Tune in to discuss - What is a blended family?
In a blended family, or stepfamily, one or both partners have been married before and one or both spouses has children from another relationship.
Blending is the process of redefining the family unit to include new parents and or new children. New grandparents, step-parents, aunts, uncles etc may also be involved. The processes of blending a family grows it exponentially.
The blending process includes many unanswered questions: Will we like each other? Who will make the rules? Who will enforce the rules? Will we all get along? Who will tuck me in at night? Will my parents still fight... on and on. It will help you and your children to feel safe and secure if you talk, communicate, share and explore the meaning of your new family, in your home and in the other homes involved.
It is your job as newly evolving blended parents to define for your children will be the family playing field. Defining the kind of family you wish to be will be a joint decision for all, even if the children are quite young.
So get ready for a democracy and begin with a mission statement, clarification of your values and family rules agreed on by all.
As expand your family, a few important things to remember are:
* Have a mission, a method and a plan. Talk with your new spouse about the kind of family you hope to be. Your expectations might differ.
* Discuss division of child-care teen-care responsibilities. Are you marrying someone who wants you care for their kids, how much, how, why etc.
* Be your most grown-up self. If you are becoming a blended family be ready to be the calmest, most mature, most patient adult possible because you will get tested and it is your job to stay calm and mature.
* Be patient . Good relationships take time and trust. Be ready to wait things out, be patient and keep circling back in your new relationships to build trust-filled experiences.
* Limit your expectations. Know that you will probably give a lot of time, energy, love and affection that will not be returned immediately. Think of it as making small investments that may one day yield a lot of interest, but don’t expect anything in return for now.
Given the right support, kids should gradually adjust to their new family members. It is your job to communicate openly, meet their needs for security and give them plenty of time to make a successful transition. If the transition remains bumpy for a long-time seek consultation there are many excellent books and clinicians experienced with blended families.
Resources on Amazon.com
Parenting Essentials ~ Dr. Lynne Kenney DVD
Stepcoupling: Creating and Sustaining a Strong Marriage in Today's Blended Family by Susan Wisdom and Jennifer Green
Blended Families: Creating Harmony as You Build a New Home Life by Maxine Marsolini
Smart Stepfamily, The: Seven Steps to a Healthy Family by Ron L. Deal
Parachutes for Parents: 12 New Keys to Raising Children for a Better World by Bobbie Sandoz-Merrill
Showing posts with label children. Show all posts
Showing posts with label children. Show all posts
Monday, March 16, 2009
Tuesday, March 10, 2009
Parenting High Ability Children: AAGT Parent Institute on March 28, 2009
This one-day, budget friendly conference on parenting high ability children will provide information, reassurance, and new friends for families trying to make sense of it all. People from all over Arizona come to this informative, positive event.
Arizona Association for Gifted and Talented
2009 Parent Institute: Parenting High Ability Children
Who: Parents, Grandparents, & Educators from all over Arizona
What: Seminars on parenting gifted children
Where: Sandra Day O’Connor College of Law at ASU
Date: Saturday, March, 28th, 2009
Time: 9:00 AM – 4:00 PM
Price: $25, pre-registration required. Go to www.aagtparentday.com
See you there.
Arizona Association for Gifted and Talented
2009 Parent Institute: Parenting High Ability Children
Who: Parents, Grandparents, & Educators from all over Arizona
What: Seminars on parenting gifted children
Where: Sandra Day O’Connor College of Law at ASU
Date: Saturday, March, 28th, 2009
Time: 9:00 AM – 4:00 PM
Price: $25, pre-registration required. Go to www.aagtparentday.com
See you there.
Friday, February 27, 2009
Stress-Free Potty Training
Successful potty-training starts with understanding a child’s individual personality. Stress-Free Potty Training, offers thoughtful planning and effective communication techniques to help parents tailor their training techniques and avoid stress during this major milestone of their child's life. Written with Dr. Pete Stavinoha, a pediatric neuropsychologist at Children's Medical Center Dallas.
Check it out today: www.StressFreePottyTraining.com
New & Notable: "The Real Parenting Show with Dr. Pete & Sara" podcast via the Parents Everywhere Network. Straightforward advice and practical tips for real parents raising real kids in the real world. www.TheRealParentingShow.com or check us out on iTunes!
Check it out today: www.StressFreePottyTraining.com
New & Notable: "The Real Parenting Show with Dr. Pete & Sara" podcast via the Parents Everywhere Network. Straightforward advice and practical tips for real parents raising real kids in the real world. www.TheRealParentingShow.com or check us out on iTunes!
Tuesday, February 17, 2009
Literature Review: Treatment of PTSD in Children
From Efficacy to Effectiveness: The Trajectory Of The Treatment Literature For Children With PTSD
Valentina Nikulina; Jeanean M Hergenrother; Elissa J Brown; Megan E Doyle; Beryl J Filton; Gabrielle S Carson
This review summarizes efficacious treatments for preschoolers, children and adolescents with post-traumatic stress disorder, with a focus on the advances made within the last 5 years.
There is considerable support for the use of trauma-specific cognitive-behavioral interventions, in both individual and group formats. The research on psychopharmacological treatments lags behind that of psychotherapy and is currently inconclusive.
Limitations of the studies are discussed and treatments that warrant further consideration are reviewed. The authors also review current advances in effectiveness and suggest future directions that are important in generalizing the interventions to underserved and hard to reach populations. The article concludes with the authors' projections for the evolution of the field within the upcoming 5 years.
Introduction
In the USA, approximately two thirds of children experience one or more traumatic events by the time they are 16 years of age.[1] Traumatic events include child sexual abuse (CSA), child physical abuse (CPA), community violence, witnessing domestic violence and natural/manmade disaster. Childrens' trauma-related mental health problems include post-traumatic stress disorder (PTSD), other anxiety disorders, depression and disruptive behavior disorders.[2] PTSD is the most common response to a traumatic event and is associated with later interpersonal, vocational and physical problems.[3-5]
The awareness of these pervasive consequences of PTSD has resulted in empirical advances in our understanding of its treatment. From randomized controlled trials, investigators have examined and found individual trauma-focused cognitive-behavioral interventions to be efficacious at reducing PTSD symptoms and other trauma sequelae. Current research is moving towards enhancing generalizability, or effectiveness, of treatments when applied to real-world settings.
This paper examines current literature on the treatment of PTSD in preschoolers, children and adolescents. First, we review the diagnostic criteria for PTSD and its prevalence in youth. Second, we discuss psychosocial and pharmacological treatments that demonstrated efficacy in treating PTSD, as well as other outcomes of trauma exposure. Third, we discuss effectiveness, including barriers to mental health, cultural background, trauma characteristics and psychiatric comorbidity. We conclude the paper with a discussion of the current status of research on PTSD treatment and a projection of the field's progress over the next 5 years. For full article see Expert Rev Neurother. 2008;8(8):1233-1246.
Valentina Nikulina; Jeanean M Hergenrother; Elissa J Brown; Megan E Doyle; Beryl J Filton; Gabrielle S Carson
This review summarizes efficacious treatments for preschoolers, children and adolescents with post-traumatic stress disorder, with a focus on the advances made within the last 5 years.
