Professional Child Psychology Diploma Course

Professional
Child Psychology
Course
Karen E. Wells
Copyright
Copyright © 2018 by: Karen E. Wells
Cover and internal design ©2018
All rights reserved. No part of this course may be reproduced in any form or by any electronic or
mechanical means including information storage and retrieval systems – except in the case of
brief quotations in articles or reviews – without the permission in writing from its publisher,
Karen E. Wells
All brand names and product names used in this course are trademarks, registered trademarks, or
trade names of their respective holders. We are not associated with any product or vendor in this
course.
www.kew.solutions
www.kewtraining.com
Table of Contents
Contents
Karen E. Wells................................................................................................................................. 1
Copyright ......................................................................................................................................... 2
Table of Contents ............................................................................................................................ 3
Introduction ..................................................................................................................................... 5
Module One ..................................................................................................................................... 8
What is Child Psychology? ......................................................................................................... 8

Module One ................................................................................................................................... 16
Self-Assessment Tasks .............................................................................................................. 16

Module Two .................................................................................................................................. 17
Growing Up and Attachments ................................................................................................... 17

Module Two .................................................................................................................................. 27

Module Three ................................................................................................................................ 28
Psychology Through the Toddler Stage .................................................................................... 28

Module Three ................................................................................................................................ 33

Module Four .................................................................................................................................. 34
Child Abuse and Bullying ......................................................................................................... 34

Module Four .................................................................................................................................. 39

Module Five................................................................................................................................... 40
Depression ................................................................................................................................. 40
Module Five................................................................................................................................... 50

Module Six .................................................................................................................................... 51
Separation Anxiety .................................................................................................................... 51

Module Six .................................................................................................................................... 54

Module Seven ................................................................................................................................ 55
Grief ........................................................................................................................................... 55
Module Seven ................................................................................................................................ 61

Module Eight ................................................................................................................................. 62
Stress and Children .................................................................................................................... 62

Module Eight ................................................................................................................................. 69

Case Studies................................................................................................................................... 70
Foundation Level Child Psychology ............................................................................................. 72
Final Test ....................................................................................................................................... 72
About Karen E. Wells.................................................................................................................... 74
Karen E. Wells............................................................................................................................... 75
Introduction
Welcome to this professonal course on Child Psychology. This is an in-depth course with self-
assessment tasks at the end of each module so to increase your potential to learn and absorb
course material. There is also a final exam at the end of the course complete with case-study
elements to ensure your complete understanding of the course material before you can be
awarded certification.
The term psychology covers a broad spectrum and child psychology is just one much-studied
branch. The focus is on the minds and behaviours of children and this begins with prenatal
development and all the way through to adolescence. It considers the growth of children on a
physical level but also considers emotional, mental and social development. To be a child
psychologist, you must understand children. This branch of psychology has evolved greatly, and
it is now recognised that child psychology is not just unique in its field but highly complex too.
Childhood plays a significant part of life. Everything that occurs during that time must be
explored fully because the influences and experiences gained through childhood will impact
behaviour and ongoing development. As a psychologist specialising in helping children to
combat the traumas and emotional difficulties in life, you must consider the social pressures,
home life, parenting, school, self-esteem and emotional development.
Many people think about the internal factors that influence growth and this includes the
characteristics of any child as well as genetics. But the development of any child equates to
much more than this.
Consider the following:
• Social aspects
• Child and peers
• Culture
• Social economic factors
By looking at all these elements, you will see how they can influence the child and their ability
to learn and to develop.
Cultural influences include the specific values, the customs or ways of living that will impact
children throughout life.
Certainly, those children who live in households with a higher social economic status are more
likely to have access to greater opportunities in life while those in households that have a lower
status are less likely to access good nutrition, decent education and health care too. All these
aspects will impact children.
There are many influences to consider including:
• Environmental influences
• Prenatal development
• Social growth
• Genetics
• Cognitive development
• Personality development
• Language
• Sexual development
• Gender
As a child psychologist, you will need to help children cope with difficulties in life. They may be
experiencing certain problems and so need help to overcome these if they are going to lead to a
healthy outcome. Certainly, understanding children can be an incredibly difficult but rewarding
task.
This course looks at how to recognise influences on children from an early age and includes
some of the factors that you are likely to witness and work with.
• Bulling
• Separation issue
• Abuse
• Learning difficulties
Importantly, you will be trained to a level where you can help the younger generation to prosper.
Studying this course will take time. You must fully comprehend the course material because
your input into young lives will affect them greatly. Therefore, your knowledge and
understanding on how to treat children must be in place.
We encourage you to study regularly and to recap over any aspects which may not be
immediately clear. It is of the utmost importance that you feel confident and utilize your
knowledge by gaining practical experience as you do so. Your knowledge will have an impact on
others so there are no short cuts to this profession.
You must have an in-depth understanding of the types of behavioural problems or issues that
may come your way and be able to impartial guide those who come to seek your advice. Your
ability to do so is dependent on your desire to study and to learn this course material.
Module One
What is Child Psychology?
Understanding the basics of child psychology is important because children are often overlooked
in terms of their physical and emotional welfare. Yet, it is known that children absorb the lessons
of life – the good and the bad from those around them. Many behavioural problems begin during
these tender years and it’s vital that you understand and set realistic expectations for children if
you are going to be able to help them and the family unit.
Whatever your reasons for purchasing this course, whether you plan to make psychology your
career or, whether you need to understand those children who are in your care, you must
comprehend that there are many expectations placed upon children. We try to talk to children as
if they can fully understand the complexities of life and the meanings of our words, but they
cannot fully, this is dependent on their experiences to date. Children are a mass of emotions,
feelings and thoughts but with limited reasoning because, depending on their age, they need
something on which to draw.
Children internalize their concerns and become secretive if life starts to go wrong. Even the
youngest of children can develop emotional insecurities and not be able to voice their concerns.
Depending on their perspective, expectations do not match the reality. When training in child
psychology, the aim is to help children to progress in a natural way. Parents who are concerned
about the development or welfare of their children may come to you to help prevent problems
from manifesting further. This is a very important role.
We often think of childhood as being the easiest part of life. After all, when young, there are no
main responsibilities, we go to school, we come home, we have food cooked for us and we are
tucked into bed at night. What could possibly be wrong with childhood? Yet, children today
actually have more issues to face than in the last two generations.
These days, we understand child development more readily and can improve our ability to
diagnose and support treatment for attention-deficit disorders and we understand that lurking
behind behavioural problems or, learning problems can be traumas. The diagnosis for autism has
also increased over the years.
Like adults, children suffer from anxiety disorders and there has also been an increase in
depression. It is of course likely that some of these known increases are due to greater
professional awareness but there is also the indication that children encounter more problems
than ever before.
As a child psychologist, you will no doubt encounter parents who are worried about the
development of their child. You may hear them say they want the child to just be normal. But in
psychology, normal isn’t quite as clear-cut as you might imagine. After all, it’s impossible to go
through childhood without developing some sort of issues.
Children can easily become anxious due to their interpretation of the world but, this can be a
frightening assessment when you consider they do not have the capacity or supporting
knowledge to make sense of it. Children can suffer from low moods too.
Depression in children occurs often and, parents just feel that their child is acting badly. Then
there is peer pressure, emotional issues, traumas to work through, bullying, weight concerns and
so on. It’s important to note that children as with adults, have their strengths and weaknesses and
it is impossible to categorise – whether normal or abnormal development because each child
develops differently.
Abnormal development
Children develop differently.
Therefore, comparison from one child to the next is a bad idea. Babies can be premature. Some
are born late. Others may struggle to eat or have erratic sleep patterns and there will be other
children who sleep for long hours and eat well. There is no one development stage for all. There
may be emotional distress or, deeply rooted traumas. These can manifest as very real physical
symptoms.
Note:
If there are physical abnormalities, it’s important that a
paediatrician assesses the child. In terms of psychological
evaluation, there is much to consider.
Children learn at different rates and they absorb information differently too. Certainly,
disabilities in respect of learning or attention problems can block progression. So, the core issues
must be identified where learning issues present themselves. Those who are slower to absorb
information will often demonstrate that they are struggling quite early but, those near to them
must be aware of this. They may show disinterest, or, be late in developing their ability to talk or,
have delayed motor skills etc.
There is often distress or anxiety in those parents who have an autistic child. The term autism
itself often causes great anxiety and this is understandable as some forms can be completely
debilitating. In the main, many children who have autism will demonstrate milder issues and the
earlier it is detected the better.
Awareness is everything.
When you first start talking to parents about their concerns, you must talk them through their
concerns. They may not be aware of the information they have but, through discussion, much can
be gleaned through conversation.
When children are born, they have little to no ability in respect of managing their behaviour or
distress. In time, children develop the ability to be able to calm themselves and this reduces any
need for instant gratification. Due to the lack of self-control in young children, it can be different
detecting any differences between child who has normal emotions from one with abnormal
emotions. Other indicators can include moodiness, irritability, listlessness, withdrawal, age
inappropriate fearfulness, crying and changes to sleep patterns.
Many of the problems you are likely to encounter will be behavioural disorders. Unfortunately
for parents to be, all children have temper tantrums and refuse to do as instructed. In fact, many
have complete meltdowns or argue back. These are usually short-term displays of emotional
outbursts but if this continues, behavioural problems may be emerging. Psychologists understand
that these minor problems could easily manifest into larger issues later such as aggression,
violence, shoplifting or, animal cruelty and there may be indicators of problems at school.
Emotional traumas or abuse
Sadly, traumatic events will happen to children of all ages. You may encounter children who
have been abused or even neglected. Equally, they may have witnessed the traumatic event such
as violence in the home, have been involved in a car accident or experienced a natural disaster.
As you can probably imagine, fully understanding children is akin to piecing together a large
jigsaw puzzle without having a picture to follow. Therefore, as a child psychologist, the solution
will no doubt present itself when you look at the smallest of details and consider the bigger
picture. It is important to delve deep in a tactful way so to comprehend why children seem lazy,
or struggle to make friends or perhaps cry or laugh too hard. Understanding children means
looking at biology, learning abilities and emotional needs too.
Biology
Right from the moment of conception, biology plays a central role in the development of a child.
A single cell ignites the child’s genetic blueprint and that one cell multiplies into a trillion cells
which in time, makes up the person. Each cell contains chromosomes and within each of these
cells, there are genes. About 25,000 genes equate to the blueprint for human life. Then, there are
genotypes. The genotype is established when 23 chromosomes from the father unite with 23
chromosomes from the mother. Once combined, orders are transmitted to the cells which trigger
the instructions for the cells to begin to develop. The genotype acts as a blueprint and then, there
is the phenotype which is the outcome created from the blueprint.
Genes play a significant role in a child’s life and certainly, has a powerful influence but some
effects can be modified. So human life, starting from one single cell undergoes a huge transition
into various pathways. There is a complex process of construction created by the genotype
during this time and some genetic instructions are ignored by dividing cells. Some cells amplify,
and some cells are silenced.
There are many factors involved with this:
• Two genes contain conflicting information. This usually warrants one gene surpassing the
other and this becomes the dominant gene as opposed to recessive genes.
• Genetic coding may be challenged or even changed due to environmental influences. If

