parenting mindfulness teletherapy

Parenting with Mindfulness: A Recipe for Raising a Healthy Child

The scenario is all too familiar...

You are on the way to your 9-year-old son’s soccer game and decide to quickly pick up some groceries for supper. You’re choosing a delicious cut of meat and your 2-year old kicks off his shoes in the middle of the aisle. Putting those shoes back on isn’t as easy as it looks. Your toddler’s tantrum quickly spins out of control, and the more you try to force the shoe on his foot, the louder he screams.

When you think you have the shoe back on, your 9-year-old catches a glimpse of the time, and angrily informs you, “We’re gonna be late as usual! Can’t I ever be on time?”

Now you feel everyone’s eyes on you; judging you and your ineffective parenting. Your baby kicks the shoe off again just as your 9-year-old son begins to fly into his own tantrum. You feel the stress, the tightness and are just milliseconds away from losing it, again! For many of us, this is one of those trying moments where we must muster all of our strength not to lose it. And yet it is precisely such a moment that highlights the irreplaceable value of mindfulness in parenting.

Your natural reaction of just plunking your little son down into the shopping cart next to his shoes and castigating your 9-year-old, “Stop being such a cry baby, can’t you see that your baby brother is having a tantrum” is not only admitting failure, but has important ramifications beyond the moment. The angry expression on your face coupled with your sharp verbal jibes will frighten both your children. Instead of learning to improve their behaviors they will become frightened of you and your aggressive behavior that is out of control.

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However, there is another way. Mindfulness allows us to pause, step back from the situation momentarily, take stock of our emotional reaction, take a few deep breaths, and respond more calmly and rationally. Some simple replacement behaviors could wholly transform this parenting debacle. First of all, instead of lashing out at your 9-year-old why not lovingly look into your child's eyes and gently tell him, “I see that you are very frustrated and apologize that we will be late for practice.”

Instead of scaring your children, quell your 2-year-old’s emotional storm and restore a sense of safety while simultaneously validating the frustration of your older son.  Our precious children often trigger many different unpleasant emotions inside of us. Such moments of stress can elicit some painful unresolved issues from our past. If we accustom ourselves to practicing mindfulness by pausing before reacting, how we respond to our children will be more aligned with the way we want to treat our children.

Aside from the apparent benefits of regulating our own emotions, practicing mindfulness helps us to be more sensitive and attuned to our kids as well. What’s more, we can help our children to develop their prefrontal cortex enabling them to use their higher brain function to calm the limbic area which is the seat of emotion when they are stressed.

When a child is caught in an emotional storm, appealing to the child’s logic is not only useless but counterproductive. Instead of delivering directives it is more beneficial to connect to them by addressing their feelings. By validating their feelings, we show them that we understand and create an environment of safety. After the child finishes the tantrum and has calmed down, we can appeal to the logic of the left brain to help resolve or at least make sense out of the situation. Developing this logic helps wire the child’s brain to more effectively regulate difficult emotions in the future.

Mindfulness for parents has two parts. First of all, become a parent who practices mindfulness. And secondly, impart upon your children mindfulness tools they can use to make them more resilient when facing the stresses in their lives, including those involving school, bullying, peers, parents, and teachers.

Mindful Parenting

  • Let Intention Guide You: When you are involved in your children's’ activities, start with why. Why help them with homework? If it is merely one more task to check off the checklist, your engagement will be entirely different than if it is seen as an opportunity to bond and better understand their learning process.
  • Remain in the Present: When you spend time with your child, your objective is to be in the present with them. Put away your electronic device and listen to what they are saying. Devoting your complete attention conveys the message that you want to be there for them and that they are worth your time.
  • Communicate Feelings: Our children don’t necessarily react to situations the same way that we do. When parents and children communicate feelings in a safe way, the child feels validated and is encouraged to be true to his/her self; an absolute necessity for emotional health.
  • Listen: Instead of asking questions, encourage your child to talk on his/her own. Allow the conversation to go in the direction of your child’s choosing instead of using it to merely access information. Carefully wait to talk and respond, encouraging your child’s freedom.
  • Don’t Hide Your Mistakes: Who said that parents need to be perfect? We also make mistakes, and when we admit them to our children, we teach them honesty, that mistakes aren’t the end of the world, and that we can learn from our errors to improve.

