers to know what to do when their child talks to them about bullying.

You are an important part of our work to prevent bullying and to respond effectively if it happens. Stopping bullying involves everyone.

If your child talks to you about bullying:

1. Listen calmly and get the full story. Your calm response is important to allow your child to tell you all about the situation. After they've told you their story, ask questions to get more details if you need to: who, what, where, when. Although you may feel some strong emotions about your child's experience, try to keep calm to avoid more distress to your child.

If your child talks to you about bullying:

1. Listen calmly and get the full story.

2. Reassure your child thatthey are not to blame.

3. Askyour child what they want to do about it and howyou can help.

Visit www.bullyingnoway.gov.au to find some strategies.

5. Contact the school.

6. Check in regularly with your child.

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2. Reassure your child they are not to blame. Many children blame themselves and this may make them feel even worse. You could say things like, That sounds really hard to deal with. No one should have to put up with that.' or 'I'm so glad you told me. You should be able to feel safe at school; that's not fair at all'.

3. Ask your child what they want to do and what they want you to do. A critical part of your response is to avoid jumping in to solve the problem. While it is natural to want to protect your child, helping them to find their own solution is a better option. It helps them feel they have some power in the situation.

4. Visit www.bullyingnoway.gov.au to find some strategies. The website has tips and ideas for different bullying situations. One idea is to practise strategies at home to help your child feel more confident.

5. Contact the school. Your child may be reluctant for you to do this, so discuss the idea and reassure them that the school would want to know and is able to help. Make an appointment to meet with your child's teacher and, if you need to, ask to talk with the principal. Contact the school immediately if you have a concern about your child's safety.

6. Check in regularly with your child. Keep the conversation going. It can take time to resolve issues, so check in regularly with your child about their experiences and their feelings. Your ongoing support is important.

If you are looking for support for yourself to deal with a bullying situation, you will find ideas on the Bullying. No Way! website for parents. As well, please contact the school if you would like to discuss any aspect of our approach to preventing bullying.

Thanks for your support to make our school a great school for everyone.

I www.bullyingnoway.gov.au

https://healthvfamilies.beyondblue.org.au/home

Although now more than half way into our first school term, a particular focus with a number of families is anxiety. Beginning a new school year, adjusting to new class mates, teachers etc. can be overwhelming for some students as well as other occurrences in our children's lives. Beyond Blue is a great resources for tips on managing a happy, healthy home environment for your child. There are age tabs and a range of topics

under each. Please also find below an article about this topic.

What to Do (and Not Do) When Children Are Anxious How to respect feelings without empowering fears

