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The Power of Play | PCIT

Fri, 12 Jan 2024 17:35:05 GMT

There's a simple yet powerful tool that can transform your parent-child relationship—play. In this article, we explore the profound impact of dedicating just 5 minutes a day to play with your child and how this small investment can lead to significant changes in your connection and understanding.

Quality over Quantity:

In our busy lives, finding extended periods for play can be challenging. The beauty of dedicating 5 minutes a day is that it's manageable and achievable. The key is to make those 5 minutes count by being fully present and engaged. Quality interactions build trust and connection more effectively than the duration of time spent.

A Window into Their World:

Play provides a unique window into your child's world. Those 5 minutes allow you to step into their imagination, interests, and emotions. Whether it's playing with toys, drawing, or engaging in imaginative play, you gain insights into their thoughts and feelings, strengthening your understanding of who they are.

Trust and Security:

Consistent, short bursts of playtime create a sense of routine and predictability for your child. This routine fosters a feeling of security and trust, as your child knows they can count on this dedicated time with you. Trust is the foundation of any healthy relationship, and these 5 minutes contribute significantly to building that trust.

Communication:

Play is a universal language for children. By engaging in play, you open up channels of communication that might be challenging to access through conversation alone. Those 5 minutes become a space for your child to express themselves, share their joys and concerns, and feel heard.

Improving Behavior:

Play is not just about having fun; it's a powerful tool for behavior management. By dedicating focused playtime, you reinforce positive behaviors, teach social skills, and provide an opportunity for your child to learn and practice self-regulation.

Emotional Intelligence:

Play is a natural arena for emotional expression. Whether it's acting out scenarios, creating stories, or playing games, your child learns to navigate and express their emotions in a safe and supportive environment. These brief play sessions contribute to the development of your child's emotional intelligence.

Lasting Memories:

The simplicity of 5 minutes a day can lead to the creation of lasting memories. These shared moments become part of your child's childhood narrative, reinforcing the idea that they are loved, valued, and cherished. Such positive memories contribute to a strong sense of self-worth.

In the grand scheme of things, 5 minutes may seem insignificant, but the consistency and intentionality of this small investment in play can lead to transformative changes in your parent-child relationship. It's not about the quantity of time spent but the quality of the connection forged during those precious minutes. Embrace the power of play, and watch as 5 minutes a day becomes the foundation for a lifetime of love, understanding, and shared joy between you and your child.

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What is PCIT? What is the Goal of PCIT?

Fri, 12 Jan 2024 17:19:25 GMT

How PCIT Works

Our primary goal with Parent-Child Interaction Therapy (PCIT) is to improve your relationship with your child and address behavioral issues that stem from emotional dysregulation and limited communication skills. PCIT with families is designed to achieve specific and individualized goals that will benefit you through a lifetime. We work to help you create a more positive and nurturing family environment to enjoy for years to come. Specifically, PCIT works to:

Enhance the Parent-Child Relationship:

PCIT aims to strengthen the bond between parents and their children. By providing parents with the skills to engage in positive interactions and communication, the therapy fosters a secure attachment and emotional connection.

Improve Communication Skills:

PCIT focuses on enhancing communication between parents and children. Through guided play and interactions, parents learn effective communication techniques, such as using descriptive language, active listening, and expressing emotions in a constructive manner.

Address Behavioral Issues:

PCIT targets specific behavioral challenges exhibited by children. This may include issues such as defiance, aggression, tantrums, or other disruptive behaviors. The therapy equips parents with evidence-based strategies to manage and reduce these challenging behaviors.

Teach Positive Parenting Techniques:

The goal is to teach parents positive and effective parenting techniques. This includes using praise, reinforcement, and appropriate consequences to encourage desired behaviors while discouraging unwanted behaviors. PCIT emphasizes the importance of consistent and positive parenting practices.

Promote Emotional Regulation:

PCIT helps children develop emotional regulation skills by providing a supportive environment where they can express and manage their emotions appropriately. This is achieved through play therapy and coaching parents on how to respond to their child's emotional cues.

Build Confidence in Parents:

By providing live coaching and feedback during therapy sessions, PCIT aims to build parents' confidence in their parenting abilities. As parents become more proficient in applying the skills learned in therapy, they gain a sense of competence and empowerment.

Facilitate Generalization of Skills:

PCIT seeks to ensure that the skills learned in therapy are generalized to various settings, including home, school, and community. The goal is for parents to apply the techniques consistently in everyday life, promoting sustained positive interactions with their children.

Create a Positive Family Environment:

Ultimately, PCIT aims to create a positive and supportive family environment where both parents and children feel understood, valued, and connected. This contributes to the overall well-being of the family unit.

Prevent Future Behavioral Issues:

By addressing behavioral issues early on and equipping parents with effective parenting strategies, PCIT has the additional goal of preventing the escalation of behavioral problems in the future. This proactive approach can contribute to long-term positive outcomes for the child and the family.

In summary, our goal is to empower you with the tools and skills necessary to build a strong, positive, and mutually satisfying relationship with your children, in an environment conducive to the child's emotional and behavioral well-being.

Find a PCIT Therapist Near You

Parent-Child Interaction (PCIT) Therapist | Little Rock

Fri, 12 Jan 2024 17:08:53 GMT

How PCIT Works

Parent-Child Interaction Therapy (PCIT) is an evidence-based therapeutic intervention designed to improve the parent-child relationship and address behavioral issues in children. It typically involves a structured, short-term treatment program that combines play therapy and behavioral therapy techniques. Here's an overview of how PCIT works:

Assessment and Orientation:

The first step in PCIT involves an initial assessment to understand the dynamics of the parent-child relationship and identify specific behavioral concerns. Parents also receive an orientation to the PCIT process, helping them understand the goals and structure of the therapy.

Two Phases of PCIT:

PCIT consists of two main phases, each targeting different aspects of the parent-child relationship.

a. Child-Directed Interaction (CDI):

The first phase focuses on enhancing the positive aspects of the parent-child relationship. Parents learn specific skills to engage in child-directed play, where the child takes the lead in choosing activities. The therapist observes and coaches parents in real-time, providing feedback on their interactions.

b. Parent-Directed Interaction (PDI):

In the second phase, parents are taught effective behavior management techniques. They learn how to set limits, use praise and consequences appropriately, and improve communication with their child. The therapist continues to provide live coaching during parent-child interactions to reinforce these skills.

Use of In-Session Coaching:

A unique feature of PCIT is the use of in-session coaching. Parents and children participate in play activities while the therapist observes through a one-way mirror or live video feed. The therapist provides real-time guidance, coaching parents on specific interaction techniques and reinforcing positive behaviors.

Communication Enhancement:

PCIT emphasizes improving communication between parents and children. Through play and guided interactions, parents learn to communicate effectively, use descriptive language, and express emotions in a constructive manner. This helps build a secure attachment and fosters a positive emotional environment.

