Spoiling your children is about avoiding the hard work of setting limits and boundaries. Listen in...
Monday, March 31, 2008
Your Family Mission: Secret #1 Raising Successful Children
We all want to raise happy successful children. But how do you go about it? You read books, watch videos, and talk with friends. But what is your plan? Do you have
a plan? We all spend much time thinking about and planning for the birth of our children but what is the plan for raising our children?
Applying principles that have been practiced in business by experts such as Michael Gerber, Stephen Covey and Dan Sullivan is a fine place to start.
If you have ever read First Things First by Stephen Covey or The Personal Organizing Workbook by Meryl Starr, you are likely well on your way to planning for and living in a successful family.
Here are five secrets from The Family Coach Playbook to begin developing your plan to raise successful children in a happy home.
Secret 1: Establish your family mission statement. That’s’ right. Every family needs one but few families have a written mission statement. Your family mission statement clarifies the kind of family you live in. Every family has a reason for being. You are most likely to raise successful children if you know exactly what your family mission is.
Let’s reflect on your mission for a moment.
• Do you have a mission?
• Were you raised in a family with a mission?
• When you reflect back, if your family mission was undefined, define it.
• What did your family stand for?
• What messages were communicated to you about what you did, how you did it and why you did it?
Take the time to talk with your spouse and your children about the kind of family you are and the kind of family you want to be.
• Why does your family exist?
• What kind of family do you want to be?
• What do you really care about?
• What really matters to you?
As parents, when you think about the kind of family you want to raise, why do you feel this way?
• Do you want to raise children who are respectful? Why?
• Do you want to raise children who value their education? Why?
• Do you want to live in a happy home? Why?
• Do you want to live in a peaceful home? Why?
• Do you want to live in an organized home? Why?
Take everyone’s viewpoint into consideration. Everyone’s original voice makes a valuable contribution to who you become as a family. Whether your children are ages 4, 9 or 15, talk with your children about what kind of family they want to be raised in.
Ask questions of your children to begin the dialogue:
• What kind of family do you want to live in?
• What kind of family do you want us to be?
• What kinds of activities do you want to do as a family?
• When your friends come over to play, what do you want them to see?
• How can we make our home a place your friends want to come to?
• What do you see in your friend’s homes that you wish we had or did here?
• How will our choices at home affect our choices at school?
• How will our choices at home affect our choices at dance class, chess club or on the soccer field?
Your family mission is the foundation of your family.
Take out a piece of paper, a large piece of cardboard or a marker board and draw out what matters to everyone. Let your children draw on it, scribble notes, draw pictures, make a model of your family home and design the kind of family you want to live in. This allows you to define your life rather than be lead by it.
When it comes time to write your mission statement down, use words, pictures, maps and notations. Then synthesize your family notes into one paragraph.
We are the kind of family who…
Here are a few examples written by real families like yours:
“The mission of our family is to provide a home environment that encourages honesty, fairness, respect and love. We work together to ensure that each member of our family feels important and has the support and the tools they need to reach their higher goals.”
“We reach out to others to promote respect for all people in our daily life.”
“We are a family that regards education as the foundation of success. Having reached our educational goals we will give back to others in order to share our success.”
Enjoy the process. Celebrate the discussion. Then post your family mission for all to see. Communicate often about the kind of family you are and how you behave reflects upon who you are as a family.
When family members exhibit behaviors that are contrary to your mission, gently remind them of the kind of family you are.
“James, you took your sister’s iPod without asking. In our family we respect one another’s property. How can you use her iPod and show your sister respect at the same time?”
“Sarah, you ignored your mom when she asked you to finish your homework. In our family we respect one another’s words, let’s try that again, in a way that shows your mom that you respect her request.”
In the next piece on Five Secrets To Raising Successful Children: The Family Coach Way, we will review Secret 2 - Establish your family values. So check back soon.
a plan? We all spend much time thinking about and planning for the birth of our children but what is the plan for raising our children?
Applying principles that have been practiced in business by experts such as Michael Gerber, Stephen Covey and Dan Sullivan is a fine place to start.
If you have ever read First Things First by Stephen Covey or The Personal Organizing Workbook by Meryl Starr, you are likely well on your way to planning for and living in a successful family.
Here are five secrets from The Family Coach Playbook to begin developing your plan to raise successful children in a happy home.
Secret 1: Establish your family mission statement. That’s’ right. Every family needs one but few families have a written mission statement. Your family mission statement clarifies the kind of family you live in. Every family has a reason for being. You are most likely to raise successful children if you know exactly what your family mission is.
Let’s reflect on your mission for a moment.
• Do you have a mission?
• Were you raised in a family with a mission?
• When you reflect back, if your family mission was undefined, define it.
• What did your family stand for?
• What messages were communicated to you about what you did, how you did it and why you did it?
Take the time to talk with your spouse and your children about the kind of family you are and the kind of family you want to be.
• Why does your family exist?
• What kind of family do you want to be?
• What do you really care about?
• What really matters to you?
As parents, when you think about the kind of family you want to raise, why do you feel this way?
• Do you want to raise children who are respectful? Why?
• Do you want to raise children who value their education? Why?
• Do you want to live in a happy home? Why?
• Do you want to live in a peaceful home? Why?
• Do you want to live in an organized home? Why?
Take everyone’s viewpoint into consideration. Everyone’s original voice makes a valuable contribution to who you become as a family. Whether your children are ages 4, 9 or 15, talk with your children about what kind of family they want to be raised in.
Ask questions of your children to begin the dialogue:
• What kind of family do you want to live in?
• What kind of family do you want us to be?
• What kinds of activities do you want to do as a family?
• When your friends come over to play, what do you want them to see?
• How can we make our home a place your friends want to come to?
• What do you see in your friend’s homes that you wish we had or did here?
• How will our choices at home affect our choices at school?
• How will our choices at home affect our choices at dance class, chess club or on the soccer field?
Your family mission is the foundation of your family.
Take out a piece of paper, a large piece of cardboard or a marker board and draw out what matters to everyone. Let your children draw on it, scribble notes, draw pictures, make a model of your family home and design the kind of family you want to live in. This allows you to define your life rather than be lead by it.
When it comes time to write your mission statement down, use words, pictures, maps and notations. Then synthesize your family notes into one paragraph.
We are the kind of family who…
Here are a few examples written by real families like yours:
“The mission of our family is to provide a home environment that encourages honesty, fairness, respect and love. We work together to ensure that each member of our family feels important and has the support and the tools they need to reach their higher goals.”
