Learn About the School Phobia – Helene Goldnadel

Didaskaleinophobia is also referred as School Phobia. This phobia is characterized by a fear of going to school. Children in the age group of 8 to 13 are the ones who tend to be extremely debilitating if this condition is allowed to progress over a period of time. Various techniques can aid you in managing the school phobia. Children derive great inspiration from the professionals of psychotherapy that can in turn help the parents and the school authorities in supporting the child.

 

Various causes lead to the development of Phobia. In most of the cases, it is commonly associated with the anxiety of separation. Different kinds of stress can also evoke this phenomenon. A divorce of the parents, a loss of a loved one, suffering, learning disability constant confrontation with the bullying can develop school phobia in the child. A child may be extremely worried about his/ her performance in the school or may or may not like a particular teaching style. Helene Goldnadel says that one of the most important steps in the diagnosis and treatment of school phobia is to find out the main causes that led to the development of the school phobia.

 

The child may tend to throw numerous tantrums to avoid going to the school. He/ she may protest extravagantly or pretend to be unwell. After going to the school, the child may not attend the classes and run away or may also depict many behavioral problems in the class or on the playground. The very discussion of the school can make the child upset, angry or aggressive.

 

When parents get to know about the school phobia that the child is undergoing, they need to address it with professional help. If the school phobia is left untreated for a long period, it can interfere with the child’s success and performance in the school. The treatment involves psychotherapy sessions coupled with various adjustments to be made at home to keep the child at ease. For instance: If bullying is the cause, then this situation can be handled by addressing it in an appropriate manner. A staff member can take up the responsibility of escorting the child to the class and also provide the necessary support as and when needed. This will improve the confidence of the child as he/ she knows that there is a friendly adult who can help him/ her to come out of any difficult situation.

 

Various changes are also recommended at home. This can include supportive language from the parents, with good and warm assistance in homework. If the child is not comfortable, then parents can encourage the child to explore his/ her area of interest and achieve mastery in it. This will give the child the much-needed boost to prove oneself. Parents can sit and discuss about their fear and success stories in school to encourage them to overcome their fears. A school phobia can be dispelled with the help of structured activities at home and reading.

The Child With ADD and School Communication

Of all the accommodations recommended for the child with ADD, perhaps the most important is an established system of parent teacher communication. We all know of the school disasters and heart breaks that can occur as a result of faulty parent/teacher communications it is best to be proactive and as early as possible in the ADD child’s diagnosis formulate a parent/school communication plan.

The best ADD school communication procedures are established every year before school begins. A phone or email exchange is often required to establish how best to pursue ongoing communication throughout the school year but it really never too late in the school year to begin. You may meet with some resistance as some teachers prefer to communicate only as needed but this may not be the best plan of action for children with ADD.

Ongoing communication is required for several reasons. When communication only occurs when there is a problem, teachers dread having to inform the parent of the problems and parents perceive the communication as a reprimand or a failing on their part. With an ongoing communication plan, these emotional exchanges between parent and teacher can be avoided.

Helene Goldnadel says that prior to setting up the ongoing communication procedure the parent and teacher should meet to discuss the areas of difficulties that the child has had in past school years. Behavioral, organizational, attention and social issues should be discussed. The parent and teacher should agree on a communication ‘form’ that addresses all these areas.

In addition the ‘update’ form should have information regarding the school work and homework that the child will be required to complete and the time frame that the child has to complete each assignment. Many teachers draft an outline of weekly work and the teacher need not redo this outline. Simply attaching the outline to the update form will be sufficient communication.

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