News – Page 2

College and Mental Illness

By Katie S. Frauenfelder, MA, LPC, NASM CPT

College Student asking for help — Young people entering college are at higher risk for mental health challenges.

Now that fall is in full swing, many teens have flown the coop in pursuit of what will hopefully be some of the best four (or five) years of their lives. While the idea of college for many young adults includes newfound freedom, football games, frat parties, (and oh yeah, those pesky classes), many teens have yet to discover the reality of the stress that comes along with it.

While the aforementioned is part of the college experience for many, it also comes with less structure, a demanding workload, and comparison to peers. Because of this, college can often be a perfect breeding ground for mental health issues. According to the American Psychological Association, “Over one-third of first-year college students are impacted.” Mental health issues can take many forms, but they most commonly include depression, anxiety, eating disorders, and addiction. It is important to recognize the risks and warning signs, and familiarize yourself with the resources available before it’s too late.

Depression

Many new college students have moved away from home for the very first time in their lives. Missing friends and family back home, late nights studying, and adjusting to a new lifestyle can be challenging and stressful. So how can students tell the difference between typical college stress, or something more serious? Recognizing signs of depression can be tricky. It is common to have days where you feel “off” or overwhelmed with life. However, when these days occur more frequently, and daily tasks or even getting out of bed becomes a struggle, this is cause for concern. Here are a few signs that might indicate depression is present:

persistent feelings of sadness
lack of interest in things once enjoyed
guilt
feeling tired or having little energy
isolation
mood swings
feelings of hopelessness
changes in appetite
difficulty concentrating
thoughts of hurting oneself

Anxiety

It goes without saying that college isn’t exactly a breeze. Whether it be meeting new people or realizing that classes are probably going to be tougher than they were in high school, many students will notice themselves experiencing some sort of anxiety. It is important to note that a certain amount of anxiety is acceptable, and can even be helpful. If you weren’t at least a little anxious about your anatomy final, you wouldn’t feel the need to pull an all-nighter studying. However, it is important to recognize when the appropriate amount of anxiety is escalating into something more harmful. While every person experiences anxiety in their own way, here are some general symptoms that might indicate help is needed:

trouble concentrating
sweating
stomach aches
insomnia –
shortness of breath
irrational fears –
ruminating thoughts
stomach issues

Eating Disorders

There is no doubt college life is hectic. Due to this it can be easy to skip the occasional meal, or mindlessly consume half of a pizza during a late night study session. But what differentiates erratic eating patterns from an eating disorder? A question I frequently ask my clients as it relates to food and behaviors is “What are your underlying motivations?” Let’s use the “skip the occasional meal” scenario from above. A person with normalized, non-disordered eating patterns might occasionally become so wrapped up in what they are doing that something like missing a meal is an honest oversight. (What? I’ve been gazing at my crush from across the library, er, I mean studying for three hours and missed lunch?) Once this person realizes they skipped a meal and recognizes they are hungry, they often head off to the food court or dining hall to grab something to eat. However, a person with an eating disorder might use studying at the library as an excuse to avoid eating. This can be due to a host of underlying issues, and rarely is it about the food.

Eating disorders are extremely unhealthy and sometimes life-threatening coping skills. Research on the causes of eating disorders is constantly evolving, and we continue to gain more insight as to what the risk factors are which may contribute to the illness. Many of the reasons are multi-faceted, and are the product of biopsychosocial factors that differ from person to person. Several major risk factors for eating disorders include: genetics, temperament, biology, trauma, lack of positive coping skills, sociocultural ideals, and dieting.

Eating disorders can take on many forms, a variety of types exist. With that being said, I will only touch on the three most common disorders, and their characteristics.

Anorexia Nervosa

There are two common types of Anorexia. They include: Binge/Purge Type and Restrictive. Though two classifications of this eating disorder exist, both types exhibit similar symptoms, such as abnormal eating patterns and an irrational fear of gaining weight. Other common symptoms include:

Chronic restrictive eating or dieting
Dressing in layers to hide weight loss or to stay warm
Amenorrhea
Depression or lethargy
Ritualistic eating patterns
Lanugo
Preoccupation with weight, food, nutrition info, and dieting
Dry hair
Distorted body image
Dramatic weight loss
Body image struggles
Lanugo
Compulsive exercise

