Preparing your child for back-to-school: A mental health checklist

As parents, we often focus on the practical aspects of back-to-school: getting supplies ready, learning new schedules, and so forth. But for both parents and kids, the hardest part of returning to school is often coping with the change and its effects on mental health.

Change is hard for kids. That’s why predictability and routines are so highly emphasized by childhood development experts; when a child’s life is predictable, they feel safe. This doesn’t mean that transitions and changes can’t be navigated successfully – but you might have to make sure you’re supporting your child’s mental health throughout this process.

Here’s a checklist of some things you can do to help your child navigate the big change of “back-to-school” with courage and resilience.

• Establish a routine: Start establishing a consistent routine a few weeks before school starts to make the change more gradual. This includes regular bedtimes, wake-up times, and meal times. A predictable routine can help your child feel more secure and reduce anxiety.
• Discuss expectations: Talk to your child about what to expect when school starts. Discuss their new schedule, any changes in transportation, and what their daily routine will look like. Knowing what to expect can help reduce anxiety.
• Encourage open communication: Create a safe space for your child to express their feelings about going back to school. Let them know it’s okay to feel nervous, excited, or even scared. Validate their feelings instead of minimizing them. For example, try to avoid saying things like, “It’ll be fine,” or “There’s nothing to worry about.”
• Visit the school campus: If it’s possible, consider going with your child to visit the school before the first day. Show your child where their classroom is, the cafeteria, the bathrooms, etc. When your child is familiar with their environment, they may be less anxious.
• Role-play scenarios: Role-play different school scenarios with your child, such as meeting new classmates, asking the teacher for help, or dealing with a difficult situation. This can help them feel more prepared and confident.
• Create a worry jar: Encourage your child to write down their worries about school and put them in a ‘worry jar.’ Set aside a specific time each day to go through the worries together and come up with strategies to deal with them. This can help open
• Practice relaxation techniques: Teach your child simple relaxation techniques like deep breathing, mindfulness, or muscle relaxation strategies. These techniques can be used anywhere, even at their desk, and can be a good coping skill if they start to feel overwhelmed at school.
• Focus on the positives: Without undermining your child’s anxiety or stress, try to help them focus on the positives of back-to-school. What are some things, however minor, that they’re excited about?
• Create a visual schedule: Especially for younger children, create a visual schedule for the first few weeks of school can be helpful. Include activities, school hours, and any special events. This can help your child visualize their day and feel more in control.
• Establish a calming bedtime routine: Getting enough restful sleep is essential to mental health. A calming bedtime routine can help your child unwind and get a good night’s sleep. Consider activities like reading a book, listening to soothing music, or practicing relaxation exercises.
• Prepare a comfort item: If it’s okay with their teacher, allow your child to bring a small comfort item to school, such as a keychain, a small toy, or a family photo. This is sometimes called a transitional object, and can provide a sense of security and familiarity in a new environment. Transitional objects can also help with separation anxiety.
• Monitor and adjust: Even if their first day back at school goes well, continue to regularly check in with your child to see how they’re coping with the transition. Be flexible and ready to adjust your approach based on their needs and feedback.

Tips for parents during back-to-school season

As hard as back-to-school season can be for kids, it can be just as challenging – if not more so – for parents. Back-to-school brings up a wide range of emotions, from relief (you’ll get some of your free time back!) to sadness and anxiety (you’ll miss having your child at home with you, and you’re nervous about how they’ll fare at school).

As a parent, it’s important to take care of yourself, too. While you go through the above mental health checklist to support your child at this time, make sure you’re also paying attention to how you feel and any support that you might need to cope well with this transition.

These tips for parents may help:

• Allow all emotions to be present, even if they’re uncomfortable. It’s normal to feel a mix of relief, sadness, anxiety, and excitement as your child heads back to school. Accepting and acknowledging these emotions without judgment can help you process them more effectively and provide a healthy model for your child.
• Let go of perfectionism – the first day of school will probably be chaotic; to keep your sanity, it may help to remember that this day doesn’t need to be “Pinterest-perfect.” Embrace the messiness and focus on what truly matters: your child’s well-being and happiness. A few forgotten items or a rushed breakfast won’t overshadow the love and support you provide.
• Maintain a consistent routine for yourself to help manage stress and keep things predictable. Establishing regular self-care practices, such as exercise, meditation, or reading, can provide stability and help you stay grounded during this transitional period.
• Communicate openly with your partner or other family members about how you’re feeling. Sharing your experiences and emotions can provide mutual support and help you feel less isolated. Working together as a team can make the back-to-school transition smoother for everyone involved.
• Allow yourself to seek professional help if needed. Talking to a counselor can help you identify and manage painful feelings that may arise as your little one goes off to school. A therapist or counselor can also provide tools and strategies to cope with anxiety, sadness, or other challenging emotions, and ensure that you’re well-supported during this time.