“We reach out to others to promote respect for all people in our daily life.”
“We are a family that regards education as the foundation of success. Having reached our educational goals we will give back to others in order to share our success.”
Enjoy the process. Celebrate the discussion. Then post your family mission for all to see. Communicate often about the kind of family you are and how you behave reflects upon who you are as a family.
When family members exhibit behaviors that are contrary to your mission, gently remind them of the kind of family you are.
“James, you took your sister’s iPod without asking. In our family we respect one another’s property. How can you use her iPod and show your sister respect at the same time?”
“Sarah, you ignored your mom when she asked you to finish your homework. In our family we respect one another’s words, let’s try that again, in a way that shows your mom that you respect her request.”
In the next piece on Five Secrets To Raising Successful Children: The Family Coach Way, we will review Secret 2 - Establish your family values. So check back soon.
Sunday, March 30, 2008
Read, Read, Read Read more...with your children
Summer is approaching and you will spend hours and hours playing with your children. You'll drive them to playdates, take them to the pool, play in the sprinklers and make memories every day. This Summer, give your children a head up in school, read with them every day. Research shows that children who read with their parents do much better in school than children for whom reading is not a valued family activity.
After you have read a few pages or completed a book (depending on your child's attention span) extend the activity by talking about, drawing about or acting about the book, its characters and themes. Reading doesn't have to be just about the printed word, it is about how you bring the story to life!
Here are some of the top 25 books for children. Enjoy!
Charlotte’s Web by E.B. White
Where the Wild Things Are by Maurice Sendak
The Giving Tree by Shel Silverstein
Green Eggs and Ham by Dr. Seuss
Good Night Moon by Margaret Wise Brown
I Love You Forever by Robert N. Munsch
Because of Winn Dixie by Kate DiCamillo
Oh! The Places You Will Go by Dr. Seuss
The Little House by Virginia Lee Burton
The Polar Express by Chris Van Allsburg
Skippyjon Jones by Judy Schachner
Thank You Mr. Falker by Patricia Polacco
The Cat In The Hat by Dr. Seuss
The Lorax by Dr. Seuss
The Miraculous Journey of Edward Tulane by Kate DiCamillo
The Mitten by Jan Brett
Crunching Carrots, Not Candy by Judy Slack
Don't Let the Pigeon Drive the Bus by Mo Willlems
Harry Potter Series by J.K. Rowling
A Wrinkle in Time by Madeleine L'Engle
Alexander and the Terrible, Horrible, No Good Very Bad Day by Judith Viorst
Are You My Mother? by P.D. Eastman
Corduroy by Don Freeman
Lilly's Purple Plastic Purse by Kevin Henkes
Stellaluna by Janell Cannon
For more books visit http://www.nea.org/readacross/resources/catalist.html.
After you have read a few pages or completed a book (depending on your child's attention span) extend the activity by talking about, drawing about or acting about the book, its characters and themes. Reading doesn't have to be just about the printed word, it is about how you bring the story to life!
Here are some of the top 25 books for children. Enjoy!
Charlotte’s Web by E.B. White
Where the Wild Things Are by Maurice Sendak
The Giving Tree by Shel Silverstein
Green Eggs and Ham by Dr. Seuss
Good Night Moon by Margaret Wise Brown
I Love You Forever by Robert N. Munsch
Because of Winn Dixie by Kate DiCamillo
Oh! The Places You Will Go by Dr. Seuss
The Little House by Virginia Lee Burton
The Polar Express by Chris Van Allsburg
Skippyjon Jones by Judy Schachner
Thank You Mr. Falker by Patricia Polacco
The Cat In The Hat by Dr. Seuss
The Lorax by Dr. Seuss
The Miraculous Journey of Edward Tulane by Kate DiCamillo
The Mitten by Jan Brett
Crunching Carrots, Not Candy by Judy Slack
Don't Let the Pigeon Drive the Bus by Mo Willlems
Harry Potter Series by J.K. Rowling
A Wrinkle in Time by Madeleine L'Engle
Alexander and the Terrible, Horrible, No Good Very Bad Day by Judith Viorst
Are You My Mother? by P.D. Eastman
Corduroy by Don Freeman
Lilly's Purple Plastic Purse by Kevin Henkes
Stellaluna by Janell Cannon
For more books visit http://www.nea.org/readacross/resources/catalist.html.
My Very Own School @ Home
Give your children a Head-Start in school next year with our My Very Own School program. The Family Coach, Dr. Lynne Kenney, teaches you how to bring school structure, art centers, music centers, nutrition, cooking, phonics, math, social studies and science into your home to help your children improve school performance, academic enrichment and school behavior for next year. Bring the success of school home for your children with this unique enrichment program.
Creating A Personalized Program: Day 1
1. Evaluate children's current enrichment needs.
2. Develop personalized curriculum.
3. Establish learning and enrichment goals.
4. Plan for center development.
5. Determine learning templates, curriculum activities and time-frames.
Setting Up The Program: Day 2
1. Develop learning centers.
2. Create activity closets.
3. Write daily schedule.
4. Implement My Very Own School schedule and activities.
5. Choose parent, teacher or coach.
6. Finalize assessment and feedback forms.
Your family can use the My Very Own School Schedule to help organize each summer day to help the days run smoothly or you can implement My Very Own School as an activity in your home 4-8 hours per week. Either way, your children will love the activities, they'll feel confident about learning and you'll enjoy the experiences and memories you share.
Creating A Personalized Program: Day 1
1. Evaluate children's current enrichment needs.
2. Develop personalized curriculum.
3. Establish learning and enrichment goals.
4. Plan for center development.
5. Determine learning templates, curriculum activities and time-frames.
Setting Up The Program: Day 2
1. Develop learning centers.
2. Create activity closets.
3. Write daily schedule.
4. Implement My Very Own School schedule and activities.
5. Choose parent, teacher or coach.
6. Finalize assessment and feedback forms.
Your family can use the My Very Own School Schedule to help organize each summer day to help the days run smoothly or you can implement My Very Own School as an activity in your home 4-8 hours per week. Either way, your children will love the activities, they'll feel confident about learning and you'll enjoy the experiences and memories you share.