you think about the developing foetus that receives inadequate nutrition in the womb,
changes are likely to be made in respect of development.
• Learning experiences can also be affected if developmental delays occurred.

• If there are abnormalities in the chromosomes, genetic problems can occur. This is what
happens when Down’s Syndrome occurs.
Genes also have a strong influence on physical characteristics as well as the person’s
temperament. When we talk about temperament, we think about emotional or behavioural
responses that may manifest when the child is young, but it is important to note that these could
continue right through into adulthood.
Research has indicated three temperaments:
• Easy temperament: The infants who fall into this style of temperament usually sleep
regularly, eat well and adapt to any new experiences more easily than others.
• Difficult temperament: These babies will cry more than others and have unpredictable
sleep patterns and parents will find it difficult to sue them if they become upset.
• Slow to warm up temperament: These babies become less active than those in the other
two categories and they are also shy and withdrawn. It takes a while to adjust to any
changes.
It is not always possible to categorise children into these three areas and some infants can move
from one category to another.
Note: Many parents feel that they are to blame if the baby has a difficult temperament however,
you can reassure them that it’s far more likely to be a result of unfolding genes.
From the moment a child is born, they begin to observe their world through touch, sight and
smell. A developing brain is designed to explore and to gain information.
Modelling and observational learning

This refers to the process of gaining information. It makes sense that children observe their
parents and siblings in the first instance. Afterwards, they observe their teachers or peers and
even learn through fictional characters. Children like to explore and understand how things work
and they begin to learn social skills and recognise either good or bad outcomes. This is a process
of understanding.
Classic conditioning
This equates to learning that occurs when one emotional response to an event occurs at the same
time as another event. The brain is designed to make associations in this way. However, fears are
also acquired through classical conditioning.
Operant conditioning
This is where consequences impact future actions or behaviours. In other words, any behaviours
that have been rewarded with then usually start to increase and any that are either ignored or
punished, begin to decrease. All experiences that are gained throughout childhood will impact
the way genes express themselves.
Experiences of life begins to expand from outside of the home, they develop into the school
playground and eventually, into their local neighbourhood. So, any children or, figures of
authority who have some involvement with the child will exert some influence. Moral values are
discovered initially through families but also, from friends. This is because children want to fit in
with and be like those around them. This starts to become increasingly important as they grow.
Module One
Self-Assessment Tasks
Task:
List your understanding of child psychotherapy now that you have completed the first module. If
you feel unclear about any aspect, please do go back through the module and make notes. Then,
write a short paragraph clarifying your revised thoughts.
Task:
List your understanding of cells and genes
Please note that these self-assessment tasks are to ensure your understanding of the information
within each module. As such, do not submit them for review with Karen E. Wells.
Module Two
Growing Up and Attachments
As an adult, it is easy to lose contact with the whole growing up process. So, with this in mind,
take a few moments to turn your mind back to your childhood and to consider what life was like
for you. Life as a child may have been almost perfect in your house, or, perhaps you were bullied
or, felt isolated at times. Maybe the reason you are becoming a child psychologist is because of
the difficulties you experienced in those early, informative years?
Of course, as we all have very different childhood experiences looking at your own past will not
give you immediate understanding of the issues suffered by others. It does however, give you an
insight into the innocence and vulnerability of children.
Some children have very little love or support throughout their childhood while others seem to
have so much love and affection. Most parents want their children to be happy or to be
successful later in life and many worry as to how they can help them to be successful in every
aspect of life. It is true however, that there is no rule book for parents and as part of your role,
you will have to educate parents as well as guiding young troubled minds.
There is certainly much for children to discover and understand as they start to grow up:
• They need to discover how to relate to others and how to master self-control
• They must acquire balanced views of themselves
• They must understand the meaning gained through education or through any
accomplishments
All these areas are delicately into interconnected so, if a child has difficulty in some of these
areas, there will be an impact on others.
Attachment
The ability to form attachments begins during infancy. Children demonstrate different ways of
relating to others. Some are inherently comfortable with reacting with others, some children
prefer their own company and avoid their peers, some children are angry or aggressive, some
may develop anxieties or, be withdrawn. The way a child relates is known as attachment patterns
or relationship styles. The parents will tell you about their concerns and this forms your starting
point.
These outcomes will be caused through environmental issues i.e. nature or nurture and also, a
mixture of genetic implications. It’s important to note that relationship styles are stable from
early childhood into adulthood, but this can easily change.
If you see a five-year-old child who is inherently shy, they are likely to remain shy or less
outgoing than a child who appears to be outgoing and fearless. This child is more likely to be an
extrovert later.
It’s worth noting that these outcomes are not set in stone.
There are other things to consider i.e. learning, parenting and the multitude of experiences.
Loving attachments
A baby will instinctively turn to the primary caregiver for their needs. Providing those needs are
fully met, a strong bond starts to develop between the parent and the child, it is this close bond
that sets the scene for relating to others in a positive way over time. When attachment between
the parent and baby goes wrong, this can be devastating for both. It may be due to health
problems, genetic influence, or simply, a parenting style that doesn’t work with the child.
Children may develop a disturbed attachment style and later on, struggle with their peers or other
relationships going forward. They may have difficulty trusting others, they may avoid other
children or become aggressive.
Babies must feel safe and secure in the first few months of life. By making sure that the baby’s
needs are met quickly and with sensitivity, a positive attachment starts to form.
When a child turns three years or age or four years, they start to make friendships.
Through making friends, the child starts to feel happy and this occurs more easily when a loving
bond with the parents has occurred first. Research indicates that those children who have made
good friends are likely to have fewer mental health issues later on. Friendships form part of the
learning curve and this teaches children how to trust, how to ask for help if they need it, they also
afford a unique perspective on their place within the world. These are skills needed for intimate
relationships later in life.
Very few people’s lives have little interaction with others. So, the ability to develop skills to
communicate and to forge strong bonds with others must develop early on to make the teenage
years and those in adult life much stronger. Social skills must be mastered during childhood.
Children discover and learn about social skills through observation. Natural mimics, they model
behaviours of others and of course, children also learn through clear, direct instruction. Basic
skills include saying, ‘please and thank you’ usually occur in the first few years of life. Any child
who is withdrawn from others or who is generally shy, may have a difficult time to learn those
social skills than those children who are naturally confident or more outgoing.
Impulses and emotions
When babies are born, they have very little ability to be able to regulate their emotions or to
regulate their impulses. If they feel pain or are distressed, they will cry. They also cry if their
nappy needs changing or if they are tired. They don’t think about these responses, they are
instinctive. Babies must depend completely on those who look after them.
Over the next few months of their lives, babies learn to distract themselves. They soothe
themselves by sucking on their thumb or using a pacifier. As children start to grow up, they
develop more self-control. They discover ways in which they can manage their fluctuating
feelings and that when delaying the initial impulse, this works best.
Calming emotions
New-born babies can display distress or contentment only, but during their second year of life,
they communicate a wider range of emotions including anger, fear, happiness, sadness and
distress etc. During childhood, they must learn how to bring these emotions under control. This
is important because any child who cannot control their emotions is more likely to get into
trouble. The lessons for managing emotions should begin early.
As a child psychologist, you may have parents coming to you for advice. Often this will be for
child behaviour problems. It is important that when an emotional problem occurs, that the
parents validate the emotion.
‘You must have really hurt your knee after that fall’
‘I can see that you are upset.’
If the child is really hurt, either on a physical or emotional basis, the parents should always take a
few minutes to be able to comfort the child and to ultimately soothe them.
Note:
To manage an alternate response, you can suggest the
child takes a deep breath or starts to count slowly from
one to ten.
If a child does not come down readily, give them a time out and remove them from the situation.
Certainly, where there is physical pain, the parent should give them a little longer to manage
those emotions. But there is a fine line between any scrapes being used for an excuse.
• Parents should talk in a firm but gentle voice