Bulimia Nervosa

Bulimia is characterized by bingeing – consuming a large quantity of food in a short period of time – and then purging. During a binge, a person often feels a lack of control over eating during the episode (ie feelings that one cannot stop eating or control how much one eats). This is often followed by engaging in compensatory behaviors in order to prevent weight gain, such as self-induced vomiting, misuse of laxatives, diuretics, fasting, or compulsive exercise. Common warning signs/symptoms include:

Preoccupation with weight
Food rituals
Extreme weight fluctuations
Excessive/rigid exercise patterns
Repeated episodes of eating abnormally large amounts of food in one sitting
Evidence of purging behaviors, including frequent trips to the bathroom after meals, signs and/or smells of vomiting, presence of laxatives or diuretics.
Calluses on the back of hands from self-induced vomiting
Swelling of cheeks/jaws
wearing baggy clothes

Binge Eating Disorder

Until recently, Binge Eating Disorder (B.E.D.) wasn’t classified as an eating disorder. Those who engaged in bingeing behaviors were thought of as lacking willpower or being lazy. We have come to find that B.E.D. is a real medical condition, and is increasingly more common. B.E.D. is characterized by the repeated inability to control the consumption of large amounts of food at one time, often followed by feelings of guilt, shame, and remorse. Signs and symptoms of B.E.D. include:

Eating unusually large amounts of food in a specific amount of time, such as over a two-hour period
Frequently dieting
Eating even when you are full or not hungry
Eating rapidly
Eating to the point of discomfort
Eating alone or in secret

Unlike a person with Bulimia, after a binge one doesn’t typically compensate for extra calories eaten. A person may attempt to diet or eat regular meals, but restricting often leads to more binges. Causes of the disorder are unknown, but genetics, biological factors, history of dieting, and psychological issues increase your risk.

Addiction

College is often a time for experimentation. The temptation to do drugs is strong because college students often find it makes socializing easier or helps them study harder. Of course, not all college students start abusing drugs or binge drinking right from the start, but regular use of these substances can lead many down the road to addiction. And while the type of drug a student may abuse can differ, the most consistent are alcohol, marijuana, hallucinogens, and prescription pills such as Adderall.

College students turn to drugs for a variety of reasons. These can include academic or peer pressure, relieving stress, and as an escape from their problems. Results of a CASA survey on 2,000 students showed the majority of them took drugs and drank alcohol to be “part of the group”. In many cases, people are exposed to illicit substances in college for the first time. Students succumb to the pressure so they aren’t seen as the “odd one out”.

Signs and symptoms of addiction can vary based on the drug, but common signs and symptoms include:

dilated pupils, red eyes
mood swings
drop in grades
irritability
loss of interest in activities once enjoyed
reckless behavior
shift in sleeping patterns
financial problems

Resources

While admitting you are struggling can be difficult, it is important to know you are not alone. Tens of thousands of college students suffer from mental health issues, and the sooner you seek help, the more likely you are to recover successfully. There are a number of accommodations available, and often don’t require you to look much further than your college campus. Many colleges have health and counseling centers with services such as individual and group counseling, medication management, and urgent care.

Groups such as the National Alliance on Mental Illness maintain campus clubs at hundreds of colleges throughout the country and provides an array of services. In addition to offering a space where students with mental health issues can meet, the group also strives to reduce the stigma associated with mental illness. This is done by bringing mental health awareness to campuses and educating faculty, staff and students.

If your college isn’t able to provide resources to students, or you just feel uncomfortable utilizing on-campus support, there are online, phone, and usually local resources available to fit your needs. Your college’s health and counseling center can help you find local resources, as can a simple Google search. With more focus than ever on mental health, help is always available. You just need to be proactive about seeking it.

Mental health challenges can be difficult to tackle, but recognizing you need help is the first step. Shame and guilt may cause you to be apprehensive about beginning your journey toward recovery, for we have spent years believing mental illness is a sign of weakness, and something we should be able to just “get over”. However, in a society where we have so many pressures and demands put on us, particularly during our college years, it is truly a sign of strength to take the time to take care of yourself. Remember, you are worth it.

