Bookpleasures.com isexcited to welcome Jennifer Licate as our guest, the author of MyAnxiety Is Messing Things Up, which beautifully captures thejourney of Oscar, a young boy whose perfectionism and worry begin toovershadow his life.

In this conversation, we aim to shedlight on a challenge that affects countless children yet oftenremains unspoken: anxiety.

Jennifer is exceptionally qualifiedto guide us through this topic. As an award-winning author and adedicated school counselor for over a decade, she has witnessedfirsthand the transformative power of stories in healing andempowerment.

Through her work, she combines her knowledge andcreativity to produce social and emotional learning books that helpchildren feel understood and equipped to tackle life’schallenges.

Jennifer’s commitment to ensuring that everychild feels valued and respected is evident in her writing.

Norm:Thank you, Jennifer, for joining us to discuss Oscar’s journey andthe vital strategies you offer in your work.

In MyAnxiety Is Messing Things Up, you chose to focus on a maleprotagonist, Oscar. What inspired you to tell this story from theperspective of a young boy? Based on your experiences as a counselor,do you find that boys express or experience anxiety differently thangirls? 

How did this insight shape Oscar’s character?

Jennifer:I was inspired to write this story from the perspective of a youngboy because as a school counselor, I have found boys are less likelyto speak up and share that they are struggling with anxiety. 

When I meet with boysabout their anxiety it is usually a result of a parent referral orbecause the child's anxiety symptoms were so apparent orinterfered in a way they could no longer effectively deal withanxiety on their own. 

This was different fromthe girls I work with who were much more likely to seek outsupport on their own, if they were struggling with anxiety. 

I thought Oscar as theprotagonist would help normalize anxiety for boys and show them theyare not alone in their struggles.

Norm: Oscar's anxietystems from perfectionism and the fear of letting others down. Howprevalent is this specific trigger for anxiety in the 9-13 age groupyou write for?

What advice would youprovide to well-meaning parents on how to support their children’sambitions without inadvertently adding pressure to them?

Jennifer:According to a study in the Journal of PsychoeducationalAssessment, perfectionism affects between 25%-30% of children andadolescents. 

The advice I would give toparents is to watch for signs of anxiety and unrealistic statementsfrom their child. 

Use these signs of anxietyor unrealistic statements as an opportunity to talk to your child andlearn more about their experiences and their expectations forthemselves. 

Work with your child to beproud of their journey and work toward their achievements instead offocusing on perfection.

Norm: The depiction of Oscar’sphysical symptoms, such as insomnia and racing thoughts, feelsincredibly authentic.

What was your processfor vividly portraying that internal experience for young readers?

How do you balancemaking the feelings of anxiety relatable while ensuring they aren’ttoo frightening for children?

Jennifer: The depiction ofOscar's physical symptoms is based on my experience working withchildren and adolescents and my knowledge in the field of mentalhealth and counseling. 

I usedage-appropriate language so children and adolescents understoodthe symptoms being explained but I was careful to not scare themwith language or concepts beyond their years. 

If children areexperiencing these symptoms the explanation puts a name to what theyare experiencing and validates their experience. 

If students are notexperiencing anxiety, it helps them to understand what others aregoing through. 

It is also helpful forchildren who are not actively anxious to understand the symptoms ofanxiety because they will most likely encounter situations that makethem anxious in the future.

Norm: The CATS support groupserves as a critical turning point for Oscar. Is the concept of aschool-based group like this inspired by programs you’ve developedor observed in your counseling work?

For schools that lack a“CATS group,” what key elements could parents or teachersreplicate to support children in similar situations?

Jennifer:I facilitated a counseling group very similar to the "CATSgroup" in a school where I worked, which is where the idea forthis book was developed. 

I wrote this book for manyreasons.  This book is a valuable resource for counselors to usein guiding their school-based counseling group. 

Counselors can read one ortwo chapters per group session and use the discussion questions andactivities in the Teacher and Counselor Activity Guide (or createtheir own) to deepen the understanding and provide an atmospherewhere group members can share. 

Teachers can read the bookto their class if they are noticing students are struggling withanxiety or they value educating students on mental health topics. 

If a school does not haveschool-based counseling groups, they can support students who areanxious by educating the students on anxiety and positive copingstrategies. 

Hopefully the school has acounselor who can meet with students during anxious times. 

In addition, the studentsshould have a safe space where they can go when they are feelinganxious to calm themselves by using the coping strategies.

Norm:You introduce a diverse cast of characters in the group, such as Nia,who struggles with test anxiety, and José, who faces social anxiety.

How did you choosewhich specific anxieties to represent alongside Oscar’s?

What do you hopereaders take away from understanding that anxiety can manifest invarious forms?

Jennifer: I wanted young readers tounderstand that anxiety will have different triggers and presentin different ways, as far as the level of anxiety and the physicalsymptoms. 

I wanted young readers tostill seek support in dealing with their anxiety, even if itisn't to the severe level. 

They can use the copingstrategies to feel better; everyone deserves to feel their best.  I chose triggers of anxiety that are common among children andadolescents to help them connect with the characters. 

Norm:Your bio states that you want children to feel as though your storiesspeak directly to them.

