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Newsletter

March Mood: When Everyone’s a Little Crispy — A Gentle Reset

March can feel like a bridge month: everyone’s been “holding it together” for a long winter, and routines and patience get thinner. If your child looks more irritable, tired, or resistant lately, you’re not alone. When a child is struggling, two questions help us get unstuck: (1) What are they trying to achieve (attention, control, belonging, comfort, avoiding overwhelm)? and (2) What else is shaping their coping (sleep, stress, learning demands, friendships, family changes, classroom fit)?

The March Reset: Body → Connection → Coaching

Trying to reason with an overloaded nervous system tends not to work so well. Here are some steps that can help things to go better:

1) Body (regulate first)

Protein + water reset after school (especially before homework)

10 minutes of movement (walk, dance break, quick outdoor lap)

Predictable wind-down (even two steps: snack → screens off → bedtime cues)

Smoother transitions (timer + warning)

What parents can say: “Let’s get your body calmer first, then we’ll solve it.”

2) Connection (reconnect second)

5 minutes of child-led time (they choose; you follow)

Side-by-side check-in (snack, drive, dog walk, tidy together)

What parents can say: “I’m on your team. What’s feeling hard today?”

3) Coaching (teach third)

Once calmer, use clear limits plus choices:

Boundary: “Screens are off at 8:30.”

Choices: “Would you like to shut it down, or should I set a timer?”

Support: “Either way, I’ll help you transition.”

If big feelings keep repeating, it’s worth checking the “under the hood” factors: body (sleep, headaches, anxiety), learning demands (attention/working memory), environment (peers/classroom/family stress), and skills (naming feelings, flexible thinking, repair).

Clinician Corner: When It’s Not “Just Behavior”

Sometimes kids are trying hard and still struggling, more meltdowns, school refusal, conflict at home, or a confidence dip. Looking beyond the surface often reveals the support that’s missing. Counselling can help with stress, anxiety, transitions, and social challenges. If learning or attention demands may be part of the picture, psychoeducational assessments can clarify strengths and needs (for example: executive functioning, reading/writing, processing speed, working memory) and translate them into practical home and school supports. Some families also explore neurofeedback when attention, sleep, or regulation challenges persist, typically as one part of a broader plan alongside skills, routines, and environmental supports.

Parent Script of the Month

1) Screens & transitions

“Screens are off at 8:30. Do you want to turn it off yourself, or should I set a 5-minute timer? Either way, I’ll help you transition.”

If escalation starts: “Pause. Your body is getting stormy. Water and a snack first then we decide.”

2) Homework avoidance

“I believe you. This feels hard. Let’s do the smallest first step for 3 minutes, then we reassess.”

Choice: “Easiest question first or shortest section first?”

3) Morning rush

“We’re aiming for calm and on time. Order: dressed → breakfast → teeth → shoes.”

Repair: “That was rough. I’m resetting. Want a do-over in 30 seconds?”

Family Activities for March

Younger kids (ages ~4–10)

Feelings Forecast (2 minutes):

sunny/cloudy/stormy + pick one coping tool

Team Build: LEGO or toothpicks + mini marshmallows,  build a bridge together

Calm-Down Lab: test tools (wall push-ups, bubble breathing, cold water on wrists) and choose a Top 3

Repair Practice: “Let me try again” / “I felt ___ when ___” / “Can we start over?”

10-Minute Reset Walk: first 3 minutes noticing (no questions), then gentle check-in

Teens (keep it low-cringe)

7-day Micro-Challenge (teen chooses): sleep, walk, hydration, or phone-off time, parent joins

No-pressure drive: “What’s one thing you wish adults understood about school right now?”

Snack + Strategy: teen designs the plan for one friction point (mornings/homework/screens)

Playlist exchange: 3 songs each + why (curiosity only, no roasting)

One-hour contribution: donate/help a neighbour/volunteer, teen chooses

March is a transition month. If your home feels edgier, it’s not failure but it’s a signal to reset.

Start small: regulate, reconnect, then coach.

Consistency beats intensity.

Book Appointment

MacKenzie Ebel

MacKenzie is a Psychometrist/Psychological Assistant at RMPS. She completed her Bachelor of Arts in Psychology at Princeton University, where she also played 4 years for the women’s ice hockey team. She recently completed her Masters in Counselling Psychology through City University of Seattle. MacKenzie has worked with children, youth, and their families in a number of settings, through coaching, as a behavioural aid, and counselling through her internship placement. She is excited to continue learning about assessment administration, neurofeedback, and play therapy practices at RMPS! Currently, she is part of the assessment and neurotherapy team, as she completes her final capstone assignment and intends to join our counselling team as a Registered Provisional Psychologist.

Tammy Thomson

Tammy is a graduate of the Master of Arts in Counselling Psychology (MACP) program at Yorkville University and is trained at the master’s level in art therapy as a professional art psychotherapist and member of the Canadian Art Therapy Association. She brings more than 20 years of experience working with children, teens, and families in child development settings, children’s hospitals, and schools as an early childhood educator and elementary teacher. She completed a Bachelor of Applied Science specializing in Child Development Studies at the University of Guelph, Ontario and holds a Graduate Diploma of Teaching and Learning from the University of Canterbury in Christchurch, New Zealand. Tammy is a member of the Canadian Counsellor and Psychotherapy Association and College of Alberta Psychologists while pursuing her next goal of registration as a provisional psychologist. Tammy values a client-centered approach using play therapy and the expressive arts to support those who may find it difficult to articulate their thoughts and feelings with words. Children and families do not need any skill or prior art experience and the art studio is a safe place where children can gain a sense of independence, greater emotional regulation, and confidence through self-exploration. Expressive interventions in art therapy can treat behavioural issues, anxiety, depression, ADHD, autism, learning disabilities, physical and developmental disabilities, and attachment difficulties. As a parent of three young children herself, Tammy understands the complexities of family life using compassion to help parents feel more confident in their role of raising a successful family.