Reaching out to your EAP can be a great way to get mental health support during this transition as well as other challenging times you might face. At MINES & Associates, we offer 24/7 free and confidential counseling for our members, as well as parenting coaching services to help you navigate the back-to-school season and all the other challenges of being a parent.

MINES is wishing you and your family a happy 24-25 school year!

To Your Wellbeing,

The MINES Team

The post Back-to-School: How to Prepare Your Child (and Yourself!) appeared first on MINES and Associates.

Today, we’re spreading awareness about self-harm, including the causes, warning signs, and tips to help a young person you love.

What is self-harm (non-suicidal self-injury)?

Self-harm is when someone intentionally hurts themselves physically. The clinical name for self-harm is non-suicidal self-injury (NSSI). Not every incident of someone hurting themselves falls under the umbrella of NSSI; some people hurt themselves because they are suicidal. Non-suicidal self-injury describes when someone hurts themselves

The most well-known method of non-suicidal self-injury is cutting, or when people make shallow cuts on their skin. But cutting is far from the only method; others harm themselves by:

• Biting skin
• Scratching themselves
• Hitting their head against a wall
• Punching themselves
• Pulling out hair
• Burning themselves with matches or cigarettes
• Poking objects through the skin

Young people – children, adolescents, and young adults – are at the highest risk of self-harm. Research shows that over 25% of teens aged 12 to 16 had thoughts of self-harm, with at least 15% acting on these thoughts. Unfortunately, studies have shown that self-harm rates among youth increase each year, with self-harm rates among girls increasing at an especially alarming rate.

However, it’s important to keep in mind that anyone can self-harm, including boys and older adults.

Why do people self-harm?

Self-harm is highly misunderstood; many people mistake self-harm as a form of suicidal behavior. However, self-harm, at least behaviors that fall within the umbrella of non-suicidal self-injury, is not an attempt to end one’s life.

People self-harm for various reasons. Some of the most common reasons include:

• To try to feel something when they feel emotionally numb
• To distract from emotional pain by causing physical pain
• To distract their mind from upsetting thoughts or memories
• To release powerful emotions like loneliness, despair, or anger
• To punish themselves for perceived faults, mistakes, or inadequacies
• To regain a sense of control over their life
• To try to cope with a difficult experience like bullying
• Because self-harm has been so normalized among their peers

Some people don’t know why, exactly, they self-harm. This is normal.

Even though self-harm itself isn’t a suicidal behavior, research shows that teens who have self-harmed are over 3 times more likely to attempt suicide in the future than those who have never self-harmed. Young people also often accidentally put themselves in life-threatening situations while self-harming (for example, by cutting themselves deeper than they intended). Self-harm is a sign that someone is in severe emotional distress, and needs to be taken seriously.

Warning signs of self-harm

One of the first steps to helping someone who self-harms is to notice the signs. When you educate yourself on the warning signs of self-harm, you’re more likely to realize when a loved one is engaging in it.

Self-harm doesn’t have a “look,” just like depression or anxiety don’t have looks. People of any gender or age can self-harm, but young people are at higher risk.

Here are some warning signs of self-harm in teens to look out for:

• Scars (cuts, scabs, bruises, or burns), often found in clusters or patterns
• Frequent unexplained wounds or cuts
• Making excuses for wounds or cuts
• Wearing long sleeves and pants, even when it’s hot out
• Traces of blood on clothes or towels
• Suddenly seeking to do their own laundry or take out their own trash
• Hiding razors
• Withdrawing from friends and family

If a young person you love is showing these signs, then it could be that they’re self-harming – and need your support.

How to help a young person who is self-harming move towards self-love

It can be unfathomable and intensely painful to learn that someone you love, especially a teen or a young adult, is hurting themselves intentionally. It’s devastating to realize that they don’t see themselves as you see them, and you wish you could do something to help them love themselves.