Clark Goldstein, PhD

When children are chronically anxious, even the most well-meaning parents can fall into a negative cycle and, not wanting a child to suffer, actually exacerbate the youngster's anxiety. It happens when parents, anticipating a child's fears, try to protect her from them. Here are pointers for helping children escape the cycle of anxiety. 1. The goal isn't to eliminate anxiety, but to help a child manage it. None of us wants to see a child unhappy, but the best way to help kids overcome anxiety isn't to try to remove stressors that trigger it. It's to help them learn to tolerate their anxiety and function as well as they can, even when they're anxious. And as a by product of that, the anxiety will decrease or fall away over time. 2. Don't avoid things just because they make a child anxious. Helping children avoid the things they are afraid of will make them feel better in the short term, but it reinforces the anxiety over the long run. If a child in an uncomfortable situation gets upset, starts to cry—not to be manipulative, but just because that's how she feels—and her parents whisk her out o f there, or remove the thing she's afraid of, she's learned that coping mechanism, and that cycle has the potential to repeat itself. 3. Express positive —but realistic—expectations. You can't promise a child that her fears are unrealistic—that she won't fail a test, that she'll have fun ice skating, or that another child won't laugh at her during show & tell. But you can express confidence that she's going to be okay, she will be able to manage it, and that, as she faces her fears, the anxiety level will drop over time. This gives her confidence that your expectations are realistic, and that you're not going to ask her to do something she can't handle. 4. Respect her feelings, but don't empower them. It's important to understand that validation doesn't always mean agreement. So if a child is terrified about going to the doctor because she's due for a shot, you don't want to belittle her fears, but you also don't want to amplify them.You want to listen and be empathetic, help her understand what she's anxious about, and encourage her to feel that she can face her fears. The message you want to send is, "I know you're scared, and that's okay, and I'm here, and I'm going to help you get through this." 5. Don't ask leading questions. Encourage your child to talk about her feelings, but try not to ask leading questions— "Are you anxious about the big test? Are you worried about the science fair?" To avoid feeding the cycle of anxiety, just ask open-ended questions: "How are you feeling about the science fair?" 6. Don't reinforce the child's fears. What you don't want to do is be saying, with your tone of voice or body language: "Maybe this is something that you should be afraid of." Let's say a child has had a negative experience with a dog. Next time she's around a dog, you might be anxious about how she will respond, and you might unintentionally send a message that she should, indeed, be worried. 7. Encourage the child to tolerate her anxiety. Let your child know that you appreciate the work it takes to tolerate anxiety in order to do what she wants or needs to do. It's really encouraging her to engage in life and to let the anxiety take its natural curve. We call it the "habituation curve"—it will drop over time as she continues to have contact with the stressor. It might not drop to zero, it might not drop as quickly as you would like, but that's how we get over our fears. 8. Try to keep the anticipatory period short. When we're afraid of something, the hardest time is really before we do it. So another rule o f thumb for parents is to really try to eliminate or reduce the anticipatory period. If a child is nervous about going to a doctor's appointment, you don't want to launch into a discussion about it two hours before you go; that's likely to get your child more keyed up. So just try to shorten that period to a minimum. 9. Think things through with the child. Sometimes it helps to talk through what would happen if a child's fear came true—how would she handle it? A child who's anxious about separating from her parents might worry about what would happen if they didn't come to pick her up. So we talk about that. If your mom doesn't come at the end of soccer practice, what would you do? "Well I would tell the coach my mom's not here." And what do you think the coach would do? "Well he would call my mom. Or he would wait with me." A child who's afraid that a stranger might be sent to pick her up can have a code word from her parents that anyone they sent would know. For some kids, having a plan can reduce the uncertainty in a healthy, effective way. 10. Try to model healthy ways of handling anxiety. There are multiple ways you can help kids handle anxiety by letting them see how you cope with anxiety yourself. Kids are perceptive, and they're going to take it in if you keep complaining on the phone to a friend that you can't handle the stress or the anxiety. I'm not saying to pretend that you don't have stress and anxiety, but let kids hear or see you managing it calmly, tolerating it, feeling good about getting through it.

https://childmind.org/article/what-to-do-and-not-do-when-children-are-anxious/

What You Can Do to Ease Your Child's Separation Anxiety

It's natural for your young child to feel anxious when you say goodbye. Although it can be difficult, separation anxiety is a normal stage of development. With understanding and these coping strategies, separation anxiety can be relieved—and should fade as your child gets older. However, if anxieties intensify or are persistent enough to get in the way of school or other activities, your child may have separation anxiety disorder. While this condition may require professional treatment, there is a lot that you as a parent can do to help ease your child's fears and make him or her feel safer.

When is anxiety in children normal and when not? In early childhood, crying, tantrums, orclinginess are healthy reactions to separation. Separation anxiety can begin before a child's first birthday, and may pop up again or last until a child is four years old, but both the intensity level and timing of separation anxiety vary tremendously from child to child. A little worry over leaving mom or dad is normal, even when your child is older. You can ease your child's separation anxiety by staying patient and consistent, and by gently but firmly setting limits. Some kids, however, experience separation anxiety that doesn't go away, even with a parent's best efforts. These children experience a continuation or reoccurrence of intense separation anxiety during their elementary school years or beyond. If separation anxiety is excessive enough to interfere with normal activities like school and friendships, and lasts for months rather than days, it may be a sign of a larger problem: separation anxiety disorder.

