The novel coronavirus (COVID-19) outbreak in the United States continues to evolve, with more cases and quarantines popping up on news feeds everywhere. The closer it gets to their homes, the more people are worrying. In our last post, “Addressing anxiety about the coronavirus,” we talked about the things people can do to help feel less anxious and more in control. But what about the people on the front lines? Nurses, doctors, healthcare workers and other medical professionals who are testing for and treating patients with COVID-19 are at a higher risk of contracting it than the general public. What can they do to take care of themselves, physically and emotionally?

As Kushal, Gupta and Mehta stated in Study of Stress among Health Care Professionals: A Systemic Review, “Work related stress is a potential cause of concern in healthcare workers and is associated with decreased job satisfaction, days off work, anxiety, depression, sleeplessness , medical errors and near misses.” Long shifts and working with sick people—some of whom are gravely ill—can lead to burnout and anxiety from their normal jobs. These already-struggling healthcare workers are now faced with COVID-19 unknowns and demands, including taking care of people with confirmed cases of the virus.

While some people may feel they are at the whims of the virus, there are things healthcare workers can do to take some control over their work environment and manage their fear or anxiety.

• Know what your organization’s plans are. Read the business continuity plan and know your role. Talk to your team members about cross-training and covering for each other if one of you gets sick. In addition, ensure you are following proper protocols for cleaning and preventing spread. Visit cdc.gov for helpful information. This is particularly important for behavioral health providers who may not always think about universal precautions.
• Surround yourself with green. If your facility permits, bring in a few plants to liven up your surroundings. Being around plants has a calming effect on people. Employees who work in offices with plants tend to feel better about their jobs, worry less and take fewer sick days.¹ If you can’t have plants in your space, take time to look out the window and find some green. You may find that is enough for a quick mental break and perspective.
• Use small tools to create a calming environment. A small water feature, a sand garden or hourglass, stress balls and other items can provide a quick way to refresh your mind. Or just step back, take deep breaths, stretch and/or meditate.
• Find someone to talk to. Some hospitals have on-site or on-call chaplains; take advantage of them. Don’t be afraid to talk to your coworkers about how you are feeling. Chances are, they are feeling the same way and would welcome a discussion. Many medical settings offer a form of rounds that addresses the emotional impact of caring for a particular patient or theme. Similar semi-structured discussion groups with peers can be very helpful in handling stress and preventing the development of PTSD.²
• Get professional help. Be open to contacting your organization’s EAP, if you have one, or reach out to a therapist if you find yourself developing “compassion fatigue,” where your desire to help others erodes.
• Limit exposure to media. Media outlets have a tendency to sensationalize stories, so it’s important to consume news thoughtfully and with a critical eye.

In addition, do all the normal things to take care of yourself: try to eat healthy, well-balanced meals, exercise regularly, get plenty of sleep, and avoid alcohol and drugs. Doing these things can have a positive impact on your mental health and help you manage anxiety.

For more information and tips, visit MagellanHealthcare.com/COVID-19. We wholeheartedly thank you for all you are doing to combat this outbreak.

1: https://www.webmd.com/a-to-z-guides/ss/slideshow-health-benefits-houseplants.

2: See Schwartz rounds.

Disclaimer: The content in this blog article is not a substitute for professional medical advice. For questions regarding any medical condition or if you need medical advice, please contact your healthcare provider.

As the coronavirus disease (COVID-19) continues to evolve with ongoing media coverage, many people are experiencing anxiety due to the uncertainty about how this will impact them. They are worried about the impact to their communities, how they can protect themselves and their families, and how to be prepared if the situation disrupts the normal course of daily life.

It is normal to feel anxious, unsettled, distracted, scared and/or overwhelmed by COVID-19 and the uncertainty surrounding its impact to communities. Some people may be more vulnerable due to pre-existing physical and mental health conditions, including generalized anxiety disorder.