Recovery from self-harm can be a long journey. It becomes an addiction in many ways; it brings temporary relief from emotional pain, and even though the person knows that it’s not a long-term solution, it may be difficult to stop.

But just because they can’t quit right away doesn’t mean that you can’t do anything to support them. A trusted adult’s support is essential for young people as they learn to love themselves and treat themselves with care.

Here are some ways you can support the young person in your life who is self-harming.

• Approach them first. It can be hard for young people to bring up the conversation. If you suspect they are hurting themselves, don’t beat around the bush. Ask them directly: “I noticed cuts on your arms. Are you hurting yourself?”
• Don’t judge, even if you don’t understand. The last thing a young person needs to hear is, “Why would you do this to yourself?” Statements like this can come from a place of caring but also tend to make young people feel misunderstood and judged.
• Focus on their pain. Acknowledge how much they must be emotionally suffering to hurt themselves in this way. Validate their feelings. Even if something doesn’t feel like a big deal to you, it’s still a big deal to them.
• Make your home safe. If the teen lives with you and is using objects, like razors, to hurt themselves, work with them to limit access to these objects.
• Connect to resources. Talk to your pediatrician to get a referral to a mental health provider. You can also get in touch with your Employee Assistance Program for referrals or counseling.
• Provide unconditional love. Let the teen know that you don’t see them differently and that their self-harm behaviors don’t change your love for them. Make it clear that your concern for them comes from love, not from shame or disgust.

There is hope. With support from a trusted adult, young people can successfully stop self-harming and learn to love themselves.

Self-harm resources for teens and young adults

If you struggle with self-harm, here are some resources that can help.

• To Write Love On Her Arms is a non-profit organization dedicated to supporting people who struggle with self-injury, depression, and suicide.
• A.F.E. Alternatives is a treatment program for self-harm that also provides a wealth of information and resources.
• The Trevor Project provides phone, text, and chat support for LGBTQ+ young people facing self-injury and other mental health challenges.
• The Adolescent Self-Injury Foundation provides resources for teens and their caregivers.
• The Crisis Text Line operates 24/7.

If you (or someone else) are having a mental health emergency, dial 988.

MINES & Associates EAP is available to employees as well as their household members. All family members can receive 24/7 confidential counseling support for issues like depression, stress, and more. In addition, we provide 4 parental coaching sessions per year to teach you how to better support your teen or young adult who may be self-harming.

Take advantage of this free resource and get in touch with us today.

To Your Wellbeing,

The MINES Team

The post Self-Harm Awareness Month: Here’s How We Can Protect Our Youth appeared first on MINES and Associates.

Although mental health awareness overall has come a long way, we tend to leave infants and young children out of the conversation. But research shows that our littlest humans can face mental health challenges too – and the earlier we intervene, the better chance they have at growing into happy and thriving adults.

In today’s blog, we’ll cover the basics of early childhood mental health and give you some tips on how you can promote positive mental health in your own little ones.

What is early childhood mental health?

Early childhood mental health typically refers to the mental health of children between 0 to 8 years of age.

Many people are confused when they hear the term “early childhood mental health.” You might be off-put by the idea of young children being diagnosed with or treated for mental health disorders. After all, they’re only kids – right?

Sadly, many more young children live with mental health conditions than you might believe. Reports show that up to 17% of children are diagnosed with a mental illness before they’re 6. Even very young children show clear symptoms of anxiety disorders, depression, post-traumatic stress, and more.

But the topic of early childhood mental health doesn’t just affect children with mental health challenges. Mental health should be a priority for all children, especially during the important early childhood years when the brain is developing at a rapid pace. It’s not just about treating childhood mental illness – it’s about promoting strong mental health in all young children.

What do mental health problems look like in early childhood?

Young children can show signs of a wide range of mental health problems, from mood disorders to neurodivergence and sensory processing issues. Let’s look at some of the most common categories of early childhood mental health symptoms.

Attachment disorders and trauma

One of the most important things that happens during a baby’s life is the attachment they build with their caregiver(s). When there is neglect or abuse present in these relationships, then reactive attachment disorder and post-traumatic stress disorder (PTSD) can develop.

Abuse and neglect can severely impact a child’s developing brain, stunt their growth, and lead to serious physical and mental health consequences further down the line.