Back-to-School Do’s and Don’ts for Parents

Back to School Do’s and Don’ts for Parents

By Jamie Meyers, M.Ed., LPC

Are you counting down the days until your child goes back to school? Are you already imagining having your days back, whether that includes uninterrupted work, running errands, or just being an adult? You might be shocked to know that your child is counting down the days as well, just not the way you are thinking. Transitions are difficult for adults, and often even more so for kids. Your child may be counting down the days to prepare themselves mentally due to the anxiety they feel escalating as summer comes to a close.

Anxiety comes in many forms. Some children may experience mild symptoms that may include a stomach ache, spending an inordinate amount of time picking the right outfit or school supplies, asking tons of questions, or staying more quiet than usual. Other children may feel more uncomfortable symptoms of anxiety that might include having trouble sleeping, being clingy, decreased appetite, restlessness, or irritability. Some may even feel severe symptoms that might involve tears, tantrums, nightmares, or school refusal.

Common worries about the upcoming year include:

Being away from home
Being away from parental figures
Teacher issues
Friendship issues/Social issues
Getting lost and being late
Navigating a new school, or new area of the school
Locker troubles
Amount and difficulty of homework
Getting into trouble
Detention… even if that doesn’t exist at their school

We’ve made a Do and Don’t list to kick off the year as stress-free as possible.

Do:

Listen empathetically – This means not over-promising or using scenarios you aren’t sure of to try to reassure them. Acknowledge their feelings by letting them know that transitions are hard for everyone, including yourself. Remind them that day to day they may not notice the changes of a new grade, but they were able to transition to all other grade levels. “Remember when you thought there was no way you could leave 3rd grade and make it to 4th grade? What made that possible? How were you able to do that? You are about to start 5th! That is awesome, you got this!”
Get them talking – Play around with the concerns/questions/worries they have by playing a game, this is a great low-risk way to delve into hard to discuss topics. Play the “What if” game or the “I wonder” game. Usually, children know more than they remember or let on. By playing these games, you will get them talking about different social scenarios, who to reach out to for help, or how they will be able to handle it themselves. For example, “I wonder if any other kids feel nervous about finding their way to their new class or a new part of the school.” After a brief discussion, you can follow that up by asking “What if you did need help? Who could you ask?” You can even add silly questions to break the tension, such as, “What if a dinosaur was your classmate? I wonder if anyone has had that worry before.” “Where would that dinosaur sit?”
Bring back predictability – Summer is all about no schedules, lazy days, and feeling relaxed. Unfortunately, those types of days lead to uncertainty and a lack of predictability. School is very routine based and predictable for children, which can make them feel safe as the routines and procedures are back in place. Try getting the schedule regulated a few weeks or a few nights before school starts. This can include, earlier bedtimes, scheduled screen time, picking out clothes the night before, and having a visual schedule for the day.
Get reacquainted with school – Driving by, walking in, and getting reacquainted with the building can help kids ease into the idea of going back to school. Run throughs are especially helpful for kids transitioning to a new school. Children who are transitioning from elementary to middle or middle to high school typically have an orientation, but it usually occurs at the end of the previous year and that they tend to forget. Once at school, if transitioning to a new building, let them map out their classes, know where their locker is located, and walk through as if it’s an actual school day.
Give them coping strategies – Having a collection of coping strategies can help your child feel at ease, knowing they have skills to use when a situation arises.
1. Taking 3 deep breaths – It sounds so simple, but deep breathing can actually make a big difference in how anxious or stressed we feel. Practice a few times a day with your child, slowly breathing in through your nose, and out through your mouth, feeling your belly rise and fall with each breath. Have your child lay down on their backs with a stuffed animal on their stomach. This can help them visualize the breath going in and out, while the animal rises and falls.
2. Grounding techniques – Focus on each of the five senses. Notice something that you can see, something you can hear, then something you can touch, smell, and possibly taste. Another great grounding technique is to have your child focus on the alphabet. Then, in their head name something for each letter. You can also do this with a category, like naming a sport related word for every letter of the alphabet or things you find at school.
3. Keeping hands busy – Use a stone, marble, stretchy bracelet, or any other small item to keep your hands busy and quiet. An easy way to let your child know if a fidget works for them is to have them understand it’s not a toy. If they are concentrating on playing with the fidget, the fidget is not working for them. They will be able to focus and concentrate on classwork and their teacher if the fidget is the right fit.
Reframing negative self-talk – This goes back to finding evidence like we talked about in #2. Does your child have evidence to support the negative thought? If not, create a kinder, more balanced, helpful thought based on facts.
Ask neutral, open-ended questions – Questions that ask about a specific topic, leading to a specific response can illicit shame or anxiety in a child. They are wanting to please, and if they don’t have a solid answer it can lead to further issues in communication. Asking open-ended neutral questions will get you much more of an answer, while allowing it to feel low-risk for your child. So instead of asking, “Who did you play with at recess?” Ask “What were the three best, silliest or funniest parts of your day?” This type of question can lead to a rich dialogue that you would not have gotten otherwise.