At Home Continuation:

Parents are given specific ideas for how to practice the skills learned during therapy sessions at home. This is a great way to reinforce positive behaviors and integrate new communication techniques into everyday interactions.

Gradual Transition to Independence:

As parents become more proficient in using the skills taught in PCIT, the therapist gradually reduces the level of coaching. This transition allows parents to gain confidence in independently applying the strategies they have learned.

Maintenance and Follow-Up:

Once the primary goals of PCIT are achieved, families may engage in maintenance sessions to reinforce skills and address any new challenges that may arise. Follow-up sessions ensure continued support and monitor the long-term effectiveness of the intervention.

Generalization of Skills:

PCIT aims to help parents generalize the skills learned in therapy to various real-life situations. This includes applying effective communication and behavior management techniques in different settings, such as home, school, and community.

Overall, PCIT works by empowering parents with the knowledge and skills needed to strengthen the parent-child relationship, improve communication, and address behavioral challenges, leading to long-term positive outcomes for both parents and children.

Find a PCIT Therapist Near You

Parent-Child Interaction Therapy Play | PCIT

Fri, 12 Jan 2024 17:03:38 GMT

Parenting is a rewarding yet challenging journey, and sometimes, understanding how to connect with your child on a deeper level can be the key to fostering a healthy parent-child relationship. One effective approach that has gained popularity is Parent-Child Interaction Therapy (PCIT), offered at Behavioral Health Services of Arkansas. In this blog post, we will delve into the significance of imitating your child's play and how it plays a crucial role in PCIT.

Understanding Parent-Child Interaction Therapy (PCIT):

PCIT is a evidence-based therapeutic intervention designed to enhance the parent-child relationship. It focuses on improving communication, reducing behavioral issu es, and building a secure attachment between parents and their children. One of the unique and impactful aspects of PCIT is the emphasis on imitating your child's play.

The Importance of Imitating Play:

Building Connection:

Imitating your child's play allows you to enter their world, creating a sense of connection and understanding. It communicates to your child that you value and respect their choices, fostering a stronger bond between you.

Enhancing Communication:

Children often express themselves through play. By imitating their play, you open a channel for communication without the need for words. This can be especially beneficial for children who may find it challenging to express their feelings verbally.

Promoting Emotional Development:

Play is a powerful tool for emotional expression and regulation. When parents imitate their child's play, it encourages emotional development by validating their emotions and helping them learn to navigate and express feelings in a healthy way.

Instilling Confidence:

Being actively involved in your child's play sends a positive message that their actions and choices are important. This affirmation contributes to building your child's self-esteem and confidence.

How to Immerse Yourself in Your Child's Play During PCIT:

Observe and Imitate:

Take the time to observe your child's play, paying attention to their actions, choices, and expressions. Once you've observed, try imitating their play to establish a sense of connection.

Use Descriptive Praise:

Acknowledge and praise your child's play by using descriptive language. This positive reinforcement reinforces their sense of self-worth and strengthens the bond between you.

Be Present and Engaged:

Put away distractions and be fully present during play sessions. Your active engagement demonstrates to your child that you are invested in their world.

Playing with your child is not just a fun and enjoyable activity; it's also a powerful way to improve parent-child interactions. For in-session coaching on play, attachment, interaction, discipline, and more - give us a call or visit our PCIT therapy page!

PTSD & Trauma | When to Get Help as an Adult

Fri, 10 Nov 2023 16:30:39 GMT

What is PTSD?

PTSD stands for Post-Traumatic Stress Disorder. It is a mental health condition that can develop in individuals who have experienced or witnessed a traumatic event. Traumatic events that can trigger PTSD include but are not limited to:

Combat exposure: Military personnel who have been in combat situations.
Physical or sexual assault: Experiencing or witnessing a violent assault.
Accidents: Involvement in a serious accident, such as a car crash.
Natural disasters: Surviving events like earthquakes, floods, or hurricanes.
Sudden loss: The unexpected death of a loved one.
Childhood trauma: Persistent abuse, neglect, or adverse experiences during childhood.

DSM-5 Diagnostic Criteria for PTSD | How to Know If You May Have PTSD

The key feature of PTSD is the presence of symptoms that persist for at least a month and significantly impact daily functioning. The following criteria apply to adults, adolescents, and children older than 6 years.

Exposure to actual or threatened death, serious injury, or sexual violence in one (or more) of the following ways:
Directly experiencing the traumatic event(s).
Witnessing, in person, the event(s) as it occurred to others.
Learning that the traumatic event(s) occurred to a close family member or close friend. In cases of actual or threatened death of a family member or friend, the event(s) must have been violent or accidental.
Experiencing repeated or extreme exposure to aversive details of the traumatic event(s) (e.g., first responders collecting human remains; police officers repeatedly exposed to details of child abuse). Note: Criterion A4 does not apply to exposure through electronic media, television, movies, or pictures, unless this exposure is work related.
Presence of one (or more) of the following intrusion symptoms associated with the traumatic event(s), beginning after the traumatic event(s) occurred:
Recurrent, involuntary, and intrusive distressing memories of the traumatic event(s). Note: In children older than 6 years, repetitive play may occur in which themes or aspects of the traumatic event(s) are expressed.
Recurrent distressing dreams in which the content and/or affect of the dream are related to the traumatic event(s). Note: In children, there may be frightening dreams without recognizable content.
Dissociative reactions (e.g., flashbacks) in which the individual feels or acts as if the traumatic event(s) were recurring. (Such reactions may occur on a continuum, with the most extreme expression being a complete loss of awareness of present surroundings.) Note: In children, trauma-specific reenactment may occur in play.
Intense or prolonged psychological distress at exposure to internal or external cues that symbolize or resemble an aspect of the traumatic event(s).
Marked physiological reactions to internal or external cues that symbolize or resemble an aspect of the traumatic event(s).
Persistent avoidance of stimuli associated with the traumatic event(s), beginning after the traumatic event(s) occurred, as evidenced by one or both of the following:
Avoidance of or efforts to avoid distressing memories, thoughts, or feelings about or closely associated with the traumatic event(s).
Avoidance of or efforts to avoid external reminders (people, places, conversations, activities, objects, situations) that arouse distressing memories, thoughts, or feelings about or closely associated with the traumatic event(s).
Negative alterations in cognitions and mood associated with the traumatic event(s), beginning or worsening after the traumatic event(s) occurred, as evidenced by two (or more) of the following:
Inability to remember an important aspect of the traumatic event(s) (typically due to dissociative amnesia, and not to other factors such as head injury, alcohol, or drugs).
Persistent and exaggerated negative beliefs or expectations about oneself, others, or the world (e.g., “I am bad,” “No one can be trusted,” “The world is completely dangerous,” “My whole nervous system is permanently ruined”).
Persistent, distorted cognitions about the cause or consequences of the traumatic event(s) that lead the individual to blame himself/herself or others.
Persistent negative emotional state (e.g., fear, horror, anger, guilt, or shame).
Markedly diminished interest or participation in significant activities.
Feelings of detachment or estrangement from others.
Persistent inability to experience positive emotions (e.g., inability to experience happiness, satisfaction, or loving feelings).
Marked alterations in arousal and reactivity associated with the traumatic event(s), beginning or worsening after the traumatic event(s) occurred, as evidenced by two (or more) of the following:
Irritable behavior and angry outbursts (with little or no provocation), typically expressed as verbal or physical aggression toward people or objects.
Reckless or self-destructive behavior.
Hypervigilance.
Exaggerated startle response.
Problems with concentration.
Sleep disturbance (e.g., difficulty falling or staying asleep or restless sleep).
Duration of the disturbance (Criteria B, C, D and E) is more than 1 month.
The disturbance causes clinically significant distress or impairment in social, occupational, or other important areas of functioning.
The disturbance is not attributable to the physiological effects of a substance (e.g., medication, alcohol) or another medical condition.