Raquel Freitas

Raquel is an Office Administrator at RMPS. Back in Brazil, her home country, she graduated as a Psychologist and worked as a clinician for the past 5 years. Although she loved working with children and adults, she discovered a new passion: manage the administrative tasks that keep the business running. 

As someone who is passionate about learning new things and developing new skills, with the career transition also came the decision to live abroad and explore a new culture. To serve empathetically and connect with people is Raquel’s main personal and professional goal.

Emma Donnelly

Emma is a Registered Psychologist with the College of Alberta Psychologists. She completed her Bachelor of Arts in Psychology in her hometown at Brandon University, after which she moved to Calgary to earn her Master’s of Science in School and Applied Child Psychology at the University of Calgary. Emma has a passion for working with children and families and has experience doing so in a number of settings, including schools, homes, early intervention programs, and within the community. She specializes in assessment, including psychoeduational, social-emotional-behavioural, and autism assessment. Emma uses a client centred approach to counselling, supported by cognitive behavioural therapy, as well as play-based and attachment-based techniques. She believes in meeting clients where they are at and prides herself in working together with her clients to achieve their goals, improve their functioning, and enjoy their daily life.

Amanda Stoner

Amanda is a Registered Psychologist with the College of Alberta Psychologists. Amanda earned her doctoral degree in Psychology at Brock University in Ontario in 2017, with a specialization in developmental psychology. Amanda provides formal assessment services at RMPS. 

Since 2009, Amanda has received formal training and work experience in private practice settings in conducting psycho-educational assessments for students ranging from preschool through university. Amanda is skilled at test administration, interpretation of data, and report writing for various referral questions including ADHD, Learning Disorders, Autism Spectrum Disorder, Anxiety, Giftedness, and Intellectual Disabilities. Amanda enjoys working with people of all ages from diverse backgrounds, and she tries to make the testing environment feel relaxed and comfortable while maintaining integrity in testing protocol.

Denise Riewe

Denise has completed a Bachelor of Health Sciences through the University of Lethbridge and a Master of Counselling with Athabasca University. She is a Registered Provisional Psychologist with the College of Alberta Psychologists and a member of the Psychological Association of Alberta. Denise has over 9 years of experience supporting children, youth and their families in both residential and community-based practices. Denise is experienced in working with high and at-risk youth, supporting children and their families with strength-based approaches. She practices from a client-center approach supported by Cognitive Behaviour Therapy, Dialectical Behaviour Therapy, Theraplay, and other play and art-based modalities.

John Pynn

John is a Registered Provisional Psychologist with the College of Alberta Psychologists. He completed his Master of Arts in Counselling Psychology at Yorkville University. He brings more than 20 years of experience working with children, teens, and families in a variety of settings. He brings a relaxed and collaborative atmosphere to sessions. John uses an integrated counselling approach including client-centred, Cognitive Behavioural Therapy (CBT), and Solution-Focussed therapy (SFT) to find the best-fit for clients. He has experience with a variety of mental health concerns including anxiety, depression, anger, self-
esteem, relationships, parenting, ADHD, grief/loss, addictions, and trauma. This broad experience comes from working in schools, social service agencies, group-care, and clinical settings. He also draws from the practical experience of being a parent to two teenagers as well as a husband. Supporting and empowering clients with mental health concerns is something John genuinely enjoys. John also provides counselling for adults and holds a Gottman level 1 certification for couples therapy.

Zara Crasto

Zara is a Psychometrist/Psychological Assistant at RMPS. She completed her Bachelor of Science in Psychology at the University of Calgary and her Graduate Diploma in Psychological Assessment at Concordia University of Edmonton. 

Zara has spent over five years working alongside children, adolescents, and their families in a variety of settings. These include public and private schools, in-home support, residential programs, early-intervention programs, and non-profit organizations. Currently, Zara is part of the assessment and neurotherapy team. As a lifelong learner, Zara plans to go back to graduate school and eventually become a psychologist one day.

Kellie Lanktree

Kellie is a Registered Psychologist with the College of Alberta Psychologists. She completed a Bachelor of Child and Youth Care with the University of Victoria and a Master of Education in Counselling Psychology through the University of Lethbridge. Kellie has over 10 years experience supporting children and youth with developmental disorders/delays and their families. Kellie has experience working in schools, clinical settings, and within homes to provide support and therapeutic interventions. Through her time at RMPS, Kellie has also gained experience in helping individuals affected by trauma, grief/loss, separations, emotional dysregulation, depression, and anxiety. Kellie practices through developmental, attachment-based and trauma-informed lenses, and draws from a variety of play-based approaches such as Synergetic Play Therapy, Child-centered play therapy, DIR/Floortime, art-based mediums, and mindfulness-based practices. Kellie also provides Neurofeedback therapy, and is working on receiving her certification through BCIA. Kellie believes in meeting children and their families where they are at and that there is no “one size fits all” for therapy.