Don’t:

Problem solve for them – Solving a problem for your child gives them the feeling that they are not capable of handling it or figuring out a plan on their own. This leads to greater anxiety in the future as their worries and problems only become larger. This only increases the feelings of anxiety as they don’t feel equipped to manage the problem themselves. Let them handle the small stuff now, and it will create the independence and resiliency you were hoping to cultivate.
Dismiss their feelings – When an adult tells a child, “don’t be nervous” or belittles their fears by implying that these aren’t things to be nervous about, it only creates more anxiety. Hearing what they have to say can often ease the burden of worries for children. Let your child lead the conversation and allow them to have whatever feelings they have.
Allow setbacks to create more anxiety – It can be hard to see your child struggling with anxiety again after they ended the year on a great note and were able to have a fantastic summer full of positive experiences. However, if you make a big deal about this “setback” after they were doing so well, you will cause them to feel anxious about feeling anxious. Take each day as it comes and remember, it’s okay to have a bad day every once in awhile, everyone does. Within the ups and downs of their day or week are where kids learn to shine. Remember, they are problem solvers. If you can learn to let them handle it when the setbacks are smaller, then your child will grow more confident and learn to accept them without it becoming a huge setback. Utilize this thinking on a regular basis and you will see your child become more resilient over time.
Set unrealistic expectations – Often times parents want to set their child up for success by being overly positive and optimistic. While positivity is good, it can also create an environment where the child is afraid to fail. You may need to help your child accept that sometimes it takes time to get used to new circumstances. One time this is particularly true is when a child worries that they won’t have friends in their class. Instead of assuring them that they have lots of friends, try reminding them of a time they did make a new friend. Having this conversation gives your child clear evidence that they previously succeeded in this tough situation. They will then begin to understand that they can be their own problem solver, even when things don’t go the way they’d like, having the proof they need to succeed.

Jamie is taking new child and adolescent clients for individual and group therapy. Her LEGO® Club, is enrolling now. LEGO® Club is for children ages 5-12 struggling with social skills, following directions, problem-solving, or children that need practice interacting with peers. She will also be recruiting members for her Therapeutic Book Club and Anxious Youth Group soon!

Tips for Connecting with Your Child Through Play

By Meredith M. Beard, MSW, LCSW, RPT

Father and baby playing — Play has many positive impacts on the developing child.

It’s summertime now, which presents lots of opportunities for family bonding! When parents are truly present with their kids, kids are primed to connect and play in meaningful ways. Play not only helps your kids let off steam, burn up energy and sleep better, it has a number of positive impacts on learning and brain development. Letting children lead the process during play will enable you to get the most out of your time together. Here’s why.

Child-led play can heal the relationship between caregivers and children. Play can mend a relationship that has been fractured after harsh words were spoken or another power struggle ended in tears. In play, there are opportunities for a caregiver to offer loving eye-contact and touch which improves the bond on many levels as well as model positive non-verbal communication. It provides opportunities to recognize a child’s strengths and praise them for behaviors the caregiver wants to see more of. A caregiver might say for example, “Wow, you are giving a lot of attention to that baby doll and making sure she has everything she needs just like you do with your sister,” or “You kept going until you got it even though there were some tricky parts!” Empowering children through child-led play can create a secure feeling with caregivers, which is foundational to psychological well being.

Play builds a more confident child. When an adult follows a child’s lead in play, it empowers them with leadership skills and teaches them to trust in the merit and accuracy of their ideas. Kids are frequently corrected and taught things in the course of a given day. When we give them the time and space to explore and create without correction, they start to trust their inner voice and not question their worth.