Mindfulness Techniques to Teach Children

  • Deep breathing: Teach your child to do three consecutive rounds of kids of slow inhalation/exhalation. Slow, steady breathing will help calm the fight/flight response triggered by the amygdala and give them a sense that they can control their emotions instead of vice versa. Help them to picture the release of stress when they exhale.
  • Articulate gratitude: Make it a habit to speak about things for which you are grateful. Use the dinner table as a forum for everyone to share at least one instance in the day that is worthy of gratitude.
  • Meditation: Children generally can’t sit for longer than their age; a 7-year-old for seven minutes. Show them the calmness that comes when you slow down and try to get in touch with what is going on inside. Remember to model it, but don’t enforce it.
teletherapy adverse child experiences

Adverse Childhood Experiences: Disturbing Impact on a Child’s Brain

It would do parents and therapists well, whether the therapist delivers therapy face-to-face or via teletherapy, to better understand the source of anxiety, depression, and addiction that their children are suffering. Perhaps a place to begin is to become familiar with an eye-opening study conducted some 20 years.

Vincent Felitti and Robert Anda launched a large-scale epidemiological study of 17,000 adults in 1995 designed to search for connections between childhood experiences and their health records as adults.  

The results of this study shook the mental health world. Practically two-thirds of those individuals in the study had suffered at least one adverse childhood experience (ACE)—a term Felitti and Anda invented to describe those unpredictable, chronic stress-inducing, that some kids unfortunately experience.

These adverse experiences ranged from having a parent who was either an addict, alcoholic or depressed; parental death or divorce; being bullied or some other form of being humiliated; or being either physically, emotionally or sexually abused. The commonality of these traumas was that they were more destructive than the typical challenges that most of us experience as we grow up.

But beyond the sheer number of children who suffered these experiences was the nearly direct correlation between the number adverse childhood experiences and the ability to accurately predict the amount of medical care that the same child would require as an adult.

  • Those who had suffered from four categories of ACEs were twice as likely to contract cancer in adulthood than those who had not ACEs in their past.
  • For women, the risk of becoming hospitalized with an autoimmune disease jumped 20% with each ACE.
  • Anyone who had an ACE score of 4 was more than 400% more likely to be afflicted with depression than an individual with an ACE score of 0.
  • Those with an ACE score of at least 6 had a reduced life space of nearly 20 years.

For years neuroscientists across the country have been analyzing and interpreting the data of ACE Study to yield an entirely new understanding of that elusive brain-body connection. Taken down to the biochemical level, these scientists have shown how childhood stress impacts cells, DNA, and the brain resulting in life-altering changes as an adult.

1. Shifting Epigenetically

Children suffering ACE showed genetic differences that went beyond affecting the stress response, but also genetic changes responsible for a wide array of diseases found in adults. These findings seem to negate the long-held distinctions between what is considered “physical” disease and what is “mental” or “emotional.”

The child who is consistently thrust into stress-inducing situations is subjected to a physiological response that shifts her into overdrive. This constant stress ultimately compromises her ability to respond appropriately and effectively to future stressors even years later.  In neuroscience, this is known as gene methylation.

Methylation is when small chemical markers adhere to the genes responsible for regulating the stress response, compromising their effectiveness. When the function of these genes is altered, the genes resets the stress response on “high” for life, promoting inflammation and disease.  The consequence is a predisposition to several chronic conditions, including autoimmune disease, heart disease, cancer, and depression.

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2. Altering the Shape and Size of the Brain

MRI studies show that there is a direct relationship between a high ACE score and a reduction of the gray matter in vital areas of the brain, including the prefrontal cortex, the seat of decision-making and self-regulatory skills, and the amygdala, or fear-processing center.

Also, scientists have discovered that chronic brain stress causes the release of a hormone that shrinks the size of the hippocampus. The hippocampus is that area of the brain responsible for processing emotion and memory and managing stress.

As a result, those whose brains have been altered by their Adverse Childhood Experiences are generally more likely to become adults who will over-react to stressors that others consider minor and handle with relative ease.

3. Connectivity in the Brain

Children who have experienced chronic childhood adversity have weaker neural connections between the prefrontal cortex and the hippocampus, compromising several functions of the brain.

Girls, in particular, displayed weaker connections between the prefrontal cortex and the amygdala. The relationship of the prefrontal cortex and the amygdala plays a crucial role in determining how emotionally reactive a person is to those regular occurrences that happen in daily life, and how likely they have perceived these events as stressful.