Feeling stressed can affect the immune system and increase the risk of getting ill in general. That is why it is important to take steps to manage anxiety and reactions to this evolving situation. The following suggestions can help people manage anxiety and stress for themselves and their families:

1. Seek health information from trusted resources like the U.S. Centers for Disease Control & Prevention (CDC), The World Health Organization and state health department websites.
2. Plan ahead to feel more in control. Make contingency plans for work, childcare or travel if it becomes necessary.
3. Wash hands often, get plenty of rest, exercise, eat well, don’t smoke and limit alcohol consumption.
4. Put things into perspective:
   1. Of the 80,000 confirmed coronavirus cases reported in China, “more than 70% have recovered and been discharged,” according to the World Health Organization (WHO) in a news conference on Monday.¹
   2. Per the CDC, only certain groups, such as older adults and people with serious chronic medical conditions, are at higher risk of getting very sick from COVID-19.²
   3. Public health officials are working to mitigate the virus’ spread.
5. Limit exposure to media. Media outlets have a tendency to sensationalize stories, so it’s important to consume news thoughtfully and with a critical eye.

Magellan Healthcare has resources to help people during crises and difficult times. Our Crisis Communications website provides topical information and connects people with U.S. resources, and our Mind Your Mental Health site addresses many topics related to emotional well-being.

1: https://www.cnn.com/asia/live-news/coronavirus-outbreak-03-09-20-intl-hnk/index.html, “More than 70% of coronavirus cases in China have recovered, WHO says,” posted 3/9/20, 7:25 p.m. EDT, Jacqueline Howard, accessed from site 3/10/20, 12:57 p.m. EDT.

2: https://www.cdc.gov/coronavirus/2019-ncov/specific-groups/high-risk-complications.html#who-is-higher-risk, accessed 3/10/20, 12:34 p.m. EDT.

Disclaimer: The content in this blog article is not a substitute for professional medical advice. For questions regarding any medical condition or if you need medical advice, please contact your healthcare provider.

Stress in the workplace can negatively impact job satisfaction and productivity, leading to low morale and employee turnover. In a 2018 Korn Ferry survey of nearly 2,000 professionals, 76% said that stress at work has had a negative impact on their personal relationships and 66% said they have lost sleep due to work stress.¹ Common causes of stress at work include: fear of being laid off, more overtime due to staff cutbacks, pressure to work at optimum levels all the time and lack of control over how work is done.² So what can employers do to support employees and create a culture that fosters mental and physical health?

The Building Blocks of an Emotionally Healthy and Safe Workplace

According to the American Psychological Association, while every organization is unique and faces different challenges, there are five practices that make up the foundation of a healthy workplace: employee involvement, work-life balance, employee growth and development, health and safety, and employee recognition.³

Employee involvement and engagement requires honest and regular communication between top management and all employees. A Gallup poll of more than one million American employees showed that the top reason people leave their jobs is because of their bosses, not because they dislike their position.4 Methods to empower and motivate employees include ensuring they have the tools they need to do their jobs, allowing flexibility, encouraging collaboration and teamwork, and showing appreciation.

Work-life balance is also vital. Programs and policies, such as employee assistance programs (EAPs), offer resources to help employees with all aspects of life, from childcare to financial concerns. Opportunities for employee growth and development include educational offerings, tuition assistance, mentoring, and leadership development. Investing in employee development helps employees develop their skills, increases staff motivation, and attracts top talent.

Health and safety initiatives encourage mental and physical well-being. Examples are wellness programs that promote a healthy lifestyle, such as smoking cessation, stress management, weight loss, and more. Again, EAPs offer a wealth of resources for all employees on how to achieve and maintain physical and emotional health.

Finally, expressing appreciation and recognizing employee contributions go a long way to promote job satisfaction. Recognition does not necessarily have to be monetary. Studies have shown that while compensation and benefits are important to workers, feeling valued and respected is even more critical.

