Author: Anya Dashevsky

Getting Kids to Move with Alternative Sports

by Anya Dashevsky

What are alternative sports and how can they benefit teens?

*Note* The five alternative sports highlighted in this brochure are only some of the opportunities that exist. If these are not the best fit for you or your teen, continue to explore and try new things!

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Acknowledgments 

This brochure was prepared with the help of Andie Stallman, a graduate student at Tufts University’s Eliot-Pearson Department of Child Study and Human Development who concentrated on Clinical and Developmental Health and Psychology. A former collegiate athlete on the Tufts University Field Hockey team, Andie is passionate about finding ways to make sports and exercise more accessible, so that everyone can enjoy the numerous benefits of physical activity. Andie is particularly interested in developmental psychopathology, sibling relationships, and experiences of trauma. She plans to pursue a Ph.D. in clinical psychology to help children and families develop skills that will enable them to confidently navigate life’s hardships and achieve their individual goals.

Getting Kids to Move: How Non-Traditional Sports Can Benefit Children with Social-Emotional and Learning Challenges

by Anya Dashevsky

“I’ve tried to get my child to play soccer like I did when I was a kid, but she always stands at the end of the bench and doesn’t talk to anyone. Where can I find a sport where she’ll feel comfortable?

“After my kid comes home from school, he is exhausted and drained. All he wants to do is play video games. How can I get him moving?”

Continue reading Getting Kids to Move: How Non-Traditional Sports Can Benefit Children with Social-Emotional and Learning Challenges →

Barriers and Benefits: Helping Teens with Autism increase their Physical Activity

by Anya Dashevsky

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that is characterized by difficulty with reciprocal social interactions and by a pattern of restricted or repetitive behaviors, interests, or activities.

While adolescents in general are leading increasingly sedentary lifestyles, teens with ASD are at an even greater risk for decreased physical activity and weight gain. In fact, adolescents with ASD were found to be 62% less likely to engage in weekly physical exercise and 81% less likely to have participated in organized sports within the previous year, when compared to their peers without this diagnosis (McCoy & Morgan, 2020). Multiple barriers exist that make participation in sports a daunting task for adolescents with ASD. The social and physical demands of participating in an organized sport can often be intimidating for these youngsters.   Stepping outside of their comfort zone to try a new activity can also be a challenge. With thoughtful accommodations and creative solutions, however, these barriers can be overcome. Participation in sports will not only lead to a healthier lifestyle, but can also help teens with ASD improve their social skills and become more flexible in thinking and behavior.

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Team Spirit: Benefits of Organized Sports in Adolescence

by Anya Dashevsky

Adolescence is a tumultuous time. Children have to adjust to their changing bodies, develop a unique, individual identity separate from their parents, and learn about the complexities of life and the world around them. Physical activity is proven to have many mental health benefits for teenagers, including a positive impact on well-being, resilience, and emotional functioning (Hale et al., 2021). A major avenue through which adolescents engage in physical activity is organized sports. Besides the obvious positive effects on physical health, organized sports can provide teens with a sense of peer belonging, help them develop a positive self-concept, and teach discipline. Thus, organized sports can help children master developmental tasks of adolescence and put them on a path towards becoming successful adults.

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How to Talk to Kids about War

by Anya Dashevsky

Many of us have been affected by the current events in Ukraine.  As adults, we not only have to process these events ourselves but simultaneously figure out how to talk about it with the children in our lives.  Children who have been directly affected by war will need psychological support far beyond the scope of this article.  We wanted to focus on how to talk to children who have been exposed to war second-hand, for example via news, social media, family or peer connections. 

In this situation, the first thing to remember is that kids are resilient.  Most children who are exposed to war second-hand will be able to process this information without significant negative emotional impact.  Having said that, when talking to children about a topic as difficult as war, adults should consider the child’s individual characteristics.  In this article, we will examine how children understand the concept of war and discuss what to consider when talking to children about this difficult topic.

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Children and Screens During COVID-19

by Anya Dashevsky

Even before the onset of the COVID-19 pandemic, children’s screen use was a point of concern for many caregivers and professionals alike. Children have watched T.V for decades now, and with the introduction of computers and laptops, followed by smartphones, tablets, and e-readers, children are being introduced to screens at younger and younger ages and relying on screens in their daily lives more and more. Parents and professionals have been asking questions for years about how much time children should spend on screens. In addition, they have been concerned about the content and its influence on children, amongst other concerns.

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The COVID-19 Pandemic: What Has Been Difficult for Children and How They Are Adapting to Change

by Anya Dashevsky
A silhouette of a person on a rock with a sunset in the background Description automatically generated with low confidence

It has been over a year now since the beginning of the COVID-19 pandemic. While the world continues to adapt to the changes brought on by COVID-19, it is important to acknowledge the ways in which children have been affected specifically.

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Children’s 3 Basic Psychological Needs and the COVID-19 Pandemic

by Anya Dashevsky
Child Playing Wooden Blocks

The COVID-19 pandemic has affected the ways in which children around the world are learning, playing, and interacting.

Understandably, parents have felt worried and uncertain about their children’s physical safety, social isolation, and academic progress in school. 

Aside from physical and academic needs, children have basic psychological needs that are essential to their well-being.

When these needs are met, children can continue to grow and thrive, even during times of change and disruption.

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Twice-Exceptional Children: Meeting Their Educational Needs

by Anya Dashevsky

In recent weeks, the only constant has seemed to be that there is no normal. Every day we are inundated with reports and numbers and projections that do little to quell the collective anxiety we are feeling. Parents, in particular, are struggling to balance suddenly having to homeschool their children in addition to keeping up with whatever demands their work requires. It can be hard to see past the immediate uncertainty and fear, but once we do, we find that much can be learned from this situation about our children, how they learn, and how to educate them most effectively. Remote learning opens up new possibilities for individualizing education.  Individualizing education, in turn, allows us to encourage curiosity, internal motivation and learning beyond studying for tests. One population in particular that can benefit from this kind of individualized approach to learning are twice-exceptional children.

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