What’s more, girls with these compromised neural connections were at a higher risk for developing anxiety and depression in later adolescence. This may partially explain why females suffer from mood disorders nearly twice as often as males at that age.

Hope After ACE

All of this science can be overwhelming, especially for parents and therapists. But the good news is that just as the understanding of how childhood adversity impacts the brain is growing, so too is the understanding of how better parenting and mental health therapy delivered either face-to-face or through teletherapy can help children heal.

What is Teletherapy? (The Definitive Guide)

What is Teletherapy?

Teletherapy is the online delivery of speech, occupational, and mental health therapy services via high-resolution, live video conferencing.

Teletherapy sessions are very similar to traditional speech, occupational therapy, or mental health sessions with one major exception. Instead of sitting in the same room, students and therapists interact via live video conferencing.

During therapy sessions, the student and therapist can see, hear, and interact with one another in real time, using webcams, headsets, and a live, synchronous online learning environment.

If you’ve ever used Skype on your computer or FaceTime on your iPhone, you’ve used a similar type of technology.

The actual therapy is the same as the therapist would deliver face-to-face, only teletherapy is done with a computer! Licensed therapists use traditional therapy techniques and activities and enhance those techniques through innovative software and tools and have the technology literally at their fingertips to plan and deliver high-quality services.

What Can Teletherapy Provide?

Teletherapy can deliver speech-language, occupational, and mental health therapies. Regarding speech-language therapy, it is most common to find language and articulation delivered via teletherapy. However, this is not due to the effectiveness of the therapy, but rather to reimbursement limitations.

Why is Teletherapy Necessary?

therapist shortageApproximately 5% of America’s school-age population - 3.5 million children - require speech, occupational, or mental health therapy. While the need is growing annually, there is an increasing shortage of therapists to meet that demand.

As reported by the United States Bureau of Labor Statistics: "there is a considerable national shortage of SLPs projected over the next five years. An additional 28,800 SLPs will be needed to fill the demand between 2010 and 2020–a 23% increase in job openings."

Further exacerbating the problem, the geographical distribution of these therapists is unequal, which means that there is a worsening shortage, particularly in rural areas. This makes it difficult for schools to provide adequate services for many of their children who desperately need services.

What is the Impact of the Therapist Shortage?

The growing SLP shortage means higher caseloads for district therapists which results in inferior therapy sessions for the children, leads to SLP burnout on an unprecedented scale, causes unexpected recruiting and turnover expenses, and students making slower—or no—progress against their IEP goals.

Recruiting and retaining staff serving students with disabilities is particularly difficult in rural areas. Salaries are not competitive, and rural areas are far from urban cultural centers and universities, which restrict teachers from participating in training and development programs that would enhance them professionally.

Attrition of speech therapists in rural districts can be two to three times the national average. Turnover is especially acute among professionals who travel long distances from site to site, on an itinerant basis, to serve students with disabilities. Many teachers reportedly resigned because of the isolation of their social and cultural lives.

Also, finding replacement therapists is no picnic for school administrators. The higher recruitment fees charged by staffing agencies to find “distant and elusive” SLPs, and the tragic reality is this: there is less money available to provide the children with the services they need.

The shortage has inflated the cost of therapy and put a heavy burden on already overstretched school budgets and personnel who must spend inordinate amounts of time and energy searching for and managing scarce therapists. Often, rural school districts cannot afford to have their therapists.

Why is Teletherapy the Optimal Solution?

Teletherapy is an innovative, cost-effective solution that offers maximum flexibility by overcoming barriers of distance, unavailability of specialists, and impaired mobility.

While onsite contractors control the timing and may lock schools into rigid schedules, the network of therapists and the online delivery model allows for therapy to be provided when it’s convenient for the school and the students; even if that’s before or after school hours.

By extending top-quality clinical services to remote, rural, and underserved populations, teletherapy holds the key to significantly reducing therapist shortages, guaranteeing children needed services, and alleviating severely strained school budgets. As a result, school administrators and SpEd directors can be free to focus on other critical educational priorities.

teletherapy for allWho is Benefiting From Teletherapy?