There is considerable support for the use of trauma-specific cognitive-behavioral interventions, in both individual and group formats. The research on psychopharmacological treatments lags behind that of psychotherapy and is currently inconclusive.
Limitations of the studies are discussed and treatments that warrant further consideration are reviewed. The authors also review current advances in effectiveness and suggest future directions that are important in generalizing the interventions to underserved and hard to reach populations. The article concludes with the authors' projections for the evolution of the field within the upcoming 5 years.
Introduction
In the USA, approximately two thirds of children experience one or more traumatic events by the time they are 16 years of age.[1] Traumatic events include child sexual abuse (CSA), child physical abuse (CPA), community violence, witnessing domestic violence and natural/manmade disaster. Childrens' trauma-related mental health problems include post-traumatic stress disorder (PTSD), other anxiety disorders, depression and disruptive behavior disorders.[2] PTSD is the most common response to a traumatic event and is associated with later interpersonal, vocational and physical problems.[3-5]
The awareness of these pervasive consequences of PTSD has resulted in empirical advances in our understanding of its treatment. From randomized controlled trials, investigators have examined and found individual trauma-focused cognitive-behavioral interventions to be efficacious at reducing PTSD symptoms and other trauma sequelae. Current research is moving towards enhancing generalizability, or effectiveness, of treatments when applied to real-world settings.
This paper examines current literature on the treatment of PTSD in preschoolers, children and adolescents. First, we review the diagnostic criteria for PTSD and its prevalence in youth. Second, we discuss psychosocial and pharmacological treatments that demonstrated efficacy in treating PTSD, as well as other outcomes of trauma exposure. Third, we discuss effectiveness, including barriers to mental health, cultural background, trauma characteristics and psychiatric comorbidity. We conclude the paper with a discussion of the current status of research on PTSD treatment and a projection of the field's progress over the next 5 years. For full article see Expert Rev Neurother. 2008;8(8):1233-1246.
Thursday, February 5, 2009
The GODDARD SCHOOL comes to Scottsdale
Welcome to The Goddard School® located in Scottsdale at 13940 N. Frank Lloyd Wright Blvd! We will be opening soon.
The Goddard School® can make a positive difference in your child's life. Our warm, loving atmosphere features a year round extended day program from 7 AM to 6 PM, Monday through Friday. Our program is designed to enhance the emotional, social, intellectual, and physical development of your child from six weeks to six years of age. We also offer after-school enrichment and a summer program for children up to seven years of age.
We take great pride in our faculty. Our experienced and degreed teachers provide a loving and nurturing environment for your children. Areas of growth and development are highlighted on our daily lesson plans, which our faculty brings to life in appropriate and attainable ways. Children are encouraged to progress at their own pace according to their individual needs and abilities. We are continually adding exciting curricular resources such as Music Appreciation, Apple Blossom Yoga, Time to Sign™, American Sign Language for children, Art History, Foreign Language Program, B.A.S.E. Fitness, and the Goddard Guide to Getting Along™! All of these enrichment programs are included in the tuition - there are no extra fees for participation.
To learn more about The Goddard School® please call (480) 451-5512.
Natalia Elfimova is the owner of the new Goddard School in Scottsdale. As a parent of a young daughter, Natalia recognizes the importance of a safe and nurturing learning environment. Her family is the basis for the reason that she chose Goddard. She has been a resident of the Scottsdale are for over ten years and is happy to be able to provide Goddard’s outstanding program to the children in the community.
The Goddard School® can make a positive difference in your child's life. Our warm, loving atmosphere features a year round extended day program from 7 AM to 6 PM, Monday through Friday. Our program is designed to enhance the emotional, social, intellectual, and physical development of your child from six weeks to six years of age. We also offer after-school enrichment and a summer program for children up to seven years of age.
We take great pride in our faculty. Our experienced and degreed teachers provide a loving and nurturing environment for your children. Areas of growth and development are highlighted on our daily lesson plans, which our faculty brings to life in appropriate and attainable ways. Children are encouraged to progress at their own pace according to their individual needs and abilities. We are continually adding exciting curricular resources such as Music Appreciation, Apple Blossom Yoga, Time to Sign™, American Sign Language for children, Art History, Foreign Language Program, B.A.S.E. Fitness, and the Goddard Guide to Getting Along™! All of these enrichment programs are included in the tuition - there are no extra fees for participation.
To learn more about The Goddard School® please call (480) 451-5512.
Natalia Elfimova is the owner of the new Goddard School in Scottsdale. As a parent of a young daughter, Natalia recognizes the importance of a safe and nurturing learning environment. Her family is the basis for the reason that she chose Goddard. She has been a resident of the Scottsdale are for over ten years and is happy to be able to provide Goddard’s outstanding program to the children in the community.
Friday, January 30, 2009
Dr. Michele Borba on Manners
Simple Mom-Tested Secrets to Raising Well-Mannered Kids
By Dr. Michele Borba, www.simplemommysecrets.com
Excerpt from 12 Simple Secrets Real Moms Know: Getting Back to Basics and Raising Happy Kids by Michele Borba (Jossey-Bass Publishers, 2006)
All three of my sons attended a wonderful cooperative nursery school led by an incredibly caring teacher, Jeanette Thompson. The very first impression I had of the school was how well-mannered the children were. And, through the years as I put in my "coop" hours, I understood why her students were so polite: Mrs. Thompson never taught manners at a special time, instead she taught students manners all day long through her own example. Every sentence she ever uttered contained the word "please," "thank you," or "excuse me." It was impossible for her students not to be polite. She used to always tell the moms, "Manners are caught, not taught." Was she ever right! I also learned an important secret from my children's teacher: The first step to teaching kids good manners is to make sure you model them yourself.
Make no mistake, Mom: Courtesy does enhance our kids' chances of success! Scores of studies find that well-mannered children are more popular and do better in school. Notice how often they're invited to others' homes? Kids like to be around kids who are nice. Listen to teachers speak about them using such positive accolades. Courteous children have an edge later in life: the business world clearly tells us their first interview choices are those applicants displaying good social graces. They also get more "second" job interviews, and usually even the job. You just can't help but react positively to people who are polite and courteous. By prioritizing polite behaviors with our children, we can enhance their social competence and give them a big boost towards success. Here are five simple secrets to enhance good social graces in your children and give them that edge for a better life.
* Reward Courtesy. Good manners are among the simplest skills to teach children because they are expressed in just a few very specific behaviors. We can instantly point out good or poor manners to our kids: "Wow, nice manners! Did you notice the smile on Grandma's face when you thanked her for dinner?" or "Eating before waiting for the others to sit down wasn't polite," We can modify our children's manners: "Next time, remember to say 'Excuse Me' when you walk in front of someone." And we can always tune them up: "Before you ask for the dish, say "Please."
* Point Out the Value of Manners. Discuss with your children the value of good manners. You might say, "Using good manners helps you gain the respect of others. It's also a great way to meet new friends. Polite people just make the world a kinder place." Once kids understand the impact good manners have on others, they're more likely to incorporate courtesy in their own behavior.