• They should reward and praise successes
Once a child is calm, the parents must discuss the situation and help them to explore better
coping mechanisms for the future.
Self-awareness
During the first 12 months of life, there is an awareness gradually starting to develop and they
begin to understand that they are separate from everything that occurs. They start to very slowly
learn about who they are, they gain knowledge about themselves and they start to determine likes
and dislikes. They even explore how the body works. This realisation may not be in a way that
we fully comprehend, but, does lead to a natural valuation of themselves resulting in self-esteem
or self-worth.
Self-esteem
There are three aspects for self-esteem:
• Awareness-they start to identify awareness of personal qualities

• Evaluation-and will ask themselves question to evaluate awareness
• Emotional reaction – they ask further questions about their own evaluation
It is this emotional part of self-esteem which is most critical and if this does not occur fully is
usually where problems start to occur.
In the main, most people would wish children to feel happy about themselves and that their self-
esteem be positive. Certainly, low self-esteem has been associated with depression and other
issues. If self-views are too far in the other way by contrast, this can also impact their being
healthy and happy.
Where children think too much of themselves, this can cause issues.
Consider those children who think they are at the top of everything and these are unlikely to be
viewed in a favourable way by the children around them. Inflated self-esteem can lead to many
problems. This is because within this category, children can be aggressive or violent and even
unkind or demeaning to others. There are also those who are oversensitive and find criticism
difficult throughout childhood. So, failure could impact them greatly.
Within your psychology-counselling sessions, you may hear children speak in an ultra-confident
way. As an example:
• Other children admire and look up to me

• I believe I’m better than other children
• I rarely feel bad about myself
If you consider these statements, you would be right in thinking that it could go beyond self-
esteem and lead to narcissm. There is where people feel too much admiration for themselves.
Note:
Healthy self-esteem of course should be encouraged
but it should not go too far the other way.
Babies start to forge ideas about themselves through their interactions and experiences with
others and then, as they grow, they start to explore what they can accomplish. Consider this, a
six-month old baby who is trying to stretch for a favourite toy and who exerts all intent on that
goal, they are likely to feel a sense of accomplishment once achieved. By contrast, a child who
cries because the toy is not within reach but, a doting parent hands the toy to them, although
meant with kindness, this child has missed out on an opportunity to achieve and to develop
healthy self-esteem.
Those children who have healthy self-esteem levels, will begin to understand that the world does
not revolve around them. Through guidance by their teachers or from parental guidance, they
start to realise that they cannot be good in everything. They may excel in some areas, but other
areas mean a lot more work. Those who have healthy self-esteem levels will often value their
natural talents but, be able to accept aspects of themselves which is not as good. They don’t
believe they are better or worse than anyone else.
Children respond to praise and this can certainly help form healthy self-esteem.
Low self-esteem
If a child has low self-esteem, it’s very bad for them and they tend to do less well at school and
are more likely to develop anxiety or depression. These children are likely to feel that they are
rejected by those around them and may even feel inadequate. This is often reinforced by those
who say negative things to them. Instead of focusing on their personal strengths, they focus all
their intent on their weakness. It’s important to help children avoid developing low self-esteem
and parents can do this simply by paying attention to them.
Equally, a child who has low self-esteem and low confidence can improve dramatically if parents
give them tasks that will challenge that them but that is within their grasp. Failure should not
lead to criticism, but efforts should be praised, and feedback given. This is constructive.
Self-absorption
Self-esteem needs to be balanced. It must neither be too high or too low. Children start to worry
about maintaining their self-esteem in case criticised or in case, any mistakes are made. Self-
absorption can be reduced if you can encourage children to help others.
Education
Education is extremely important. Most people think that education commences once a child
goes to school, however, learning the lessons of life starts at home and pre-school. There is much
debate on the importance of intelligence or motivation as influenced by genetics in comparison
to influences from experiences or the environment. In the main, psychologists tend to agree that
genetic attributes set the range of environmental factors determines the outcome.
Every parent wants the best for their child. They want them to be intelligent, happy and
successful. But teaching their children, being patient, giving them the best opportunities and
steering them in the right ways is an incredibly difficult job. The term intelligence is however
complicated as many people think that it is something child has naturally, in other words, babies
are born with it. But intelligence involves a wide range of abilities including:
• Having the ability to create and set goals

• Comprehending and processing information quickly
• To have abstract reasoning
• The ability to develop creativity
• To have empathy
• To develop common sense
• To develop flexibility when responding to specific demands
• To have foresight
• To have mathematical ability
• To have visual and spatial ability (mechanically)
• To have communication skills
• To be able to relate to others
• To develop tolerance when frustrated or to control impulses
• To learn facts and absorb them
• To develop logic
It’s worth noting that typical intelligence tests only factor in a small percentage of these abilities.
They do not consider creativity or musical talents an indicator or, how advanced their social
skills are. Certainly, genetics has long been thought to influence intelligence message through IQ
tests but also, environmental and experiences of life will impact but these are not measured.
Having a high IQ does not guarantee either success or happiness and it is possible for those with
a lower IQ to achieve both. Therefore, intelligence must include mastering social skills, impulses
or motivation.
Motivation
When we talk about motivation, we refer to the way in which children can focus all their
energies and attention on certain activities. They try to achieve goals. Those children who are
highly motivated do tend to accomplish more and will persist in their actions for longer, but this
does not mean they are more talented than other children or more intelligent either.
Childhood goals
There are four specific goals of childhood which include:
• Achieving healthy self-esteem