Abrakadoodle: Art For Children
Art is a critical component of early learning with children. Art enhances imagination, creativity and critical thinking skills. Research shows that math and science skills are also enhanced through art. With so many school districts moving art out of their curriculums enrichment at home is needed. A great resource for your family is Abrakadoodle, a national art enrichment program with exceptional programming, a cool blog and many activities you can do at home with your own children. Who's the little Matisse living in your home?
Everyone is an artist, visit Abrakadoodle to see how you can help your children discover art.
Consider this idea from the Abrakadoodle blog:
What color was your day?
Art can be introduced into your child’s life in so many fun ways! Color evokes powerful emotions in us all, and each of us perceives color in different ways. What’s fun is to find out how your child reacts to color as an individual. Forget the preconceived notions of what people are supposed to think about a certain color, which is commonly known as the psychology of color.
Co-create a color wheel, chart or box with your child. You can use the basic colors or add lots of additional colors, depending upon your child’s age and interest. Perhaps your child will want to color white paper to create a personalized palette. Once you have your colors organized, you can have some fun exploring them.
We traditionally greet our child after school with a “Hello, how was your day?” What if you changed this up and said, “Hi, what color was your day?” Instead of hearing the typical, “Fine,” “Ok,” “Boring,” “Hard,” etc, you could engage in a colorful conversation. Your child could use the color palette to express the color or colors of the day that best suits his or her experience. Maybe it was a purple day. The question is: what does that color mean to your son or daughter? So, you’ll have to ask questions, such as: “What made today a ‘red’ day?” Perhaps the day was more than one color, and that’s okay, too. As long as your child does not feel judged for his or her feelings about colors and emotions, then you can give your child yet another way to colorfully express him/herself and expand visual perception. It's also an imaginative way to show interest in your child.
Posted by Karin Machusic, Editor at 7:03 PM on Mar 4, 2008 http://abrakadoodle.blogspot.com/
Everyone is an artist, visit Abrakadoodle to see how you can help your children discover art.
Consider this idea from the Abrakadoodle blog:
What color was your day?
Art can be introduced into your child’s life in so many fun ways! Color evokes powerful emotions in us all, and each of us perceives color in different ways. What’s fun is to find out how your child reacts to color as an individual. Forget the preconceived notions of what people are supposed to think about a certain color, which is commonly known as the psychology of color.
Co-create a color wheel, chart or box with your child. You can use the basic colors or add lots of additional colors, depending upon your child’s age and interest. Perhaps your child will want to color white paper to create a personalized palette. Once you have your colors organized, you can have some fun exploring them.
We traditionally greet our child after school with a “Hello, how was your day?” What if you changed this up and said, “Hi, what color was your day?” Instead of hearing the typical, “Fine,” “Ok,” “Boring,” “Hard,” etc, you could engage in a colorful conversation. Your child could use the color palette to express the color or colors of the day that best suits his or her experience. Maybe it was a purple day. The question is: what does that color mean to your son or daughter? So, you’ll have to ask questions, such as: “What made today a ‘red’ day?” Perhaps the day was more than one color, and that’s okay, too. As long as your child does not feel judged for his or her feelings about colors and emotions, then you can give your child yet another way to colorfully express him/herself and expand visual perception. It's also an imaginative way to show interest in your child.
Posted by Karin Machusic, Editor at 7:03 PM on Mar 4, 2008 http://abrakadoodle.blogspot.com/
Saturday, March 29, 2008
In Defense of Food - An expert's review
Each month I eagerly await, Carol Kenney's health and nutrition newsletter. It is always informative and witty. This month Carol expanded on the history of foods and systems. I know you'll all enjoy her insights. Carol is a Board Certified Holistic Health Practitioner in New York City. Visit her at www.pathways4heath.com.
"Released at the start of this year, Michael Pollan’s In Defense of Food immediately climbed to the top of the New York Times’ Book Best Seller List. Amazing, really…a book about foods as “systems” reaching such heights. What can explain such success? Michael Pollan is funny and certainly his humor is a draw. But, I suspect his success goes beyond this.
“Eat food. Not too much. Mostly plants.” Don’t you love it! Sometimes simple words work best to convey the most profound and most complex of ideas. Timing is everything, they say, and today these words seem to touch a common chord.
Some 30 years ago, Annemarie Colbin started describing foods as systems and our body as a system uniquely designed with just the right software to eat foods in their whole, not- fractured, form. This is the holistic lens: the whole is greater than the sum of the parts; the whole, as a system, works in mysterious and powerful ways, never to be fully understood by science through the “reductionist” lens of the microscope. How can you appreciate the flavor, aroma, and life-force energy and essence of a plump, juicy vine-ripen tomato by the listing of its vitamins, minerals, and calories? And, a tomato is not like a television…we cannot strip it down to all its minute parts and then reassemble it in all its complexity. Nature hides this magic and gives us no instruction book.
Annemarie Colbin’s Book of Whole Meals and Food and Healing long ago carried this holistic message. It was a message ripe before its time. After all, back then the food and advertising industries were just clicking into high gear to spread before us a rich panoply of freshly-invented products, drawing us in with convenience, novelty, price, and long shelf-lives. With each year, cheap, fractured convenience foods allowed us to spend less and less of our income at the supermarket and less and less of our time in the kitchen.
In recent decades, we have grown to expect “new” products to be interesting, fun, and innovative. Today, food advertising budgets of $32 billion annually help support the introduction of some 17,000 new fractured, processed, fortified “foods.” In reality, these are just “retreads” made to look new. They are largely blends reconfigured from our three main agricultural surplus crops…wheat, corn, and soy. Hidden in a variety of forms in these packaged, convenience foods, corn, wheat, and soy contribute 1580 calories per person to our daily food supply. There is little room for much else.
But the pendulum can swing only so far before it reverses direction. How exciting this year to see Michael Pollan bring the concept of foods as systems to mainstream thinking. Perhaps we are using a new lens to cut through the hype surrounding fast foods and convenience products to recognize that something is missing at the supermarket in terms of quality and lifestyle. As we see our nation, and increasingly the world, suffering more and more from allergies, obesity, diabetes, and a variety of other chronic diseases, we consumers seem more and more ready and open to start to look for causes. They are not hard to find.
To name just two: Wheat, corn, and soy, of course, are major allergens. Corn and soy are also two of the key crops that are genetically manipulated: 60% of all corn and 85% of all soybeans grown today in the United States are genetically engineered.
In Defense of Food is a fun read. And, Food and Healing continues to offer timeless truths, incredible depth, and great health-giving wisdom for any era."