* Teach a Manner a Week. When my children were young I taught them a jingle, "Hearts, like doors, will open with ease, if you learn to use these keys." We'd then print a manner a week on a large paper key and tape it on our kitchen door as a reminder. Every child in the neighborhood could recite not only our jingle, but name the manners that are the "keys to opening hearts." It helped me recognize "catching new manners" doesn't happen overnight: it takes consistency and effort to enhance them in our kids. So, how about teaching a "Manner a Week"? Write the manner on an index card, post it on your refrigerator, and then hold a contest to see how many times family members hear another member use the word. Here's a few to get you started: "Please., Thank you., May I?, Excuse me, I'm sorry., Pardon me., I'm glad to meet you,, You go first., and May I introduce....?"
* Correct Impoliteness Immediately. When your child uses an impolite comment, immediately correct the behavior by using the three "Bs" of discipline: "Be Brief, Be Private so no one but you and your child is aware you're correcting your child, and Be Specific." Here's how two parents used the three "Bs": Juan's mom waited for a private moment to point out his poor manners to him, "Starting your dinner without waiting first for Grandma to sit down, was impolite. Being polite means always respecting older people." Waiting for the right time when only Juan could hear his mom's correction, preserved his dignity but still let him know his behavior was unacceptable. When Kevin used a racist comment, his father immediately used the three Bs letting him know it was unacceptable: "That was a bigoted comment and could hurt someone's feelings. Please, don't ever use that word again."
* Practice Table Manners. A friend of mine who really wanted to make sure her children "caught good manners" started a unique family tradition: Once a month, she asks her children to help her plan a party. The children plan the menu, set their table--with only their "company dishes"--arrange a centerpiece of hand-picked flowers, and then sit in their "Sunday best." The party is just for their family, and it's the time my friend helps her children practice table manners such as "please pass," "thank you," "May I be excused?" (as well keeping your napkin on your lap, chewing with your mouth closed, waiting for others to speak, and learning which fork to use with each course). Yes, it takes a lot of work, but she swears it's worth it, especially when so many people comment on how well-behaved her children are.
A recent survey conducted by US News & World Report found nine out of ten Americans felt the breakdown of common courtesy has become a serious problem in this country. A huge seventy-eight percent of those polled said manners and good social graces have significantly eroded over past ten years, and is a major contributor to the breakdown of our values in this country. What a sad commentary! Using good manners will enhance your child's reputation in all arenas-home, school, and the community. Besides, kids like to be around other kids who are courteous and nice. So start boosting your child's social graces by using these simple secrets in your family.
Michele Borba, Ed.D. is a mom of three, a former teacher, and renowned educational consultant who has presented workshops to one million parents and teachers worldwide. Dr. Borba is the author of 12 Simple Secrets Real Moms Know: Getting Back to Basics and Raising Happy Kids (Jossey-Bass, April 2006).She is a frequent guest on Today, The Early Show, The View, and Fox & Friends. She is also the award-winning author of over 20 books including Parents Do Make a Difference, Don't Give Me That Attitude!, No More Misbehavin': 38 Difficult Behaviors and How to Stop Them, and Nobody Likes Me, Everybody Hates Me. Dr. Borba is an advisory board member for Parents. For more strategies and tips visit www.simplemommysecrets.com.
© 2006 by Michele Borba www.simplemommysecrets.com.
By Dr. Michele Borba, www.simplemommysecrets.com
Excerpt from 12 Simple Secrets Real Moms Know: Getting Back to Basics and Raising Happy Kids by Michele Borba (Jossey-Bass Publishers, 2006)
All three of my sons attended a wonderful cooperative nursery school led by an incredibly caring teacher, Jeanette Thompson. The very first impression I had of the school was how well-mannered the children were. And, through the years as I put in my "coop" hours, I understood why her students were so polite: Mrs. Thompson never taught manners at a special time, instead she taught students manners all day long through her own example. Every sentence she ever uttered contained the word "please," "thank you," or "excuse me." It was impossible for her students not to be polite. She used to always tell the moms, "Manners are caught, not taught." Was she ever right! I also learned an important secret from my children's teacher: The first step to teaching kids good manners is to make sure you model them yourself.
Make no mistake, Mom: Courtesy does enhance our kids' chances of success! Scores of studies find that well-mannered children are more popular and do better in school. Notice how often they're invited to others' homes? Kids like to be around kids who are nice. Listen to teachers speak about them using such positive accolades. Courteous children have an edge later in life: the business world clearly tells us their first interview choices are those applicants displaying good social graces. They also get more "second" job interviews, and usually even the job. You just can't help but react positively to people who are polite and courteous. By prioritizing polite behaviors with our children, we can enhance their social competence and give them a big boost towards success. Here are five simple secrets to enhance good social graces in your children and give them that edge for a better life.
* Reward Courtesy. Good manners are among the simplest skills to teach children because they are expressed in just a few very specific behaviors. We can instantly point out good or poor manners to our kids: "Wow, nice manners! Did you notice the smile on Grandma's face when you thanked her for dinner?" or "Eating before waiting for the others to sit down wasn't polite," We can modify our children's manners: "Next time, remember to say 'Excuse Me' when you walk in front of someone." And we can always tune them up: "Before you ask for the dish, say "Please."
* Point Out the Value of Manners. Discuss with your children the value of good manners. You might say, "Using good manners helps you gain the respect of others. It's also a great way to meet new friends. Polite people just make the world a kinder place." Once kids understand the impact good manners have on others, they're more likely to incorporate courtesy in their own behavior.
* Teach a Manner a Week. When my children were young I taught them a jingle, "Hearts, like doors, will open with ease, if you learn to use these keys." We'd then print a manner a week on a large paper key and tape it on our kitchen door as a reminder. Every child in the neighborhood could recite not only our jingle, but name the manners that are the "keys to opening hearts." It helped me recognize "catching new manners" doesn't happen overnight: it takes consistency and effort to enhance them in our kids. So, how about teaching a "Manner a Week"? Write the manner on an index card, post it on your refrigerator, and then hold a contest to see how many times family members hear another member use the word. Here's a few to get you started: "Please., Thank you., May I?, Excuse me, I'm sorry., Pardon me., I'm glad to meet you,, You go first., and May I introduce....?"
* Correct Impoliteness Immediately. When your child uses an impolite comment, immediately correct the behavior by using the three "Bs" of discipline: "Be Brief, Be Private so no one but you and your child is aware you're correcting your child, and Be Specific." Here's how two parents used the three "Bs": Juan's mom waited for a private moment to point out his poor manners to him, "Starting your dinner without waiting first for Grandma to sit down, was impolite. Being polite means always respecting older people." Waiting for the right time when only Juan could hear his mom's correction, preserved his dignity but still let him know his behavior was unacceptable. When Kevin used a racist comment, his father immediately used the three Bs letting him know it was unacceptable: "That was a bigoted comment and could hurt someone's feelings. Please, don't ever use that word again."
