Cost: $500.00 (Not insurance billable, but includes all supplies needed for camp. Includes a non-refundable deposit of $100.00) 

When: August 17-21, 2026, 9:00am – 12:00pm
No before/after care provided outside of camp hours. This camp dismisses promptly at noon.Location: Park Academy, 1915 South Shore Blvd, Lake Oswego, OR 97034

Camp Director: Kayla Bailey, Psy.D., Licensed Psychologist   
Facilitators:
Stephen Beard, Ph.D., Licensed Psychologist     
Hailey Albin, Psy.D., Psychologist Resident
Hiba Jbarah, Psy.D., Psychologist Resident
Jacob Wankel, Psy.D.,, Psychologist Resident
Erica Tobin, Psy.D., Psychologist Resident
Fionn Fortune, M.A., Psychology Intern
Brittany Gregory, M.S., Psychology Intern
Makenna Armijo, M.A., Psychology Intern

If you have questions about the camp, please reach out to kbailey@childrensprogram.com

The post RISE UP Summer Camp 2026 appeared first on The Children's Program.

As a parent, it’s not always easy to tell the difference between typical ups and downs and something that may require additional support. All children experience stress, frustration, and challenges at times; however, when certain patterns become more frequent, more intense, or begin to interfere with daily life, it may be worth considering additional support. 

Below are some common signs that a child may benefit from seeing a therapist. 

1. Persistent changes in mood

It’s normal for children to have good days and bad days, but if their overall mood seems noticeably different for an extended period of time, it’s worth paying attention. 

This might look like: 

• Increased irritability or sadness  
• Becoming more withdrawn, quiet, or emotionally flat  
• Reduced interest in activities they used to enjoy  
• Lower motivation or difficulty engaging in day-to-day activities 
• Seeming less like themselves overall 

2. Extreme worries or fears

Worry is a normal part of development, but when it becomes constant, intense, or out of proportion to the situation, it can start to interfere with a child’s daily functioning. 

This might look like: 

• Persistent or frequent worrying, even when things seem okay  
• Fears that feel much bigger than the situation (e.g., making mistakes, getting sick, something bad happening)  
• Avoiding of places or activities they used to tolerate  
• Frequent “what if” questions or needing repeated reassurance  
• Difficulty separating from caregivers  

3. Decline in school performance

Some children have difficulties at school or begin to struggle more than they previously did. For many children, these challenges show up most clearly at school. 

Signs to look for include: 

• School refusal or frequent complaints about going  
• A sudden drop in grades  
• Difficulty concentrating or “zoning out” in class  
• Reports from teachers about behavioral or emotional changes  
• Not turning in work or refusing to complete homework  
• Becoming easily overwhelmed by assignments or expectations  

4. Social withdrawal

Some children may start to withdraw from others or have a harder time engaging socially. 

This might look like: 

• Spending excessive amounts of time alone (e.g., sitting alone at school, isolating in their room) 
• Seeming less interested in connecting with others  
• Avoiding social gatherings or peer interactions  
• Expressing feelings of being left out, disliked, or misunderstood  

5. Changes in daily habits (sleep, appetite, energy levels)

Some children have difficulties with sleep, appetite, or energy, or show noticeable changes in these areas. 

This might look like: 

• Sudden changes in appetite (undereating or overeating)  
• Difficulty falling or staying asleep, or needing significantly more or less sleep than usual  
• Changes in energy or motivation (e.g., seeming more tired or less engaged)  
• Nightmares or ongoing fatigue  
• Changes that are not better explained by a medical or physical condition  

6. Behavior that feels intense or oppositional

All children push boundaries at times. However, when behavior becomes frequent, intense, or difficult to manage, it may go beyond what is typical. 

This might look like: 

• Frequent arguing or pushing back against expectations  
• Refusal to follow directions, even for simple tasks  
• Frequent meltdowns or outbursts, or escalating quickly when frustrated  
• Pushing limits or testing boundaries  
• Reactions that seem disproportionate to the situation  

7. Everyday tasks feel unusually hard or overwhelming

Some children begin to have a much harder time managing everyday tasks or keeping up with the day-to-day demands placed on them. 

This might look like: 

• Tasks that seem simple, take a lot of effort  
• Difficulty getting started or knowing where to begin  
• Getting “stuck” or shutting down when overwhelmed  
• Needing frequent reminders or support to complete tasks  
• Relying heavily on parents to get through daily routines  
• Difficulty completing basic self-care tasks (e.g., hygiene, getting ready, organizing belongings)  

8. Difficulties adjusting to major life changes

Children don’t always process stressful experiences in obvious ways. Even positive or expected changes can be difficult to adjust to. 

This might look like: 

• Having a hard time adjusting after a stressful or upsetting event (e.g., loss, divorce, move) 
• Ongoing distress long after the event has passed or repeated focus on what happened 
• Increased clinginess, withdrawal, or emotional sensitivity  
• Difficulty returning to their usual mood or behavior 
• In young children/toddlers, there can be regression in previously learned skills – such as potty training or independence in routines 

9. Your family feels stuck in the same cycle or pattern

For some families, the same challenges keep repeating despite trying different approaches. 