Therapy is always an option to consider when you are struggling with symptoms related to PTSD.

PTSD can affect anyone, regardless of age, gender, or background. The severity of symptoms can vary, and not everyone who experiences trauma develops PTSD. Timely intervention and appropriate treatment, which may include therapy, medication, or a combination of both, can significantly improve symptoms and help individuals regain a sense of control and well-being. If you or someone you know is struggling with symptoms related to trauma, it's important to seek professional help.

PTSD & Trauma | When to Get Help for Your Child

Wed, 08 Nov 2023 21:37:58 GMT

Recognizing the Impact of Trauma and PTSD

First off, we just want to say that if you're here, then you must care about your child's well being and future. Being a parent is one rollercoaster of a ride, right? Sometimes, life throws our kids a curveball we never saw coming. It's tough to watch our children grapple with stuff that's way beyond their years—especially trauma.

Let's get real for a minute. It's totally okay to feel lost or worried, wondering how to help your child through all of this. But here's the thing: you're not alone. Many parents have struggled through the same circumstance. In fact, it is estimated that around 70% of adults have experienced at least one traumatic event in their lives. Those adults were once children with parents who really felt guilty and worried about them.

And the best news yet - there are evidence-based treatments available to help reintroduce a higher quality of life to your child.

So, what exactly happens when our kids face trauma? Well, let's break it down. Trauma, whether it's from abuse, witnessing violence, accidents, or other distressing events, can leave a lasting impact. For children, these experiences can shape how they see the world, themselves, and others.

As parents, it's crucial to recognize these signs and understand that trauma can impact every aspect of our child's life. It affects their relationships, school performance, and overall well-being.

DSM-5 Diagnostic Criteria for PTSD

The following criteria apply to adults, adolescents, and children older than 6 years.

Exposure to actual or threatened death, serious injury, or sexual violence in one (or more) of the following ways:
Directly experiencing the traumatic event(s).
Witnessing, in person, the event(s) as it occurred to others.
Learning that the traumatic event(s) occurred to a close family member or close friend. In cases of actual or threatened death of a family member or friend, the event(s) must have been violent or accidental.
Experiencing repeated or extreme exposure to aversive details of the traumatic event(s) (e.g., first responders collecting human remains; police officers repeatedly exposed to details of child abuse). Note: Criterion A4 does not apply to exposure through electronic media, television, movies, or pictures, unless this exposure is work related.
Presence of one (or more) of the following intrusion symptoms associated with the traumatic event(s), beginning after the traumatic event(s) occurred:
Recurrent, involuntary, and intrusive distressing memories of the traumatic event(s). Note: In children older than 6 years, repetitive play may occur in which themes or aspects of the traumatic event(s) are expressed.
Recurrent distressing dreams in which the content and/or affect of the dream are related to the traumatic event(s). Note: In children, there may be frightening dreams without recognizable content.
Dissociative reactions (e.g., flashbacks) in which the individual feels or acts as if the traumatic event(s) were recurring. (Such reactions may occur on a continuum, with the most extreme expression being a complete loss of awareness of present surroundings.) Note: In children, trauma-specific reenactment may occur in play.
Intense or prolonged psychological distress at exposure to internal or external cues that symbolize or resemble an aspect of the traumatic event(s).
Marked physiological reactions to internal or external cues that symbolize or resemble an aspect of the traumatic event(s).
Persistent avoidance of stimuli associated with the traumatic event(s), beginning after the traumatic event(s) occurred, as evidenced by one or both of the following:
Avoidance of or efforts to avoid distressing memories, thoughts, or feelings about or closely associated with the traumatic event(s).
Avoidance of or efforts to avoid external reminders (people, places, conversations, activities, objects, situations) that arouse distressing memories, thoughts, or feelings about or closely associated with the traumatic event(s).
Negative alterations in cognitions and mood associated with the traumatic event(s), beginning or worsening after the traumatic event(s) occurred, as evidenced by two (or more) of the following:
Inability to remember an important aspect of the traumatic event(s) (typically due to dissociative amnesia, and not to other factors such as head injury, alcohol, or drugs).
Persistent and exaggerated negative beliefs or expectations about oneself, others, or the world (e.g., “I am bad,” “No one can be trusted,” “The world is completely dangerous,” “My whole nervous system is permanently ruined”).
Persistent, distorted cognitions about the cause or consequences of the traumatic event(s) that lead the individual to blame himself/herself or others.
Persistent negative emotional state (e.g., fear, horror, anger, guilt, or shame).
Markedly diminished interest or participation in significant activities.
Feelings of detachment or estrangement from others.
Persistent inability to experience positive emotions (e.g., inability to experience happiness, satisfaction, or loving feelings).
Marked alterations in arousal and reactivity associated with the traumatic event(s), beginning or worsening after the traumatic event(s) occurred, as evidenced by two (or more) of the following:
Irritable behavior and angry outbursts (with little or no provocation), typically expressed as verbal or physical aggression toward people or objects.
Reckless or self-destructive behavior.
Hypervigilance.
Exaggerated startle response.
Problems with concentration.
Sleep disturbance (e.g., difficulty falling or staying asleep or restless sleep).
Duration of the disturbance (Criteria B, C, D and E) is more than 1 month.
The disturbance causes clinically significant distress or impairment in social, occupational, or other important areas of functioning.
The disturbance is not attributable to the physiological effects of a substance (e.g., medication, alcohol) or another medical condition.

Therapy is always an option to consider for a child who is struggling with symptoms related to PTSD.

Therapy offers a safe space for your child to process their experiences, learn healthy coping skills, and gradually work through the effects of trauma. A therapist specializing in PTSD can provide evidence-based strategies to address your child's unique needs, guiding them toward recovery and a healthier, more resilient future. Seeking help for your child is a courageous and proactive decision that can make a world of difference in their well-being.