• Improving education
• Mastering impulses
• Developing secure attachments
When children are able to develop a secure attachment, it is potentially easier for them to tolerate
or manage moments of frustration. They have learned that friends give their full support. If there
are able to manage frustrations, they find it easier to focus on their goals and to pursue them
which means they learn to deal with obstacles. When achievements are gained through their hard
work and determination, this naturally leads to healthy self-esteem.
Module Two
Task:
Explain self-esteem
Task:
Consider what loving attachments mean.
Module Three
Psychology Through the Toddler Stage
A baby takes his or her first steps around the time of their first birthday. From this point,
development is rapid and ongoing. From that tentative first step and over the next three years or
so, children learn to run, jump, talk and increase their vocabularies to as many as 10,000 words
all by the time they are four years old.
During the first year, babies are completely dependent on their primary care giver, usually the
mother or father and, providing all their needs are catered for during that first 12months, a very
definite bond occurs.
Human beings are biologically programmed so that when a baby cries, it’s an instinctive
response to comfort or nurture them. Although this is not always easy due to sleepless nights,
love for a child remains strong. This unconditional love can certainly be tested during the toddler
stage when they start to exert their independence and try to explore their world away from the
caregivers. There is a great deal of learning that occurs at this time and, as the baby develops, the
parents have to face many temper tantrums. These occur due to a natural unfolding of the
attachment process.
Parents may come to you feeling guilty and frustrated by their lack of tolerance or may worry
that they are not managing the toddler stage adequately. As there is no rule book for parenting,
it’s easy to see that parents can second-guess themselves and of course, make mistakes. When it
comes to tantrums, there are some basic rules to follow including:
• It’s important to not take any misbehaviour personally

• No must mean no – the parent must remain firm
• They must understand that this is a testing of the limits
• Parents must still find the time and opportunity to be emotionally available
• Time must be given to play with the toddler and to read to them. Parents must try to
participate with the child during all activities.
Children must learn to share with each other. This is such a vital lesson and it enhances their
abilities to form solid friendships. Between the ages of one or two, children do not like to share
and sharing certainly does not come naturally. This is a skill that must be taught. Before school
starts, children are often quite self-centred. The aim is to have fun, and this is natural. Gradually,
their worlds open up and extends beyond the family unit and so, displaying an interest in others
and learning the art of sharing and communication becomes important.
Good communication is a critical social skill.
Children should be encouraged to talk and play with others. Playtime activities - even the rough-
and-tumble chasing or falling over is good for children and teaches skills such as self-control,
taking turns or co-ordination. Children must also learn to understand that other people i.e. their
parents or their friends will think differently.
This is a process that typically starts in the latter part of the first year but tends to continue way
beyond preschool years. A critical component of this is when they start to be aware of the
emotions of others and this typically fascinates young children. In a child who develops
normally, this natural curiosity into the emotions of others will lead on their developing empathy.
It is worth noting here that children who
experience developmental delays and in
particular, those who have autism, are likely to
find this aspect very difficult.
Most children learn to walk or run and start to communicate well. As they do so, they start to
become a little more independent from the parents. This can be difficult for the parents. You may
find that some clients are trying to hold this development back but, they must understand that
this is a natural process and should be encouraged with their being present to watch out for them.
Tantrums are difficult to manage. You may find that parents often ask for advice and to seek an
understanding as to what they can do to prevent their child from screaming the moment they go
into a restaurant for a family meal or, if their child picks on another child.
Whatever the situation, it is important to criticise the action and not criticise the child. They of
course, need to understand why such behaviour is unacceptable. This could be through
explaining the emotions that the other child experienced or how annoying it would be for other
people in the restaurant. This must be reinforced with frequent reminders.
During preschool years, children must develop important skills such as - thinking before they act,
understanding limits and learning which emotions to express. The success in this area is largely
dependent on parents as many struggle with the concept that self-control is critical. As a result,
inappropriate limits may be set.
To inhibit poor behaviour:
• Parents must understand that they can display firmness without becoming angry or upset.
• They should understand that regular routines work best for children
• Parent should limit choices
• Parents can distract children from a situation before it gets out of control
• Parents must not give into bad behaviour or temper tantrums
• Children must learn to express themselves clearly so that the parents can understand or
help them.
• Parents can use timeouts or remove toys for a designated time frame
• Parents can take away privileges
• Parents must always praise any successes
Emotional dysregulation
Emotional dysregulation is a great term that clarifies the emotions experienced during the toddler
years. During this time, young children can become greatly emotional but after about the age of
two - with parental help, they can learn to regulate some of their emotions. They also start to
understand that they should express their feelings. For this to be done successfully, it’s important
that they have an adult on which to model their behaviours. This is where many problems exist
because the behaviours of some parents are not positive. Children absorb everything like a
sponge and so, if the parents shout at each other, the child will think this is normal. As you can
imagine, many negative behaviours can be laid down at this point.
If a young child becomes frightened or frustrated,

the emotion that they recognise is that they feel bad
and so they may be unable to express what is
actually going on within them.
Support
Parents must help children to identify or understand their feelings. This can be done through
labelling. A fraught situation can be calmed by hugging, touching and stroking the child if they
feel out of control. Most people do not listen well when they are angry or emotional, so it’s best
to wait for a time when things are calmer.
Children learn best by experiencing what is going on around them. The parents take their child
out for the day and MUST explain the need to hold their hand. If the child is going in the car
seat, the parent must calmly explain the need to remain safely secured. When food is being
prepared, parents can calmly explain nutrition and what it does for the child i.e. makes them big
and strong etc. This may seem a pointless exercise when the child is young, but, children take in
far more than people think even when very young. They respond to attention and to their parent’s
voice and of course, learn through experimentation and trial and error.
Module Three
Task:
Clarify the types of lessons that are often learned in childhood
Task:
What can parents do if a child has a tantrum?
Module Four
Child Abuse and Bullying
One difficult aspect of child psychology is the knowledge that children suffer from both physical
and emotional abuse. Also, some children come to harm through sexual interference too.
Understandably, if a child lives through these types of experiences, they suffer very real traumas.
There are many aspects of child abuse and while we often think about physical violence – abuse
on an emotional basis is common. This may not be intentional but, the damage still occurs.
Certainly, you will see evidence that children suffer or have suffered from neglect and some may
grow up living in fear of violence within the family unit. Parental anger, or if addiction is present
can lead to a higher occurrence of child abuse and the outcome may be short or long-term
injuries. In some cases, death. When you understand that children believe their parents to act in a
way that is right for them, many children will not even realise that they have been victims of
abuse.
While we would like to believe that child abuse is minimal, it is in fact, widespread. It occurs in
different cultures and is not necessarily related to social economic reasons. Non-accidental
harming may include beating, breaking bones or even, burning the child. Verbal abuse includes
threatened physical violence, or sexual actions or, may just serve to belittle them which can have
a long-term impact. Research indicates that one in four girls and one in eight boys will be abused
sexually prior to the age of 18. One child in 20 could be physically abused each year.
Child neglect has a very damaging impact on a child. Children may go without food, live in an
unsafe or unhealthy environment or, may even have insufficient clothes. On an emotional level,
neglect occurs where the child does not feel love or affection. Some children also suffer from
medical neglect where their parents do not seek medical treatment when it is needed.
Child abuse is not always obvious and so, it can be difficult to detect. This is because those
children who are abused are usually too afraid to complain or, are frightened to tell the truth
about their parents because they love them. They may even feel that they will be blamed. Or, that
no one will believe them. Of course, abuse does not just occur through the parents but may ripple
outwards in the family unit. Some parents cannot believe that abuse has occurred because it
seems incongruous that anyone in their friend or family circle could do such a thing.
A physical examination should be performed by

doctors to detect any signs of injury.
Signs of abuse are when injuries occur which cannot be explained. There may be abdominal or
head injuries, broken bones, burns or bruises. A child who has been sexually abused is often
fearful. They may start wetting the bed, have infections of the urinary tract and even, experience
pain in the genital area.
If a child is abused on an emotional level, there can be very real changes to their self-confidence,
they may withdraw and become isolated by nature, have nightmares, want to run away from the
home environment or demonstrate headaches and stomach aches. Abused children often struggle
to vocalise their feelings. When neglect is present, a loss of weight or the opposite, developing a
big appetite or even stealing food can determine some sort of emotional neglect.
Some children are more under risk at risk than others. There may be:
• Social isolation within families