  • Flexibility: Teletherapy affords schools previously unprecedented flexibility and access to top-notch therapists, as they are no longer limited to locally-based clinicians, but can draw from an extensive nationwide network of highly qualified, certified therapists.
  • Cuts Costs: Teletherapy has exceptional value and is affordable. While some say that teletherapy is more expensive than traditional onsite therapy due to the added costs incurred by equipment, paraprofessionals, and technology, the truth is quite the opposite. Except for the cost of the computer; teletherapy saves money because:
    • The price of a therapist is generally the same whether the therapy is delivered onsite or via teletherapy.
    • Traveling expenses are eliminated.
    • Traditional staffing agencies charge a premium fee to find a therapist who will travel, which does not apply to teletherapy.
  • Effectiveness: Schools have better access to specialists as well as culturally and linguistically diverse therapists as well as therapists with specialties, allowing for more targeted and effective outcomes.
  • Freedom: School districts no longer have to recruit, screen, and manage therapists, pay transportation expenses, or worry about interruptions in therapy when clinicians are absent, leave, or no longer with the district. Services remain uninterrupted, freeing up staff time for other educational priorities.
  • Peace of Mind: Teletherapy relieves schools of other administrative headaches and expenses as well by streamlining scheduling, easing tracking and reporting, simplifying, auditing, and organizing accurate and instantly retrievable records through the digital services provided. This ability to access critical information instantly - all in real time - increases parent satisfaction and minimizes the risk of compliance issues.


  • Independence: Teletherapy is a dream come true for therapists. It allows therapists to be their boss, enjoy flexible hours, and eliminates travel.
  • Comfort: Teletherapists can serve children nationwide, work either part-time or full-time, and grow their career within the comfort of their own homes.
  • Productivity: Teletherapy promotes productivity by managing caseloads and workloads more efficiently and spending more time working with kids and less time in the car.
  • Materials: Teletherapists have access to the ever-expanding array of creative, engaging, and motivating material available both on websites and apps. The possibilities seem to be genuinely endless! There is no way for any clinician to stay abreast of the accelerating rate of invention.


  • Engagement: By utilizing fun and engaging digital technology, teletherapy is exceptionally kid-friendly. Today’s children are comfortable with computers and love game-based activities such as video interactions and digital learning. In this rapidly developing technological world of ours, the digital dimensions of online therapy have become very natural and almost expected.
  • Consistency: Students benefit as well; since the attrition rate of therapists is often directly related to distance and travel time, eliminating travel results in a marked rise in that therapist’s consistency.
  • Relaxed: For shy and more reserved children, teletherapy is less intimidating the traditional face-to-face therapy.
  • Parental Monitoring: Teletherapy provides the capacity to remotely log in and observe the session in real time allowing parents or members of the child’s “team” to see his or her progress.
  • No More Babysitter: Online sessions conducted at home or in school eliminate the need to ever travel to another session and worry about babysitting for the other children.

onsite therapy sessions

Is Teletherapy as Effective as Onsite Therapy?

There is a myth circulating in therapy circles that teletherapy is of inferior quality to traditional face-to-face therapy. This is patently false.

Since therapists are ASHA (American Speech-Language-Hearing Association) certifed, there is no compromise in the quality of the therapist.

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Regarding the online mode of delivery, teletherapy has been used successfully since the late 1990s for hundreds of thousands of therapy sessions across the United States. It is and has been considered an effective and appropriate therapeutic delivery mode based on 20 years of research by over 40 academic published studies.

The first was the landmark paper by the Mayo Clinic in 1997 which stated, "Telemedicine (teletherapy) evaluations can be reliable, beneficial, and acceptable to patients with a variety of acquired speech and language disorders, both in rural settings and within large multidisciplinary medical settings."

Also, ASHA gave its endorsement in 2005: “Based on the strong body of peer-reviewed research supporting telepractice ... ASHA recognizes telepractice (teletherapy) as a valid means of service delivery for audiologists and speech-language pathologists.”

Worth noting, the effectiveness of telepractice (teletherapy) was corroborated by a 2011 study by Kent State University researchers comparing students receiving traditional in-person therapy and those receiving telepractice in public school settings. They found that the outcomes for the telepractice group were equal or better than the in-person group.

Why is Global Teletherapy Your Best Option?

Global Teletherapy has formed an extensive team of highly qualified speech and language pathologists, occupational therapists, and mental health clinicians who deliver top-quality teletherapy in 27 states.