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Family Therapy

If your child's symptoms are negatively affecting your entire family, it may help to consider family therapy.

The family is a system , much like the human body. Just as the entire body suffers when one of its parts dysfunctions or fails to work with the rest of the body, the entire family suffers when one of its members suffers or is "out of sync."

Although family therapy isn’t a new concept, it’s one that many of our clients aren’t familiar with. The idea of sharing one’s personal thoughts and feelings with other people can sometimes seem awkward or uncomfortable.

We find that when our clients experience healing and work through challenges together, they often find that the discomfort and awkward feelings are worth the renewed sense of togetherness and peace that comes from sharing.

Trauma Informed Activities to Promote Connection

Mon, 23 Oct 2023 21:00:22 GMT

Engaging in trauma-informed activities as a family can be a meaningful way to foster connection, healing, and resilience. We've compiled a list of activities to enjoy with your family to promote the principles of Trauma Informed Care (including things like empowerment and safety):

Storytelling and Journaling : Encourage family members to share their personal stories, experiences, or feelings through storytelling or journaling. This can help promote empathy and understanding among family members.
Mindfulness and Breathing Exercises : Practice mindfulness and deep breathing exercises as a family. Guided meditations or deep-breathing sessions can help everyone relax and manage stress.
Art and Creativity : Engage in creative activities such as art, drawing, painting, or crafting. This provides an outlet for self-expression and can be therapeutic.
Nature Walks : Spend time in nature together. Nature walks, hikes, or simply being outdoors can have a calming and grounding effect on everyone.
Cooking and Baking Together : Cooking or baking as a family can be a fun and bonding activity. It also provides an opportunity to talk and work together while creating something delicious.
Family Games and Play : Play board games, card games, or physical activities together. Games promote laughter, collaboration, and can be a great stress reliever.
Family Read-Aloud : Choose a book that everyone can enjoy and take turns reading chapters aloud. This can spark discussions and strengthen the family bond.
Family Movie Nights : Plan regular movie nights with family-friendly films that encourage discussion afterward. This can be a great way to explore emotions and themes in a safe context.
Gratitude Journals : Keep individual or family gratitude journals. Each day, write down things you are thankful for. This practice can shift the focus towards positivity and resilience.
Random Acts of Kindness : Encourage family members to perform random acts of kindness for each other and for others outside the family. This helps create a culture of compassion and support.
Family Volunteer Opportunities : Engage in volunteer work as a family. Contributing to the community can be fulfilling and help children and adults build self-esteem.
Sensory Activities : Create sensory-friendly activities, like making sensory bins with items like sand, rice, or beads. These can help children regulate their sensory experiences.
Family Rituals : Establish meaningful family rituals, such as a weekly family meal, Sunday outings, or monthly celebrations to strengthen the sense of belonging and stability.
DIY Stress Balls : Make stress balls as a family using balloons and flour, rice, or playdough. These can serve as tools for stress relief.
Stress-Free Zones : Designate areas in your home as "stress-free zones" where everyone can retreat when they need a moment of calm and solitude.
Music and Dance : Put on some music and have a family dance party. Dancing and singing can be an excellent way to release tension and express emotions.
Feelings Chart : Create a family feelings chart or poster where everyone can use sticky notes or magnets to indicate how they are feeling at any given moment.

Remember that trauma-informed activities should be adaptable to each family member's comfort level and needs. The goal is to create a safe and nurturing environment that promotes healing and connection while respecting everyone's boundaries and preferences.

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Family Therapy

T he family is a system , much like the human body. Just as the entire body suffers when one of its parts dysfunctions or fails to work with the rest of the body, the entire family suffers when one of its members suffers or is "out of sync."

Introducing the MyARMedicaid App

Fri, 13 Oct 2023 15:04:25 GMT

At Behavioral Health Services of Arkansas, your well-being is our top priority. We understand that navigating the complexities of the healthcare system, especially when it comes to behavioral health services, can be overwhelming. For those seeking support in the realm of behavioral health, quick and convenient resources can make a significant difference in their well-being. That's why we're eager to share the MyARMedicaid App.

What is the MyARMedicaid App?

The MyARMedicaid App is a mobile app designed to give you quick access to vital resources, information, and support in the realm of behavioral health - promptly.

Key Features and Benefits

Let's delve into some of the key features and benefits that the MyARMedicaid App brings to your fingertips:

Easy Navigation: The app is user-friendly, making it simple to find the information and resources you need.
Resource Library: Access a wealth of information, articles, and guides related to behavioral health, substance abuse prevention, therapy options, and more.
Provider Search: Quickly locate qualified behavioral health service providers in your area, ensuring that you're just a click away from the support you require.
Appointment Scheduling: Schedule appointments with your chosen provider with ease, eliminating the hassle of lengthy phone calls or paperwork.
Medicaid Assistance: Stay updated on your Medicaid status and benefits, making it simpler to understand your coverage and access the services you're entitled to.
Notifications: Receive timely reminders for appointments and important updates related to your Medicaid coverage.
Crisis Support: Access crisis helplines and resources when you need immediate assistance or support.

Why Use the MyARMedicaid App?

Behavioral Health Services of Arkansas is committed to ensuring that you receive the best possible care and support. Here's why you should consider using the MyARMedicaid App:

Accessibility: Whether you're at home or on the go, the app ensures that crucial information and assistance are always within reach.
Empowerment: The app puts you in control of your mental health journey, helping you make informed decisions.
Efficiency: Say goodbye to long waits and paperwork. The MyARMedicaid App streamlines the process, saving you time and effort.
Support: We are here for you every step of the way. If you have questions or need assistance, our team is just a message or call away.

How to Get Started

Getting started with the MyARMedicaid App is easy:

Download: Simply download the app from your device's app store. It's available for both iOS and Android.
Register: Create an account, or log in if you're already a Behavioral Health Services of Arkansas user.
Explore: Start exploring the app's features and discover a world of behavioral health resources at your disposal.

We are excited to bring the MyARMedicaid App to your fingertips, and we believe it will be a valuable tool in your journey toward better mental and emotional health. Your well-being is our mission, and this app is just one way we're striving to make that mission a reality.

The Flourishing Child

Wed, 09 Aug 2023 20:22:30 GMT

We know that social risk factors and traumatic experiences like abuse, neglect, and witnessing violent take a serious toll on the developing mind of a child - promoting poor health outcomes that can last a lifetime. Traumatic stress in childhood is correlated with drastic increase in the likelihood of unplanned pregnancy, incarceration, dropping out of school, attempted suicide, mental illness, and chronic disease.

Researchers have performed ample studies in the hopes of finding a solution - both to prevent the heartache of trauma to begin with, and provide a clear process of healing for those affected. Successful treatments have been developed to aid in alleviating the symptoms related to trauma in the lives of many families. See Residential Treatment , Trauma Informed Care , or Trauma Focused CBT Therapy for examples.