This might look like: 

• Constant power struggles or conflict around routines  
• Repeated cycles of escalation and frustration  
• Everyone feeling exhausted or overwhelmed  
• Frequently giving in or walking on eggshells to avoid conflict   
• Feeling like nothing you try works for long  

10. Talk of self-harm

Any expression of wanting to hurt themselves or not wanting to be here should be taken seriously.  These situations require immediate attention and professional support. 

This might look like: 

• Statements about wanting to hurt themselves  
• Comments about “not wanting to be here”  
• Expressions of hopelessness  
• Suddenly giving away or gifting of prized possessions that have always been extremely important 

Choosing to seek support is not a reflection that something is “wrong” with your child. Instead, it’s about creating an opportunity for growth and understanding. Children navigate a wide range of emotional, social, and developmental challenges, and having the right support can make a meaningful difference in how those experiences unfold. Therapy can offer a safe space where children can feel understood and supported, while also helping them develop a stronger sense of self and greater confidence in their ability to handle challenges. Over time, this kind of support can help set the foundation for continued growth and the ability to thrive. 

Fill out an intake request at the Children’s Program to connect your child with a therapist in Portland, OR.

The post 10 Signs Your Child May Benefit From Seeing a Therapist  appeared first on The Children's Program.

For elementary-aged children, parents and caregivers are juggling a lot. Dropoffs, laundry, homework, extracurriculars, grocery shopping, making lunches…the list goes on and on. On top of all of this, we worry about our children. Are they happy? Are they making friends? Are they doing well in school? When our kids are struggling, we want to fix it (or, better yet, help them fix it). Sometimes, a question comes up about a child’s attention, impulse control, or activity level. Caregivers or teachers may wonder if a child has Attention-Deficit/Hyperactivity Disorder, otherwise known as ADHD. But how can you tell if the symptoms are ADHD, or just a “kid being a kid”?

We know that, if ADHD is present, it’s important to identify and treat it. Untreated ADHD significantly increases a child’s risk for academic and behavioral challenges, as well as social-emotional and behavioral difficulties. With that said, lots of kids are active and sometimes inattentive, and many of those kids do not have ADHD. So how does a caregiver know when to seek evaluation for ADHD? Let’s talk about a few things to consider.

Your child is struggling at school

Is your child having a hard time getting their work done at school? Has their teacher raised concerns for your child seeming disengaged in class, not handing in work, or struggling to focus on lessons? Is your child having a hard time staying seated during circle time, instruction time, or independent work? Do you have concerns your child is falling behind academically, despite seemingly being able to do the work? Your child’s teacher is a great resource to get some information on how they are doing, and what concerns they may have. They are also experienced in what behaviors are developmentally appropriate for your child’s age.

Your child is not able to get through daily tasks at home

Is it a constant battle for your child to brush their teeth or do their homework? Do you feel like you are repeating yourself over and over again? Is your child struggling to sit through a short meal, constantly interrupting you, or running around like a motor is driving them? While all kids will sometimes get sidetracked or excited (especially younger ones), keep an eye on if these things are starting to disrupt your family life. If you have trouble leaving the house, or if you and/or your child are feeling constantly frustrated, it’s a good time to seek help.

Your child is having a hard time with peers

Does your child often “bowl over” their friends? Can they get very excited and accidentally hurt another child, or get frustrated and upset and hit or kick? Do you worry your child is sometimes “too much” for friends, despite being friendly and interested in peers? Consider these questions in context with other behaviors.

Your child is having a hard time regulating themselves

Keep in mind that, for young ones especially, children often need support to regulate themselves. In other words, we don’t expect young children to be able to consistently regulate their responses to disappointment or frustration successfully. Very young children are known for their difficulty self-regulating, and that’s normal! With that said, notice if your elementary-aged child is very frequently going from “0 to 100.” Do they become highly upset (e.g., yelling, sobbing, becoming verbally or physically aggressive) in response to seemingly small things? Do they have a hard time controlling their responses, then are regretful later, or say they don’t know what happened? This is also helpful information when considering how to help your child.

If some of these situations sound familiar to you, consider reaching out to your child’s pediatrician, or to us to consider an evaluation to diagnose or rule out ADHD. We are happy to meet with you and discuss if further evaluation is warranted. You are your child’s best advocate and support!

The post When Should You Be Concerned About Your Child’s Attention or Hyperactivity? appeared first on The Children's Program.

• Learn how to plan and manage their time
• Figure out how to push through when they feel stuck
• Tackle distractions (without giving up everything fun)
• Cope with stress and anxiety
• Practice self-compassion instead of self-criticism

Each session combines evidence-informed psychoeducation with hands-on activities, creative exercises, real-life planning practice, group discussion, and mindfulness tools.

Facilitated by Fionn Fortune, MA (Psychology Intern)

Age range: 6th – 8th graders
Dates: Thursdays 4:45pm – 6:00pm, April 16 – June 4, 2026 (Last session is a parent booster to help you reinforce skills!)
Price: $350.00/participant (includes all supplies)

The post Middle School Girls Thriving with ADHD: In Person Skills & Support Group appeared first on The Children's Program.