Over the past few years, Global Teletherapy has played a pivotal role in helping children, regardless of geographic location, who otherwise would have no access to SLPs, OTs, or counselors get the therapy they need to be successful.

Global Teletherapy Offers Many Benefits:


  1. Global Teletherapy therapists are professionally certified (e.g., ASHA for SLPs) and are seasoned with a minimum of two years of professional experience. Also, they have been trained in teletherapy techniques before providing services.
  2. Global Teletherapy handles recruitment and management of clinicians and ensures that they are appropriately licensed and credentialed in the school district’s state.
  3. Global Teletherapy assures that therapists are available when needed and handles session scheduling. The school district provides an onsite paraprofessional to facilitate logistics during therapy sessions.
  4. Global Teletherapy ensures that sessions are extremely secure and in compliance with HIPAA, FERPA, and COPPA guidelines. Sessions are conducted using a trusted technology used by millions of users worldwide with 24/7 support to ensure the success of every therapy session.
  5. Global Teletherapy can practically guarantee school administrators fewer headaches from dealing with therapist attrition and the consequential need to fill vacancies. They also streamline scheduling, ease tracking and reporting, and simplify auditing and compliance.


  1. Global Teletherapy provides professional training on how to deliver services via teletherapy.
  2. Global Teletherapy supplies a trove of materials for their therapists. They have an extensive library of resources and activities to which therapists are given access. These resources and activities can be utilized as is or modified to meet specific student needs.
  3. Global Teletherapy shows the therapist how to gain access to great additional resources free of charge.
  4. Occupational Therapists are provided a complimentary OT Toolkit which has many items that can be used in the therapy session, such as play dough, theraputty, adaptive paper, etc.
  5. Global Teletherapy has created venues for therapists to communicate and interact with each other. These venues provide an invaluable opportunity to share problems, brainstorm solutions and grow professionally.
  6. Global Teletherapy has both part-time and full-time opportunities available and will guide therapists in obtaining licensure in other states.


  1. Global Teletherapy ensures that each child will work with a top-notch therapist. They meticulously screen every clinician with a comprehensive interview and an exhaustive review of clinical experience, licenses, and qualifications.
  2. Upon acceptance, the therapist is trained in teletherapy technology, and each therapist’s subsequent performance is closely monitored. Global Teletherapy ensures that every therapist is licensed and has all the necessary credentials for your state or region.
  3. Global Teletherapy promotes consistency.  Although teletherapy’s flexible nature makes it possible for a child to have more than one therapist every child is assigned to a particular clinician, who assumes responsibility for that child’s therapy.
  4. This arrangement promotes continuity and a trusting and consistent relationship between the online therapist, child, parents, and teacher. If the child needs a new therapist for any reason, Global Teletherapy will ease the transition with minimal disruption to the child’s therapy.
  5. Global Teletherapy provides supervision. An onsite paraprofessional (or a parent/learning coach for virtual school students) supervises and handles any hands-on requirements, especially for younger students. Some older students may not require supervision, depending on the policy of the school.
  6. Once the session has begun, the children are interacting with the therapist online, and the paraprofessional, while remaining on hand to assist if necessary, can do other work. A single paraprofessional can supervise several students participating in separate, simultaneous sessions or one session together.

what is telepractice

Common Questions We Get From Therapists

1 - What is the Technical Setup for Teletherapy?

Unfortunately, there is a myth that teletherapy is technically complicated. Nothing could be further from the truth. While the technology is quite powerful, setup and using that technology is quite simple and straightforward!

A Global Teletherapy, our representatives walk new therapists through the process, and a Global Teletherapy tech will always be there to provide any necessary support.

Technical requirements on the part of the therapist are only a computer with an Internet connection, a webcam, and an audio headset. If needed, Global Teletherapy can provide a specified amount of webcams and headsets at no extra charge.

2 - Since the Delivery is Online, is Privacy a Concern?

The confidentiality and privacy of all student data and secure information is protected as our system is secure and encrypted per HIPAA and FERPA regulations and COPPA compliant.

3 - How Much Experience Does a Therapist Need Beforehand?

As long as you have experiencing delivering therapy onsite for those diagnoses that you will be providing online, you should be fine. Your therapeutic experience is necessary because teletherapy doesn’t alter the techniques and treatment approaches that are appropriate but rather is their adaption to the online venue.

4 - What Settings Utilize Teletherapy?