"Released at the start of this year, Michael Pollan’s In Defense of Food immediately climbed to the top of the New York Times’ Book Best Seller List. Amazing, really…a book about foods as “systems” reaching such heights. What can explain such success? Michael Pollan is funny and certainly his humor is a draw. But, I suspect his success goes beyond this.
“Eat food. Not too much. Mostly plants.” Don’t you love it! Sometimes simple words work best to convey the most profound and most complex of ideas. Timing is everything, they say, and today these words seem to touch a common chord.
Some 30 years ago, Annemarie Colbin started describing foods as systems and our body as a system uniquely designed with just the right software to eat foods in their whole, not- fractured, form. This is the holistic lens: the whole is greater than the sum of the parts; the whole, as a system, works in mysterious and powerful ways, never to be fully understood by science through the “reductionist” lens of the microscope. How can you appreciate the flavor, aroma, and life-force energy and essence of a plump, juicy vine-ripen tomato by the listing of its vitamins, minerals, and calories? And, a tomato is not like a television…we cannot strip it down to all its minute parts and then reassemble it in all its complexity. Nature hides this magic and gives us no instruction book.
Annemarie Colbin’s Book of Whole Meals and Food and Healing long ago carried this holistic message. It was a message ripe before its time. After all, back then the food and advertising industries were just clicking into high gear to spread before us a rich panoply of freshly-invented products, drawing us in with convenience, novelty, price, and long shelf-lives. With each year, cheap, fractured convenience foods allowed us to spend less and less of our income at the supermarket and less and less of our time in the kitchen.
In recent decades, we have grown to expect “new” products to be interesting, fun, and innovative. Today, food advertising budgets of $32 billion annually help support the introduction of some 17,000 new fractured, processed, fortified “foods.” In reality, these are just “retreads” made to look new. They are largely blends reconfigured from our three main agricultural surplus crops…wheat, corn, and soy. Hidden in a variety of forms in these packaged, convenience foods, corn, wheat, and soy contribute 1580 calories per person to our daily food supply. There is little room for much else.
But the pendulum can swing only so far before it reverses direction. How exciting this year to see Michael Pollan bring the concept of foods as systems to mainstream thinking. Perhaps we are using a new lens to cut through the hype surrounding fast foods and convenience products to recognize that something is missing at the supermarket in terms of quality and lifestyle. As we see our nation, and increasingly the world, suffering more and more from allergies, obesity, diabetes, and a variety of other chronic diseases, we consumers seem more and more ready and open to start to look for causes. They are not hard to find.
To name just two: Wheat, corn, and soy, of course, are major allergens. Corn and soy are also two of the key crops that are genetically manipulated: 60% of all corn and 85% of all soybeans grown today in the United States are genetically engineered.
In Defense of Food is a fun read. And, Food and Healing continues to offer timeless truths, incredible depth, and great health-giving wisdom for any era."
Thursday, March 27, 2008
Tuesday April 8th 2008 Next Angry Monster Class
Today's children experience frustration, anger, tantrums and meltdowns, it's a part of growing up. Learn how to teach your children ages 4-12 about cavemen and thinkers, evaluating the meaning of meltdowns and sensory interventions sure to bring peace to your home. Practice strategies and skills to tame those angry moments with The Family Coach Dr. Lynne Kenney. Parents only 6:30-7:45pm.
a. What is the angry monster
b. How can we use our thinkers to manage our cavemen
c. How exercise can make a difference
d. Sensory tools and equipment
e. Sensory gardens
Call Brie at 480-860-8488 to schedule.
a. What is the angry monster
b. How can we use our thinkers to manage our cavemen
c. How exercise can make a difference
d. Sensory tools and equipment
e. Sensory gardens
Call Brie at 480-860-8488 to schedule.
Monday, March 24, 2008
Taming Your Toddlers Tantrums
Don’t get too frustrated – tantrums are normal. Little guys and gals with a limited vocabulary need to act out their emotions. The first step to avoiding tantrums is understanding what causes them. There are several common reasons:
• Frustration: Toddlers are just beginning to need to have some control; but of course, most of their life is still out of their control. They want to be able to communicate, but their vocabulary is limited. They want to do things for themselves, but are often unable. They want to have things their way, but often can’t. All of these things create frustration, and cause tantrums.
• Feeling overwhelmed – Hunger, fatigue and discomfort can all make a child feel overwhelmed and cause tantrums.
• Needing attention – Toddlers often act out just because they don’t feel they’re getting enough attention. Try spending some more quality time playing with them and you may see an improvement in the number of tantrums.
The best way to deal with tantrums is to plan ahead, so that they never start. There are some fairly easy ways to prevent tantrums; here are a few to get you started.
• Don’t put them in stressful situations when they’re tired or hungry – Taking a toddler to run errands when he’s hungry is asking for trouble.
• Establish a routine – Toddlers thrive on routine, because knowing what to expect is comforting to them. Big activities like meals and naps should happen at about the same time each day. Be sure that your child is getting some interaction with other children, too. Playgroups or preschool are a big help, because your child learns that rules apply to everyone.
• Give them some control – Your child will respond positively to the opportunity to make some choices. Make them simple; such as choosing between cereal and a waffle for breakfast. The more you can create situations where your child feels in control, the less they’ll resist you.
Remember that tantrums are a phase you really can’t avoid. However, your response to them will, in part, determine how long you have to deal with them. Don’t give in to your toddler’s demands – that’s just teaching them that tantrums work!
Instead, redirect their behavior and don’t lose your cool. If you create situations that avoid tantrums, and you handle them effectively when they do occur, you can rest assured that your child will outgrow them.
For more help read: Nanny To The Rescue by Michelle LaRowe.
• Frustration: Toddlers are just beginning to need to have some control; but of course, most of their life is still out of their control. They want to be able to communicate, but their vocabulary is limited. They want to do things for themselves, but are often unable. They want to have things their way, but often can’t. All of these things create frustration, and cause tantrums.
• Feeling overwhelmed – Hunger, fatigue and discomfort can all make a child feel overwhelmed and cause tantrums.
• Needing attention – Toddlers often act out just because they don’t feel they’re getting enough attention. Try spending some more quality time playing with them and you may see an improvement in the number of tantrums.
The best way to deal with tantrums is to plan ahead, so that they never start. There are some fairly easy ways to prevent tantrums; here are a few to get you started.