But there is also a solution that is readily available to all families, regardless of social or economic status, culture, or religion:

Connection and Belonging is the Best Medicine

Over 70 years of research supports that promoting Positive Childhood Experiences offers a child a drastically higher chance at a quality life - regardless of the negative experiences they've endured in their life:

At each increasing level struggle with adverse childhood experiences, household income, and special health care needs, the prevalence of flourishing increased in a graded fashion as the levels of family resilience and connection increased.

In simple terms: This study supports that the more connected a child is with a few people around them, the more capable they will be of experiencing a flourishing, healthy childhood and adulthood.

Flourishing

Let's back up a minute. What do we mean by flourishing ?

By definition, flourishing means healthy growth, thriving, and feeling positive about life. In youth, psychiatrists recognize three indicators that a child is flourishing, that also indicate that a child is school-ready:

They are showing interest and curiosity about learning new things.
They are persistent and able to complete tasks.
They have the capacity to regulation their emotions.

Think about these factors in the workforce. Do you know anyone who is not flourishing by these standards? Are they disinterested in their job? Unable to complete tasks or regulate their emotions?

These skills are developed in our youth and follow us throughout our entire careers. They're fundamentally essential to enjoying a high quality of life - so how do we develop and protect them?

Connection & Belonging

When performing the previously mentioned study, they measured a child's ability to flourish when faced with varying levels of both adverse and positive childhood experiences . The positive experiences they decided on boiled down to a few "actionable takeaways" that every family can incorporate into their day-to-day life now.

Key Experiences in a Child's Life:

Feeling able to talk to their family about feelings
Feeling their family stood by them during difficult times
Talking about important things with their family
Praise your child when they does something well
Enjoyed participating in community traditions
Christmas, Fairs, 5ks, etc.
Feeling a sense of belonging in high school (not equate to popularity)
Being greeted by a friend or teacher
Having a teacher or staff member who talks to them regularly
Feeling supported by friends
Had at least two non-parent adults who took genuine interest in them
This could be coaches, teachers, family members, or friends
Feeling safe and protected by an adult in their home

The beauty of these takeaways is that they don't require a parent to be perfect, have a lot of money or resources, or be highly educated to provide a quality life to their child. These things don't have to happen 7/7 every day for a child to have a chance - they just need to happen consistently throughout their years of development.

The Flourishing Adult

Let's shift from children to you: Do you feel like you aren't flourishing in your adult years? Are you struggling with a mental illness like depression or anxiety? Do you feel lonely or withdrawn? What about stressed, finding it hard to sleep, lack of appetite, etc.?

If you experience feelings like these consistently, we would encourage you first and foremost to request an appointment with a clinical therapist - either with us or somewhere you already feel comfortable. Prolonged negative experiences like these can be indicators towards a deeper mental health concern that a therapist will be able to help you with.

There is always hope: The same metrics and experiences that are shown to improve a child's ability to flourish can also improve yours. Do you have one or two non-parental adults who care about you? Meet with them. Do you not have someone? Look for people who are ahead of you in your work force or family that you could ask to coffee!

Mentors are a great asset to have. A speaker once quoted that mentors are the next step to get through the next step - find one, but if there's no one around - find a good book. Many of our current and past generation's best minds have recorded their thoughts in writing for people like you.

There are ample opportunities to foster a sense of connection in and out of the home and workplace. Spend quality time with your non-offending family members, have important conversations, enjoy community traditions or create your own!

Be the person who cares for and creates these positive experiences for someone else. For more ideas, visit:

What is Reactive Attachment Disorder?

Mon, 03 Jul 2023 16:22:19 GMT

Symptoms, Causes, and Treatment

RAD is a psychiatric disorder that typically develops in early childhood as a result of disruptions in a child's early attachment relationships. Over 70% of our residents at Youth Home have a diagnosis of Reactive Attachment Disorder. Because of this and the many years of experience we have offering treatment to youth and their families, we know that this is severe and stressful for everyone involved.

Our hope is that this page will not be something you read and feel a discouraged by, but rather be a resource for you to look through to help better understand your child.

RAD Causes and Risk Factors:

Early Childhood Trauma:

Early neglect, abuse, or inconsistent care can significantly contribute to the development of Reactive Attachment Disorder (RAD) in children. Here's a closer look at how these factors impact a child's attachment and contribute to RAD:

Lack of Responsive Caregiving : Children require consistent and responsive caregiving during their early years to develop a secure attachment. Neglect or a lack of emotional and physical responsiveness from caregivers can disrupt the formation of healthy attachment bonds. When a child's needs for comfort, nurturing, and affection are consistently unmet, they may develop a distrustful and anxious attitude towards forming close relationships.

Abuse and Traumatic Experiences : Children who experience abuse, whether it is physical, emotional, or sexual, often face significant challenges in forming secure attachments. These traumatic experiences can lead to feelings of fear, mistrust, and a distorted understanding of relationships. The child may struggle to differentiate between safe and threatening situations, leading to difficulty in developing healthy attachments with caregivers and others.

Inconsistent Caregiving Environments : Children who are exposed to inconsistent or unpredictable caregiving environments, such as frequent changes in primary caregivers, multiple foster placements, or institutionalized care, are at a higher risk for developing RAD. The lack of stable, nurturing relationships during critical periods of development can disrupt the child's ability to form secure attachments.

Disrupted Bonding Opportunities : Early bonding experiences, such as positive and nurturing interactions with caregivers, are crucial for the development of trust and secure attachments. When these bonding opportunities are disrupted or absent, the child may struggle to form healthy emotional connections with others. This can manifest as a persistent pattern of withdrawing from or avoiding close relationships.

Impaired Social-Emotional Development : Children who experience early neglect, abuse, or inconsistent care may struggle with regulating their emotions and understanding social cues. This can impair their ability to form and maintain meaningful relationships. They may exhibit behaviors such as emotional detachment, limited eye contact, difficulty seeking or receiving comfort, and a lack of interest in social interactions.

It's important to note that every child's experience and response to early neglect, abuse, or inconsistent care can vary. Factors such as the severity and duration of the adverse experiences, the presence of supportive relationships, and individual resilience can also influence the development of RAD. Early intervention, therapeutic support, and a nurturing environment can play a crucial role in helping children with RAD heal, form secure attachments, and thrive.

Disrupted Attachment:

Secure attachments in early childhood play a critical role in a child's social, emotional, and cognitive development. Here's an explanation of the importance of secure attachments and how disruptions can impact a child's ability to form healthy relationships:

Emotional Regulation: Secure attachments provide a foundation for emotional regulation. When infants and young children have a consistent and responsive caregiver, they learn that their needs will be met and their emotions will be understood and validated. This helps them develop a sense of security and trust, allowing them to regulate their emotions more effectively as they grow older.