Teletherapy could be delivered in practically any setting that onsite therapy is provided such as in the home, in a hospital, in a clinic, etc., However, at the moment the only environment in which teletherapy is widespread is in the schools.

5 - Does Insurance Cover Teletherapy?

Neither major insurances nor Medicare currently reimburses for teletherapy services. That being said, substantial efforts are being made at both the local and federal level to change this.

6 - Is Teletherapy for Everyone?

While study after study demonstrates the effectiveness of this excellent alternative, nevertheless some students will still benefit more from traditional on-site therapy. For example, online therapy is not the preferred option for students with minimal attention skills or alertness. In some instances, a “hybrid” option (combining on-site with online therapy) may be optimal.

7 - How Do Therapists Communicate With Teachers and Parents?

The therapist initially makes contact with parents and teachers at the beginning of the year and provides their contact information. They email the teacher monthly–at a minimum–to discuss targets, progress, and needs in the classroom/curriculum.

The online therapist will communicate with parents in the same way an onsite therapist would. Homework, as well as notes, are “sent-home” through a virtual backpack. Clinicians deliver IEP progress reports and participate in IEP meetings via video conference.

8 - Can I Practice Teletherapy With My Regular Clinical Position?

Yes!  One of the many advantages of teletherapy is its flexibility. You can do teletherapy part-time if you like. And if you get hooked, full-time positions are available as well. Whenever it works for you, don’t forget that you will be working from the comfort of your home!

Time to Take the Next Step

School administrators, schedule your free demo.

Therapists, apply today to join our team.

Parents, contact us to find out more.

teletherapy parent

5 Tell-Tale Signs Your Client is Being Raised by a Narcissist

What is a Narcissistic Parent?

Before we can begin to discuss how to identify the child who is being raised by a narcissistic parent, we need to understand exactly what is a narcissistic parent.

A narcissistic parent is that parent who in any number of ways is attempting to control his child’s life. The parenting dynamic gets flipped on its head as the parent uses the child for his own needs instead of taking care of the child’s needs. Most of the time, the narcissistic parent sees his child’s independence as threatening.

When the parent feels threatened he will coerce the child to live within the parent’s shadow often demanding that unreasonable expectations be met for the child to “earn” the parent’s love. The truth is that often such a parent convinces himself that he loves his child when in reality he loves himself.

This is not to say that every parent who has high expectations for his child, may display firmness when appropriate, or desire for the child to make him proud is a narcissist. The hallmark of the narcissistic parent is that the child’s ultimate value is in serving the parent in some way.

5 Tell-Tale Signs Your Client Has a Narcissistic Parent

1. Attachment Issues

A child who is suffering the emotional absence, abuse or neglect from a parent subconsciously questions how safe any relationship can be. The reaction of the child can present either as an avoidant attachment or anxious attachment. Avoidant attachment is when the child shuts others- avoidance. Alternatively, an anxious attachment is when the child chases after others to love him.  

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2. Needs Explosion

Since the narcissistic parent has manipulated his child into sacrificing the child’s basic emotional needs to his needs, the child learns to ignore and bury his own needs continuously. The child becomes the spectacular caretaker at his own expense. Then one day something triggers the child, and the result is an instant explosion of needing someone to meet those sublimated needs. The child seemingly lacking needs becomes the neediest!

3. Chronic Self-Blame or Shame

Not every narcissistic parent openly emotionally abuses his child. Nonetheless, he doesn’t seem to hear their child’s pain either. And how could he? After all, such a parent is very busy, with himself!  Because these children are trapped in their own home, their only choice is to offer up their self-esteem as barter for their own care. The child tells himself that he is the problem in the hope that if he “behaves better” he can get his parent’s attention.

4. Becoming Fiercely Independent

A child who is more adventurous and extroverted may swing the other way entirely. The constant frustration borne of the narcissistic parent may convince the child that emotional intimacy is a complete farce. No one is reliable or trustworthy, so the only way to proceed is by becoming completely detached and independent.  Since this is impossible to sustain it may set the child up for a needs explosion.

5.  Codependency

On the other hand, those children possessing a more sensitive temperament may become the compulsive caretaker. The only way they can be emotionally nurtured is to take care of others. Their narcissistic parents never cultivated their child’s sense of self so now the only way for the child to remove his pervasive emptiness and loneliness is to derive it from others by taking care of them.