Dashometrics JR products are designed to help a younger population address mental health concerns in a way that makes sense to them. These products are designed to be age appropriate and address key areas including mood management, parent/child relationships, and trauma. Each product is intuitive in nature, and aids to not only teach transferable skills, but provides a take home reminder to further learning for both the child and parent/guardian.
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Self Esteem-1
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Esteem-1 is an efficient tool to address perceived areas of weaknesses and strengths. The first section gives more definitive information to be endorsed or excluded, and the second section lends itself to more qualitative, insightful information regarding a clients sense of self.
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Anxiety-1
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Anxiety -1 is an interactive tool to assess areas that may be provoking situational or long term anxiety, as well as identifying and grounding where that anxiety lives in ones body. This is an essential feature for teaching youth how to identify and feel through anxiety, rather than ignoring it or building avoidance techniques.
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Anxiety-2 |
Anxiety-2 utilizes the visuals of color and space to address current state symptoms of anxiety. It serves as a talking point with or without using words, and also looks to the origin of the anxiety, as well as skills that could be used to lessen the severity of the symptoms.
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Communicating
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Communicating Need breaks down the emotion from the need and how to communicate feelings and needs in a way that others can process and understand. This is an especially helpful tool for youth who struggle with identifying feelings and finding ways to communicate them in a way that brings them closer to having their needs met.
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Parental
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Parental Modeling-1 is a tool that can be helpful for parents who are feeling stuck with their child. It is a helpful tool in coaching a parent in ways to be increasingly effective with their child’s emotional regulation via modeling and intention.
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Self Regulation-1
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Self Regulation-1 utilizes colors to capture physical and mental awareness. It walks the user through basic meditation to teach youth how they can control their impulses and emotions, which is a highly transferable skills for adults and children alike.
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Emotional Needs
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Emotional Needs and Requests is a tool to use with both the youth and parent/guardian. It seeks to explore the nature of the youths emotional needs and requests, as well as the parent/guardians ability to meet these unique needs. It serves to shed light on how the youth is asking for their needs to be met, and creates a context for healthy communication of needs for both parties.
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Worry-1 |
Worry-1 gets at the heart of why many children seek therapy – excessive worry (or what we also call anxiety). This tool normalizes worry, as it is something that we all experience from time to time. It gives examples of what may be causing worry, which is helpful especially for youth who are reserved or reluctant to talk. This makes this tool an excellent therapeutic icebreaker. This tool also loops back feelings of worry/anxiety to the body, which helps the youth to be grounded in their feelings. Finally, coping tools are addressed to close the loop and teach a skill that can be recreated in-vivo.
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Fear-1
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Fear-1 seeks to normalize fear as an important emotion, recognizing that sometimes our fear reaction may be disproportionate to the actual present situation. This tool helps to differentiate helpful fear from harmful fear, and teaches the youth to look for “evidence” to make their own conclusions.
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How I Feel
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How I Feel is a versatile tool to become aware of ones current emotional state, as well as thinking about what might be contributing to ones current emotions. It also begins the work of looking at ways the youth can take control and accountability for their emotions.
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PTSD-1 |
PTSD-1 helps define what Post Traumatic Stress Disorder is, and then walks through symptoms of PSTD derived from DSM V, but in language that is easier to explain to youth. Scores are indicated from high to low, and this helps the clinician to properly diagnose PTSD as well as beginning a dialogue about utilizing personal power and skills to empower resilience.
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Self Injurious
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Self Injurious Behavior 1 defines what is self injurious behavior is, taking it from a clinical term to a concept that can be better understood. This tool then gives markers of self injurious behavior as defined by DSM V, and asks the youth to indicate a score for each marker, aiding in an accurate diagnosis. It concludes with questions to get a better context of what precipitates with self injurious behaviors, and what skills could be utilized in place of self harm.
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