Social and Emotional Development: Secure attachments foster healthy social and emotional development. Children who feel securely attached to their caregivers are more likely to explore their environment, engage in positive social interactions, and develop empathy and understanding of others. They learn how to establish and maintain healthy relationships based on trust, respect, and effective communication.

Self-esteem and Self-worth: Secure attachments contribute to a child's developing sense of self-esteem and self-worth. When caregivers consistently provide love, support, and validation, children internalize positive beliefs about themselves. This lays the foundation for healthy self-esteem and a positive self-image, which are essential for forming and maintaining positive relationships throughout life.

Trust and Intimacy: Secure attachments help children develop trust in others and feel comfortable with intimacy. When caregivers consistently meet their needs and respond to their cues, children learn that they can rely on others and form deep, meaningful connections. This sense of trust and comfort in relationships becomes the basis for healthy romantic partnerships, friendships, and other interpersonal relationships in adulthood.

Cognitive and Language Development: Secure attachments also contribute to cognitive and language development. When children feel safe and secure in their relationships, they are more likely to engage in exploratory behaviors, ask questions, and actively participate in learning experiences. Secure attachments provide a nurturing environment that supports brain development and facilitates language acquisition.

Disruptions in early attachments, such as neglect, abuse, or inconsistent care, can significantly impact a child's ability to form healthy relationships. When secure attachments are lacking or disrupted, children may struggle with:

Trust issues and difficulties forming deep connections with others.
Emotional regulation challenges, leading to emotional outbursts or withdrawal.
Difficulty understanding social cues, resulting in challenges in social interactions.
Low self-esteem and feelings of unworthiness.
Problems with intimacy and establishing healthy boundaries.

Addressing and repairing disruptions in early attachments through therapeutic interventions, supportive environments, and nurturing relationships can help children overcome these challenges, heal from past experiences, and develop the skills necessary for forming healthy relationships in the future.

Other Contributing Factors:

In addition to neglect, abuse, or inconsistent care, several other factors can increase the risk of Reactive Attachment Disorder (RAD) in children. Let's discuss some of these factors:

Prenatal Exposure to Substances : When a child is exposed to drugs, alcohol, or other harmful substances during pregnancy, it can significantly impact their neurological development and increase the risk of attachment difficulties. Prenatal substance exposure can affect the infant's ability to form secure attachments due to potential disruptions in brain development and altered parent-child interactions.

Multiple Foster Placements : Children who experience multiple foster placements or frequent changes in caregivers may face challenges in forming stable and secure attachments. Each transition disrupts the child's sense of stability and continuity, making it difficult for them to establish trust and develop lasting bonds with caregivers. These disruptions can lead to attachment issues and contribute to the development of RAD.

Institutionalized Care : Children who have spent a significant portion of their early years in institutionalized care, such as orphanages or group homes, are at higher risk of developing RAD. The lack of consistent, nurturing relationships in institutional settings can lead to emotional and social deprivation, impairing the child's ability to form healthy attachments. The absence of individualized care and responsive interactions can hinder their emotional and social development.

Early Traumatic Experiences : Traumatic experiences during infancy and early childhood, such as witnessing violence, experiencing severe neglect, or being exposed to unstable environments, can increase the risk of RAD. These traumatic events disrupt the child's sense of safety, trust, and predictability, making it challenging for them to form secure attachments and engage in healthy relationships.

Caregiver Mental Health Issues : When primary caregivers struggle with mental health issues, such as depression, substance abuse, or unresolved trauma, it can interfere with their ability to provide consistent and nurturing care. Children who experience inconsistent or neglectful caregiving due to their caregivers' mental health challenges may face difficulties in developing secure attachments.

Understanding these additional risk factors is crucial for identifying children who may be at a higher risk of developing RAD. Early intervention, supportive services, and specialized treatment approaches can help mitigate the impact of these risk factors and promote healthy attachment relationships. By providing stable and nurturing environments and targeted therapeutic interventions, it is possible to support children in their healing journey and foster positive, secure attachments.

Diagnosing Reactive Attachment Disorder:

Diagnostic Criteria:

Diagnosing Reactive Attachment Disorder (RAD) requires a comprehensive evaluation by qualified mental health professionals. The specific criteria used for diagnosing RAD are outlined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Here is an overview of the criteria:

Criterion A: Persistent Difficulties with Social Interaction

A consistent pattern of inhibited, emotionally withdrawn behavior toward adult caregivers.
The child rarely or minimally seeks comfort or responds to comforting efforts from caregivers.
The child exhibits social and emotional disturbances, such as a lack of social responsiveness, limited positive affect, or a flat or superficially engaging manner.

Criterion B: Persistently Altered Social Interactions

The child exhibits extremes of insufficient or excessive familiarity with unfamiliar adults.
The child's behavior does not vary depending on the context or the caregiver's attempts to provide comfort and support.

Criterion C: The Disturbances Are Associated with Neglected or Inconsistent Care

The child has experienced a pattern of neglect, abuse, or insufficient caregiving that is severe enough to cause significant disruptions in attachment.

Criterion D: The Disturbances Are Not Explained by Developmental Delays or Other Conditions

The child's disturbed social interactions are not solely attributable to developmental delays or other medical or psychiatric conditions.

Criterion E: Age of Onset

The child's symptoms must be evident before the age of 5.

Criterion F: Duration

The symptoms of RAD must be present for a minimum of 12 months.

It's important to note that the diagnosis of RAD should be made by a trained mental health professional who conducts a comprehensive assessment, considering the child's developmental history, family dynamics, and observed behaviors in various settings. The professional will gather information through interviews, observations, and potentially utilizing standardized assessment tools to make an accurate diagnosis.

Differential Diagnosis:

Two conditions that share overlapping symptoms with RAD are Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD). Here's why it is important to differentiate RAD from these conditions:

Autism Spectrum Disorder (ASD):

Social Interaction: Both RAD and ASD can involve difficulties with social interaction. Children with ASD may exhibit challenges in understanding and responding to social cues, but their difficulties are not necessarily rooted in disrupted attachments.

Repetitive Behaviors: While repetitive behaviors can be present in both RAD and ASD, the underlying reasons for these behaviors may differ. In RAD, the behaviors may stem from attachment-related disturbances, whereas in ASD, they are typically driven by sensory or cognitive patterns.

Communication Differences: Communication difficulties are characteristic of both RAD and ASD. However, in RAD, the challenges primarily revolve around forming and maintaining secure attachments, while in ASD, they arise from social and pragmatic communication impairments.

Attention-Deficit/Hyperactivity Disorder (ADHD):

Impulsivity and Hyperactivity: ADHD shares symptoms of impulsivity and hyperactivity with RAD. However, in ADHD, these behaviors are not specifically related to disrupted attachments but rather reflect difficulties with attention regulation and self-control.