* Practice Table Manners. A friend of mine who really wanted to make sure her children "caught good manners" started a unique family tradition: Once a month, she asks her children to help her plan a party. The children plan the menu, set their table--with only their "company dishes"--arrange a centerpiece of hand-picked flowers, and then sit in their "Sunday best." The party is just for their family, and it's the time my friend helps her children practice table manners such as "please pass," "thank you," "May I be excused?" (as well keeping your napkin on your lap, chewing with your mouth closed, waiting for others to speak, and learning which fork to use with each course). Yes, it takes a lot of work, but she swears it's worth it, especially when so many people comment on how well-behaved her children are.
A recent survey conducted by US News & World Report found nine out of ten Americans felt the breakdown of common courtesy has become a serious problem in this country. A huge seventy-eight percent of those polled said manners and good social graces have significantly eroded over past ten years, and is a major contributor to the breakdown of our values in this country. What a sad commentary! Using good manners will enhance your child's reputation in all arenas-home, school, and the community. Besides, kids like to be around other kids who are courteous and nice. So start boosting your child's social graces by using these simple secrets in your family.
Michele Borba, Ed.D. is a mom of three, a former teacher, and renowned educational consultant who has presented workshops to one million parents and teachers worldwide. Dr. Borba is the author of 12 Simple Secrets Real Moms Know: Getting Back to Basics and Raising Happy Kids (Jossey-Bass, April 2006).She is a frequent guest on Today, The Early Show, The View, and Fox & Friends. She is also the award-winning author of over 20 books including Parents Do Make a Difference, Don't Give Me That Attitude!, No More Misbehavin': 38 Difficult Behaviors and How to Stop Them, and Nobody Likes Me, Everybody Hates Me. Dr. Borba is an advisory board member for Parents. For more strategies and tips visit www.simplemommysecrets.com.
© 2006 by Michele Borba www.simplemommysecrets.com.
Thursday, January 29, 2009
Family-Based Lifestyle Interventions May Help Obese Children Lose Weight
Family-Based Lifestyle Interventions May Help Obese Children Lose Weight
Laurie Barclay, MD From Medscape Today
January 26, 2009 — Family-based lifestyle interventions that modify diet and physical activity and that include behavioral therapy can help obese children lose weight and maintain that loss for at least 6 months, according to the results of a Cochrane systematic review posted online January 21 in the Cochrane Database of Systematic Reviews.
"Child and adolescent obesity is increasingly prevalent, and can be associated with significant short- and long-term health consequences," write Hiltje Oude Luttikhuis, from Beatrix Children's Hospital and University Medical Center Groningen, in Groningen, the Netherlands, and colleagues. "In order to support clinicians in determining the most appropriate form of treatment, paediatric weight management guidelines exist in many countries to promote best practice, but at present many of these recommendations are based on low grade scientific evidence."
The goal of this systematic review was to evaluate the efficacy of lifestyle, drug, and surgical interventions to treat obesity in childhood. The reviewers searched CENTRAL on The Cochrane Library Issue 2 2008, MEDLINE, EMBASE, CINAHL, PsycINFO, ISI Web of Science, DARE, and NHS EED from 1985 to May 2008 without language restrictions. Bibliographies of retrieved articles were also consulted.
Inclusion criteria for the review were randomized controlled trials of lifestyle interventions (eg, dietary, physical activity, and/or behavioral therapy interventions) and drug and surgical interventions to treat obesity in children younger than 18 years. The interventions could have been conducted with or without the support of family members. A minimum of 6 months of follow-up was required or 3 months for actual drug therapy.
Exclusion criteria were interventions that specifically addressed the treatment of eating disorders or of type 2 diabetes or that included participants with a secondary or syndromic cause of obesity. Using criteria in the Cochrane Handbook, 2 reviewers independently evaluated trial quality and extracted data, and they also contacted study authors for additional information when needed.
The 64 randomized controlled trials identified that met criteria enrolled a total of 5230 participants. In 12 studies, lifestyle interventions were directed at physical activity and sedentary behavior, whereas 6 studies addressed diet and 36 evaluated behaviorally oriented treatment programs. Ten studies looked at drug interventions with metformin, orlistat, or sibutramine. None of the identified studies of surgical intervention met inclusion criteria. Intervention design, outcome measurements, and methodologic quality varied considerably in the included studies.
Meta-analyses showed that lifestyle interventions involving children and lifestyle interventions in adolescents with or without the addition of orlistat or sibutramine were associated with a reduction in overweight at 6 and 12 months of follow-up. Randomized controlled trials of drugs showed a range of adverse effects.
Limitations of this review include those of the reviewed studies, such as insufficient power, publication bias, failure to account for missing data in analyses, analysis not based on intent-to-treat, variations in the definitions of fatness in children, and limited duration of follow-up.
"While there is limited quality data to recommend one treatment program to be favoured over another, this review shows that combined behavioural lifestyle interventions compared to standard care or self-help can produce a significant and clinically meaningful reduction in overweight in children and adolescents," the study authors conclude. "In obese adolescents, consideration should be given to the use of either orlistat or sibutramine, as an adjunct to lifestyle interventions, although this approach needs to be carefully weighed up against the potential for adverse effects. Furthermore, high quality research that considers psychosocial determinants for behaviour change, strategies to improve clinician family interaction, and cost-effective programs for primary and community care is required."
The University Medical Center, Groningen, Netherlands; The Children's Hospital at Westmead, Sydney, Australia; the Centre for Food Physical Activity and Obesity Research, University of Teesside, United Kingdom; the Wolfson Research Institute, University of Durham, United Kingdom; and the Australian National Health & Medical Research Council, Australia, supported this study. One of the review authors is a coauthor on 3 of the studies included in the Cochrane Review. Two other authors are involved in the design and conduct of a potentially eligible study for this review.
Cochrane Database Syst Rev. Published online January 21, 2009.
Laurie Barclay, MD From Medscape Today
January 26, 2009 — Family-based lifestyle interventions that modify diet and physical activity and that include behavioral therapy can help obese children lose weight and maintain that loss for at least 6 months, according to the results of a Cochrane systematic review posted online January 21 in the Cochrane Database of Systematic Reviews.
"Child and adolescent obesity is increasingly prevalent, and can be associated with significant short- and long-term health consequences," write Hiltje Oude Luttikhuis, from Beatrix Children's Hospital and University Medical Center Groningen, in Groningen, the Netherlands, and colleagues. "In order to support clinicians in determining the most appropriate form of treatment, paediatric weight management guidelines exist in many countries to promote best practice, but at present many of these recommendations are based on low grade scientific evidence."
The goal of this systematic review was to evaluate the efficacy of lifestyle, drug, and surgical interventions to treat obesity in childhood. The reviewers searched CENTRAL on The Cochrane Library Issue 2 2008, MEDLINE, EMBASE, CINAHL, PsycINFO, ISI Web of Science, DARE, and NHS EED from 1985 to May 2008 without language restrictions. Bibliographies of retrieved articles were also consulted.
Inclusion criteria for the review were randomized controlled trials of lifestyle interventions (eg, dietary, physical activity, and/or behavioral therapy interventions) and drug and surgical interventions to treat obesity in children younger than 18 years. The interventions could have been conducted with or without the support of family members. A minimum of 6 months of follow-up was required or 3 months for actual drug therapy.