• Don’t put them in stressful situations when they’re tired or hungry – Taking a toddler to run errands when he’s hungry is asking for trouble.
• Establish a routine – Toddlers thrive on routine, because knowing what to expect is comforting to them. Big activities like meals and naps should happen at about the same time each day. Be sure that your child is getting some interaction with other children, too. Playgroups or preschool are a big help, because your child learns that rules apply to everyone.
• Give them some control – Your child will respond positively to the opportunity to make some choices. Make them simple; such as choosing between cereal and a waffle for breakfast. The more you can create situations where your child feels in control, the less they’ll resist you.
Remember that tantrums are a phase you really can’t avoid. However, your response to them will, in part, determine how long you have to deal with them. Don’t give in to your toddler’s demands – that’s just teaching them that tantrums work!
Instead, redirect their behavior and don’t lose your cool. If you create situations that avoid tantrums, and you handle them effectively when they do occur, you can rest assured that your child will outgrow them.
For more help read: Nanny To The Rescue by Michelle LaRowe.
Tips for A Better Life - 2008
1. Take a 10-30 minute walk every day. And while you walk, smile. It is the ultimate anti-depressant.
2. Sit in silence for at least 10 minutes each day.
3. Buy a DVR and tape your late night shows and get more sleep.
4. When you wake up in the morning complete the following statement, 'My purpose is to __________ today.'
5. Live with the 3 E's -- Energy, Enthusiasm, and Empathy.
6. Play more games and read more books than you did in 2007.
7. Make time to practice meditation, yoga, tai chi, and prayer. They provide us with daily fuel for our busy lives.
8. Spend time with people over the age of 70 and under the age of 6.
9. Dream more while you are awake.
10. Eat more foods that grow on trees and plants and eat less food that is manufactured in plants.
11. Drink green tea and plenty of water. Eat blueberries, wild Alaskan salmon, broccoli, almonds & walnuts.
12. Try to make at least three people smile each day.
13. Clear clutter from your house, your car, your desk and let new and flowing energy into your life.
14. Don't waste your precious energy on gossip, energy vampires, issues of the past, negative thoughts or things you cannot control. Instead invest your energy in the positive present moment.
15. Realize that life is a school and you are here to learn. Problems are simply part of the curriculum that appear and fade away like algebra class but the lessons you learn will last a lifetime.
16. Eat breakfast like a king, lunch like a prince and dinner like a college kid with a maxed out charge card.
17. Smile and laugh more. It will keep the energy vampires away.
18. Life isn't fair, but it's still good.
19. Life is too short to waste time hating anyone.
20. Don't take yourself so seriously. No one else does.
21. You don't have to win every argument. Agree to disagree.
22. Make peace with your past so it won't spoil the present.
23. Don't compare your life to others'. You have no idea what their journey is all about.
24. No one is in charge of your happiness except you.
25. Frame every so-called disaster with these words: 'In five years, will this matter?'
26. Forgive everyone for everything.
27. What other people think of you is none of your business.
28. However good or bad a situation is, it will change.
29. Your job won't take care of you when you are sick. Your friends will. Stay in touch.
30. Get rid of anything that isn't useful, beautiful or joyful.
31. Envy is a waste of time. You already have all you need.
32. No matter how you feel, get up, dress up and show up.
33. Do the right thing!
34. Call your family often. (Or email them to death!!!) Hey I'm thinking of Ya! =)
35. Each night before you go to bed complete the following statements: I am thankful for __________. Today I accomplished _________.
Enjoy the ride. Remember this is not Disney World and you certainly don't want a fast pass. You only have one ride through life so make the most of it and enjoy the ride.
The day my close friend, Lisa told me she and her family were moving to snow country she sent this to me, it softened the blow. Are you living with Lisa's rules?
2. Sit in silence for at least 10 minutes each day.
3. Buy a DVR and tape your late night shows and get more sleep.
4. When you wake up in the morning complete the following statement, 'My purpose is to __________ today.'
5. Live with the 3 E's -- Energy, Enthusiasm, and Empathy.
6. Play more games and read more books than you did in 2007.
7. Make time to practice meditation, yoga, tai chi, and prayer. They provide us with daily fuel for our busy lives.
8. Spend time with people over the age of 70 and under the age of 6.
9. Dream more while you are awake.
10. Eat more foods that grow on trees and plants and eat less food that is manufactured in plants.
11. Drink green tea and plenty of water. Eat blueberries, wild Alaskan salmon, broccoli, almonds & walnuts.
12. Try to make at least three people smile each day.
13. Clear clutter from your house, your car, your desk and let new and flowing energy into your life.
14. Don't waste your precious energy on gossip, energy vampires, issues of the past, negative thoughts or things you cannot control. Instead invest your energy in the positive present moment.
15. Realize that life is a school and you are here to learn. Problems are simply part of the curriculum that appear and fade away like algebra class but the lessons you learn will last a lifetime.
16. Eat breakfast like a king, lunch like a prince and dinner like a college kid with a maxed out charge card.
17. Smile and laugh more. It will keep the energy vampires away.
18. Life isn't fair, but it's still good.
19. Life is too short to waste time hating anyone.
20. Don't take yourself so seriously. No one else does.
21. You don't have to win every argument. Agree to disagree.
22. Make peace with your past so it won't spoil the present.
23. Don't compare your life to others'. You have no idea what their journey is all about.
24. No one is in charge of your happiness except you.
25. Frame every so-called disaster with these words: 'In five years, will this matter?'
26. Forgive everyone for everything.
27. What other people think of you is none of your business.
28. However good or bad a situation is, it will change.
29. Your job won't take care of you when you are sick. Your friends will. Stay in touch.
30. Get rid of anything that isn't useful, beautiful or joyful.
31. Envy is a waste of time. You already have all you need.
32. No matter how you feel, get up, dress up and show up.
33. Do the right thing!
34. Call your family often. (Or email them to death!!!) Hey I'm thinking of Ya! =)
35. Each night before you go to bed complete the following statements: I am thankful for __________. Today I accomplished _________.
Enjoy the ride. Remember this is not Disney World and you certainly don't want a fast pass. You only have one ride through life so make the most of it and enjoy the ride.
The day my close friend, Lisa told me she and her family were moving to snow country she sent this to me, it softened the blow. Are you living with Lisa's rules?