• Physical or mental disabilities
• A history of abuse in one or both parents
• Poverty
• Parental lack of understanding
• Substance abuse
• Insufficient parent-child relationship
• Support for maltreatment behaviour
• Parental stress-including depression or mental health conditions
• Violence within the community intimate partner violence
• Bullying
All children are at risk of being bullied. In fact, there is an increased risk for those who are less
socially skilled or, children who are sensitive. On a physical level, those children who are
smaller than others in their age range may also become victims to older or bigger children.
Children who are different tend to stand out for bullies. But, it’s worth noting that even
successful children can be bullied.
It takes just one incident of bullying for the symptoms of depression to occur. When depression
sets in, it can last for a long period of time. Bullying impacts self-esteem. The child starts to
consider their self-image and self-worth. This can be a downward spiral creating many problems
for the future. Bullying should be prevented where possible, but it can be difficult to manage.
Parents are often unaware and then, greatly concerned. They feel helpless. As a child
psychologist, bullying is an area that you must look out for.
Communication
If the child has been bullied, it is important that the parents and the child psychologist work on
opening up communication. This will take some patience because young children often find it
difficult to express themselves. It’s important that you help them to put words to the emotions
and feelings that they are experiencing. Children can find it very difficult to tell their parents
what is happening, and it may be that they are not able to vocalise the experience. Emotional
soothing and hugs can go a long way to heal emotional wounds.
Understand that parents will find this a difficult issue to deal with. Talking about it, will enable
the child to feel empowered to open up and the parents may need guidance as to how to respond.
They must not minimise it even if they do so for the right reasons. They must not make
statements such as:
‘The bully probably did not mean to hurt your feelings’
Although meant in the right way, it will not help the child to discuss the experience.
A child’s feelings must be validated, and they should be rewarded verbally by being brave
enough to open up and they should understand these feelings are very normal and understandable
considering the situation. This can be a highly emotional and difficult time for all involved but, it
is only by allowing these emotions to surface that the healing process can begin.
Sometimes talking will not help.
If the child has internalized the whole bullying episode, they may be in deep emotional distress.
Behaviours may indicate this more than actual communication i.e. they start to behave badly to
others, they may regress or demonstrate fearful behaviours. They may also display clinging
behaviours or seem to be depressed. These children can be helped using play therapy techniques
where they can act out any incident using toys.
Module Four
Task:
How can you help children who have been bullied?
Module Five
Depression
Depression in children is very real. Research indicates that depression can occur in 1-2% of
children before puberty. Although this may not seem a large percentage, it is important to
understand that you may encounter children who experience very real symptoms of a depressed
state.
It can even manifest in pre-school children although this is not as common. Those pre-school
children who display symptoms of depression are usually within a family where there is a history
of depression. Following puberty, depression increases significantly. Girls tend to suffer with
depression more than boys but in total, up to 8% of children are likely to suffer from this
condition.
Symptoms
It is important to detect the symptoms of depression in children because those who suffer from
this and whose lives have been impacted may go onto to have problems later on with substance
abuse, are more likely to commit criminal actions and even, think about or commit suicide.
Some symptoms of depression are very similar to adults:

• Unable to concentrate
• Appetite affected
• Problems sleeping
• Unable to enjoy life or have fun
In adolescence, this may also go hand-in-hand with poor social behaviours and of taking risks
which could include either alcohol and drug abuse, self-harming, having unprotected sex or even
demonstrating suicidal behaviours.
Those who have experienced depression have shown that there is less effective cognitive control
of emotions when their brain function has been examined. In addition, there will be more
emotional reactivity when it comes to responding to stimuli.
Risk factors
If there is a history of depression within the family unit, this is likely to be the biggest risk factor
and they are four times more likely to develop depression too.
Other risk factors include:
• Child abuse
• A low birth weight
• Death of the parent when young
• Difficulty sleeping
• Emotional regulation difficulties
• Cognitive distortion
• A form of substance abuse
There is certainly a greater risk of suicide in those children who suffer from depression and it is
true that children and adolescents are 8-20 times more likely to commit suicide than those who
have not suffered from depression. It may not be depression alone that predicts this but could be
in combination with something else such as substance abuse or aggressive behaviours. Insomnia
may also be interconnected with this.
If untreated, a depressive episode (on average) can lasts for between four and eight months.
Psychotherapy and medication are the usual treatments. Cognitive behavioural therapy (CBT) is
an extremely useful form of psychotherapy and this helps to identify any problems and to look at
problem-solving behaviours and there is also, interpersonal therapy which explores the child
within social relationships.
Any child who is experiencing a series of behavioural

problems including depression is more likely to respond
favourably to CBT.
CBT may not be as effective if depression is experienced by one or both parents. It is the same if
child abuse is present within the family. In these situations, parental depression must be looked
at alongside child therapy and treatment. In these types of cases, interpersonal therapy may help.
Family treatments such as attachment-based family therapy can also be highly beneficial. Once
depression has diminished, treatment must continue for a minimum of six months for up to a
year so to prevent any recurrence.
To help prevent these extreme problems, communication between the child and the parents must
be improved and this may require you to monitor them. By utilizing and adapting cognitive
behaviours or interpersonal therapy, this can be vital in the fight against oppression.
Initially, parents must become aware of any early symptoms of depression and then, raise
awareness with the child psychologist. They must also seek medical advice. Children often
internalise their fears, their emotions and behaviours because they do not know how to deal with
them. They do not have the experiences to fall back on or to understand why something is
happening and why they feel the way they do.
Shyness, sadness or physical ailments may occur when depression is present. Early emotional
warning signs can also be indicative of the risk of childhood depression. If a child becomes
hostile and irritable, this again, is a sign of depression. Angry outbursts, negative moods,
inappropriate reactions to stimuli may also point to depression.
It is of course important that a child receives a medical assessment to ensure that there are no
actual physical illnesses that could be creating similar symptoms but, following this, a child
psychologist or, psychotherapist may work alongside the child so to evaluate.
Internalising behaviours
Depressed children often internalise their feelings:
• They become withdrawn and lonely

• They feel sad, nervous or irritable
• They stop talking
• They may complain of physical symptoms
• They become fearful
• They may feel unloved or unwanted
• They may sleep more or less
• Eating habits may change
It is important to note that although these behaviours can equate to a child who is depressed, it
does not mean that the child is actually depressed. Any child that has internalising symptoms will
essentially keep their feelings locked up its inside and it is this that manifests as:
• Social withdrawal
• Physical symptoms that cannot be explained
• Changing behaviours
• Suicidal thoughts
Often children who internalise, may not receive treatment as quickly as those who exhibit
behaviours externally or, who become disruptive. It’s important to note that these symptoms may
be associated with anxiety disorders or, somatisation disorder too.
Cyber bullying and depression
In this day and age, using a computer with access to the Internet is common but, it is important to
restrict to monitor children’s use because cyber-bullying is prolific. Sadly, instant messaging,
social media postings or emails can manifest as forms of bullying and may result in very serious
health consequences or negative behaviours.
When a child becomes a victim of cyber-bullying, it can impact their self-esteem, affect their
learning ability and make them feel insecure. They may even feel as if they do not belong. This
can lead to suicidal thoughts or even behaviours. Cyber bullying should not be dismissed as
being less serious because research indicates that the effects of these bullies can be even more
damaging than in school simply because these children cannot escape this ongoing bombardment
of bullying tactics. In addition, the child may not be able to identify who is attacking them and as
such, this can lead to feelings of paranoia and the fear of who is involved.
Child behaviour checklist

A child behaviour checklist (CBCL) is commonly used for assessing depression in children and
it can also be used to assess a variety of emotional behavioural problems. This is particularly
useful if you are not certain what is affecting the child. The checklist was created by
psychologist Thomas M Achenbach Ph.D. in 1966. He studied problematic behaviours and
children and created a questionnaire as a result that could describe and detect behaviours.
There are eight categories with various questions within:
• Social withdrawal
• Somatic complaints
• Anxiety depression
• Social problems
• Thought problems
• Attention problems
• Delinquent behaviour
• Aggressive behaviour
This is a paper and pencil test and the child must complete the questions independently. It takes
up to an hour to complete. The person taking the test must select the answer and best describes
the frequency of behaviour. The results are then interpreted.
Children and suicidal thoughts
It may be surprising but suicidal thoughts or ideation may not be obvious at first. This is because
those children who have dark thoughts are less likely to speak directly about them. They may
manifest through an interest or preoccupation with either suicide or death.
Signs include:
• The type of clothes worn