• Easing "normal" separation anxiety • For children with normal separation anxiety, there are steps you can take to make the process of separation anxiety easier. • Practice separation. Leave your child with a caregiver for brief periods and short distances at first. • Schedule separations after naps or feedings. Babies are more susceptible to separation anxiety when they're tired or hungry. • Develop a "goodbye" ritual. Rituals are reassuring and can be as simple as a special wave through the window or a goodbye kiss. • Keep familiar surroundings when possible and make new surroundings familiar. Have the sitter come to your house. When your

child is away from home, let him or her bring a familiar object. • Have a consistent primary caregiver. If you hire a caregiver, try to keep him or her on the job. • Leave without fanfare. Tell your child you are leaving and that you will return, then go—don't stall. • Minimize scary television. Your child is less likely to be fearful if the shows you watch are not frightening. • Try not to give in. Reassure your child that he or she will be just fine—setting limits will help the adjustment to separation.

Svmotoms of separation anxiety disorder Separation anxiety disorder is NOT a normal stage of development, but a serious emotional problem characterized by extreme distress when a child is away from the primary caregiver. However, since normal separation anxiety and separation anxiety disorder share many of the same symptoms, it can be confusing to try to figure out if your child just needs time and understanding—or has a more serious problem. The main differences between healthy separation anxiety and separation anxiety disorder are the intensity of your child's fears, and whether these fears keep him or her from normal activities. Children with separation anxiety disorder may become agitated at just the thought of being away from mom or dad, and may complain o f sickness to avoid playing with friends or attending school. When symptoms are extreme enough, these anxieties can add up to a disorder. Worries and fears Kids with separation anxiety disorder feel constantly worried or fearful about separation. Many kids are overwhelmed with one or more of the following:

• Fear that something terrible will happen to a loved one. The most common fear a child with separation anxiety disorder experiences is the worry that harm will come to a loved one in the child's absence. For example, the child may constantly worry about a parent becoming sick or getting hurt.

• Worry that an unpredicted event will lead to permanent separation. Kids with separation anxiety disorder may fear that once separated from a parent, something will happen to keep the separation. For example, they may worry about being kidnapped or getting lost.

• Nightmares about separation. Children with separation anxiety problems often have scary dreams about their fears. Refusals and sickness Separation anxiety disorder can get in the way of kids' normal activities. Children with this disorder often:

• Refuse to go to school. A child with separation anxiety disorder may have an unreasonable fear o f school, and will do almost anything to stay home.

• Display reluctance to go to sleep. Separation anxiety disorder may make these children insomniacs, either because of the fear of being alone or due to nightmares about separation.

• Complain of physical sickness like a headache or stomachache. At the time of separation, or before, children with separation disorder often complain they feel ill.

• Cling to the caregiver. Children with separation anxiety problems may shadow you around the house or cling to your arm or leg if you attempt to step out.

Common causes of separation anxiety disorder Separation anxiety disorder occurs because a child feels unsafe in some way. Take a look at anything that may have thrown your child's world off balance, or made him or her feel threatened or could have upset your child's normal routine. If you can pinpoint the root cause—or causes—you'll be one step closer to helping your child through his or her struggles.The following are common causes of separation anxiety disorderin children:

• Change in environment. In children prone to separation anxiety, it is possible that changes in surroundings—like a new house, school, or day care situation—could trigger separation anxiety disorder.

• Stress. Stressful situations like switching schools, or the loss of a loved one, including a pet, can trigger separation anxiety disorder. • Over-protective parent. In some cases, separation anxiety disorder may be the manifestation of the parent's own anxiety—parents

and children can feed one another's anxieties.