Benefits

It may take time to tailor these approaches to fit with company culture, build trust, and meet the needs of employees. But the benefits of an emotionally healthy and safe workplace are many: higher morale, improved performance, reduced absenteeism and turnover, and a positive reputation that attracts and retains employees. Employees who are motivated and engaged are also better able to handle organizational change and other stressors.⁵

1 (2018, November 18). Retrieved from https://www.kornferry.com/institute/workplace-stress-motivation.

2 Segal, J., Smith, M., Robinson, L., & Segal, R. (n.d.) Retrieved January 6, 2020 from https://www.helpguide.org/articles/stress/stress-in-the-workpalce.htm

3 Retrieved January 6, 2020 from https://www.apaexcellence.org/resources/creatingahealthyworkplace/

4 Retrieved January 6, 2020 from https://www.linkedin.com/pulse/employees-dont-leave-companies-managers-brigette-hyacinth/

5 Retrieved January 6, 2020 from https://www.apaexcellence.org/resources/creatingahealthyworkplace/benefits/

Mental health disorders are among the costliest health concerns for employers in the United States. According to the National Institute of Mental Health, nearly one in five adults live with a mental illness. Depression and anxiety are among the most common mental health disorders but often go undiagnosed and untreated.¹

Many factors may contribute to mental health issues, including traumatic or abusive life experiences, biology, and family history of mental health problems. Unfortunately, social stigma and fear of discrimination prevent many people from seeking help.

Employee mental health impacts the bottom line

Poor mental health and stress can negatively affect employee job performance, productivity and relationships. In addition, as physical health is inextricably linked to mental health, many people with mental health disorders are at high risk for chronic physical conditions such as heart disease, diabetes and respiratory illnesses.²

The reverse is also true; physical illness, such as cardiovascular disease, may cause or worsen mental health issues, particularly symptoms of depression.³ Healthcare costs to treat people with both mental and physical disorders can easily be two to three times higher than for people without co-occurring illnesses.⁴

Employers have a unique opportunity to improve employee mental health

Investing in mental health treatment in general has proven to be cost-effective. Employers can reduce health care costs for their businesses and their employees by addressing mental health issues in the workplace. Many evidence-based treatments can save $2 to $4 for every dollar invested in prevention and early intervention.⁵ An effective approach is not one-size-fits-all but takes into consideration generational differences and employee diversity.

A recent study published in the Harvard Business Review called “People want their employers to talk about mental health” indicated that millennials (the cohort of people born between 1981 to 1996) were three times more likely to experience anxiety than baby boomers.⁶ Gen Zers (those born between 1997 to 2012) report even higher rates of anxiety and depression. Millennials and Gen Z employees are the largest demographic in the workforce, and those who took part in the survey indicated an expectation that mental health be addressed in the workplace openly and without stigma.

Develop a customized approach to promoting mental health resources

The Harvard Business Review study recommends a multi-faceted approach that includes a more accepting culture starting from the top, with training and support, as well as clear information about employee resources such as availability of mental health benefits, wellness programs and employee assistance programs.

Employers should be cognizant of where their different employee groups seek information and use those channels (whether it’s the intranet, staff meetings, one-on-one meetings, employee resource groups, digital signs and posters, instant messaging platforms, or other social media venues) to provide needed information. Virtual mental health counseling and the availability of mental health apps offer convenient and mobile-friendly emotional support, particularly for younger employee groups accustomed to using their smart phones for everything from texting to shopping.

Dislodging stigma and experimenting with different communications channels to meet the needs of a diverse workforce can be challenging for human resources departments and managers. But the end result will be worth the effort: a healthier work environment that supports healthier employees and enhanced productivity.

Learn more about how your organization can benefit from an EAP solution.

1 “Facts & Statistics.” Anxiety and Depression Association of America, ADAA, https://adaa.org/about-adaa/press-room/facts-statistics.