• Television programmes watched
• Websites visited
For those children or adolescents who use a journal, they may express dark thoughts there.
Sometimes, a child will vocalise that they want to kill themselves or, they may speak indirectly
about making it all go away.
For those children who are shy or withdrawn, there may be few external signs of suicidal
thoughts and understanding the signs of depression is extremely important in these cases. Not all
children who experience depression will have suicidal thoughts – although, it is far more
common than those children who experienced depression early on in life and whose depressive
bouts last longer.
Certainly, suicidal thoughts will increase a child’s risk of actually committing suicide. If you see
a child who may be having suicidal thoughts or who may be internalising thoughts because of
depression or trauma, it’s important to pick up on the subtle clues by talking to them. You need
to assess the risk factors and parents must be open about any previous suicide attempts or history
of depression.
A doctor may suggest medication, but research has revealed that certain SSRI’s -Selective
serotonin reuptake inhibitors may increase suicidal ideation. Parental support may be far more
valid than medication.
It’s important to not to dismiss a child who expresses suicidal thoughts or to keep these thoughts
a secret during the session. They must be brought to the attention of a health care provider and
therefore, this is something that you need to educate clients about.
Never assume that the child is attention seeking.
Children with anxiety

Most people tend to think that anxiousness in children will simply disappear. But children do not
just grow out of it. They are not going through specific phases in their life either. Sometimes,
anxiety can be so overwhelming that it impacts life. Untreated anxiousness is only likely to get
worse rather than better and this is because children very quickly learn that avoidance works in
the short-term. However, it makes the trigger more powerful.
Although medication is often prescribed for children, it may be useful to explore cognitive
behavioural therapy (CBT) as this is very effective for those who are feeling anxious. It also
provides them with the tools to manage their own anxiety levels - not just in the present but
going forward.
CBT works by altering thought patterns that are distorted. It also changes dysfunctional
behaviours and by doing so, can change emotions. For younger children, it is important to focus
on behavioural issues and to unlearn negative behaviour when it comes to anxiety. One very
useful technique in CBT is called exposure and response prevention.
It works by understanding that children are exposed to elements that act as a trigger for their
anxiety so, by becoming accustomed to the triggers one at a time, anxiousness starts to fade.
Exposure therapy can also be used where you can explore the roots of the anxiety. By changing
behaviours, the fear is eradicated. Exposure therapy looks at many different types of anxiety i.e.
social anxieties, separation anxieties and so on.
Anxiousness within children is very real and it can be

severe.
It can help children to visualise the anxiousness as a bully in the brain. Children recognise what a
bully is and so, by encouraging children to name the bully and to talk back at the bully within,
this shows how to handle it.
It is very effective in helping them to overcome their anxiety rather than anxiety controlling
them. The first step is getting children to understand exactly what anxiousness is. If you
remember that children display very strong emotions and feelings but may not be able to fully
comprehend what they are feeling, and it is this that becomes intense and terrifying.
By understanding how it affects them and where the anxiety has come from, it is easier to face
their fears. Exposure therapy systematically helps the child to face any fears and identifies
triggers. They then look at a hierarchy of fears assessing each trigger and the child must identify
the degree of difficulty associated with that fear on a scale of one to ten.
By rating each fear, children come to see that some are not as extreme as they thought. In fact,
some are manageable, and some are not as bad at all. Following this, the child is exposed to the
trigger in its mildest form. Children must be supported throughout until the anxiousness
subsides. Gradually, children gain a strong sense of power as the negative feelings begin to
subside.
It is important to avoid the following:
• Do not assume that the child knows what is expected of them.

• Talk to children face to face
• Do not make quick transitions as this can be difficult for children to cope with
• Do not demand too much from children or give a series of instructions
Parents must:
• Manage environmental and emotional factors
• Adjust the environment accordingly
• Ensure that all expectations are clear
• Ensure that there are countdowns to transitions
• Older children must have a choice as this is empowering
Module Five
Task:
What are the signs of suicide in children?
Task:
When can CBT used to help depression and suicide?
Module Six
Separation Anxiety
Another common but normal state of development is that of separation anxiety. Helping parents
and children to develop coping strategies at key points in the child’s development can help to
diminish the impact. Sometimes, anxieties can intensify, and this may impact the child in many
ways. They may not want to go to school or be parted from their parents at all. The child may
even develop a separation anxiety disorder, and this needs professional treatment.
Young children will often display that they are upset at being parted from their parents’. This is
normal. Clinging to the parent, having a tantrum or crying is a healthy reaction and can start
from one year of age typically. This can continue through to four years of age. However, the
intensity and timing of this may vary considerably.
In the main, when parents set firm limits and remain patient and consistency in their approach to
dealing with separation anxiety, this normally helps. But sometimes, the anxiety issues do not go
away.
There are fortunately some straight-forward steps that can help ease the way:
• Practice separating for short periods of time-this means parents leave their child with
someone responsible for very brief periods and this helps the child to become used to
their parents leaving them. This works well.
• The separations can be scheduled at key times -- choosing after a nap or after feeding
works well. Babies or children tend to be more susceptible to separation anxiety if they
are very tired or if hungry.
• Parents can develop a goodbye ritual – these offer reassurance. Note that these rituals
must be kept short. It could be as simple as a certain wave or blowing a kiss.
• Be purposeful when leaving – often parents feel the same sense of separation anxiety but,
if they do not make it a big deal, the child becomes more relaxed.
• Keeping promises - the child must develop the confidence that the separation will be
short and trust the parents to return on time.
• Familiar surroundings – having a baby sitter to care for the child during a short period of
separation can work well. If the child must be taken from the home and left with
someone, parents should provide them with familiar objects as this brings reassurance.
• Have a primary caregiver – this is important as consistency helps to pave the way to
longer separation periods.
• Parents should not give in – while providing reassurance to the child, parents must
continue to stick within the limitations and this will help the child to adjust.
• You may find that as a child psychologist you are helping parents to manage their
separation anxiety and by doing so, this helps any children to settle too.
Separation anxiety disorder
When separation anxiety becomes a disorder, this can create serious emotional problems and
make the child greatly distressed during separation. It can be very difficult for parents to
differentiate between normal separation anxiety and the actual disorder because some of the
symptoms of the same.
The main difference is the intensity of fears
• It’s important to note whether the fear of separation keeps the child from normal
activities such as going to school.
• Whether the child become intensely agitation at the thought of being separated.
It is important to note that separation anxiety disorder is treatable.
Symptoms
• Children worry that this will lead to a permanent separation

• They worry that something bad will happen to their parents
• They become scared to go to school due to unreasonable fears
• They cannot sleep because they are worried about being parted
• They experience very real physical symptoms including headaches and stomach aches
• They cling to their parents
• They may shadow their parents around the home
This disorder occurs because the child is feeling unsafe. By understanding the root cause of the
disorder, it’s easier to help the child to work through their feelings. Sometimes, the cause is
obvious, at other times, not.
Module Six
Task:
Separation anxiety disorder can be detected through which signs?
Task:
How can you help parents to cope with this disorder?
Module Seven
Grief
Death is always difficult to deal with but, it is incredibly painful and difficult for a child if a
parent dies. How a child is supported through their grief is instrumental when it comes to their
recovery. Children are incredibly resilient. But some aspects of the grieving process can make it
difficult to overcome especially if it is suicide.
As with all traumatic events, the way in which children are supported when it comes to the
processing of their feelings will play an integral role in helping them to recover. While children
may be resilient, a traumatic event such as a parent committing suicide is always going to be
difficult to understand and to continue. They progress through what is known as traumatic
grieving and it creates a complicated or conflicted process on an emotional level.
A death in the family is devastating at the best of times and it creates a series of terrifying
thoughts, feelings and children may see images that depict horrifying scenes. Often children
experience nightmares where they witness the event or are haunted by it even if they were not
present at the time.
Managing the grieving process and supporting the emotions that a child experiences at that time
is vital and these emotions must not be denied. When children have to shut down or bury their
emotions and try to block them out, it is highly damaging. There are several reasons as to why
this happens. Sometimes, the child recognises the intensity of grief in the remaining parent and
feels that he or she must protect the parent by not talking about it. It is possible they misconstrue
the term ‘having to be grown-up’ and start taking responsibility for their own actions and
behaviours-in some ways growing up overnight. They may have been told to suppress their
emotions in a bid to help them not think about the person they have lost.
But suicide conjures up feelings of regret, anger and rejection too. It is very difficult to grieve
healthily as there are often unanswered questions. In addition, children may feel as if they are to
blame.
An accidental death or death through illness is bad enough, but suicide creates a multitude of
deeply painful emotions and these can be overwhelming for anyone especially a child. The
remaining parent or guardian may try to protect the child by not explaining everything or hiding
details from them and this creates feelings of secrecy. Certainly, the biggest risk to the
emotional health of the child is being unable to express their feelings. It is better for the truth to
be revealed rather than to hide from it.
Unfortunately, research indicates that those children who have lost a parent to suicide while
under the age of 18 are three times more likely to later commit suicide themselves. It is therefore,
of the utmost importance that the child is helped along the grieving process. They must be told
that they were not responsible at all. If a parent committed suicide due to extreme depression,
the child must understand that it was due to an illness.
Children need:
• Honest answers in simplistic form