Separation anxiety or trauma? Helping Children Cope with Traumatic Events: Fostering Recovery for a Child or Teen If it seems like your child's separation anxiety disorder happened overnight, the cause might be something related to a traumatic experience rather than separation anxiety. Although these two conditions can share symptoms, they are treated differently. Help your child benefit from the most fitting treatment.

Helping a child with separation anxiety disorder You can help your child combat separation anxiety disorder by taking steps to make him or her fee) safer. Providing a sympathetic environment at home can make your child feel more comfortable, and making changes at school may help reduce your child's symptoms. Even if your efforts don't completely solve the problem, your empathy can only make things better.

Tips for dealing with separation anxiety • Educate yourself about separation anxiety disorder. If you learn about how your child experiences this disorder, you can more

easily sympathize with his or her struggles. • Listen to and respect your child's feelings. For a child who might already feel isolated by his or her disorder, the experience of being

listened to can have a powerful healing effect. • Talk about the Issue. It's healthier for children to talk about their feelings—they don't benefit from "not thinking about it." Be

empathetic, but also remind the child—gently—that he or she survived the last separation. • Anticipate separation difficulty. Be ready for transition points that can cause anxiety for your child, such as going to school or

meeting with friends to play. If your child separates from one parent more easily than the other, have that parent handle the drop off.

• Provide a consistent pattern for the day. Don't underestimate the importance of predictability for children with separation anxiety problems. If your family's schedule 1s going to change, discuss it ahead of time with your child.

• Set limits. Let your child know that although you understand his or her feelings, there are rules in your household that need to be followed.

• Offer choices. If your child is given a choice or some element of control in an activity or interaction with an adult, he or she may feel more safe and comfortable.

Tips for encouraging healthy separation and independence • Keep calm during separation. If your child sees that you can stay cool, he or she is more likely to be calm, too. • Support the child's participation in activities. Encourage your child to participate in healthy social and physical activities. • Help a child who has been absent from school return as quickly as possible. Even if a shorter school day is necessary initially,

children's symptoms are more likely to decrease when they discover that they can survive the separation. • Praise your child's efforts. Use the smallest of accomplishments—going to bed without a fuss, a good report from school—as reason

to give your child positive reinforcement. • Reward a child's efforts. Just like at home, every good effort—or small step in the right direction—deserves to be praised.

Combat separation anxiety by relieving your own stress Kids with anxious or stressed parents may be more prone to separation anxiety. In order to help your child overcome separation anxiety disorder, you may need to take measures to become calmer and more centered yourself. The following strategies can help to keep your stress and anxiety levels in check:

• Talk about your feelings. Expressing what you're going through can be very cathartic, even if there's nothing you can do to alter the stressful situation.

• Exercise regularly. Physical activity plays a key role in reducing and preventing the effects of stress. • Eat right. A well-nourished body is better prepared to cope with stress, so be mindful of what you eat. • Practice relaxation. You can control your stress levels with relaxation techniques like yoga, deep breathing, or meditation. • Get enough sleep. Feeling tired will only increase your stress, causing you to think irrationally or foggily. • Keep your sense of humour. The act of laughing helps your body fight stress in a number of ways.

When to seek professional help for separation anxiety disorder Your own patience and know-how can go a long way toward helping your child with separation anxiety disorder, But some kids with separation anxiety disorder may need professional intervention. To decide if you need to seek help for your child, look for "red flags," or extreme symptoms that go beyond milder warning signs. If your efforts to reduce these symptoms don't work, it may be the time to find a mental health specialist. Remember, these may also be symptoms of a trauma that your child has experienced. If this is the case, it is important to see a child trauma specialist.

Red flaas for separation anxiety disorder If you see any of the following "red flags" and your interventions don't seem to be enough, i t maybe necessary to get a professional to diagnose and help your child:

• Age-inappropriate clinginess or tantrums • Withdrawal from friends, family, or peers • Preoccupation with intense fear or guilt • Constant complaints of physical sickness • Refusing to go to school for weeks • Excessive fear of leaving the house