Inattentiveness: Inattention is another shared symptom between RAD and ADHD. However, in RAD, it may manifest as a lack of responsiveness or interest in the caregiver-child relationship, whereas in ADHD, it is more broadly seen across different contexts and relationships.

To ensure an accurate diagnosis, mental health professionals employ comprehensive assessments that include interviews, observations, and the use of standardized tools. By carefully considering the child's developmental history, behaviors across different settings, and the specific criteria for each condition, professionals can differentiate RAD from ASD and ADHD. This differentiation is crucial to develop an appropriate treatment plan tailored to the child's specific needs.

Also know that children can present with multiple co-occurring conditions, and a comprehensive evaluation should consider the interplay of different factors.

Treatment Approaches:

Therapeutic Interventions:

Trauma-Focused Cognitive-Behavioral Therapy (TF-CBT) : TF-CBT is an evidence-based therapy that combines elements of cognitive-behavioral therapy and trauma-focused interventions. It is designed to help children process traumatic experiences, develop coping skills, and improve their emotional regulation. TF-CBT involves individual sessions with the child and may also include sessions with parents or caregivers to enhance their understanding and support of the child's healing process.
Parent-Child Interaction Therapy (PCIT) : Parent-Child Interaction Therapy (PCIT) is an evidence-based intervention that focuses on improving parent-child relationships and promoting healthy attachments. It is a structured, short-term treatment approach that has shown significant benefits in enhancing parent-child interactions and addressing behavioral difficulties.

Supportive Services:

While interventions like Parent-Child Interaction Therapy (PCIT) play a crucial role in improving parent-child relationships and promoting healthy attachments, the importance of additional support services should not be overlooked. Here are the benefits and significance of incorporating supplementary support services:

Family Therapy: Family therapy provides a valuable platform for all family members to participate in the therapeutic process. It focuses on improving communication, resolving conflicts, and strengthening family dynamics. In the context of RAD, family therapy can help address underlying family issues, promote understanding and empathy, and provide a supportive environment for healing and growth. It enables family members to work together as a team, enhancing the overall well-being of both the child and the family unit.

Educational Assistance: Children with Reactive Attachment Disorder (RAD) often experience educational challenges due to their attachment-related difficulties. Educational assistance, such as specialized tutoring, individualized educational plans, or accommodations at school, can be vital in supporting their academic progress. Collaborating with teachers, school counselors, or educational specialists can help identify and address the specific needs of the child, ensuring they receive appropriate educational support.

Support Groups for Parents and Caregivers: Support groups provide a valuable space for parents and caregivers to connect, share experiences, and receive emotional support. These groups offer a sense of community and understanding, allowing participants to learn from one another, gain insights, and develop coping strategies. Sharing common challenges, successes, and resources in a supportive environment can be empowering and validating for parents and caregivers navigating the complexities of RAD.

Individual Therapy for Parents and Caregivers: Individual therapy can be beneficial for parents and caregivers of children with RAD. It provides a safe and confidential space to explore personal experiences, emotions, and challenges related to parenting a child with attachment difficulties. Individual therapy can help caregivers develop effective coping strategies, manage stress, address their own emotional needs, and gain a deeper understanding of their role in the child's healing process.

Respite Care: Caring for a child with RAD can be demanding and emotionally draining. Respite care offers temporary relief and support to caregivers by providing a break from their caregiving responsibilities. It allows caregivers to rest, recharge, and take care of their own well-being. Respite care services can be arranged through trusted family members, friends, or professional respite care providers.

By incorporating these additional support services, families can benefit from a holistic and comprehensive approach to addressing RAD. These services recognize that the challenges of RAD extend beyond the therapy room and encompass various aspects of family life. By providing emotional support, educational assistance, and opportunities for self-care, these services contribute to the overall well-being of both the child and the caregivers, fostering a supportive and nurturing environment for healing and growth.

Strategies for Parents and Caregivers:

Establishing trust and strengthening the parent-child bond is crucial when caring for a child with Reactive Attachment Disorder (RAD). Here are some practical tips and strategies for caregivers to support this process:

Create a Safe and Predictable Environment:

Establish consistent routines and schedules to provide a sense of stability and predictability for the child.
Create clear rules and boundaries, and communicate them in a calm and consistent manner.
Ensure a physically safe environment by childproofing the home and removing potential hazards.

Nurture Emotional Connection:

Engage in activities that promote emotional connection, such as reading together, playing games, or engaging in shared hobbies.
Show affection and physical touch, such as hugging, cuddling, or gentle pats on the back, if the child is comfortable with it.
Use verbal reassurance and positive affirmations to convey love, support, and acceptance to the child.

Practice Active Listening and Validation:

Listen attentively to the child without interruption, allowing them to express their thoughts and feelings.
Reflect back what the child is saying to demonstrate understanding and validate their emotions.
Avoid judgment or criticism and respond with empathy and compassion.

Use Therapeutic Parenting Techniques:

Learn and apply therapeutic parenting techniques.
Implement strategies that promote positive behavior, such as praise, rewards, and reinforcement for appropriate actions.

Provide Emotional and Physical Support:

Be available and responsive to the child's needs for comfort and soothing.
Offer support during times of distress or emotional dysregulation, using a calm and gentle approach.
Be patient and understanding, recognizing that the healing process takes time and progress may be gradual.

Seek Professional Help and Support:

Engage in therapy or counseling for both the child and the caregiver(s) to receive guidance and support from trained professionals.
Attend support groups or seek out peer support from other caregivers who are facing similar challenges.
Educate yourself about RAD, its symptoms, and effective parenting strategies through books, articles, and reputable online resources.

Remember, building trust and strengthening the parent-child bond requires patience, consistency, and understanding. Every child is unique, and it's essential to tailor strategies to meet their specific needs. Professional guidance and ongoing support can be invaluable in navigating the complexities of RAD and promoting a healthy and secure parent-child relationship.

Final Note

Reactive Attachment Disorder can be a complex and challenging condition for children and their families. However, with early intervention and the right support, positive outcomes are possible. By understanding the symptoms, causes, and treatment options for RAD, parents and caregivers can take the necessary steps to help their child on their journey to healing and healthy attachment.

(It's important to consult with a qualified mental health professional for an accurate diagnosis and personalized treatment plan for RAD).

Reactive Attachment Disorder Therapy

If you've tried many of these things to no avail, are feeling unsafe in the home, or like outpatient therapy is just not meeting the needs of your child - we understand. There is not quick fix for Reactive Attachment, and we know from years of experience that this disorder in particular is really hard on parents.

Youth Home's RAD treatment program was designed with your child in mind, and focuses on social skills, empathy, regular game play, healthy interactions, education and community contribution. If you think you're child could benefit from a more intensive/long-term treatment program, we hope to be a tool for you.