Saturday, March 22, 2008
Betsy Graham on Mealtime Matters
Houstonfamilymagazine.com quotes one of our favorite local experts Betsy Graham on feeding your children for health and wellness. Check it out:
Betsy Graham, M.A., of Mealtime Matters emphasizes another important factor: coming up with creative, fun ways to present food for kids. “Kids like to feel creative and active, whether helping prepare or eat foods,” says Graham. “Use cookie cutters to make cool shapes, include little containers of dipping sauces and dressings, find new ways to wrap foods.” Kids have short attention spans and like to stay interested. Although you don’t want to include too many choices and overwhelm them, you do want to break lunches down into smaller, interesting portions.
“Instead of including one giant sandwich and a whole apple,” illustrates Graham, “cut the apple into bite-size slices, include yogurt or a fun dip, and make sandwiches in little shapes.” “Stores like Costco and Sam’s Club sell in packs of hundreds two-ounce disposable containers with lids. These are perfect for dipping sauces, condiments and dressings,” adds Campbell.
Try these other ideas from Village Table and other meal-prep experts to create healthy lunches that your kids will enjoy:
* Tortilla roll-ups are always a big hit! Use whole wheat tortillas.
* Peanut butter and raisins mixed together and stored in a two-ounce disposable container makes a wonderful dip for celery or carrots!
* Cowboy or cowgirl beanies-n-weanies—mix your child’s favorite canned beans with pre-cooked, organic hot dogs. Kids won’t mind eating them cold if you remind them that cowboys and cowgirls don’t have stoves or ovens “out on the range.”
* Boiled eggs—chill and wrap in foil. Package alongside other cold items, such as frozen fruit boxes or frozen grapes. For kids who like edamame, this can be packed frozen, as well.
* Tuna sandwiches—use a two-ounce disposable container to store the tuna filling separately from the sandwich bread. Kids will enjoy assembling it at lunchtime and it keeps the sandwich from getting soggy. Remember to include a plastic spoon or knife.
* Cracker “melts” with chicken or turkey topped with melted cheese that has been firmed up by refrigeration.
* A “nutty apple”—a small apple with a Popsicle stick inserted, frosted with peanut butter, and then rolled in crushed granola or nuts and refrigerated to firm up.
Visit www.holistic.com for more ideas for packing healthy lunches. Also look for the Texas Department of Agriculture, Food and Nutrition Division’s upcoming flyer, Nutritious + Quick + Easy = School Meals That Pass the Test, and visit www.squaremeals.org to learn more about healthier snacks or foods for healthy eating. www.eatwellbewell.org is the Arizona Nutrition site for kids and families.
For children with eating challenges visit http://www.popsiclecenter.org/resources/index.asp.
Betsy Graham, M.A., of Mealtime Matters emphasizes another important factor: coming up with creative, fun ways to present food for kids. “Kids like to feel creative and active, whether helping prepare or eat foods,” says Graham. “Use cookie cutters to make cool shapes, include little containers of dipping sauces and dressings, find new ways to wrap foods.” Kids have short attention spans and like to stay interested. Although you don’t want to include too many choices and overwhelm them, you do want to break lunches down into smaller, interesting portions.
“Instead of including one giant sandwich and a whole apple,” illustrates Graham, “cut the apple into bite-size slices, include yogurt or a fun dip, and make sandwiches in little shapes.” “Stores like Costco and Sam’s Club sell in packs of hundreds two-ounce disposable containers with lids. These are perfect for dipping sauces, condiments and dressings,” adds Campbell.
Try these other ideas from Village Table and other meal-prep experts to create healthy lunches that your kids will enjoy:
* Tortilla roll-ups are always a big hit! Use whole wheat tortillas.
* Peanut butter and raisins mixed together and stored in a two-ounce disposable container makes a wonderful dip for celery or carrots!
* Cowboy or cowgirl beanies-n-weanies—mix your child’s favorite canned beans with pre-cooked, organic hot dogs. Kids won’t mind eating them cold if you remind them that cowboys and cowgirls don’t have stoves or ovens “out on the range.”
* Boiled eggs—chill and wrap in foil. Package alongside other cold items, such as frozen fruit boxes or frozen grapes. For kids who like edamame, this can be packed frozen, as well.
* Tuna sandwiches—use a two-ounce disposable container to store the tuna filling separately from the sandwich bread. Kids will enjoy assembling it at lunchtime and it keeps the sandwich from getting soggy. Remember to include a plastic spoon or knife.
* Cracker “melts” with chicken or turkey topped with melted cheese that has been firmed up by refrigeration.
* A “nutty apple”—a small apple with a Popsicle stick inserted, frosted with peanut butter, and then rolled in crushed granola or nuts and refrigerated to firm up.
Visit www.holistic.com for more ideas for packing healthy lunches. Also look for the Texas Department of Agriculture, Food and Nutrition Division’s upcoming flyer, Nutritious + Quick + Easy = School Meals That Pass the Test, and visit www.squaremeals.org to learn more about healthier snacks or foods for healthy eating. www.eatwellbewell.org is the Arizona Nutrition site for kids and families.
For children with eating challenges visit http://www.popsiclecenter.org/resources/index.asp.
Friday, March 14, 2008
ADHD Executive Function Deficits and Meditation
"A UCLA study shows that only about half of children diagnosed with attention-deficit hyperactivity disorder, or ADHD, exhibit the cognitive defects commonly associated with the condition.
The study also found that in populations where medication is rarely prescribed to treat ADHD, the prevalence and symptoms of the disorder are roughly equivalent to populations in which medication is widely used.
The results of the first large, longitudinal study of adolescents and ADHD, conducted among the population of northern Finland, appeared in several papers in a special section of the Journal of the American Academy of Child and Adolescent Psychiatry published in December and are currently online.
ADHD is a common, chronic behavioral disorder characterized by inattention, hyperactivity and impulsivity that is thought to affect some 5 to 10 percent of school-age children worldwide.
In adolescence, ADHD is generally associated with cognitive deficits, particularly with working memory and inhibition, which have been linked to overall intelligence and academic achievement, according to UCLA psychiatry professor Susan Smalley, who headed the research. Interestingly, the study showed that these deficits are only present in about half of adolescents diagnosed with ADHD.
Part of the explanation may lie in the common method for diagnosing the disorder. The researchers found that ADHD is an extreme on a normal continuum of behavior that varies in the population, much like height, weight or IQ. Its diagnosis, and thus its prevalence, is defined by where health professionals "draw the line" on this continuum, based on the severity of the symptoms and overall impairment.