In infants and young children, attachment and trauma-related disorders might look like:

• Severe separation anxiety
• Not being soothed when reunited with their caregiver(s)
• Being indiscriminately attached to any adult and showing no preference for their caregiver(s)
• Hypervigilance; being jumpy or easily startled
• Avoiding the caregiver(s)
• Themes of trauma in play

Feeding disorders

Feeding disorders Sometimes, difficulty with food and feeding is a physical health problem – but often, it’s related to the child’s mental health. Even so, leaving a feeding disorder untreated can lead to stunted growth and poor development in the muscles involved in swallowing.

An early childhood feeding disorder can look like:

• A lack of interest in food or eating
• Difficulty achieving a relaxed state while eating (for example, the infant may be overly agitated)
• Refusal of food
• Using mealtimes to interact with caregivers rather than to eat
• Avoidance of specific foods based on texture, taste, smell, or other features
• No age-appropriate interaction with caregivers (like eye contact) during mealtimes

Hyperactivity and ADHD

Over 250,000 U.S. children aged 3 to 5 are diagnosed with attention-deficit hyperactivity disorder (ADHD). This condition leads children to have difficulty regulating their focus and energy levels.

Some signs of ADHD in young children include:

• More tantrums and emotional outbursts than other children their age
• Constantly being in motion, even more than other young children
• Reckless behavior to the point of endangering themselves
• Aggression toward self or others
• Difficulty falling asleep or little need for sleep
• Extreme impatience with others
• Loses interest in activities after only a few moments, even activities of their choosing

Anxiety and depression

As unbelievable as it may seem to some, even infants can be depressed and anxious. Reports show that around 1 in 40 children aged 0 to 5 have depression. Depression in parents makes it more likely that the infant or child will also have depression.

Signs of depression and anxiety in infants and toddlers include:

• Regressing to a previous stage of development
• Being withdrawn or staring into space
• Not engaging socially with caregiver(s)
• Excessive whining
• No interest in developmentally appropriate toys and activities
• Clinginess
• Breath-holding in toddlers
• Sleep issues

What causes mental health problems in early childhood?

As is the case with teens and adults, there’s not one singular cause of early childhood mental health problems.

Experts say that many different factors come together to make some children more at risk for developing mental health issues, including:

• Genetics: Some children are genetically predisposed to developing mental health problems, but this doesn’t mean that every child with these genes will have issues 100% of the time. It simply means that they may be at higher risk.
• Toxic stress: Being exposed to traumatic and stressful events (like abuse and neglect) over and over again can lead to toxic stress. Toxic stress can severely damage a baby’s brain development and make it much more likely for children to develop mental health problems, either right away or later on down the road.
• Biological factors: Some early childhood mental health concerns, like ADHD or certain feeding disorders, are a direct result of biological differences in the brain.
• Family history and parental stress: Family history also comes into play. Babies whose parents have postpartum depression are more likely to have depression themselves.

What can we do to support early childhood mental health?

If you’re a parent, you’re probably asking yourself: What can I do to protect my baby’s mental health? How can I decrease the odds that my child will have mental health problems, either now or as an adult?

Although there are many factors outside of our control, there are many things that you can do as a parent to help promote your child’s brain and emotional development and protect their mental health.

• Build a secure attachment: Foster a secure attachment with your child by responding to their needs promptly and consistently. This helps them feel safe and loved.
• Create a safe home environment: Ensure that the home environment is safe, free from hazards, and provides a sense of security for your child. Consistency and predictability are key for building safety.
• Emotional regulation: Help your child learn to regulate their emotions by modeling appropriate emotional responses and providing comfort when they’re upset.
• Engage in play: Play isn’t just fun – it’s essential for a child’s development. Engage in age-appropriate play that encourages creativity, exploration, and social interaction.
• Create healthy routines: Establish consistent daily routines for feeding, sleeping, and playtime. Predictability can help children feel secure.
• Nutrition and sleep: Ensure that your child has a balanced diet and gets enough restful sleep. Both nutrition and rest are essential for mental health.
• Positive discipline: Use positive discipline strategies that focus on teaching and guiding rather than punishment. This helps your child learn boundaries without feeling shame or guilt.
• Read and communicate: Reading to your child and engaging in “baby talk” and conversations from an early age can enhance their language development and cognitive skills.
• Lean on your support system: Caring for an infant or toddler can be exhausting, and it’s important for you to take care of your own mental health and take breaks when you need them. Seek support from friends, family, or mental health professionals.
• Protect your own mental health: Your well-being is closely linked to your child’s well-being. Be aware of your own mental health and get counseling when you need it.
• Educate yourself: Learn as much as you can about child development and parenting techniques. Attend parenting classes or workshops if possible.
• Seek professional help: If you have concerns about your child’s behavior or development, don’t hesitate to consult a pediatrician or a child psychologist. Early intervention is critical in preventing these problems from getting worse.