• To understand that their feelings are acceptable
• That it is not their fault
A child who becomes introverted after the suicide of a parent, is likely to turn the blame on
themselves wondering if they had behaved better it would not have happened. They might
wonder if they had been more successful at school, the parent would have been prouder of them
and again, would still be alive. By providing support, talking honestly and being consistent, this
helps children to grieve properly and to recover in time.
The signs of trauma include:
Intense sadness
Isolating themselves from others
Changes to this sleep habits
Changes to appetite
Changes to their behaviours
A child may start to avoid places that will remind themselves of the parent who died. They might
not want to be in situations that intensify their loss. They may experience intrusive thoughts
about the event itself. These are all serious complications that prevent a healthy grieving process.
Children who are at risk
Any child is at risk of experiencing deep trauma when this type of situation occurs, but the
emphasis must be on minimizing it. Some children, those with avoidant personalities or who
already suffer from extreme anxiety will find it more difficult to cope. Children who do not have
a strong support network - either within the family or with friends, are likely to suffer too.
It’s important to recognise that the whole family will struggle when suicide becomes a part of
their life. Certainly, the shadow of suicide is far-reaching, and the memory remains forever. As a
psychologist, you can look at the influence of depression or other mental illness within the
family unit and note how these elements or even addiction can be a prelude to suicide. The only
and best approach to dealing with suicide is that of honesty. It is impossible to protect children
from grief and so, the best way is to make them feel safe and loved and so, that they understand
that it is the cycle of life.
The grieving processes
Whether it is a parent who has died, a sibling or close member of the family unit, any death is
traumatic. The death may be natural or accidental but those who are left have a difficult time
explaining what has happened to their children.
It is important to:
• Tell the child as soon as possible - it is vital they do not hear it from someone else
• Interpret the clues given by the child - in other words, let the child asked questions
• Remain calm - this does not mean blocking out emotion, but be as calm as possible while
explaining so that the child can grasp what has happened
• Reassure - children need to understand that they will not lose other people around them,
explain that death can happen suddenly or, that it was expected (depending on the
situation).
• Allow them to express their feelings - let the child talk about what has happened or
express their emotions through art or to tell stories about that person sharing experiences
and important times together.
• Provide the basic information – do not overwhelm the child with too much information,
instead provide relevant answers and be honest.
• Be available - children need consistency and routines.
Encourage memorialisation - plant a tree in the person’s name, have a special place in the garden
that represents them if this feels appropriate or, encourage the child or adolescent to perform
kind acts in that person’s name. This helps them to feel good about themselves but also, to
develop a healthier approach to dealing with grief.
The first year following the death of someone who

is loved, is a difficult one for anyone. Certainly,
the child’s birthday, the parent’s birthday or
important milestones in that year, can increase the
emotions associated with the loss.
It’s important to understand that at key times of the first year, there will be fluctuating emotions
and it is okay for everyone to feel sad and to demonstrate their grief. Certainly, avoidance is the
worst thing to do. Eventually, deeply buried emotions would still rise to the surface and then,
delayed grieving would start. It is instead best to acknowledge what happened, and to be honest
with those emotions allowing the process to happen naturally. Children need to know that
whatever emotion they are feeling, they do not need to hide it. Rather, it is far better for them to
talk about it and to exhibit the full range of emotions. This is healing at its best.
Module Seven
Task:
How should parents break the news of a death in the family?
Task:
Why is honesty the best policy when dealing with grief?
Task:
Why might a child blame themselves for a parent dying by suicide?
Module Eight
Stress and Children
Children experience stress in the same way that adults do although the triggers may be very
different. Childhood may appear to be a stress-free period of life however, there are many
pressures upon children such as making and keeping good friendships, doing well at school and
coping with exams. Then, there is peer pressure, bullying and self-imposed pressures too.
Children also must cope with the expectations of their parents and their teachers.
Stress is not always bad. It can be used in a positive way to promote motivation when studying
for an exam, or to practice for sports events but these are short-term stressors and so, do very
little damage to the mind or body. When there is too much stress, this can be overwhelming for a
child. Sadly, parents may not be aware when they have young child or notice that their teenager
is experiencing deep levels of stress. They may notice irritability or moodiness, but not fully
understand what is happening.
Many difficulties can be prevented if parents can tune into the emotional state and identify
problems that could create stressful circumstances. If communication is good, talking about what
is needed in terms of guidance or guidance or support can also help. The difficulties lie when
parents themselves are stressed or overwhelmed and so, may not detect these similar traits in a
child.
Symptoms
Common symptoms include irritability or moodiness. The child may become more introverted
and withdraw from friends and family. They may be tearful, reluctant to go to school or become
more clinging towards a parent. They may become hostile towards family members, avoid long-
term friendships or, suddenly start to be friendly with a new set of friends. Changing behaviours
is usually an indicator that something is not right.
If a child specifies that they feel sick, this is a common

symptom of stress as is experiencing a stomach-aches or
headache.
It can be difficult sometimes to determine feelings of stress if the child seems to remain the same
at home and it may only be when they are out with others or at school that their behaviour
changes. Talking regularly to the teachers is useful.
Although stress is the common term, it may not be used by children. They may not understand
the implications of stress and this will depend on the age group. They may use the terms -
irritable, angry, confused, or, worried. They may also express their feelings of stress by talking
negatively and having damaging, negative thoughts.
Stress is harmful whatever the age of the person. It increases the anxiety levels in the body, and
the fight or flight stress response starts which means heart rate and blood pressure increases.
Sleep is often impacted and if the situation is not corrected in the short-term, chronic stress i.e.
toxic stress can affect the child in the same way as it would for an adult.
Toxic stress can lead to:
• Heart problems
• Obesity
• Diabetes
Research indicates that when children experience regular or continuous stress within the family
such as abuse, neglect or who is living within a dysfunctional family unit, there is insufficient
support and as such, the architecture of the brain also and internal organs are weakened.
When stress is ongoing, children often have poor functioning skills and may lack of self-
regulation.
Other indicators include:
• Poor coping skills

• Reduced impulse control
• Low self-reflection abilities
• Problems with learning
• Difficulty with trust
• Difficulty forming healthy relationships
• Increased risk of unhealthy behaviours
• Increased risk of mental health disorders
• Increased risk of physical health conditions
The key to helping children to manage their stress levels means teaching them how to deal with
issues as they arise. This means being able to problem-solve and plan. Children also must learn
when to say yes and when to say no so as not to stretch themselves. Some children fall into the
unhealthy habit of saying yes just to please others. When children struggle to manage stress in
their lives, they may use food to comfort or self-medicate.
Finding downtime
Life is so busy these days for everyone. One of the biggest stressors experienced by children is
having too much going on. There are often after-school clubs to go to and when children get
home, they are expected to finish their homework and then, it’s almost time for bed. Repeated
day after day, sometimes, it may feel as if there is no downtime. Children must have time to
rejuvenate both mind and body.
Children find it difficult to self-regulate. It’s important that parents help oversee schedules.
Being overscheduled can be a family problem rather than just an issue that affects the child. It’s
worth parents looking at how much time they have together as a family unit.
• Do they eat their meals together?

