If
your
child
is
show·ing·
the
signs
of ^
chro·nic·
wo·rry· ^
and
stress
such
as
fre·quent·
ill·ness· ,
e·mo·tio·nal·
pro·blems· ,
tan·trums· ,
poor
mo·ti·va·tion· ,
re·fu·sing·
to
co-o·pe·rate· ,
per·si·stent·
fears ,
or
di·sturbed·
sleep ,
it's
im·por·tant·
that
you ^
u·nearth·
the
cause
of ^
the
pro·blem·
prompt·ly· ,
and
do ^
some·thing· ^
ac·tive·
a·bout·
it .
En·cou·ra·ging·
a
po·si·tive·
a·tti·tude·
is
im·por·tant· ,
but
on·ly·
pro·vi·ding·
en·cou·rage·ment· ,
wi·thout·
o·ffe·ring·
a
tan·gi·ble·
so·lu·tion· ,
can
lead
to
e·ven·
more
stress
in
the
long·er·
term .
Not
per·for·ming·
well
at
school
is
a
ve·ry·
co·mmon·
cause
of ^
stress
in
chil·dren· .
With
the
best
of ^
in·ten·tions·
the
a·dults·
in
their ^
lives
may
say
to
them ,
"Just
try
har·der· ."
But ,
try·ing·
har·der·
will
not
make
your
child
a
be·tter·
rea·der·
for
ex·am·ple· ,
it
ac·tu·a·lly·
puts
him /her
un·der·
more
stress ,
ma·king·
it
more
di·ffi·cult·
to
learn
new
skills .
Con·si·der·
this
a·na·lo·gy· ,
if
the
on·ly·
way
you ^
know
how
to
dig
holes
is
with
a
spoon ,
wor·king·
twice
as
hard
with
the
spoon
is
still
not
an
e·ffec·tive·
way
to
dig
a
hole
for
a
swi·mming·
pool .
Al·so· ,
keep
in
mind
that
one ^
pro·blem·
can
lead
to
a·no·ther· ^.
For
ex·am·ple· ,
a
child
may
be
re·luc·tant·
to
go
to
school ,
say·ing·
that
he /she
has
no
friends .
This
may
be
due
to
poor
co·mmu·ni·ca·tion·
skills ,
which
in
turn
may
be
a
re·sult·
of ^
poor
lear·ning·
skills -
try
not
to
con·fuse·
the
symp·toms·
with
the
cause -
and
there ^
may
be
a
chain
of ^
cau·ses· .
If
you ^
have
not
been
a·ble·
to
de·ter·mine·
the
real
source
of ^
the
stress ,
then
it
is
ad·vi·sa·ble·
to
have
your
child's
co·mmu·ni·ca·tion·
and
lear·ning·
skills
a·ssessed· .
E·ven·
if
weak·ne·sses·
with
these
skills
are
not
the
cause
of ^
the
pro·blem· ,
im·proved· ^
lear·ning·
and
co·mmu·ni·ca·tion·
skills
are
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