Exclusion criteria were interventions that specifically addressed the treatment of eating disorders or of type 2 diabetes or that included participants with a secondary or syndromic cause of obesity. Using criteria in the Cochrane Handbook, 2 reviewers independently evaluated trial quality and extracted data, and they also contacted study authors for additional information when needed.
The 64 randomized controlled trials identified that met criteria enrolled a total of 5230 participants. In 12 studies, lifestyle interventions were directed at physical activity and sedentary behavior, whereas 6 studies addressed diet and 36 evaluated behaviorally oriented treatment programs. Ten studies looked at drug interventions with metformin, orlistat, or sibutramine. None of the identified studies of surgical intervention met inclusion criteria. Intervention design, outcome measurements, and methodologic quality varied considerably in the included studies.
Meta-analyses showed that lifestyle interventions involving children and lifestyle interventions in adolescents with or without the addition of orlistat or sibutramine were associated with a reduction in overweight at 6 and 12 months of follow-up. Randomized controlled trials of drugs showed a range of adverse effects.
Limitations of this review include those of the reviewed studies, such as insufficient power, publication bias, failure to account for missing data in analyses, analysis not based on intent-to-treat, variations in the definitions of fatness in children, and limited duration of follow-up.
"While there is limited quality data to recommend one treatment program to be favoured over another, this review shows that combined behavioural lifestyle interventions compared to standard care or self-help can produce a significant and clinically meaningful reduction in overweight in children and adolescents," the study authors conclude. "In obese adolescents, consideration should be given to the use of either orlistat or sibutramine, as an adjunct to lifestyle interventions, although this approach needs to be carefully weighed up against the potential for adverse effects. Furthermore, high quality research that considers psychosocial determinants for behaviour change, strategies to improve clinician family interaction, and cost-effective programs for primary and community care is required."
The University Medical Center, Groningen, Netherlands; The Children's Hospital at Westmead, Sydney, Australia; the Centre for Food Physical Activity and Obesity Research, University of Teesside, United Kingdom; the Wolfson Research Institute, University of Durham, United Kingdom; and the Australian National Health & Medical Research Council, Australia, supported this study. One of the review authors is a coauthor on 3 of the studies included in the Cochrane Review. Two other authors are involved in the design and conduct of a potentially eligible study for this review.
Cochrane Database Syst Rev. Published online January 21, 2009.
Tuesday, January 20, 2009
Light a SPARK FREE Webinar
SPARK presents:
"Simple ways to increase MVPA"
This webinar is the first in a series of free monthly "Wednesday Webinars" hosted by SPARK. The purpose is to provide educators and administrators with resources to implement and/or sustain SPARK programs in their schools. Whether you are a seasoned SPARK Star or just want to learn more about SPARK, this webinar series is for you!
There will be a new topic each month as well as time for Q&A on anything you'd like to discuss.
SPARK's February Webinar-
"Simple Ways to increase MVPA"
Description: A major objective of SPARK PE is to increase the amount of time students spend engaged in moderate to vigorous physical activity (MVPA). This webinar will present proven ways to increase MVPA through discussion of the following topics:
*Why students need more MVPA
*Modifying lessons to increase MVPA
*Decreasing transition time between activities
*Identifying inclusionary strategies
When: Wednesday, Feb 4th at 3:00 pm PST
Who: K-12 teachers and administrators, PE specialists, after school coordinators, early childhood educators, and coordinated school health staff.
Duration: 30 minutes
Cost: Free!
Registration: To register for this webinar, click on the following link: SPARK Webinar- Feb 4th. Then
click on the "REGISTER" button to sign up.
Thank you from the SPARK team!
"Simple ways to increase MVPA"
This webinar is the first in a series of free monthly "Wednesday Webinars" hosted by SPARK. The purpose is to provide educators and administrators with resources to implement and/or sustain SPARK programs in their schools. Whether you are a seasoned SPARK Star or just want to learn more about SPARK, this webinar series is for you!
There will be a new topic each month as well as time for Q&A on anything you'd like to discuss.
SPARK's February Webinar-
"Simple Ways to increase MVPA"
Description: A major objective of SPARK PE is to increase the amount of time students spend engaged in moderate to vigorous physical activity (MVPA). This webinar will present proven ways to increase MVPA through discussion of the following topics:
*Why students need more MVPA
*Modifying lessons to increase MVPA
*Decreasing transition time between activities
*Identifying inclusionary strategies
When: Wednesday, Feb 4th at 3:00 pm PST
Who: K-12 teachers and administrators, PE specialists, after school coordinators, early childhood educators, and coordinated school health staff.
Duration: 30 minutes
Cost: Free!
Registration: To register for this webinar, click on the following link: SPARK Webinar- Feb 4th. Then
click on the "REGISTER" button to sign up.
Thank you from the SPARK team!
Friday, December 26, 2008
Kids health habits lead to obesity and diabetes
Kids' Worst Health Habits
The health of today's children is in jeopardy. "In the last 10 years, diabetes in children has doubled; there's a growing obesity epidemic among children, and we're seeing heart disease start in children," says Joel Fuhrman, M.D., family physician in Flemington, N.J., and author "Eat for Health and "Disease-Proof Your Child."
The consequences are so dire, in fact, that health authorities are now predicting that this generation of children will be the first to have a shorter life span than their parents. So what habits are putting kids in jeopardy?
Fuhrman pulled together the 10 worst offenders but issues this warning: "Parents can't force children to do anything they aren't doing themselves, which is why parents also need to change their habits to become better role models."
1. Drinking soda
Soda is loaded with sugar (about 13 teaspoons per can) artificial sweeteners, caffeine and empty calories (about 150 in a regular soda). Plus, soda might displace healthy beverages like milk or water and cause tooth decay. Bottom line: Nix soda from your child's diet and replace it with water, milk and other healthy beverages.
2. Not exercising
Today's kids are leading inactive lifestyles, putting them at risk for cancer, diabetes, heart disease and osteoporosis.
Bottom line: Make physical activity as important for your kids as brushing their teeth. By instilling the exercise habit in them when they're young, they'll be more likely to stick with it as adults. Just remember that kids learn by example, so get active with them.
3. Eating processed and barbecued meats
Your kids might love baloney sandwiches and hamburgers, but processed and barbecued meats have been linked to cancer, especially colon cancer.
Bottom line: Steer your kids clear of this kind of meat, and instead, turn them on to more healthy, wholesome foods like fruits, veggies, beans, nuts and seeds.
4. Being overweight
While it might be vogue to be heavy -- roughly 16 percent of kids aged two to 19 are obese, according to the Centers for Disease Control and Prevention -- that extra weight could cause your child serious health problems, including diabetes, heart disease and cancer.
Bottom line: Clean up your diet, and your family will follow. Likewise, become a regular exerciser, and encourage your children to get more active.
5. Not eating enough fruits and veggies
Fruits and veggies are loaded with disease-fighting nutrients, which is why kids who don't eat enough are at greater risk for developing cancer and other chronic health conditions.
Bottom line: Make fruits and veggies the mainstay of meals, and your kids will easily get the servings they need. Check MyPyramid.gov to view fruit and veggie requirements for kids or try AOL Health's handy Veggie and Fruit Tracker to calculate daily requirements.