However, children with cognitive deficits do not show increased levels of inattention or hyperactivity when compared with other children diagnosed with ADHD, the study found, suggesting that behavior-rating scales alone are not sensitive enough to differentiate between the two groups. Additional psychological testing is recommended to confirm the presence of cognitive impairments."
This is why we often refer the children in our practice for a brief Neuropsychological assessment with a board certified child neuropsychologist. These evaluations are important in recommending a course of intervention. Some children may benefit from executive brain function training others may be subject to misdiagnosis, others may be twice gifted. Children really do come in all shapes and sizes and it is central to their well-being that we learn as much about them as possible to provide them with what they need.
Curiously, we also regard interventions such as mindfulness training, meditation and yoga to be important aspects of intervention for ADHD.
Read what researcher Dr. Susan Smalley has to say about meditation on her thoughtful blog. www.huffingtonpost.com/susan-smalley/medication-or-meditation-_b_14839.html
Then visit www.drthomasebrown.com and read about current research on brain development and ADHD as well. Happy learning.
The study also found that in populations where medication is rarely prescribed to treat ADHD, the prevalence and symptoms of the disorder are roughly equivalent to populations in which medication is widely used.
The results of the first large, longitudinal study of adolescents and ADHD, conducted among the population of northern Finland, appeared in several papers in a special section of the Journal of the American Academy of Child and Adolescent Psychiatry published in December and are currently online.
ADHD is a common, chronic behavioral disorder characterized by inattention, hyperactivity and impulsivity that is thought to affect some 5 to 10 percent of school-age children worldwide.
In adolescence, ADHD is generally associated with cognitive deficits, particularly with working memory and inhibition, which have been linked to overall intelligence and academic achievement, according to UCLA psychiatry professor Susan Smalley, who headed the research. Interestingly, the study showed that these deficits are only present in about half of adolescents diagnosed with ADHD.
Part of the explanation may lie in the common method for diagnosing the disorder. The researchers found that ADHD is an extreme on a normal continuum of behavior that varies in the population, much like height, weight or IQ. Its diagnosis, and thus its prevalence, is defined by where health professionals "draw the line" on this continuum, based on the severity of the symptoms and overall impairment.
However, children with cognitive deficits do not show increased levels of inattention or hyperactivity when compared with other children diagnosed with ADHD, the study found, suggesting that behavior-rating scales alone are not sensitive enough to differentiate between the two groups. Additional psychological testing is recommended to confirm the presence of cognitive impairments."
This is why we often refer the children in our practice for a brief Neuropsychological assessment with a board certified child neuropsychologist. These evaluations are important in recommending a course of intervention. Some children may benefit from executive brain function training others may be subject to misdiagnosis, others may be twice gifted. Children really do come in all shapes and sizes and it is central to their well-being that we learn as much about them as possible to provide them with what they need.
Curiously, we also regard interventions such as mindfulness training, meditation and yoga to be important aspects of intervention for ADHD.
Read what researcher Dr. Susan Smalley has to say about meditation on her thoughtful blog. www.huffingtonpost.com/susan-smalley/medication-or-meditation-_b_14839.html
Then visit www.drthomasebrown.com and read about current research on brain development and ADHD as well. Happy learning.
Thursday, March 13, 2008
Protein and Children
Yesterday at the Dietary Conference of the Arizona Department of Health Services we had a great discussion on how much protein our children need each day.
As a general rule, between 10 percent and 15 percent of your total calories should come from protein. So, as an adult, if you consume 2,000 calories per day, at least 200 should come from protein, or about 50 grams.
You should try to eat around one gram of protein per one kilogram of body weight, or around 0.4 grams per pound. An easier way to figure this out in your head is to take your weight, divide it in half, and subtract 10.
How does this apply to children. Protein requirements depend on a child's age and weight. For example, the average 4-6 year old preschooler requires about 22 grams of protein a day, while an older 7-10 year old requires about 28 grams of protein a day.
Many children eat sugary foods such as cereal and pop tarts for breakfast when they really would benefit better from a serving of protein with a complex carbohydrate for breakfast. Good Sources of protein include:
Milk
Soy Milk
Eggs
Cheese
Yogurt
Peanut Butter
Lean Meats, Fish, and Poultry
Beans, Tofu, Lentils, and other Legumes
Whole grains, including bread and pasta
Nuts and Seeds
So for breakfast consider serving:
Peanut butter on sliced apples or Asian pears
Almond butter on whole grain toast
whole grain cereal with organic skim milk
Chicken and brown rice with small pieces of cooked vegetables such as carrots or asparagus
Mixed berries with organic yogurt
Buckwheat pancakes with bananas or berries
Melted cheese on whole grain toast
Organic macaroni and cheese
Turkey meatballs with organic tomato sauce
It's easy and fun to feed children protein to fuel their school days, consider reading:
Lunch Lessons: Changing the Way We Feed Our Children by Ann Cooper, Lisa M. Holmes, Mehmet C. Oz.
The Healthy Lunchbox by American Diabetes Association, Marie McClendon, Cristy Shauck, Marie McClendon, Cristy Shauck
http://www.chefann.com/blog/
http://www.eatwellbewell.org/
http://www.angrymoms.org/
As a general rule, between 10 percent and 15 percent of your total calories should come from protein. So, as an adult, if you consume 2,000 calories per day, at least 200 should come from protein, or about 50 grams.
You should try to eat around one gram of protein per one kilogram of body weight, or around 0.4 grams per pound. An easier way to figure this out in your head is to take your weight, divide it in half, and subtract 10.
How does this apply to children. Protein requirements depend on a child's age and weight. For example, the average 4-6 year old preschooler requires about 22 grams of protein a day, while an older 7-10 year old requires about 28 grams of protein a day.
Many children eat sugary foods such as cereal and pop tarts for breakfast when they really would benefit better from a serving of protein with a complex carbohydrate for breakfast. Good Sources of protein include:
Milk
Soy Milk
Eggs
Cheese
Yogurt
Peanut Butter
Lean Meats, Fish, and Poultry
Beans, Tofu, Lentils, and other Legumes
Whole grains, including bread and pasta
Nuts and Seeds
So for breakfast consider serving:
Peanut butter on sliced apples or Asian pears
Almond butter on whole grain toast
whole grain cereal with organic skim milk
Chicken and brown rice with small pieces of cooked vegetables such as carrots or asparagus
Mixed berries with organic yogurt
Buckwheat pancakes with bananas or berries
Melted cheese on whole grain toast
Organic macaroni and cheese
Turkey meatballs with organic tomato sauce
It's easy and fun to feed children protein to fuel their school days, consider reading:
Lunch Lessons: Changing the Way We Feed Our Children by Ann Cooper, Lisa M. Holmes, Mehmet C. Oz.