Play builds trust and buy-in. When caregivers want children to follow instructions or be flexible with plans, they need the child to buy in to the process. In a given day, consider the ratio of times adults ask children to follow their instructions vs. the times they are allowed to choose and lead. When we tip the scales in their favor for a period of time, they are more likely to reciprocate when it comes time for caregivers to ask children to respect their limits. It might help to think of this time together as a downpayment on the trust you will need to draw upon when conflicts inevitably arise. The bond that child-led play affords will enable you to appeal to your child’s higher thinking/rational part of the brain rather than getting their instinctual response (tantrum/fight or flight/lower brain) when they can’t have what they want right away.

Play can be a mindful experience for children and caregivers. According to Jon Kabat-Zinn, Professor Emeritus of Medicine and the creator of the Center for Mindfulness in Medicine, Health Care, and Society at the University of Massachusetts Medical School, “Mindfulness means paying attention in a particular way: on purpose, in the present moment, and nonjudgmentally.” We have a lot to learn from children about being fully open to the present moment and being less judgmental. They are usually far better at this than adults. Consider that children usually don’t have a head full of swirling thoughts about all the things they need to do. When they are coloring, it is fully about the coloring. When you join with a child and get lost in play, you are teaching a great coping skill – living in the here and now. When you play, you can recognize the mountain of responsibilities on your plate and the nagging thoughts that come with them. You can consciously put them on the shelf for a period of time and accept they will be there when you are finished playing. You will be modeling self-care.

Tips for Child-Led Play:

Take on the role of a sportscaster (minus the funny voice). Describe out loud what you see your child doing. Not only will this improve your child’s vocabulary, it will also communicate that you find your child and their play interesting! Your tone of voice, facial expressions and body language should communicate excitement and focus on the actions you see playing out. For example, “The red one is being stacked on the blue one and… Oh, it came tumbling down!”

Praise the process rather than the outcomes. There is nothing inherently wrong with telling children they have done a good job, but evaluation can be an extrinsic motivator rather than an intrinsic one. Intrinsic motivation is preferable, because it is more sustainable and will carry the learning process further and to greater depths. Tapping into a child’s intrinsic motivations avoids the need for evaluation and approval from caregivers. We use gold stars and sticker charts with children for so many things. Play can be a welcome escape from adult’s agendas and opinions and an opportunity to explore new territories for their own reasons. For example when your child says “Do you like the picture I painted?” You might say, “Wow! You took a great deal of care getting it just the way you wanted. You put a lot of detail in that corner there and added blue and red after you finished with the green crayon.” These statements praise the effort the child made to go after her own goals for the sake of pure enjoyment and creativity.

Let children struggle when they encounter obstacles. Ask questions to facilitate problem-solving rather than jumping in with answers or doing the task for the child. For example, “Yeah, that thing is kind of hard! I wonder if there is another way to turn the piece to get it to fit.” The satisfaction a child gets from figuring something out and resolving the problem themselves bolsters their confidence in trying new things. This is a huge thing you can do to encourage a love of learning and a sense of independence.

Beat the boredom. Worried you will feel tempted to check your phone or bail to get started on the mountain of laundry accumulating downstairs? Think of child-led play like starting a new exercise regimen. It will require some effort and determination at first, but soon it will become second nature. Set a timer so you and your child know when the play time will end, and limit distractions by putting your phone and smart-watch somewhere away from the play space. Don’t get discouraged. It’s normal for your mind to wander, just catch yourself and get back in the game.

Relax and be yourself. When you are present, at ease, and flexible, you are modeling those behaviors for your child. Try not to overanalyze your every move or beat yourself up for jumping in to lead the process. It takes time to learn how to facilitate child-led play. The most important part is that you are showing up and being genuine!

Try To Avoid:

Giving instructions or criticizing. Rather than focusing on teaching your child something he or she doesn’t know, offer descriptions of what you see them doing.
Asking questions. Questions can indirectly evaluate and/or direct children’s play. Rather try to go with their lead as much as possible.
Being excessively flattering. Let your praise be genuine. Children can tell if you are faking it better than anyone.
Minimize the number of limits set during play. Too many limits make a child uneasy about doing something wrong or messy. Limits should be reserved for safety of people, house/furniture, and toys. If you dislike messes, put away the messy art supplies and give other options such as watercolor or markers.
Competitive games. I usually recommend putting them away during this type of play time, especially if this is a frequent sore subject in your household. There is a great deal of evaluation and winning/losing in children’s lives. Play can be a place to explore other narratives.