6. Too many hours in front of the TV
Watching TV and playing video games are sedentary activities that encourage snacking and often replace physical activity. TV viewing also exposes your kids to risky behaviors like smoking and drinking, which could influence them.
Bottom line: Limit your kids' use of the TV and computer. Children under two years old should not watch any TV, while kids over two should be limited to no more than two hours of media time a day, per the American Academy of Pediatrics.
7. Noshing sugary treats and foods
Your kids might go gaga over treats, but they're nutrient-poor, calorie-laden foods. Most are also made with refined grains, which have been linked to cancer. Plus, the more your kids eat these, the more they could begin craving them, which could eventually boost their weight.
Bottom line: Limit sugar in your children's diet as much as possible. Ban sugary cereals, cookies and candy from your pantry. Then become a savvy label reader, looking for hidden sugars in everything from granola bars toketchup and even pasta sauces. To satisfy a sweet tooth, serve fruit as a dessert or a snack.
8. Eating fast food
"Fast food is for parents who don't care about their kids," Fuhrman says. By buying them fast food, you're giving them the lowest quality food, which adds calories, fat and little nutrition to their diets. The end result? You could wind up with an overweight, unhealthy child. Plus, if they're eating fried foods or food cooked at high temperatures, they're noshing cancer-causing compounds.
Bottom line: Boycott all fast food.
9. Not getting enough vitamin D
Vitamin D deficiency has been linked to dozens of health conditions, including rickets, osteoporosis, cancer, heart disease and diabetes. Sunshine is the best source of vitamin D, but most kids don't spend enough hours outside to get all they need. Plus, if you live in a northern climate, getting enough vitamin D in the winter can be impossible.
Bottom line: Make sure your child is getting 400 IU of vitamin D daily through a multivitamin and/or vitamin D supplement.
10. Filling up on food made with white flour
White flour has zero nutritional value, which is why Fuhrman believes it should be banned from foods. "White flour's been linked to obesity and cancer-causing cell development," he says.
Bottom line: Don't buy food made with white flour. Instead, choose 100 percent whole-grain products. SOURCE: Written By KAREN ASP from AOL
The health of today's children is in jeopardy. "In the last 10 years, diabetes in children has doubled; there's a growing obesity epidemic among children, and we're seeing heart disease start in children," says Joel Fuhrman, M.D., family physician in Flemington, N.J., and author "Eat for Health and "Disease-Proof Your Child."
The consequences are so dire, in fact, that health authorities are now predicting that this generation of children will be the first to have a shorter life span than their parents. So what habits are putting kids in jeopardy?
Fuhrman pulled together the 10 worst offenders but issues this warning: "Parents can't force children to do anything they aren't doing themselves, which is why parents also need to change their habits to become better role models."
1. Drinking soda
Soda is loaded with sugar (about 13 teaspoons per can) artificial sweeteners, caffeine and empty calories (about 150 in a regular soda). Plus, soda might displace healthy beverages like milk or water and cause tooth decay. Bottom line: Nix soda from your child's diet and replace it with water, milk and other healthy beverages.
2. Not exercising
Today's kids are leading inactive lifestyles, putting them at risk for cancer, diabetes, heart disease and osteoporosis.
Bottom line: Make physical activity as important for your kids as brushing their teeth. By instilling the exercise habit in them when they're young, they'll be more likely to stick with it as adults. Just remember that kids learn by example, so get active with them.
3. Eating processed and barbecued meats
Your kids might love baloney sandwiches and hamburgers, but processed and barbecued meats have been linked to cancer, especially colon cancer.
Bottom line: Steer your kids clear of this kind of meat, and instead, turn them on to more healthy, wholesome foods like fruits, veggies, beans, nuts and seeds.
4. Being overweight
While it might be vogue to be heavy -- roughly 16 percent of kids aged two to 19 are obese, according to the Centers for Disease Control and Prevention -- that extra weight could cause your child serious health problems, including diabetes, heart disease and cancer.
Bottom line: Clean up your diet, and your family will follow. Likewise, become a regular exerciser, and encourage your children to get more active.
5. Not eating enough fruits and veggies
Fruits and veggies are loaded with disease-fighting nutrients, which is why kids who don't eat enough are at greater risk for developing cancer and other chronic health conditions.
Bottom line: Make fruits and veggies the mainstay of meals, and your kids will easily get the servings they need. Check MyPyramid.gov to view fruit and veggie requirements for kids or try AOL Health's handy Veggie and Fruit Tracker to calculate daily requirements.
6. Too many hours in front of the TV
Watching TV and playing video games are sedentary activities that encourage snacking and often replace physical activity. TV viewing also exposes your kids to risky behaviors like smoking and drinking, which could influence them.
Bottom line: Limit your kids' use of the TV and computer. Children under two years old should not watch any TV, while kids over two should be limited to no more than two hours of media time a day, per the American Academy of Pediatrics.
7. Noshing sugary treats and foods
Your kids might go gaga over treats, but they're nutrient-poor, calorie-laden foods. Most are also made with refined grains, which have been linked to cancer. Plus, the more your kids eat these, the more they could begin craving them, which could eventually boost their weight.
Bottom line: Limit sugar in your children's diet as much as possible. Ban sugary cereals, cookies and candy from your pantry. Then become a savvy label reader, looking for hidden sugars in everything from granola bars toketchup and even pasta sauces. To satisfy a sweet tooth, serve fruit as a dessert or a snack.
8. Eating fast food
"Fast food is for parents who don't care about their kids," Fuhrman says. By buying them fast food, you're giving them the lowest quality food, which adds calories, fat and little nutrition to their diets. The end result? You could wind up with an overweight, unhealthy child. Plus, if they're eating fried foods or food cooked at high temperatures, they're noshing cancer-causing compounds.
Bottom line: Boycott all fast food.
9. Not getting enough vitamin D
Vitamin D deficiency has been linked to dozens of health conditions, including rickets, osteoporosis, cancer, heart disease and diabetes. Sunshine is the best source of vitamin D, but most kids don't spend enough hours outside to get all they need. Plus, if you live in a northern climate, getting enough vitamin D in the winter can be impossible.
Bottom line: Make sure your child is getting 400 IU of vitamin D daily through a multivitamin and/or vitamin D supplement.
10. Filling up on food made with white flour
White flour has zero nutritional value, which is why Fuhrman believes it should be banned from foods. "White flour's been linked to obesity and cancer-causing cell development," he says.
Bottom line: Don't buy food made with white flour. Instead, choose 100 percent whole-grain products. SOURCE: Written By KAREN ASP from AOL
Thursday, December 18, 2008
Helping Children Communicate Their Feelings
One of my students recently called me to relate an affirming story about expressing feelings. “I got upset because he wouldn’t help me put his toys away, he said, ‘When you look at me like that you hurt my feelings.’” While a mother’s pride is sometimes overstated, this time it was not.
I knew exactly why my student was so pleased. She, like myself, had once taught preschool and was intent on helping children communicate their feelings. That’s not easy for young children: language is still rudimentary in the early years, plus many children hide their feelings to secure adult approval. Unhappy feelings do not just disappear though—they go underground, often to reemerge years later.
