Treatment

Therapist takes notes as patient talks

Assessment is the first step to pursuing treatment at CYARD. After an assessment has been completed, treatment options will be discussed. Throughout this process, you are encouraged to ask questions as you weigh out the pros and cons of different types of treatment. You can read more about the type of treatment that we provide. If it’s determined that another treatment provider would be a better match for your child, a referral will be offered.

 

 

Generalized Anxiety Disorder

Nervous child in chair with knees drawn up to chest

Generalized Anxiety Disorder is characterized by excessive and uncontrollable worry about a number of events or activities, often related to school, performance in sports, safety/health, family issues, world affairs, and/or striving for perfection. This worry is often accompanied by symptoms such as restlessness, irritability, sleep disturbances, and difficulty concentrating.

Obsessive-Compulsive Disorder (OCD)

Child washes hands at sink

Obsessive-Compulsive Disorder (OCD) is characterized by recurrent, intrusive thoughts and/or images (obsessions) and repetitive behaviors or mental acts (compulsions) aimed at reducing discomfort. Additionally, children and adolescents may avoid situations that trigger these symptoms.

Common obsessions involve fears of contamination (e.g., by dirt or germs), fears of harm to oneself or others, preoccupation with lucky or unlucky numbers, and concerns about things being even, exact, or in a particular order. Also, children and adolescents with OCD sometimes experience the sense that something has to feel “just right.”

Common compulsions include ritualized washing or cleaning; checking (e.g., locks, appliances); rereading; erasing and rewriting; counting; touching, tapping, or rubbing objects in a certain way; ordering or arranging belongings; and seeking reassurance repeatedly.

OCD-related disorders may involve hoarding, hair pulling, skin picking, motor or vocal tics (e.g., eye blinking, throat clearing), or severe preoccupation with a perceived defect in appearance that cause(s) distress or impairment in social or academic functioning.

Social Anxiety Disorder

Teens bullying a peer

Social Anxiety Disorder involves persistent fear of social or performance situations, which the child avoids or endures with distress. Children with social anxiety disorder may experience intense anxiety in a particular social situation (e.g., presenting in class) or in a range of social situations.

Separation Anxiety Disorder

A child holding a backpack clutches a parent's side,

Separation Anxiety Disorder is characterized by excessive distress pertaining to separation from home or a family member. Symptoms might involve worry about harm happening to parents when separated and reluctance or refusal to go to school, stay home alone, or participate in age-appropriate peer activities (e.g., sleepovers).

Specific Phobias

A scared child swinging on a rope.

Specific Phobias are intense, irrational fears of specific objects or situations, which are avoided or endured with distress. Common phobias in childhood and adolescence include phobias of animals, insects, the dark, storms, heights, water, traveling by airplane, and getting shots.

School Avoidance Behavior

A child pulls away from their parent.

School avoidance behavior involves difficulty attending or staying in school, often due to anxiety symptoms. Children and adolescents with school avoidance may resist leaving home in the morning, complain of physical symptoms (e.g., stomachaches) when it is time to go to school, and/or ask to visit the nurse repeatedly.

Panic Disorder

A young girl crys behind a car in a parking lot.

Panic Disorder involves experiencing panic/anxiety attacks that seem to come on suddenly and for no reason, and are followed by at least one month of concern about having another attack, losing control, or "going crazy".

Selective Mutism

A child hides behind a composition book.

Selective Mutism involves not speaking in situations in which talking is necessary or expected (e.g., at school). Children with selective mutism are capable of speech and may be very talkative at home or in other comfortable environments.