At MINES, we want to help you and your child thrive and stay mentally healthy. We provide comprehensive Parental Coaching and Lactation Consultation services to help you be the best parent you can be for your precious little one.

Through our Parental Coaching program, you receive 4 phone coaching sessions per year to address the most challenging aspects of parenthood. Our experienced coaches are here to support you through any concerns that you may have about this journey.

If you need mental health support for yourself, you also have access to 24/7 free and confidential counseling with a licensed mental health provider.

Let’s all work together to protect the mental health of our youngest and most precious citizens.

To Your Wellbeing,

The MINES Team

The post Early Childhood Mental Health: Why It’s Important appeared first on MINES and Associates.

We have all grown up with at least one kid in school whose main goal in life was to terrorize our classmates in any and every way possible. Some of us feared this kid. Some of us hated this kid. And for the rest of us, there was likely a level of indifference for this kid because, for some reason, we managed to stay out of sight enough to not be one of his victims. In any case, we definitely didn’t want to be one of their targets.  But how many of us can say that we had an ounce of empathy for the class bully? I know I never did. Any time something unfortunate happened to this bully, such as getting a referral to the office or getting suspended, there was always this feeling of redemption and that justice had been served! There was a sense of relief. That is, until the bully returned to school….

Bullying has become a pervasive part of our school communities. The bullying epidemic has become so pronounced that anti-bullying campaigns and programs have been forged to help protect the victims of bullies. But, what about the bullies themselves? How are we addressing the deeper rooted issues that cause these children to violate the boundaries of their peers? Quite often, behind every bully is an even bigger bully. Bullying behavior is learned and most bullies are being bullied themselves. In addition, it is often likely that bullies are suffering from some type of mental health or learning disability, which can impact their cognition, their ability to accurately interpret social interactions and cues, and their ability to properly identify and effectively communicate their feelings. When the consequences for bullying behavior are reactive rather than proactive, we find ourselves unintentionally perpetuating the bullying cycle. This in turn makes it difficult to be tolerant of, and patient with, children who engage in bullying behavior.

We start to label these children as “bad children.” We write them off and decide their fates for them because we are unaware of how to support them. The first way we can show empathy for bullies is to separate the child from the behavior. There is no such thing as a “bad child.” There is only bad behavior. Another way we can find empathy for bullies is to find out which positive adult role model the child likes most (i.e. school staff, family member, community member, etc.) and use that relationship to foster positive behaviors and interactions with others. Also, try and recognize and acknowledge any positive or desired behaviors, no matter how small or insignificant they may be. Positive reinforcement can go a long way. These are, by no means, a cure all for the bulling epidemic that is happening in our society. However, these are a couple of helpful examples that may enable us to have more compassion and empathy for bullies.

To Your Wellbeing,

Ashley Wiggins, MSW

The post Empathy for Bullies appeared first on MINES and Associates.

Siegel &  Hartzell, M.Ed., (2003, p.102-112) in their book, Parenting from the Inside Out, describe four patterns of attachment derived from the work of researchers such as Mary Ainsworth, Mary Main, and Erik Hesse, among others. As infants we most likely have one of the following patterns (which can vary by caregiver): Secure, Insecure-Avoidant, Insecure-Anxious/Ambivalent, or Insecure-Disorganized.

Secure attachments are described as having a parental interactive pattern characterized by the parent being emotionally available, perceptive, and responsive. The child sees the parent as being a source of comfort during times of distress, a safe haven, being available, and a secure base. This creates a sense of well being from which the child can go into the world to “explore and make new connections with others” (p.104).

Insecure-Avoidant patterns are associated with parents who are emotionally unavailable, imperceptive, unresponsive, and rejecting. These children avoid closeness and emotional connections to the parent (p.104).