I never told my parents that they were hurting my feelings when they showed disapproval. Such an idea never entered my head and could have been dangerous if it had! Surely, my parents could not have understood, much less expressed, such feelings when they were young. Now, we realize that when children let us know how they feel, we can help them understand themselves and also help them to cope with unhappy feelings, which is much more useful than repressing them.
How Times Have Changed
My student was not only amused and proud; she was also honest. She told her son that she was sorry to have hurt his feelings, and that she had been upset because she was tired and bending over to put the blocks away was hurting her back. He replied, “That’s because you’re old!” My student kept her cool and said, “I guess you must feel angry at me. You know it hurts my feelings to call me old.”
Within minutes, my student and her son went swimming. By then, the slate was clean. They could be friends again because there was no hidden backlog of unhappy feelings.
Encouraging the Expression of Real Feelings
After a lifetime of working with children and recalling my own feelings as a child, I am convinced that nothing, aside from loving and protecting children, is as important as helping them communicate their real feelings. Grappling directly with perceptions and sensations leads to solving problems in the here and now, rather than leaving them to fester into a source of discomfort one is never able to figure out. It can also save on many counseling sessions in the future.
How can we help children tell us how they feel? By reading them stories and following up with conversation. By listening to accounts of their dreams, and asking what they think the dreams are saying about deep-down feelings. By paying attention when children want to tell us something rather than saying, “I’m busy now. Tell me later.”
We are most apt to cut off the expression of real feelings when children tell us things we do not want to hear. If a child says, “You’re fat!” and you roar, “You can’t talk to me that way,” the child may very well decide not to talk to you in any real way.
Less intimidating responses to offending comments do exist. My friend looked as if she was going to faint when her two-year-old daughter, disobeying an instruction to get her pajamas, yelled, “I will not, you mean lady.” My friend turned red, and said in a shaky voice, “If I ever talked to my mother that way I would have been struck dead by lightening.” My friend did not go on to tell her daughter that she was a bad girl and should never say such a thing; instead she did some deep breathing to gain control of her emotions and said, “I know you’re angry and want to play, but now it’s bedtime.” My friend’s courage and fortitude have been well repaid by a teenage daughter who over the years has managed to tell her most of the issues that have upset her.
In our worthy attempts to help our children communicate their feelings, we must be careful not to extract an apology for “unacceptable behaviors.” Forcing children to say they are sorry, when they are not, is forcing them to lie. Nor should we belabor communicating to the point of boredom. Short answers are far better than long ones. At times we will be tired, frustrated, or annoyed; at times we will lose patience because we are human and do not have complete emotional regulation. Children learn to tolerate our imperfections, our fallibility. And if we happen to leave an important problem unresolved, we can always return to it later. We can always say: “I’m sorry I shouted at you, instead of telling you my feelings. I guess grown-ups sometimes lose control too.”
Children need parents, not saints—a truth I have learned while raising my daughters. The true teachers are those who encourage children to accept human frailty, to acknowledge both love and anger, and to muster the freedom and courage to become their fullest selves. By Barb Grady www.parenting-plus.com
I knew exactly why my student was so pleased. She, like myself, had once taught preschool and was intent on helping children communicate their feelings. That’s not easy for young children: language is still rudimentary in the early years, plus many children hide their feelings to secure adult approval. Unhappy feelings do not just disappear though—they go underground, often to reemerge years later.
I never told my parents that they were hurting my feelings when they showed disapproval. Such an idea never entered my head and could have been dangerous if it had! Surely, my parents could not have understood, much less expressed, such feelings when they were young. Now, we realize that when children let us know how they feel, we can help them understand themselves and also help them to cope with unhappy feelings, which is much more useful than repressing them.
How Times Have Changed
My student was not only amused and proud; she was also honest. She told her son that she was sorry to have hurt his feelings, and that she had been upset because she was tired and bending over to put the blocks away was hurting her back. He replied, “That’s because you’re old!” My student kept her cool and said, “I guess you must feel angry at me. You know it hurts my feelings to call me old.”
Within minutes, my student and her son went swimming. By then, the slate was clean. They could be friends again because there was no hidden backlog of unhappy feelings.
Encouraging the Expression of Real Feelings
After a lifetime of working with children and recalling my own feelings as a child, I am convinced that nothing, aside from loving and protecting children, is as important as helping them communicate their real feelings. Grappling directly with perceptions and sensations leads to solving problems in the here and now, rather than leaving them to fester into a source of discomfort one is never able to figure out. It can also save on many counseling sessions in the future.
How can we help children tell us how they feel? By reading them stories and following up with conversation. By listening to accounts of their dreams, and asking what they think the dreams are saying about deep-down feelings. By paying attention when children want to tell us something rather than saying, “I’m busy now. Tell me later.”
We are most apt to cut off the expression of real feelings when children tell us things we do not want to hear. If a child says, “You’re fat!” and you roar, “You can’t talk to me that way,” the child may very well decide not to talk to you in any real way.
Less intimidating responses to offending comments do exist. My friend looked as if she was going to faint when her two-year-old daughter, disobeying an instruction to get her pajamas, yelled, “I will not, you mean lady.” My friend turned red, and said in a shaky voice, “If I ever talked to my mother that way I would have been struck dead by lightening.” My friend did not go on to tell her daughter that she was a bad girl and should never say such a thing; instead she did some deep breathing to gain control of her emotions and said, “I know you’re angry and want to play, but now it’s bedtime.” My friend’s courage and fortitude have been well repaid by a teenage daughter who over the years has managed to tell her most of the issues that have upset her.
In our worthy attempts to help our children communicate their feelings, we must be careful not to extract an apology for “unacceptable behaviors.” Forcing children to say they are sorry, when they are not, is forcing them to lie. Nor should we belabor communicating to the point of boredom. Short answers are far better than long ones. At times we will be tired, frustrated, or annoyed; at times we will lose patience because we are human and do not have complete emotional regulation. Children learn to tolerate our imperfections, our fallibility. And if we happen to leave an important problem unresolved, we can always return to it later. We can always say: “I’m sorry I shouted at you, instead of telling you my feelings. I guess grown-ups sometimes lose control too.”
Children need parents, not saints—a truth I have learned while raising my daughters. The true teachers are those who encourage children to accept human frailty, to acknowledge both love and anger, and to muster the freedom and courage to become their fullest selves. By Barb Grady www.parenting-plus.com
Monday, December 1, 2008
Kids Health and Activity Camp
Monday, Tuesday, Wednesday, Thursday, Friday
Location Village Health Club and Spa at DC Ranch
Open to ages 6-15 5-6:15pm
December 15th, 2008 thru January 9th, 2009
Excluding December 24th, 25, 31st and Jan 1st, 2009
$15 per single class/ $100 for 10 classes/ $120 for 15 classes
(no make-ups and classes must be used in the scheduled time)
Kids do not need to be members to attend these classes
Contact Cindy Feltman Angulo CPT (602) 451-3672
Location Village Health Club and Spa at DC Ranch
Open to ages 6-15 5-6:15pm
December 15th, 2008 thru January 9th, 2009
Excluding December 24th, 25, 31st and Jan 1st, 2009
$15 per single class/ $100 for 10 classes/ $120 for 15 classes
(no make-ups and classes must be used in the scheduled time)
Kids do not need to be members to attend these classes
Contact Cindy Feltman Angulo CPT (602) 451-3672
Monday, November 10, 2008
MaryAnn Kohl's Art Books: A must for creative families
Once a month I co-teach an entire day of art to three classes at our girls school. We use MaryAnn Kohls books which I highly recommend to you all! Crayons, clay, fingerpaints, cookie sheets, milk cartons, and music are among the many ingredients that go into her imaginative art projects for kids http://www.brightring.com/Books.html.
