Coping with anxiety in children

Angst von Kindern verstehen können

Giving educational guidance is to rank psycho-social developments and to also have the competence for decoding anxieties – by deploying compassion and unambiguous modes of behaviour.

When it comes to anxiety in children, I’m often capable of retracing infantine worries and fears, also offering adequate interventions for tackling them. Herein, I benefit from my specialist trainings as well as from the fact that I myself had repeatedly been close to death at a very young age. Thus, I’m able to capture the range of infantine anxiety in its significance in many cases.

Among other things, I give advice for parents and for legal guardians with regards to…

  • …drawing the lines and defining the rules of conduct so as to keep children grounded in socially accepted patterns of behaviour
  • …fulfilling their educational tasks in a non-violent and caring manner.

When this is given, it is often possible to go into the educational mission in a steady, stress-free and confident manner.

This approach can also be applicable for single parents, for people who are seperating and for those who are faced with comparable emotional challenges in the everyday life. My experience indicates that such profound life experiences effect children and juveniles in particular and perhaps even more so as their overflowing anxieties may swiftly become autonomous in their alignment – for instance taking the expression of psychosomatic sufferings, compulsive patterns of behavior, truancy, physical aggression and/or recurring periods of serious sadness.
I deploy purpose-made working materials for the settings with anxious and/or saddened children, for instance during play therapy, for hypno-systemic approaches as well as in integrative treatments.

Logo: Kompass für Kinder, Jugendliche, Eltern - und Familien 1My field of activity also includes…

  • …giving feedbacks with regards to the developmental trajectory of the child or of the juvenile
  • …differentiating the indicators of common development crisis from markers of social behaviour problems
    – for instance during puberty or during the infantine terrible twos. And not least of all in the delimitation of sadness and mourning in children, for instance during overdemanding life situations and/or respective living conditions.