Which scene or momentin My Anxiety Is Messing Things Up doyou believe most effectively communicates that feeling?

Jennifer:If I have to pick, I believe the scene at the end of My Anxiety isMessing Things Up most effectively speaks to children. 

Oscar received thepositive feedback from his friends that they noticed the changes inhis behavior. 

Oscar was dealing with hisanxiety in a more positive way and was proud of himself. 

Oscar put in a lot of workto get to this place, by joining the CATS group, sharing within thegroup and using daily coping strategies. 

Even with this knowledge,Oscar kept this to himself.  I thought this spoke to howchildren and adolescents interact with their peers. 

Children and adolescentsare slow to reveal information that they feel reflects poorly onthem. 

Oscar allowed himself tokeep this information private even with his friends asking him aboutit. 

He didn't feel pressuredto share with his friends, just because they're closefriends.

Norm: The book provides a practical toolkit withstrategies like exercise, journaling, and deep breathing.

What led you to selectthese particular strategies? If a child were to start with just one,which do you think would provide the most immediate benefit andwhy?

Jennifer: I chose coping skills that could be used ina variety of settings.  I didn't want to choose a coping skillthat was so specific it could not be used in a triggering moment orsituation. 

If I were to suggest onecoping skill students should try, it would be deep breathingexercises because you can use deep breathing exercises throughoutyour day, as anxious thoughts come up. 

Your breath is alwaysaccessible to you, unlike coping skills such as exercise which maynot be appropriate for certain settings.

Norm: Ms. Lopez, ateacher, is the first to notice Oscar's struggles and connect himwith help.

What signs shouldeducators watch for to identify students who may be quietlystruggling, like Oscar?

How can a teacherapproach a concerned student in a way that feels supportive ratherthan singling them out?

Jennifer: Ms. Lopez approachedOscar privately to share what she noticed and share her concerns. This is the way I would suggest teachers approach students they areconcerned about. 

Teachers should neverapproach students when they are in a group setting. 

If teachers structure theconversation in a caring way, students shouldn't feel singled out,instead the message will be that there are adults within the schoolthat care about them. 

Students may not alwaystake the help offered, but they may think about it and accept thehelp at a later time, or go home and talk to their family aboutneeding support. 

The signs a student mayshow if they are struggling with anxiety include any changes inbehavior, such as a student who was very engaged in school and nowseems distracted, fidgeting, anxious statements, frequent visits tothe restroom and /or to the nurse. 

These signs would suggestit's time for the teacher to talk with the student as a check-in ortalk with the school staff who support this student, such as theschool counselor. 

There may be additionalinformation other staff members  have about this studentthat will help the teacher to better support the student.

Norm:The narrative effectively illustrates how Oscar’s internal anxietyimpacts his friendships. Why was it essential to showcase this socialconsequence?

What initial step can achild take to repair a friendship after they’ve inadvertently hurta friend due to stress or irritability, as Oscar did?

Jennifer:I wanted to show the impact Oscar's anxiety had on his friendshipsbecause I wanted young readers to understand that when children arestruggling with something internally, it is hard for these strugglesto not spill over into other areas of their life. 

I thought the socialconsequences were important to demonstrate because children andadolescents put such an emphasis on their social relationships. 

I thought if childrenunderstood how anxiety can negatively affect their socialrelationships, they would be more likely to work to improvetheir level of anxiety. 

The first step when anychild offends a friend or peer is to apologize to the child they hurtor offended.

Norm: The book is structured in a clearprogression from problem to solution. How does your background as aschool counselor inform the way you structure your narratives?

Do you outline the"lesson" or emotional arc first and then develop the storyaround it, or does the story come first for you?

Jennifer:The idea for a story comes to me first and then I spend time thinkingabout how the story could be structured so it speaks to children andadolescents.

Norm: As both a writer and counselor, what doyou see as the most pressing emotional or social challenge facingpre-teens today that you haven’t yet explored in your writing?

How do you keep yourunderstanding current with the evolving pressures children face,including those from social media and academics?

Jennifer:Two areas I haven't yet explored in my writing that are facingpre-teens are the pressures and safety of social media and the deathof a loved one. 

I keep my understandingcurrent through my work in a school and as a mother to twoteenagers.

Norm: Where can our readers find out more about youand My Anxiety Is Messing ThingsUp?

Jennifer: Readers can visit my WEBSITE, for information on all of my books and myself.

Norm:As we conclude our conversation, your work embodies the concept ofbibliotherapy—using stories as healing tools.

For parents andeducators listening, beyond your own books, what makes storytellingsuch a powerful tool for social and emotional learning?

Could you recommendanother book or author whose work you admire in the area ofchildren's mental and emotional health?

Jennifer:Storytelling is such a powerful tool because children and people ofall ages can immerse themselves into a story and learn from thecharacters. 

Sometimes when people arein a trying situation, it can be hard for them to have hope thattheir situation will get better. 

Through taking themselvesout of the situation, readers can root for the characters andunderstand a positive resolution for their situation is alsopossible. 

My books also teachstrategies to get through challenging times, which manybibliotherapy books do.  Another author of children's mental andemotional health books that I respect is Julia Cook.

Norm: Thanks once again and good luck with all of your future endeavors