The art projects in these award-winning books by MaryAnn Kohl allow children to explore the many facets of their world through art as a process, not just as a product. For your home, for your friends, for your children - check them out http://www.brightring.com/
The art projects in these award-winning books by MaryAnn Kohl allow children to explore the many facets of their world through art as a process, not just as a product. For your home, for your friends, for your children - check them out http://www.brightring.com/
Thursday, July 31, 2008
The Family Coach Workshop: Managing Anger and Anxiety in Children
Saturday August 16, 2008 9-10:15 am
Saturday October 4, 2008 9-10:15 am
Research suggests children experience frustration, anger, and anxiety from ages 3-12 with more frequency than in the past. Why might that be so and what can families do to help children feel calm and secure. We’ll earn about cavemen and thinkers then develop cognitive and sensory interventions to bring home with The Family Coach Dr. Lynne Kenney. Cost: $50.00 per couple, 30 participant limit. Sign-up at 480-860-8488 x 9 x 1. North Office.
a. The biology of anger and anxiety
b. Using our thinkers to manage our cavemen
c. How exercise and nutrition make a difference
d. Cognitive strategies for calmer kids
e. Sensory tools and equipment
e. Preparation, planning and prevention in your home
Monday, May 19, 2008
Spirit Menders
Children are born with an incredible spirit. Everything is new, fascinating and thought provoking. As parents, it should be our goal to keep this spirit alive and fresh for as long as possible. Unfortunately, we often unwittingly do things that squash the spirit in our children. Here are some common spirit breakers and some spirit menders. See if you’re guilty of doing things that can break the spirit. Then try some of these spirit menders to help get you back on track.
Spirit Breakers
• Squashing Dreams – Your little boy tells you that when he grows up he wants to be an astronaut and fly to outer space. Trying to instill some reason in him, you inform him of how difficult it is to be an astronaut; how smart he’ll have to be, how much education it requires, etc.
• Belittling Talent – Your daughter is great at soccer, but her grades are not as good as you’d like them to be. When she acts proud of scoring the winning goal, you say, “it would be far more impressive if you got an A in math”.
• Humiliation – Parents sometimes resort to embarrassing their child in order to get them to change behavior. “See, son, little Johnny doesn’t have accidents in his pants, and he’s your age.” Not only is this tactic ineffective; it breaks the spirit.
• Brushing off what your child thinks is fascinating – Children have a tendency to get somewhat obsessed with things. Maybe it annoys you that your son spends hours watching the stars through his telescope. However, if you give him the impression that being fascinated with the stars is silly, he may become ashamed of his interests and be afraid to pursue the things that really matter to him.
Spirit Menders
• Having a curious mind – If you show interest in how things work, and share this interest with your child, you fuel their natural curiosity and interest.
• Being involved in what they like – Your children have activities that bring them joy, join in those activities with them! Get off the couch and participate!
• Show that you’re proud – Be proud of whatever they accomplish – and let them know it. You can never love them too much and you can never tell them too many times that you’re proud of their accomplishments.
• Listen to them - Your children have fascinating original voices listen to their likes, dislikes, stories and experiences.
Take a deep breath and begin to be present, loving and compassionate today. It's not too late to mend your child's spirit.
Spirit Breakers
• Squashing Dreams – Your little boy tells you that when he grows up he wants to be an astronaut and fly to outer space. Trying to instill some reason in him, you inform him of how difficult it is to be an astronaut; how smart he’ll have to be, how much education it requires, etc.
• Belittling Talent – Your daughter is great at soccer, but her grades are not as good as you’d like them to be. When she acts proud of scoring the winning goal, you say, “it would be far more impressive if you got an A in math”.
• Humiliation – Parents sometimes resort to embarrassing their child in order to get them to change behavior. “See, son, little Johnny doesn’t have accidents in his pants, and he’s your age.” Not only is this tactic ineffective; it breaks the spirit.
• Brushing off what your child thinks is fascinating – Children have a tendency to get somewhat obsessed with things. Maybe it annoys you that your son spends hours watching the stars through his telescope. However, if you give him the impression that being fascinated with the stars is silly, he may become ashamed of his interests and be afraid to pursue the things that really matter to him.
Spirit Menders
• Having a curious mind – If you show interest in how things work, and share this interest with your child, you fuel their natural curiosity and interest.
• Being involved in what they like – Your children have activities that bring them joy, join in those activities with them! Get off the couch and participate!
• Show that you’re proud – Be proud of whatever they accomplish – and let them know it. You can never love them too much and you can never tell them too many times that you’re proud of their accomplishments.
• Listen to them - Your children have fascinating original voices listen to their likes, dislikes, stories and experiences.
Take a deep breath and begin to be present, loving and compassionate today. It's not too late to mend your child's spirit.
Thursday, April 17, 2008
My Very Own School @ Home
Many of the families with whom I work wish for their children to:
a) improve in-school behavior
b) develop better every-day routines
c) spend valuable enrichment time at home this summer
d) enjoy arts, crafts, games and play that will enhance learning
e) develop a summer schedule that adds enrichment to free play
Give your children ages 3-7 a Head-Start in school next year with our My Very Own School program. Our 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.
1. Creating a school center in which learning can take place.
2. Writing a daily school schedule for the child.
3. Developing a curriculum that can be used within the schedule.
4. Establishing learning and enrichment goals.
5. Incorporating, play, art, music, and cooking to meet enrichment goals.
6. Organizing and labeling all enrichment materials.
7. Creating an organized activity closet for all enrichment items.
8. Providing brief written summary of work product and achievement toward goals.
Templates, tools and your own curriculum resources provided. Email at www.lynnekenney.com me to learn more.
a) improve in-school behavior
b) develop better every-day routines
c) spend valuable enrichment time at home this summer
d) enjoy arts, crafts, games and play that will enhance learning
e) develop a summer schedule that adds enrichment to free play
Give your children ages 3-7 a Head-Start in school next year with our My Very Own School program. Our 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.
1. Creating a school center in which learning can take place.
2. Writing a daily school schedule for the child.
3. Developing a curriculum that can be used within the schedule.
4. Establishing learning and enrichment goals.
5. Incorporating, play, art, music, and cooking to meet enrichment goals.
6. Organizing and labeling all enrichment materials.
7. Creating an organized activity closet for all enrichment items.
8. Providing brief written summary of work product and achievement toward goals.
Templates, tools and your own curriculum resources provided. Email at www.lynnekenney.com me to learn more.
Monday, March 31, 2008
Spoiling Your Children
Spoiling your children is about avoiding the hard work of setting limits and boundaries. Listen in...
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.
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/
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/
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