2 “Chronic Illness & Mental Health.” National Institute of Mental Health, U.S. Department of Health and Human Services, https://www.nimh.nih.gov/health/publications/chronic-illness-mental-health/index.shtml.

3 “Chronic Illness & Mental Health.” National Institute of Mental Health, U.S. Department of Health and Human Services, https://www.nimh.nih.gov/health/publications/chronic-illness-mental-health/index.shtml.4 https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2748662?

5 Lerner D, Lyson M, Sandberg E, & Rogers W.H. (2018). The High Cost of Mental Disorders- Facts for

Employers. Retrieved from https://onemindinitiative.org/at-work/the-business-case/

6 Greenwood, Kelly, Bapa, Vivek, Maughan, Mike (2019). Research: People want their employers to talk about mental health. Retrieved from https://hbr.org/2019/10/research-people-want-their-employers-to-talk-about-mental-health

Teen dating violence is just as serious as adult domestic violence. And it’s common. About 2 in 10 teen girls say they have been physically or sexually abused by a dating partner. About 1 in 10 teen boys reports abuse in dating relationships.

Teen dating abuse is a pattern of abusive behavior used to control another person. It can be:
•Any kind of physical violence or threat of physical violence to get control.
•Emotional or mental abuse, such as playing mind games, making you feel crazy, constantly texting you, or constantly putting you down or criticizing you.
•Sexual abuse, including making you do anything you don’t want to do, refusing to have safer sex, or making you feel bad about yourself sexually.

Who’s at risk?

Like adult domestic violence, teen relationship abuse affects all types of teens, regardless of how much money your parents make, what your grades are, how you look or dress, your religion, or your race. Teen relationship abuse occurs in straight, gay, and lesbian relationships.
Relationship abuse is not just dangerous for you physically and emotionally. It can also put you at risk for other health problems, such as:
•Eating disorders.
•Depression.
•Low self-esteem.

Teens in abusive relationships are also more likely to take sexual risks, do poorly in school, and use drugs, alcohol, and tobacco. Girls are at higher risk for pregnancy and sexually transmitted infections (STIs).

Is it abuse?
Abusive relationships can have good times and bad times. Part of what makes dating violence so confusing is that there is loved mixed with the abuse. This can make it hard to tell if you are really being abused. But you deserve to be treated in a loving, respectful way by your boyfriend or girlfriend.

Does your boyfriend or girlfriend:
•Act bossy and make all the decisions?
•Put you down in front of friends?
•Try to control who you see and talk to?
•Threaten to hurt or kill himself or herself?
•Blame you for “making” him or her treat you badly?
•Pressure you to have or force you to have unprotected sex?
•Stalk you? This can include constantly texting or calling you to find out where you are and who you’re with. You might think that’s about caring, but it’s really about controlling the relationship.

Do you:
•Feel less confident about yourself when you’re with him or her?
•Feel scared or worried about doing or saying “the wrong thing”?
•Find yourself changing your behavior out of fear or to avoid a fight?

If you answered “yes” to any of these questions, you might be in an abusive relationship. There are people who can help you. You’re not alone. Talk to your parents or another adult family member, a school counselor, a teacher, or someone else you trust. Call a help center or hotline to get help.

How parents can help

Teens may not have the experience or maturity to know if their relationships are abusive. A teen may think of dating violence as only physical violence—pinching, slapping, hitting, or shoving. Teens may not realize that any relationship involving physical violence, sexual violence, emotional abuse, or the threat of violence is an unhealthy relationship.

For example, a teen may think his or her partner cares when he or she calls, texts, emails, or checks in all the time. But that kind of behavior is about controlling the relationship.

Talk with your teen about what makes a healthy relationship. Explain that a caring partner wouldn’t do something that causes fear, lowers self-esteem, or causes injury. Let teens know that they deserve respect in all of their relationships. Think about values and messages that you want to pass on.