• Is breakfast missed?
• Is life at home fast-paced?
Playtime is essential. Younger children will make time to play quite natural as it is an instinctive
part of life. It forms part of the learning process and making friends but, older children forget
how to let themselves go.
Sleep
Because stress often impacts sleep, this is one area that should be looked at straight away. A tired
brain is simply not going to be able to function as well and if the child appears to be having
difficulties absorbing information from school lessons, sleep issues must be addressed.
If they are not sleeping well, they could be doing too much or, it could be anxiety or being over-
scheduled. It could be that they have television or electronics in the bedroom and this should be
avoided. Sleep is vital. The brain makes sense of all the information gleaned that day and so, is
of the utmost importance. Introducing children to relaxation techniques, mindfulness and
exercise systems such as yoga or tai chi can be useful.
Approximately 20% of children spend a lot of time worrying. This is according to the American
Psychological Association who deemed that parents potentially underestimate the emotions
experienced by their children. In this study, only 3% of parents specified that they felt their child
was stressed and although 33% of children had experienced headaches leading up to the study,
only 30% of their parents thought that it was stress-related.
Stress is common.
Many parents underestimate the implications of stress on the young. They think that childhood is
the best and easiest part of life and yet, the type of stressors experienced, change from one
generation to the next.
Helping parents to understand how stress might affect their child, can be highly revealing.
Certainly, if the child starts to demonstrate anxiety, stress or depression, it can impact their
development in the long-term. While stress is normal, in that we can never completely eradicate
it, it is our response to stress that is important.
The stress response is meant to help people deal with life-threatening situations. They create a
sudden shift in the body and hormones - cortisol and adrenaline are released leading to an
increased heart rate and blood pressure. In a life-threatening situation, this heightened response
helps an individual to avoid danger. In modern life, unfortunately, the stress response is often
switched on permanently. As children learn from their parents, it makes sense that parents learn
how to respond to stress within the family unit so that this teaches children how to deal with their
own pressures.
It may be that stress management can be looked at and improved

upon. For a family to develop ways to manage the stressors in
life, will provide a positive learning experience for the children.
Parents can help their children to identify what is making them feel stressed through good
communication. Initially, it can be difficult for a child (depending on the age) to discuss these
issues. Note that communication is very much a two-way thing.
Playtime
Children need to have downtime to enable their brains to process the information of the day and,
when away from their lessons or, at home, playtime creates a fun environment with laughter and
forms good memories. If schools reduce playtime, and with children studying in front of
computers for much of the time, this can impact child development.
Children need to have fun – whether kicking a football, indulging in school sports or, riding a
bike. Without this, cognitive development is reduced. It will affect focus, learning abilities and
ultimately, reduce academic performance.
When exercising, endorphins (feel good hormones are released). This lowers stress. When
children have a balanced life, they study, learn and exercise, they feel less stressed, they are
healthier, and they have a normal childhood. It all combats stress.
Parents must…
• Create time to be able to listen to their children

• Ensure positive communication so that children can share their challenges or concerns
• Help children to understand how to cope with stress
• Share their personal experiences as to coping with stressors
• Help children to make a plan of action and continue to do so until any problems are
eradicated or reduced.
Stress is dangerous and will have a devastating impact on children and adolescents. Strong
coping strategies for life must be set in place and if these can be utilized by the family unit, they
can work in a positive way to dealing with issues and be more intuitive in their approach.
Module Eight
Task:
What is the effect of stress on a child?
Task:
How can parents help their children to learn coping strategies?
Case Studies
Congratulations on reaching the final part of this course. By now, you will have an in-depth
understanding of child psychology. With practice and by creating case studies, you will be able
to help children to develop normally.
To consolidate your learning in a practical sense, we would like you to complete two case
studies, and these must be handed in with your final exam. Do not rush. You have two months in
which to prepare your case studies and they can be on any aspect of child care as provided in this
course.
To create your case studies, try to find a friend or family member who has a child with your
chosen behavioural pattern. Ideally, spend time with the parent, noting how the child behaves,
how it affects the family unit and the steps you might suggest if you were a practicing child
psychologist.
If you do not know anyone with a child who is experiencing issues, then, you may have to create
a case study and research this subject, following the steps as if you were working as a
professional child psychologist. If you are using people you know, please do not add the person’s
name to the case study, merely list as case study 1 – and case study 2.
Please ensure your case studies are in-depth and list whether you are using actual subjects or not.
Each case study should be on a different issue.
When you have completed your case studies, please complete the final exam.
Professional Child Psychology
Final Test
This final test is very important so please take your time to work through the questions
systematically. If you are unsure of any answers, please spend time working through the relevant
modules again as this will help to reinforce the knowledge you have gained. Please allow at least
two months from the start of this course before completing this test. You must achieve a pass rate
of 80% or higher to gain your professional certificate. You must also add two case studies when
submitting.
1. Write down your understanding of child psychology and what plans you have for using
this course material.
2. How does stress impact a child?
3. What is separation anxiety disorder? Explain it in full.
4. How can you help a parent tell a child that someone in the family has died?
5. What is meant by abnormal development?
6. Can children suffer from depression?
7. As a child psychologist, how would you help a child suffering from bullying?
8. Can a child demonstrate too much self-esteem?
9. Explain attachments in childhood.
10. How could negative role models affect a child?
Please note: The answers to these questions and the case studies MUST be sent together to
hello@kewtraining.com
About Karen E. Wells

Professional
Child Psychotherapy
Course
Karen E. Wells

Professional Child Psychology Diploma Course

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Table of Contents ............................................................................................................................ 3

Module One ..................................................................................................................................... 8

What is Child Psychology? ......................................................................................................... 8

Self-Assessment Tasks .............................................................................................................. 16

Growing Up and Attachments ................................................................................................... 17

Self-Assessment Tasks .............................................................................................................. 27

Psychology Through the Toddler Stage .................................................................................... 28

Self-Assessment Tasks .............................................................................................................. 33

Child Abuse and Bullying ......................................................................................................... 34

Self-Assessment Tasks .............................................................................................................. 39

Self-Assessment Tasks .............................................................................................................. 50

Separation Anxiety .................................................................................................................... 51

Self-Assessment Tasks .............................................................................................................. 54

Self-Assessment Tasks .............................................................................................................. 61

Stress and Children .................................................................................................................... 62

Self-Assessment Tasks .............................................................................................................. 69

Foundation Level Child Psychology ............................................................................................. 72

Final Test ....................................................................................................................................... 72

About Karen E. Wells.................................................................................................................... 74

Consider the following:

There are many influences to consider including:

Children develop differently.

Emotional traumas or abuse

There are many factors involved with this:

• Genetic coding may be challenged or even changed due to environmental influences. If

• Learning experiences can also be affected if developmental delays occurred.

Research has indicated three temperaments:

Modelling and observational learning

List your understanding of cells and genes

Impulses and emotions

• Parents should talk in a firm but gentle voice

There are three aspects for self-esteem:

• Awareness-they start to identify awareness of personal qualities

• Other children admire and look up to me

• Having the ability to create and set goals

There are four specific goals of childhood which include:

• Achieving healthy self-esteem

Consider what loving attachments mean.

• It’s important to not take any misbehaviour personally

Good communication is a critical social skill.

To inhibit poor behaviour:

If a young child becomes frightened or frustrated,

Clarify the types of lessons that are often learned in childhood

What can parents do if a child has a tantrum?

A physical examination should be performed by

• Social isolation within families

‘The bully probably did not mean to hurt your feelings’

Sometimes talking will not help.

How can you help children who have been bullied?

Some symptoms of depression are very similar to adults:

Other risk factors include:

Any child who is experiencing a series of behavioural

Depressed children often internalise their feelings:

• They become withdrawn and lonely

Cyber bullying and depression

Child behaviour checklist

There are eight categories with various questions within:

Children and suicidal thoughts

• The type of clothes worn

Never assume that the child is attention seeking.

Children with anxiety

Anxiousness within children is very real and it can be

It is important to avoid the following: