How to support a child with mental health issues — practical guide

how to support a child with mental health issues starts with small, practical steps you can take now — how to talk, how to keep everyone safe, and how to get help at home, at school, and from providers. This guide gives clear scripts, templates, and checklists parents can use today.

Quick overview — why timely support matters

Early, practical support reduces distress and improves daily functioning — not just diagnostic clarity. When difficulties affect school, friendships, sleep, or safety, acting promptly helps prevent longer-term impairment. According to a 2024 CDC report, timely recognition and support are linked to better academic and social outcomes for children showing persistent emotional or behavioral changes (see CDC).

This guide focuses on what to do and how to do it: communication scripts, at-home routines, school advocacy, when to call a provider, a sample safety plan, and tools you can print and use. It’s informational and not a substitute for professional evaluation — if your child is in immediate danger, call 911 or the 988 Lifeline right away (988).

Transition: The next section helps you recognize what your child may be experiencing so you can match responses to age and function.

Understand what your child may be experiencing

Children show mental health challenges through changes in emotions, behavior, thinking, or physical symptoms. These often look like trouble with emotional regulation, increased irritability, withdrawal, changes in sleep or appetite, worsening school performance, or new physical complaints. Stress responses differ by developmental stage and by whether the child has other needs.

According to a 2023 review in professional guidance from the APA, observing functional impairment — how symptoms affect daily life — is a key reason to seek support.

• Preschool (ages 3–7): Frequent, intense tantrums; bedtime fear; sudden toileting regression.
• Elementary (ages 8–12): School refusal, marked changes in friendships, persistent worry or somatic complaints (stomachaches/headaches).
• Adolescents (ages 13–18): Social withdrawal, changes in sleep, risky behavior, declining grades, or expressions of hopelessness.

Short resource links: children behavioral health guide explains services and treatment options. Mood disorder children guide covers mood-related presentations. Signs of emotional distress in child helps identify warning signs. What is child psychology outlines approaches. Childhood mental disorders and illnesses and Infants mental health guide offer deeper reads. Childhood mental health disorders list.

Transition: Knowing typical signs helps with the next crucial step: how to talk so your child feels heard and safe.

How to talk to a child about feelings and mental health

Start with curiosity, validation, and simple language. Use active listening and reflective statements to help the child feel understood; ask open questions and keep your tone calm. Below are step-by-step techniques and scripts you can adapt by age.

Step-by-step guidance

1. Set the scene: Choose a quiet, low-pressure time (car rides or after a shared activity often work). Keep sessions brief for younger children.
2. Open with permission: Say, “I noticed X — would you like to talk about it?” This gives control back to the child.
3. Use active listening: Reflect feelings (“You seem really tired/frustrated”). Follow with an open question (“What was that like for you?”).
4. Validate, then problem-solve: Validate the feeling (“That sounds scary”) before offering a small, concrete suggestion (“Would you like to try a five-minute quiet break?”).
5. Offer choices and boundaries: Reassure safety while giving options (“I can sit here with you, or we can get a drink together”).)
6. Check understanding: Summarize what you heard and ask if you got it right.

Age-tailored conversation starters (3 scripts)

1. Preschool (ages 3–7) — simple language: “I saw you seemed upset when you left the playground. Can you tell me what happened? It’s okay if you use your words or show me with a toy.”
2. Elementary (ages 8–12) — curiosity questions: “I’ve noticed you seem quieter than usual. Would you like to tell me about school? I’m curious what part of the day feels hard.”
3. Teen (ages 13–18) — permission + privacy: “I care about how you’ve been feeling. Would you prefer to talk now or later? If not with me, is there someone else you trust?”

Do’s and don’ts (what helps, what harms)

• Do: Use validation, stay calm, ask open questions, set clear limits, offer concrete supports, follow up later.
• Don’t: Shame, blame, minimize (“You’re fine”), force confessions, promise secrecy if safety is at risk, lecture or solve too fast.

Scripts examples (brief)

• Validation plus reflection: “It sounds like you’re feeling overwhelmed that homework keeps piling up — that makes sense.”
• Boundary with support: “I can’t let you hurt yourself, but I will stay with you and call for help if needed.”
• Encouraging help-seeking: “Talking to a doctor or counselor helped my friend — would you like me to help set up a visit?”

Transition: After conversations, day-to-day routines and structure are powerful tools parents can use immediately.

Practical day-to-day strategies at home

Small, consistent changes at home support emotional regulation and recovery. The American Academy of Pediatrics recommends stable routines and healthy sleep as cornerstones of child mental wellness (see AAP guidance).

1. Consistent daily routine

   Why it helps: Predictability reduces anxiety and improves behavior.

   How to implement: Use a visual schedule for younger children and a shared family calendar for older kids; keep wake and sleep times within 30 minutes daily.

2. Sleep hygiene

   Why it helps: Poor sleep worsens mood, attention, and impulse control.

   How to implement: Create a wind-down routine 30–60 minutes before bed (no screens 30 minutes before lights-out for most kids), dim lights, and keep the bedroom cool and quiet.

3. Screen-time limits and quality

   Why it helps: Excess or late-night screen use disrupts sleep and heightens emotional reactivity.

   How to implement: Set clear rules (e.g., no devices in bedrooms after 9 pm), offer replacement activities (family board games, reading), and co-view media with younger children.

4. Sensory supports

   Why it helps: For children with sensory needs, appropriate tools reduce meltdown triggers.

   How to implement: Keep a calm corner with noise-reduction headphones, weighted blanket, fidget items, and a visual cue chart for breaks.

5. Physical activity and outdoor time

   Why it helps: Exercise improves mood, sleep, and attention.

   How to implement: Aim for daily active play, even 20–30 minutes; make it fun and predictable (after-school walk, weekend bike ride).

6. Emotion coaching

   Why it helps: Teaches children to name and manage feelings.

   How to implement: Use short coaching scripts: “I see anger. Where do you feel it? Let’s try a calm-down plan for five minutes.”

7. Clear expectations and simple rewards

   Why it helps: Helps with behavior regulation and motivation.

   How to implement: Use a small token or star chart for specific behaviors (e.g., homework, going to bed on time) and provide immediate, specific praise.

8. Limit big decisions during crisis

   Why it helps: Big changes (e.g., new school) can destabilize; focus on safety and routine first.

   How to implement: Delay major transitions until mood and sleep stabilize; prioritize predictable daily steps.

Sample daily schedule (age ranges)

Elementary (8–12):

• 7:00 — Wake, breakfast, morning check-in
• 8:00–3:00 — School (pack sensory snacks, note for teacher if needed)
• 3:30 — 30 min active play
• 4:15 — Homework/quiet time (use a timer)
• 6:00 — Family dinner, 7:30 — wind-down (no screens), 8:30 — bedtime

Teen (13–18):

• 7:30 — Wake, light activity, school
• After school — 30–45 min exercise or social time
• Evening — Study/chores, 9:30 — wind-down, 10:30 — lights out (adjust for school start)

Transition: If your child’s difficulties are visible at school or classroom settings, the next section explains how to work with teachers and administrators.

School and educational support: working with teachers and administrators

Schools can offer accommodations, counseling, and changes in classroom supports. Two common plans are an IEP and a 504 plan. An IEP (Individualized Education Program) is for eligible students who qualify for special education services; a 504 plan provides accommodations for students with disabilities that substantially limit a major life activity. Both are designed to reduce school-based barriers.

Start by documenting how symptoms affect school functioning (attendance, grades, behavior reports) and request a meeting with the teacher and school counselor. Keep copies of emails and notes from meetings.

Checklist for school meeting

• Documented examples of how the child’s behavior affects learning or safety
• Recent teacher notes or behavior logs
• Notes from pediatrician or therapist (if available)
• Clear requests (e.g., sensory break, reduced workload, quiet space)
• Request for evaluation if needed

Sample email to teacher

Subject: Support for [Child Name] — request to meet

Dear [Teacher Name],

I’m writing because I’ve noticed [brief example of behaviors/changes]. Could we meet to discuss classroom supports and whether a school evaluation or accommodations would help? I can share notes from home and medical/therapy updates. Thank you for your time.

When to request an evaluation or accommodations

• Frequent missed instruction or significant grade decline
• Behavior that risks safety or consistent removal from class
• Medical documentation showing functional impact
• Parent or teacher concern lasting several weeks despite classroom strategies

Transition: If you decide to pursue clinical assessment or therapy, the next section walks through when to seek professional help and what each provider offers.

When and how to seek professional help

Deciding to seek professional help can feel overwhelming. Use a stepwise approach: start with your pediatrician for general concerns, consider a mental health specialist if symptoms persist or are severe, and use crisis services for immediate danger.

Types of providers — what they do (pros and cons)

• Pediatrician: Identifies medical contributors, rules out physical causes, provides referrals; pros: accessible, coordinates care; cons: not a therapy specialist.
• Child psychologist: Provides psychological testing and therapy (non-medication); pros: skilled in assessment and evidence-based therapy; cons: may not prescribe medications. child psychologist job description
• Child psychiatrist: Medical doctor who can diagnose, prescribe, and manage medications; pros: can address biological factors and complex cases; cons: fewer in number, may have longer wait times.
• Licensed clinical social worker (LCSW): Provides psychotherapy and care coordination; pros: often available in community clinics and schools; cons: cannot prescribe medications.
• Other specialists: behavioral specialists, school psychologists, pediatric neurologists for specialized concerns. Behavioral specialist for kids

Practical decision flow

1. Is the situation an emergency (harm to self/others)? If yes, call 911 or 988 immediately.
2. Start with your pediatrician for initial evaluation and referrals.
3. If symptoms involve mood, anxiety, or behavior significantly interfering with school/home, request a referral to child psychology, psychiatry, or community mental health.
4. Consider teletherapy if local providers are unavailable; teletherapy can expand options for counseling and medication management.

Preparing for the first appointment (what to bring, questions to ask)

1. Bring a symptom timeline: when behaviors started, frequency, triggers.
2. School reports, behavior logs, IEP/504 documents (if any).
3. List of current medications and medical history.
4. Questions to ask: What assessment will you use? What treatment do you recommend? How do you communicate with schools? Who handles medication monitoring?
5. Ask about estimated wait times and follow-up schedule.

Helpful internal links: If you’re considering counseling for a teen, Adolescent counseling guide explains types of services and clinician training. Read the therapist therapist guide for more on provider roles. For local Maryland options, see Adolescent therapist in MD. To understand provider qualifications, read how to become a child psychologist. If you’re unsure whether your child needs therapy, Does my child need therapy. Consider exploring online child therapy options for flexible counseling access.

Transition: Once therapy is underway, families can support progress at home — here’s how.

Supporting therapy and treatment at home

Home support increases the effectiveness of therapy. Encourage therapy homework, practice skills, and maintain medication monitoring if prescribed. Caregiver involvement is especially important for younger children and for parent-mediated therapies.

Evidence-based treatments you may hear about include CBT (Cognitive Behavioral Therapy), DBT (Dialectical Behavior Therapy), and parent-child interaction therapies. CBT focuses on thoughts-behavior links; DBT emphasizes emotion regulation and distress tolerance; parent-mediated therapies coach caregivers in interactions that reduce behavior problems. According to APA practice guidelines, these modalities have strong evidence for many child and adolescent conditions (see APA).

How-to steps

1. Attend sessions when invited and ask for skill demonstrations you can use at home.
2. Keep therapy homework short and specific — 5–15 minutes daily works better than long, irregular tasks.
3. Track progress with a simple behavior log (see template description below).
4. Coordinate with the therapist about medication changes and safety planning.
5. Celebrate small gains and maintain consistent routines to reinforce skills learned in therapy.

Therapy	What it targets	How caregivers can support
CBT	Anxiety, depression, behavior linked to thinking patterns	Practice thought-challenging, problem-solving, and graded exposure exercises; support homework
DBT	Emotion regulation, self-harm risk in adolescents	Learn validation scripts, crisis coping plans, and encourage use of distress-tolerance skills
Parent-child interaction therapy	Young children with disruptive behaviors	Follow coaching at home, practice labeled praise, and consistent consequences

For step-by-step CBT techniques, see Cognitive behavioral therapy for kids. For behavioral approaches to reinforce at home, read Behavioral therapy for kids and Adolescent psychotherapy guide. For ADHD-specific strategies, see behavior therapy for ADHD.

Medication basics for parents (what to ask, monitoring side effects)

• Ask for clear reasons for medication, expected timeline, and measurable goals.
• Request a written plan for dosing, monitoring, and side-effect tracking.
• Watch for changes in sleep, appetite, mood, or behavior and report them promptly.
• Ensure informed consent is documented; know follow-up schedule (often weekly at start, then monthly).

Transition: If you see safety concerns, follow the emergency steps and create a safety plan next.

Crisis situations and safety planning

Think of a safety plan like a fire-escape plan for emotions: concrete steps to follow when your child feels at risk of harming themselves or others. If someone is in immediate danger, call 911 or the 988 Lifeline (988) and local emergency services. SAMHSA provides crisis support resources for families (SAMHSA).

Basic emergency actions

1. Remove immediate means of harm (sharp objects, medications) from the child’s reach if safe to do so.
2. Stay with the child or arrange continuous supervision; do not leave them alone if at risk.
3. Call 911 or 988 if there is imminent danger.
4. Contact the child’s provider or local emergency department for next steps.

Sample safety plan template (fill-in prompts)

• Child’s name:
• Date completed:
• Warning signs (what we notice first):
• Internal coping strategies (what the child can do alone):
• Who to contact (friends/family) — names and phone numbers:
• Professional contacts (therapist/psychiatrist/pediatrician):
• How to make the environment safer (remove/lock items):
• When to call 911/988:
• Agreed steps the family will take during a crisis:

Worked example — filled safety plan (anonymized)

• Child’s name: “Alex” (name changed)
• Date completed: 2026-05-01
• Warning signs: Sleepless nights, withdrawal from friends, writing about “feeling stuck”
• Internal coping strategies: 10-minute breathing app, drawing for 15 minutes, listening to playlist “Calm”
• Who to contact: Mom (Sara) 555-0101; Dad (Tom) 555-0102; Best friend (Jordan) 555-0103
• Professional contacts: Therapist Dr. K (555-0202); Pediatrician (555-0303)
• How to make environment safer: Medications locked in cabinet; sharp items stored out of reach
• When to call 911/988: If Alex says they will attempt to hurt themselves or has a plan and means
• Family steps: One parent stays with Alex and calls provider; if provider unavailable, call 911/988

Immediate actions and who to call

1. If imminent danger: Call 911 immediately.
2. Call 988 for crisis counseling and support (988).
3. Contact the child’s mental health provider or pediatrician for urgent guidance.
4. If at school, notify staff and request immediate safety protocols be followed.

Transition: Crises affect the whole family; supporting siblings and family routines reduces wider distress.

Supporting siblings and family dynamics

Siblings often feel confused, jealous, or worried when a brother or sister has mental health needs. Clear communication and predictable routines help. Hold a family meeting to set expectations and provide age-appropriate information.

Short action steps

• Give siblings simple explanations and reassure them about safety steps being taken.
• Keep daily routines for siblings as consistent as possible.
• Offer one-on-one time with each child to reduce feelings of neglect.
• Consider family therapy or sibling sessions to process emotions.

Family meeting agenda template

• Welcome and purpose (5 minutes)
• What’s happening — simple, honest facts (10 minutes)
• Safety steps we’re taking (5 minutes)
• How siblings can help and who to talk to (10 minutes)
• Plan for follow-up check-ins (5 minutes)

Transition: Caregivers must also manage their own well-being to sustain support; next we cover caregiver mental health and respite options.

Caregiver mental health and self-care

Caregiver stress and burnout reduce effective parenting. Build simple, sustainable self-care habits and seek support. Peer support groups and parent therapy provide validation and practical strategies.

How-to steps

1. Schedule short weekly respite (friend, family, babysitter) to recharge.
2. Join a local parent support group or online community for shared strategies. Mental health for parents
3. Set realistic expectations — prioritize safety and routines over perfection.
4. Consider brief individual therapy for coping and problem-solving.

Resources list

• Local parent peer support groups
• Respite care programs via community agencies
• Trainings on behavior management available through schools or community clinics

Transition: Cost and access can be barriers; the following section explains U.S. insurance options, low-cost resources, and practical steps to get care.

Insurance, access and practical resources in the USA

Understanding coverage helps families navigate care. Medicaid typically covers mental health services for eligible children at low or no cost; private insurance varies in covered services and may require prior authorization for psychiatry or certain therapies. Parity laws require insurers to cover mental health comparably to physical health, but authorization and network limits can create delays.

Steps to navigate insurance

1. Call the insurer member services to ask what pediatric mental health services are covered and whether prior authorization is needed.
2. Ask about in-network providers and telehealth options to reduce wait times.
3. If denied, request an appeal and get supporting documentation from your pediatrician or therapist — typical timelines: authorization decisions within 7–14 days; appeals may take 30+ days.
4. Consider community mental health centers and school-based health centers if private care is unaffordable.

Quick-reference table (options, pros/cons, where to call)

Option	Pros	Cons/Where to call
Medicaid	Low/no cost, broad coverage	May have provider shortages; contact state Medicaid office
Private insurance	Wider provider choice if in-network	May require prior authorization; call insurer member services
Community mental health center	Sliding scale, integrated services	Long waits possible; call local center for intake
School-based services	Accessible during school day	Limited session frequency; contact school health office
Teletherapy platforms	Faster access, flexible hours	Cost varies; check state licensure rules

Low-cost and immediate options

• Community mental health centers offering sliding-scale fees.
• School counselors and school-based health centers.
• Telehealth and online therapy platforms with subscription options. Online therapy for kids
• 988 Lifeline and local crisis centers (988).

Practical community center walkthrough (how to call and what to have ready)

1. Find your local community mental health center (search county or state health websites).
2. Call intake and ask about pediatric services, waitlist, and sliding-scale options.
3. Have ready: insurance card or proof of income, child’s birth date, brief symptom summary, any recent school or medical records.
4. Ask about expected wait time, cancellation policy, and whether telehealth is available.

Additional resources: For program options and typical costs, see Behavioral programs for kids guide. Use the searchable tool in Kid therapy near me guide to locate local providers. Child therapist near me guide.

Transition: Cultural and developmental differences matter when selecting supports — brief guidance follows.

Cultural, developmental and neurodiversity considerations

Respecting cultural values, language needs, and embracing neurodiversity improves engagement. Ask providers about cultural competence and availability of interpreter services. Neurodiversity-affirming approaches focus on supports and skills rather than ‘fixing’ identity.

Practical tips

• Request providers who speak your family’s language or use certified interpreters.
• Ask about cultural matching or providers trained in cultural competence.
• When supporting neurodiverse children, use strengths-based language and coordinate with school supports — see behavioral treatment autism guide for program options.

Transition: To monitor change and make decisions about ongoing care, track progress systematically.

Creating a long-term plan and tracking progress

Set SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound) and track symptoms or behaviors weekly. A progress log helps spot trends and provides objective data for school meetings and provider appointments.

How-to steps

1. Define 2–3 short-term SMART goals (e.g., “Reduce night wakings to fewer than 2 per week in 6 weeks”).
2. Use a simple daily behavior chart for targeted behaviors (sleep hours, mood rating, tantrum frequency).
3. Review progress every 2–4 weeks with the therapist and adjust goals.

Progress log template description (downloadable)

Fields to include: Date, sleep quality (1–5), mood rating (1–5), specific behavior occurrences, notes on triggers, medication changes, and weekly summary. Keep charts for at least 3 months to detect patterns.

Transition: The next section lists next steps and templates you can use immediately.

Next steps and helpful templates

Save and use these templates today: appointment checklist, safety plan, teacher email template, and a progress log. For information about therapy options and how to choose a provider, see our Teenage therapist guide: therapy services and counseling options.

Templates/downloadables included (in-text copies below):

• Appointment prep sheet (printable)
• Safety plan template and filled example (above)
• Teacher email template (above)
• Progress log template description (above)
• Family meeting agenda (above)
• Click here for community awareness resources: Childhood mental health awareness guide

Transition: Below are caregiver vignettes and worked examples demonstrating how families used these tools in real situations.

Experience: caregiver vignettes, worked examples and community walkthroughs

Two anonymized caregiver vignettes illustrate stepwise, practical application of the strategies above. Names and identifying details have been changed to protect privacy.

Vignette 1 — Younger child (behavioral/emotional dysregulation)

Child: “Maya,” age 6. Presentation: sudden tantrums at school and home, sleep disruption, and refusal to go to school. Steps family took:

1. Documentation: Parents kept a simple behavior log for two weeks noting time of tantrums, triggers, antecedents, and sleep patterns.
2. At-home changes: Implemented a predictable morning and bedtime routine, a calm-down corner with sensory tools, and a token chart for getting ready for school.
3. Communication: Parent used reflective statements and scripts from this guide: “You look upset about school today — can you show me what happened?” This decreased escalation by allowing Maya to name her feeling.
4. School advocacy: Parent emailed the teacher using the sample email and requested a meeting. During the meeting they shared the behavior log and asked for small classroom accommodations (sensory break, reduced transitions). The school agreed to a short trial 504-style accommodation while they evaluated need for an IEP.
5. Professional referral: Pediatrician evaluated Maya, ruled out medical causes, and referred to a child psychologist for parent-child interaction therapy. The psychologist coached parents in consistent praise and predictable consequences.
6. Outcome: Over 10 weeks, tantrum frequency decreased from daily to 1–2 per week and school attendance improved. The behavior log and teacher notes were used to adjust the home plan and confirm progress.

Key tools used: behavior log, teacher email, calm-down corner, consistent routines, and school collaboration.

Vignette 2 — Adolescent (mood/anxiety)

Child: “Liam,” age 15. Presentation: increased social withdrawal, poor sleep, statements of hopelessness, and drop in grades. Steps family took:

1. Immediate safety check: Parent asked direct questions about self-harm; when Liam disclosed fleeting thoughts without a plan, they created a safety plan together (see filled example above) and removed access to medications.
2. Provider access: They called their pediatrician, who provided an urgent behavioral health referral and recommended an urgent telepsychiatry visit. The family used teletherapy to get a quicker intake while waiting for local appointments.
3. Therapy and medication: A child psychiatrist prescribed a short trial of medication for moderate depression after an assessment and recommended weekly therapy (CBT-based) with a psychologist. The psychiatrist requested family involvement for safety monitoring and follow-up in two weeks.
4. School coordination: Parent met with guidance counselor and arranged for temporary academic accommodations (extended deadlines, reduced workload). Documentation from the psychiatrist supported the request.
5. Outcome: Within eight weeks, mood ratings improved (tracked on a progress log), sleep normalized with routine, and Liam reengaged in a hobby. The family continued to use weekly check-ins and the behavior log to monitor progress and adjust treatment.

Key tools used: safety plan, appointment-prep checklist, teletherapy intake, school accommodations, progress log, medication monitoring.

Worked example — completed appointment-prep sheet (anonymized)

• Child: Liam, age 15
• Date of appointment: 2026-04-12
• Who attended: Mom (Sara) and Liam
• What we brought: Symptom timeline (3 months), school report showing grade drop, prior therapy notes, list of current meds (none), behavior logs
• Questions we asked: 1) What diagnosis do you consider and why? 2) What tests/assessments will you do? 3) What treatments do you recommend now? 4) What are medication side effects and monitoring schedule? 5) How will communication with school occur?
• Clinician recommendations: Weekly CBT sessions for 12 weeks, psychiatry consult for medication review, safety plan in place, school accommodations (temporary), follow-up in two weeks for medication check.

Community resource walkthrough (example)

1. Call local community mental health center intake line (have child’s DOB, insurance, symptom summary ready).
2. Ask if they accept Medicaid/private insurance, sliding-scale availability, and current waitlist times.
3. Request any intake paperwork by email to complete before first call.
4. Prepare to share school notes and pediatrician referrals to speed authorization.

Transition: The final section summarizes next steps and encourages connection with providers and crisis resources when needed.

Next steps and helpful templates

Start with these three actions: 1) Create a simple safety plan and keep it where the family can access it, 2) Make an appointment with your pediatrician or a mental health provider and use the appointment-prep sheet above, and 3) Share a brief teacher email and request short-term classroom supports.

For information about therapy options, what to expect in sessions, and how to choose a provider, see our Teenage therapist guide: therapy services and counseling options.

Templates included in this guide: appointment checklist, safety plan (blank + filled), teacher email, progress log, family meeting agenda, community center intake checklist. For broader awareness and community resources, see Childhood mental health awareness guide.

Transition: Below is a concise wrap-up and steps for immediate action.

Conclusion & call-to-action to seek personalized support

This practical toolkit gives you immediate scripts, a safety plan, school templates, and steps to find care. Keep using simple routines, track progress, and reach out to your pediatrician, school, or a mental health provider if concerns continue. If someone is at immediate risk, call 911 or 988. For therapy options and how to choose a provider, see our Teenage therapist guide: therapy services and counseling options.