You might start by asking your teen:
•Is your boyfriend or girlfriend easy to talk to when there are problems?
•Does he or she give you space to spend time with other people?
•Is he or she kind and supportive?

Hotlines for help
These national hotlines can help you find resources in your area.
•National Domestic Violence Hotline toll-free: 1-800-799-SAFE (1-800-799-7233), or see the website at www.ndvh.org.
•National Teen Dating Abuse Hotline toll-free: 1-866-331-9474 or (1-866-331-8453 TTY) or see the website at www.loveisrespect.org.

©1997–2019, Healthwise, Incorporated
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People from all walks of life drink to cope with stress from work. While the rate of alcohol abuse varies by industry and occupation, no workplace is immune. In the short term, drinking can result in feelings of relaxation, but ongoing reliance on alcohol to manage stress often leads to physical and psychological problems.

Prevalence of Binge Drinking

According to the 2017 National Survey on Drug Use and Health (NSDUH), 26.4 percent of people ages 18 and older reported that they engaged in binge drinking in the past month, and 6.7 percent reported heavy alcohol use in the past month. Binge drinking is defined as having 5 or more drinks within 2 hours for men, and 4 or more drinks within 2 hours for women. Heavy alcohol use is defined as binge drinking on 5 or more days in the past month, or 60 days a year.

Binge drinking has been on the rise over the past twelve years, particularly in women ages 30 to 44. While most excessive drinkers don’t meet the clinical criteria for alcohol dependence, binge or heavy drinking can still take a toll on workplace productivity, health, and relationships.

A Paradoxical Effect

Using alcohol to relieve stress and anxiety can have a paradoxical effect. Drinking may provide temporary feelings of relaxation, but habitual use alters the balance of chemicals in the brain that regulate mood. Alcohol can contribute to and worsen symptoms of depression, anxiety and other mental health disorders, and it can interfere with sleep. It becomes a vicious cycle: the person drinks in response to stress, feels worse later on, and turns to alcohol again to avoid dealing with painful feelings instead of learning healthy coping skills.

Drinking to self-medicate can also have serious health consequences. Heavy drinking is linked to higher risk of developing an alcohol use disorder or alcohol addiction, characterized by tolerance, withdrawal symptoms, strong cravings and an inability to cut down on drinking. Other medical conditions associated with excessive drinking include heart and liver disease, stroke, high blood pressure and cancer. Long-term alcohol use can also cause neurological problems such as cognitive deficits and dementia.

Impact on Employers

Most people who drink excessively or have an alcohol use disorder are employed, and many try to hide the problem. Nevertheless, U.S. companies lose billions of dollars a year due to lost productivity, workplace accidents and injuries, absenteeism, and illness related to employees’ alcohol and drug use.¹

An Employee Assistance Program is a valuable resource for employers. EAPs are designed to address work-related stress, substance use, mental health issues and other problems that negatively impact employees’ well-being and job performance. Besides offering confidential counseling and referral services for employees, EAPs can provide a range of health promotion activities and help for supervisors dealing with troubled employees.

¹”National Drug-Free Workplace Alliance.” National Drug-Free Workplace Alliance, https://www.ndwa.org/drug-free-workplace/industry-statistics/.

The following is an excerpt from the 2018 Magellan Community Impact Report.

Care is core to every service we deliver and everything we do. For Magellan, success is about so much more than profit or prestige. It’s about doing well by doing good. We’re always caring, listening, learning and using our collective insight to make a difference. When we care together, we turn hope into reality.

Caring and sharing our lived experiences

Wyoming’s High Fidelity Wraparound program is just one of many examples where Magellan team members, who have lived through similar experiences, are returning the care and concern they personally received.

High Fidelity Wraparound is a voluntary planning and care coordination process for children and youth (ages 4-20) with complex behavioral health conditions. High Fidelity Wraparound’s community based solutions and planning process bring people together from different areas of a family’s life to form a team. The team creates steps to help youth stay in their homes, schools and communities.