Insecure-Ambivalent patterns are described as having parents who are inconsistently available, perceptive, and responsive and intrusive. The child cannot depend on the parent for attunement and connection. The child develops a sense of anxiety and uncertainty about whether they can depend on their parents (p.105).

Insecure-Disorganization patterns are created by parents who are frightening, frightened, chaotic, disorienting, and alarming to the child. This pattern is often associated with abuse. This creates a situation in which abuse is incompatible with a sense of security. The child develops coping responses that lead to difficulties in regulating emotions, trouble in social communication, difficulties with academic reasoning tasks, a tendency toward interpersonal violence, and a predisposition to dissociation – a process in which normally integrated cognition becomes fragmented (p. 106).

The good news is that for those with insecure attachments there are mindfulness techniques described in Siegel’s book, Mindsight, that can help the individual integrate the insecure attachment memories, patterns, and information in a manner that frees them up from “automatically or habitually” engaging in the pattern in their adult relationships.

The implications of early attachment for the psychology of performance are significant. Secure attachments allow for a base of security which in adulthood can manifest in collaborative interactions in the business environment, for example. The social psychology of group performance is enhanced when members can communicate directly and problem solve from a position of trust. Contrast this with an avoidant attachment pattern in which a team member has a fundamental approach to relationships that is one of distrust and self-reliance. This team member is there in name only and will be perceived as not cooperating, being a maverick, and “not playing well in the sand box.” The anxious attachment style may show up as an accommodating or pleasing style. This person sacrifices their own opinions so as to fit in, may frequently be checking in with the “boss” for approval and reassurance. The group loses this person’s gifts as the person may give in rather than be proactive on a decision point. The disorganized attachment style may contribute to significant disruption in a work group or team’s performance because the person will become overwhelmed during a conflict with either a chaotic or rigid response, either of which can disrupt the flow of energy and information needed for higher performance.

The culture of an organization often is set by the leader of the organization. Part of the definition of culture is the shared set of assumptions as to how we do business. From this, it is possible to see how the impact of the leader’s attachment could influence the culture of the organization. For example, if the leader has an anxious attachment, the organization may have a strong press to accommodate customers, resulting in a high emphasis on customer service which could range from being useful to problematic if taken to a dysfunctional level.

Have a day filled with mindful integration,

Robert A. Mines, Ph.D.
CEO & Psychologist

The post Psychology of Performance – 20 – Early Attachment and Adult Performance Implications appeared first on MINES and Associates.

http://www.wlox.com/Global/story.asp?S=12548123

We wish the best to all those impacted by the gulf oil spill. 

Posted by Ian Holtz (Sales @ MINES and Associates)

The post Effects of 2010 Gulf Oil Spill and Mental Health appeared first on MINES and Associates.

Providing our clients with cost-containment mechanisms to counter the effects of the Mental Health Parity and Addiction Equity Act has been, in their words, “a major relief.”

For some groups this isn’t a big deal.  But if it is for you – ASK ME HOW?

Posted By Ian H.

(303) 953-4083
Sales, MINES and Associates

The post How to Save 25-50% from Previous Years Claims appeared first on MINES and Associates.

With all this summer time rain I wonder if anybody is showing signs of Seasonal Affective Disorder in the summer months.  Just in case here is an excerpt from an interesting article about how SAD can affect our children:

Maggie started off her junior year of high school with great energy. She had no trouble keeping up with her schoolwork and was involved in several after-school activities. But after the Thanksgiving break, she began to have difficulty getting through her assigned reading and had to work harder to apply herself. She couldn’t concentrate in class, and after school all she wanted to do was sleep.

Maggie’s grades began to drop and she rarely felt like socializing. Even though Maggie was always punctual before, she began to have trouble getting up on time and was absent or late from school many days during the winter.

At first, Maggie’s parents thought she was slacking off. They were upset with her, but figured it was just a phase — especially since her energy finally seemed to return in the spring. But when the same thing happened the following November, they took Maggie to the doctor, who diagnosed her with a type of depression called seasonal affective disorder.

What Is Seasonal Affective Disorder?

Seasonal affective disorder (SAD) is a form of depression that appears at the same time each year.

Visit this link for the entire article.

http://kidshealth.org/teen/your_mind/mental_health/sad.html

The post Seasonal Affective Disorder in the Summer? appeared first on MINES and Associates.