The Healthy Lunchbox by American Diabetes Association, Marie McClendon, Cristy Shauck, Marie McClendon, Cristy Shauck
http://www.chefann.com/blog/
http://www.eatwellbewell.org/
http://www.angrymoms.org/
Wednesday, March 12, 2008
Low Glycemic Carbohydrates
We had a great talk last night at the Picky Eaters Class at North Scottsdale Pediatrics. You parents really are amazing!
Here is list of low glycemic carbohydrates to serve with protein in the morning to get your children off to a healthy start. Combing two ounces of protein with one serving of complex carbohydrates is just what your kids need to study and thrive in school all day. Add a few slices of Asian Pear or 1/2 cup fresh berries to the plate. Happy eating for health and wellness!
Beans (Garbanzo, Pinto, Kidney, White), 1/3 cup
Bread (Whole-wheat, Multi-grain, Pumpernickel, Rye, Sourdough, Oatmeal), 1 slice
Corn, 1/2 cup
Couscous (cooked), 1/3 cup
Crackers (whole-grain), 3/4 oz
Oatmeal (cooked), 1/2 cup
Pasta (cooked al dente), 1/2 cup
Peas (green), 1/2 cup
Peas (split, black-eyed), 1/3 cup
Pita (whole-grain, 6 inch), 1/2
Rice (cooked, brown), 1/3 cup
Roll (whole-grain, small), 1
Sweet Potatoes, Yams, 1/3 cup
Here is list of low glycemic carbohydrates to serve with protein in the morning to get your children off to a healthy start. Combing two ounces of protein with one serving of complex carbohydrates is just what your kids need to study and thrive in school all day. Add a few slices of Asian Pear or 1/2 cup fresh berries to the plate. Happy eating for health and wellness!
Beans (Garbanzo, Pinto, Kidney, White), 1/3 cup
Bread (Whole-wheat, Multi-grain, Pumpernickel, Rye, Sourdough, Oatmeal), 1 slice
Corn, 1/2 cup
Couscous (cooked), 1/3 cup
Crackers (whole-grain), 3/4 oz
Oatmeal (cooked), 1/2 cup
Pasta (cooked al dente), 1/2 cup
Peas (green), 1/2 cup
Peas (split, black-eyed), 1/3 cup
Pita (whole-grain, 6 inch), 1/2
Rice (cooked, brown), 1/3 cup
Roll (whole-grain, small), 1
Sweet Potatoes, Yams, 1/3 cup
Monday, March 10, 2008
Model Behavior - Lead By Example
Following our conscience can be tough at any age. But, for children, whose conscience is still developing, it can be a real challenge. So, how can you help your child do the right thing when faced with a dilemma? Here are some helpful hints to get (and keep) your child on the right track.
• Lead by example – We all have situations that require us to make moral decisions. When these situations arise, make sure you’re doing the right thing yourself, and make sure to talk about it with your kids. I’m not talking about tooting your own horn. But, if you’re in a sticky situation and your child is aware of it, letting them know that you had a choice to make – and that the choice was difficult, will help them to think through situations when they arise. If they see you taking the moral high ground, they’ll be much more likely to do so as well.
• Teach empathy – Let your children see situations that help them develop empathy. We’re often so consumed with providing a good life for our children, that we fail to show our children that not everyone has it as good. Why not spend part of this Thanksgiving serving meals at a soup kitchen? Or helping out with Toys for Tots this Christmas? When your children develop empathy for others, they’re more likely to consider how their decisions might hurt other people. This gives them that little “voice” that helps them do the right thing.
• Praise Positive Behavior - When you witness your child doing the right thing, point it out. Sharing their toys, cleaning up a mess they made without being told, and following the rules at home without complaint are all situations that deserve your praise. If you make your children feel good about doing the right thing, they’ll want to do it.
• Have Appropriate Consequences for Not Doing the Right Thing – Sometimes, when your children choose not to do the right thing, the results include lying, cheating and stealing. These behaviors should be addressed with consequences that they’ll remember. Don’t cover up for your child help him be accountable.
For instance, if you catch your child stealing, you should make him return the item to the owner at once, and fess up to what he did as part of the punishment. It’s likely that having to own up to what he did will teach him a lesson he’ll never forget.
It is possible to raise empathetic, sympathetic and caring kids in today’s self absorbed world. It just takes some attention, calm and caring on your part.
• Lead by example – We all have situations that require us to make moral decisions. When these situations arise, make sure you’re doing the right thing yourself, and make sure to talk about it with your kids. I’m not talking about tooting your own horn. But, if you’re in a sticky situation and your child is aware of it, letting them know that you had a choice to make – and that the choice was difficult, will help them to think through situations when they arise. If they see you taking the moral high ground, they’ll be much more likely to do so as well.
• Teach empathy – Let your children see situations that help them develop empathy. We’re often so consumed with providing a good life for our children, that we fail to show our children that not everyone has it as good. Why not spend part of this Thanksgiving serving meals at a soup kitchen? Or helping out with Toys for Tots this Christmas? When your children develop empathy for others, they’re more likely to consider how their decisions might hurt other people. This gives them that little “voice” that helps them do the right thing.
• Praise Positive Behavior - When you witness your child doing the right thing, point it out. Sharing their toys, cleaning up a mess they made without being told, and following the rules at home without complaint are all situations that deserve your praise. If you make your children feel good about doing the right thing, they’ll want to do it.
• Have Appropriate Consequences for Not Doing the Right Thing – Sometimes, when your children choose not to do the right thing, the results include lying, cheating and stealing. These behaviors should be addressed with consequences that they’ll remember. Don’t cover up for your child help him be accountable.
For instance, if you catch your child stealing, you should make him return the item to the owner at once, and fess up to what he did as part of the punishment. It’s likely that having to own up to what he did will teach him a lesson he’ll never forget.
It is possible to raise empathetic, sympathetic and caring kids in today’s self absorbed world. It just takes some attention, calm and caring on your part.
Subscribe to:
Posts (Atom)