Through our partnership with the Wyoming Department of Health, Division of Healthcare Financing (Medicaid), Magellan serves as the Care Management Entity for the High Fidelity Wraparound program, setting the rules and providing training for everyone involved in the process.

The  Wiederspahn  family

When Magellan Care Worker Chassity Wiederspahn’s son began  to struggle behaviorally, mentally  and emotionally in first grade, she knew she needed assistance but was at a loss.  Through High Fidelity Wraparound, she was  able to build a team around her family to guide  them in their search for help. The High Fidelity  Wraparound program allowed them to build a strong  support system and learn the resources available in their  community. It gave them confidence that they could handle  the challenges that might lie ahead. As a graduate of High Fidelity Wraparound, Chassity shares her story with the families and providers  she speaks to on a daily basis.

Many of our Magellan team members have lived these  experiences. which enables them to bring a valuable  set of life skills to their daily jobs each and every day.  As employees, the job is more than just the tasks at hand, we  truly care and offer ourselves as role models of hope and success.

The Campbell family

Magellan’s Kathryn (Kat) Campbell, family support specialist, is the proud mother of four beautiful children, two of whom are adopted from Wyoming’s foster care system. Blending a family was an overwhelming process despite the research and preparation of a therapist team. The crash course in secondary trauma left Kat and her partner reeling.

The family was referred by the local crisis center to High Fidelity Wraparound. The process created a safe space for Kat’s entire family to focus on caring for themselves, and they started to feel the support of those around them who were waiting to help. High Fidelity Wraparound’s empowerment and team building strategy gave the family the skills to run their own team for the high needs their children had, long after the family graduated from the process. Kat now trains and mentors providers who work directly  with families like her own.

Children with attention deficit hyperactivity disorder (ADHD) may have difficulty in school, because their symptoms—inattention, impulsiveness, and hyperactivity—get in the way of learning.

Success in school is important for the development of healthy self-esteem and confidence.

You can help your child succeed in school by:

• Working with teachers and other school personnel.
• Educating yourself about ADHD.
• Helping your child control his or her symptoms.

How can you help your child be successful in school?

You can help your child have the greatest chance of success in school by educating yourself, building relationships, maintaining open communication, working with your child, and keeping good records. Preschool or kindergarten is the best time to start using these techniques. But it is never too late to help a child improve his or her school performance.

Education                                                          

Learning as much as you can about ADHD and your child’s education rights will help you work with the school system more effectively.

• Learn about ADHD. Use the Internet to locate national organizations, ask your doctor, or visit your local library or bookstore for information about ADHD.
• Know your child’s symptoms and treatment plan. Talk with your doctor about your child’s behaviors that may interfere with learning and about ways to control those behaviors. Develop a record of your child’s treatment plan.
• Learn about your child’s education rights. Laws exist ensuring education rights for children who have conditions that interfere with learning. These laws also stipulate that parents have a right to be informed about and participate in educational decisions concerning their child. Contact your state and local education departments for information about ADHD in the schools and your rights to educational accommodations.
• Talk with other parents of children with ADHD. Join a support group for ADHD families. Find out how others have effectively worked with school systems.

 Build relationships

A positive relationship with teachers and other school personnel will improve your child’s chances of being successful in school.