Recommended Toys for Child-Led Play:

Specific toys are not required to engage in child-led play. However, if you are starting from scratch and not sure where to start, I prefer certain types of toys because they lend themselves well to this kind of play. The following toys are particularly good for allowing children to lead and create open-ended narratives rather than following a prescribed process or having to ask for an adult’s help.

House, furniture and figurines
Art supplies
Play-Doh
Doctor’s kit
Blocks/Legos (minus instructions)
Kitchen and food
Toy phone
Cash register and play money
Dress up clothes: doctor, animals, construction worker, etc.
Bean bag
Cars/vehicles
Magic wand
Babies
Musical instruments
Hand puppets

Why Mindfulness Matters

By John Parrot

Mindfulness has become a bit of a buzzword over the last few years.

But just what does being mindful mean and how does it work?

In this guide, you’ll learn why being mindful matters and how to practice it.

So What Is Mindfulness?

Mindfulness is the practice of being consciously aware in the present moment, without judging your experience.

You see, we’re often worried about what could happen tomorrow – or ruminating on problems from the past.

By being ‘mindful’, we can enjoy every moment in the here and now.
By achieving this state of awareness, we can enjoy a sense of peace within – rather than being distracted by our anxiety.

What Are The Benefits Of Mindfulness?

So let’s look at some of the benefits of mindfulness:

It can help improve our self-awareness
It’s a skill that almost anyone can develop
Mindfulness can create an inner sense of peace and calm
Being mindful helps us reconnect with others – who we might usually take for granted
Increased confidence and levels of self-esteem
Enhanced levels of energy and productivity
More compassion for the people around us and for ourselves

Note: Looking for the scientific evidence? Then check out these research based studies on mindfulness.

How Can I Practice Mindfulness?

If you’re looking for some easy exercises, check out these five mindfulness trainings.

But before you begin, I’d recommend starting off slow.

Mindfulness requires patience and practice – it’s not something we can master overnight.

So take your time and enjoy the experience.

John Parrot runs Relax Like A Boss, a blog that teaches people how to reduce stress and relax in a busy world. His passion is helping and inspiring others to beat stress and live a healthier, happier lifestyle.

Living with Chronic Pain: How Counseling Can Help

By Noelle Chandler, M.Ed.

Chronic pain conditions are some of the least understood, and most devastating for sufferers. Some of the most common include Chronic Fatigue Syndrome (CFS), Fibromyalgia (FM) or Myofascial Pain Syndrome (MPS), Rheumatoid Arthritis (RA) and Osteoarthritis (OA), low back pain, sciatica, headache and migraines, and neuropathy, but the list goes on and on.

The American Pain Foundation reports that at least 50 million Americans suffer from chronic pain conditions. While some of these have known causes—injuries or trauma, infections, surgery—others are still a mystery. No matter the cause, however, chronic pain can be incredibly difficult to treat. For example, even when the cause is known, treating the underlying condition doesn’t always reverse the pain.

Living with pain is exhausting, both mentally and physically. The physical pain is often compounded by social and emotional pain—the pain of being ignored or brushed off by friends, family, and even medical professionals who don’t take the pain seriously; the pain of being left out, of being unable to participate in activities you once enjoyed. Individuals with chronic pain conditions are much more likely to experience depression and anxiety, problems with memory and concentration, and increased strain in their relationships.

Medical treatment, such as pain medication, surgery, physical therapy, and other options don’t work for everyone, and are not accessible for everyone. But research has shown over and over that chronic pain sufferers can benefit from mental health counseling—in fact, those who suffer from chronic pain conditions typically experience the best results when combining medical treatment with counseling or psychotherapy.

The most obvious way counseling can help is by addressing any underlying depression, anxiety, or other mental health concerns. Whether they came before or after the chronic pain condition, depression and anxiety can keep even able-bodied individuals from engaging in life fully and meaningfully. By addressing fears, worries, and the grief that comes with the loss of physical health, counseling can help ease the effects of depression and anxiety.

Counseling is not a quick and easy fix. In fact, the research thus far indicates that while mental health treatment can help those with chronic pain live more fulfilling lives, it often doesn’t directly impact the level of pain. Still, counseling can assist those with chronic pain conditions to discover what is truly meaningful and important in their lives, and find new ways to live full, value-centered lives.

Chronic pain may be a part of your life; but you do not need to let it define you.