Outpatient Therapy for Reactive Attachment Disorder

TRICARE™ In-Network Residential Treatment for Reactive Attachment Disorder

Engaging Activities for Children with RAD

Mon, 03 Jul 2023 16:14:08 GMT

Nurturing Connections

When caring for a child with Reactive Attachment Disorder (RAD), engaging in activities that promote healthy family relationships, playing a vital role in strengthening the parent-child bond in particular through the opportunity for shared experiences, emotional connection, and the development of trust. This page is for any parent looking for fresh ideas for how to connect with their child, and tips on how to help it be successful more often.

Engaging activities don't have to be hard, but can create meaningful opportunities for families to connect, strengthen bonds, and support the healing journey of children with Reactive Attachment Disorder. With intentionality, you can build lasting memories together. Remember to tailor activities to the child's interests and abilities, providing a safe and supportive environment for exploration, emotional expression, and connection.

Planning for Success Connection

When caring for a child with Reactive Attachment Disorder (RAD), it's important to approach the planning of fun activities with sensitivity and understanding. While the child may struggle with attachment and display frequent temper tantrums, engaging in enjoyable activities can still have several benefits. Here are some considerations to keep in mind:

Modified Activities : Adapt the activities to meet the child's needs and abilities. Consider their specific triggers, sensitivities, and challenges when selecting activities. For example, if the child has difficulty with transitions, choose activities with predictable routines or provide ample preparation time.
Structured Environment : Create a structured and safe environment for activities. Clear rules, consistent boundaries, and predictability can help the child feel secure and reduce anxiety. Establishing a calm and organized space can contribute to a more positive experience for both the child and caregiver.
Sensory-Friendly Options : Children with RAD may have sensory sensitivities. Opt for activities that are sensory-friendly, taking into account their preferences and sensitivities. For instance, if the child is sensitive to loud noises, choose quieter activities or provide noise-cancelling headphones to create a more comfortable environment.
Incremental Steps : Introduce activities gradually, starting with shorter durations or simpler tasks. Allow the child to become familiar with the activity at their own pace. Over time, you can gradually increase the complexity or duration of the activities as the child becomes more comfortable and engaged.
Mindful Timing : Consider the timing of activities. Take note of the child's energy levels, any triggers that may affect their behavior, and potential disruptions to their routine. Plan activities during periods when the child is more likely to be receptive and less prone to tantrums or meltdowns.
Patience and Flexibility : Understand that progress may be gradual, and the child's response to activities can vary. Be patient, flexible, and willing to adapt as needed. If an activity triggers a temper tantrum or distress, focus on providing support and comfort to help the child regulate their emotions.
Professional Guidance : Consult with therapists or counselors experienced in working with RAD or attachment-related issues. They can provide insights, strategies, and recommendations tailored to your child's specific needs and challenges.

Remember, the primary goal of engaging in activities is not solely focused on attachment but also on creating positive experiences, fostering a sense of connection, and promoting the overall well-being of the child. By approaching activities with empathy, understanding, and realistic expectations, you can provide opportunities for growth, enjoyment, and potential breakthroughs in the parent-child relationship.

Carol Burns Smelley - Years Spent with Purpose

Fri, 16 Jun 2023 17:40:13 GMT

On June 12th of 2023, our beloved founder, Carol Burns Smelley, passed away.

Carol Burns Smelley was a calm, thoughtful woman who lived her years “to their best purpose,” filling up her days with meaningful work that she loved. Early in her career, Smelley had a dream to care for troubled youth during a time when “there was no concept, really, of a troubled youth, an emotionally-disturbed youth.” With patience and great care, this dream resulted in her founding our non-profit agency, Youth Home, with the goal of providing a home-like environment for youth who would otherwise be homeless. In 1968, with only $8,000, she opened her first home supporting six children in the foster care system.

Under her leadership, an initial $8,000 in community donations grew to a $2 million budget that same year, growing from the single-family home into a program that supported 10 homes and nearly 100 youth. "Paul Meers bought the first house on Battery Street. Jeanette Rockefeller sent a washer and dryer. Suddenly there was furniture, and somehow the money just came," Smelley recalled.

Carol delivered outpatient programs, sponsored foster care, and managed approximately 75 employees. And the financial support continued to come over the years under Smelley's tenure, along with the corporate and community involvement of more than 900 volunteers.

She was a dynamic motivator, high-profile fundraiser and tenacious non-profit director, while maintaining her infamous calm and thoughtful spirit.

Smelley's love of working with youth went back to her upbringing in Jonesboro, where she remembered helping her mother serve the under-privileged in a settlement house that offered food, a library, and other aid.

She was an active member of First Baptist Church there, and along with her youth group became involved with a mission that had been established in a poor rural area.

By the time she left home, Smelley knew that she wanted to work with troubled youth, and after graduating from Baylor University at age 20, she consciously chose jobs that would prepare her for service in that field. She was a teacher, a church youth director, and Baptist Student Union director at the Arkansas State Teachers College (now the University of Central Arkansas).

She then earned her master's degree in social work at Columbia University in New York City. During that time, she was able to work in her first residential treatment center and to research similar organizations around the country. It was then that she discovered how few opportunities Arkansas had available for treatment.

Moved by her research, she wrote home to Winthrop Rockefeller (who at the time was just a civic-minded cattle rancher) and asked him: "What are you doing for troubled adolescents in Arkansas?” Rockefeller gave the letter to Mary McLeod, who maintained much of his charitable interests, and McLeod stayed in touch with her.

We are so moved by her history here in Little Rock, and forever grateful to her for the work she did building Youth Home into the highly serviceable organization it is today. We are very sad to have lost such a wonderful woman and friend, and offer our sincerest condolences to those who loved her.

***

About Youth Home & BHSA

Today Youth Home, inc. is still a nonprofit psychiatric treatment center for youth with severe behavioral disorders and mental illnesses. Youth Home is now recognized nation-wide as experts in the treatment of Reactive Attachment Disorder (RAD), and are TRICARE® In Network, proudly supporting military families across the country. Youth Home built on the foundation that Carol Burns Smelley laid, and now features a Residential Treatment program that highlights Trauma-Informed CBT Therapy, Award-Winning Recreational Therapy, an On-Campus Education Program, as well as Individual, Family, and Group Therapies. Youth Home treats adolescents ages 12-17, who have a primary diagnosis of RAD, Depression, Anxiety, Trauma, PTSD, ADD/ADHD, or OCD.

Over 25 years ago, we expanded our services to include an outpatient clinic, Behavioral Health Services of Arkansas, which offers therapy and counseling to our Central Arkansas families. BHSA specializes in Parent-Child Interaction Therapy, Trauma and PTSD Counseling, as well as Therapy Services for Depression, Anxiety and More.

Quotes & Citation from: Carol Smelley.. (n.d.) >The Free Library. (2014). Retrieved Jun 13 2023 from https://www.thefreelibrary.com/Carol+Smelley.-a07915647