• Start early. Before a school year begins, get to know the principal and other appropriate school personnel. Find out as much as you can about the school policies and rules, especially how behavior problems are handled. Find out if there are other children with ADHD in the school and how their behavior is being handled in the classroom.
• Share what you have learned. Find out if the teachers and other personnel need information about ADHD. Look for ways to help them get that information, such as suggesting books, pamphlets, or any local educational programs.
• Get to know your child’s teacher. Before the school year begins, talk with your child’s teacher about his or her style of teaching and discipline in the classroom. Find out whether the teacher has experience teaching children who have ADHD. Share with the teacher information about your child’s symptoms and what behaviors may interfere with his or her ability to learn. You may want to share your child’s treatment plan with the teacher.
• Make a school plan. Work with the teacher to design a plan to help your child perform to his or her potential. Address how to minimize misbehavior and how to react to it. Your plan will change as your child grows and develops. You may need to work with the school to develop an individual education plan (IEP) for your child. An IEP is a tool for classroom and homework adaptations for a child with a disability. For children with milder symptoms, the school may suggest a plan that is used for medical conditions that do not meet the IEP standards (called a 504 plan).
• Ask school personnel for help when needed. Tutoring or services that help with study or organizational skills are sometimes provided through the school. If not, school personnel often have a list of local resources that can help your child.

Keep communication open

Open communication with your child’s teacher can help resolve problems that may occur throughout the school year. The following are suggestions for working and communicating with your child’s teacher:

• Understand the demands upon your child’s teacher. Most children with ADHD can be taught in a regular classroom, although adjustments are sometimes needed. Not all teachers are trained to do this. Also, teachers are stretched to their limits by large numbers of children in the classroom, making it difficult to give each child personal attention. Ask the teacher what he or she needs from you to help assimilate your child.
• Keep the teacher informed. Share with the teacher any relevant changes in your child’s treatment plan. Help facilitate the sharing of information among you, your child’s teacher, and your child’s doctor.
• Visit the classroom. If possible, volunteer for school activities and parties. This will let the teacher know that you are interested in your child’s education and willing to help.
• Request progress reports. Children with ADHD often lose or forget their assignments. Ask the teacher to complete regular progress reports of your child’s performance and behavior.
• Have a final conference. Meet with the teacher at the end of the school year to discuss your child’s overall progress and the teacher’s suggestions for the next year. Ask him or her about possible teachers for the next year and how to help your child get the best chance for success in school.

Work with your child

• Use treatment methods as recommended by your child’s doctor. This may include medicine and/or behavior management techniques. This will help your child control symptoms of ADHD at home and school.
• Keep your child involved. Let your child know that you support his or her teacher. Clearly outline your expectations and the consequences of misbehavior. Talk with your child about how the teacher will let him or her know that a behavior is becoming inappropriate.
• Link school and home. Use the same signals (such as hand signals) that the teacher uses at school to indicate when a behavior is becoming inappropriate. Also, you can reward your child with privileges for remembering to bring home school progress reports. You can further reward him or her if the report is positive. If your child fails to bring a progress report home, you may treat it as if he or she had an unsatisfactory report and withhold a privilege.
• Help your child organize. Even young children can learn to use lists, daily planners, or calendars to keep up with homework assignments, tests, and activities. A young child may need a teacher’s help in writing down assignments.
• Use learning aids, such as tape recorders or computers. Teach your child how to take notes and to underline important information. If your child seems to learn best visually, ask about books that have helpful pictures and diagrams or workbooks.
• Have short sessions. Keep homework sessions to no more than 20 minutes without a break.

Keep good records

Health and school records can help monitor your child’s academic and behavioral progress as well as help identify when treatment adjustments are needed. You should keep and update the following records:

• ADHD evaluations. Collect copies of any records that are used to evaluate your child for ADHD. These records often identify the type of ADHD that your child has, which helps with treatment.
• Evaluations for any other conditions with similar symptoms.
• History of medicines. Record all medicines that your child has taken or is taking to treat ADHD.
• School progress records. Keep copies of any school plans, daily school progress reports, and formal progress reports throughout the year. Also, keep your child’s final grades and any achievement test results. You may find them helpful as you develop school plans for the following year.
• Individual education plan. If your school developed an individual education plan (IEP) for your child, ask for a copy. You may need to share that information with the health professionals working with your child.

©1997–2019, Healthwise, Incorporated

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This document is for your information only. It is not meant to give medical advice. It should not be used to replace a visit with a provider. Magellan Health does not endorse other resources that may be mentioned here.