Overcoming Self-Doubt: Supporting Students with School Refusal and Conversion Disorder

Q: Overcoming Self-Doubt: Supporting Students with School Refusal and Conversion Disorder

Hello： Caregivers must first take care of themselves in order to effectively help others. <br>You are dedicated and put in a lot of effort, but the outcomes may not always be satisfactory. <br>Assisting children with emotional disorders requires a great deal of patience. <br>Coll

Doubting oneself

As a special education teacher, I have encountered cases of school refusal and conversion disorder this academic year.
Accompanying the students to medical appointments, the doctors consistently emphasize that addressing stress is essential for truly helping these cases.
I have been making gradual efforts, but recently I have begun to doubt myself.
It is not easy to make the system personnel understand school refusal and conversion disorder, especially since when the children are doing well, they are often perceived as merely pretending to be ill.
I feel exhausted from working in an unwelcoming environment without support (as the children have low stress tolerance, which shouldn't be the case...).
I feel like I am on the verge of breaking down and realize that making others understand is so difficult.
I wonder if my abilities are insufficient; otherwise, why is it that something so evidently true feels so lonely when others do not agree? This leads to a sudden distrust in humanity, as I fear that not everyone possesses compassion.
I worry about becoming cynical.
How can I help myself to gain strength? It seems that if I had not personally experienced this or if it were not a relative going through it, I would find it hard to believe.
I genuinely understand that the children need assistance, but the lack of belief from others (despite providing articles and news for reference) leaves me feeling utterly helpless...
I fear I might also break down.
The sense of powerlessness is overwhelming.
How can I help myself so that I can also help the children?

sel, 30~39 year old female. Ask Date: 2017/04/05

Dr. Liang Sunyuan reply Psychiatry

Hello: Caregivers must first take care of themselves in order to effectively help others.
You are dedicated and put in a lot of effort, but the outcomes may not always be satisfactory.
Assisting children with emotional disorders requires a great deal of patience.
Collaboration and communication among colleagues are ideal, but there are times when communication may break down.
In such cases, it is important to accept the current situation and wait for the right moment to communicate.
We do not give up on the children; we are willing to listen to their voices, accompany them, and provide support.
This protective effect is beneficial for the children, and sometimes it takes a significant amount of time for their conditions to improve.
Take care of yourself first; during your leisure time, take a breath, recharge your energy, and allow yourself to experience different things to detach from the negative emotions of work.
By doing so and relaxing, you can also provide a positive role model for the children.
Wishing you all the best.

Reply Date: 2017/04/05

More Info

As a school counselor, encountering cases of school refusal and conversion disorder can be incredibly challenging, both for the students and for you as a professional. It’s understandable to feel overwhelmed and question your abilities when faced with such complex issues, especially when the system seems to lack understanding and support. Here are some strategies to help you navigate these challenges while also taking care of your own mental health.

Understanding School Refusal and Conversion Disorder
School refusal is often a symptom of underlying anxiety or emotional distress. Students may refuse to attend school due to fear of social situations, academic pressure, or bullying. Conversion disorder, on the other hand, manifests as physical symptoms that cannot be explained by medical conditions, often triggered by psychological stress. Both conditions require a compassionate and informed approach.

Building a Supportive Environment
1. Create a Safe Space: Ensure that your office is a welcoming environment where students feel safe to express their feelings. Building rapport is crucial. Let them know that it’s okay to talk about their fears and anxieties without judgment.

2. Collaborate with Parents and Teachers: Engage with parents and teachers to create a support network for the student. Educating them about school refusal and conversion disorder can foster understanding and empathy, reducing stigma. Encourage open communication among all parties involved.

3. Advocate for Resources: If the school system lacks resources, advocate for additional support. This could include training for teachers on recognizing and responding to mental health issues, or the implementation of programs that promote mental wellness.

Addressing Your Own Self-Doubt
1. Seek Professional Development: Attend workshops or training sessions focused on mental health issues in students. This can enhance your skills and confidence in handling such cases. Networking with other professionals can also provide new insights and strategies.

2. Practice Self-Care: It’s essential to take care of your own mental health. Engage in activities that help you relax and recharge, whether it’s exercise, meditation, or spending time with loved ones. Remember, you cannot pour from an empty cup.

3. Reflect on Your Experiences: Journaling can be a powerful tool for processing your thoughts and feelings. Reflect on your successes and challenges in supporting students. This can help you recognize your strengths and areas for growth.

Empowering Students
1. Encourage Small Steps: Help students set achievable goals. For instance, if a student is struggling with school refusal, encourage them to attend for just a few hours a day or to participate in a favorite class. Celebrate their successes, no matter how small.

2. Teach Coping Strategies: Equip students with tools to manage their anxiety. Techniques such as deep breathing, mindfulness, and positive self-talk can be beneficial. Role-playing social situations can also help them feel more prepared.

3. Foster Resilience: Encourage students to view challenges as opportunities for growth. Help them identify their strengths and past successes, reinforcing the idea that they can overcome obstacles.

Seeking External Support
If you find that the emotional burden is too heavy, consider seeking supervision or consultation from a mental health professional. This can provide you with additional perspectives and coping strategies.

Conclusion
Supporting students with school refusal and conversion disorder is undoubtedly a demanding task, but it is also incredibly rewarding. By fostering a supportive environment, advocating for resources, and taking care of your own mental health, you can make a significant difference in the lives of your students. Remember, it’s okay to seek help for yourself as well; doing so will ultimately enhance your ability to support those in need.

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