Parents of children age birth to 6 years (or any age for that matter), will agree that parenting can be a difficult and challenging time. No matter how well you model behaviour and teach your child, no child can behave the way you want allthe time. […]
Children and Divorce: What happens after? Summary: The greatest issue of divorce is the children because it is they who will witness a breaking of a union, something which they have little or no inkling about. The greatest issue of divorce is the children. It is because every divorce can change lives –all the lives…
Introverted children are often mistaken for shy children, but being introverted and being shy aren’t the same thing. Parents may see that their child doesn’t seem to socialize as many other children do. Their child may prefer to spend time alone reading or engaging in other individual activities rather than eagerly seeking out the companionship […]
Just because you have a parent, sibling, cousin or aunt who has epilepsy doesn’t necessarily mean you’ll have it also. In fact, if you have a close relative with epilepsy, the chance of you having epilepsy is only about 2-5%, depending on the specific type of epilepsy. The risk in the general population is about 1-2%. On the other hand, there is a 92-98% chance for the close relative of someone with epilepsy to NOT have the same condition! So, even though the risk in families with epilepsy is higher than in the general population, most people with epilepsy do not have any relatives with seizures, and the great majority of parents with epilepsy do not have children with epilepsy. [. . .]
The Costume of Health in Chronic Illness
Many of us who live with chronic illness engage all year round with a costume that we take on and off: the costume of wellness. This post addresses what that costume looks like, the social pressure we may feel to wear it, and ways to be mindful of when and how we don it.
The Costume of Wellness
The visual accoutrements of the costume of wellness include makeup and clothing that mask the effects of illness. Behavioral manifestations can include denying the impact of illness in words (“I’m fine!”), in silence (pretending we are not in pain), and in actions (not slowing down or limiting activity, even when we endanger our health).
Sometimes we wear the costume of wellness because it helps us feel better about ourselves. Sometimes we wear it because we prefer our privacy. And sometimes we wear it because social pressure dictates that we must, and we feel we have no choice but to comply.
The Pressure to Appear Well
Many of my chronically ill clients fear exasperating family and friends when they have to limit activities due to illness. Some also are fearful of complaining too much and “being a downer” by bringing up their illnesses. They’ve internalized the message that they will lose relationships if they dare show up without the costume of wellness.
Psychoanalyst Judith Alpert theorizes that our culture is terrified of death, illness, and vulnerability. Thus, “[t]hose who have contact with the chronically ill . . . do not want to be reminded of vulnerability and ultimate demise. In turn, the demand placed on the chronically ill is to control, hide, and overcome the chronic illness.” (Alpert, 2012).
We who live with chronic illness feel this fear in our interactions with family, friends, and the larger public. We may see friends drift away, unable to manage their own uncomfortable feelings in the face of our suffering. We may have disappointing experiences when we reveal our illness selves, receiving the message that this is something that cannot be spoken about. And so we learn, experientially, that we’d better not remove the costume of wellness.
The Pressure to Manage Well
Inevitably, there are the times when we can’t pass as well — when we’re hospitalized or incapacitated in ways that we can’t hide. We may not be expected to wear the costume of wellness during these situations, but we likely are expected to wear the costume of “the heroic sick person.” The heroic sick person never complains, is able to joke through her pain, and comforts the well with her positive attitude. There’s a lot of social approval for this type of heroism. As Alpert (2012) notes, “The person who smiles and jokes while in obvious physical misery is honored by all.”
Little Women’s sickly Beth is the prototype of the heroic sick person. Angelic in looks and character, she meets her illness and ultimately death with acceptance, bravery, and good humor. There’s no room in this sanitized depiction of illness for terror, bitterness, ugliness, and bodily fluids. There’s no room for being human. There’s no room for truly being sick. (Machado, 2019).
Wearing Wellness Mindfully
There are times that we make the decision to appear healthier than we feel. We may have discovered that it’s good for our mental state to act as if we are more robust than we feel. We may be discerning in determining not to share the vulnerable details of our illness experience with people who would not hold that information safely. The choices of how to define ourselves—both internally and relationally—are ours.
It’s important to be mindful, though, of how much our decisions to mask our illness identity are driven by our perceptions of social pressure. Do we fear abandonment if we appear ill? Do we fear disapproval and distance from those we love if we fail to live up an ideal of wellness? If so, putting on our wellness costume can have negative effects on our mood. Research shows that when people perceive that others think they should feel happy, and not sad, it leads them to feel sad more frequently and intensely (Bastian, et al., 2012). Putting on a smile may NOT be in our best interest, especially if we do so because we fear relational ramifications for being authentic.
How to Wear Our Costumes
Each year, I look forward to interacting with the trick-or-treaters who come to my door. They are delighted with themselves. The five-year-old Superman half-believes he can fly. The seven-year-old movie star feels beautiful enough to walk the red carpet. I conspire with them in their put-on identities, admiring the strength of the pint-sized Hulk and shrinking with fear from the ghost wrapped in an old sheet. We revel together in the playfulness of the holiday and in the thrill of power we feel when we mindfully choose how to present our identity.
It would be crushing to these children to fail to believe them, to say, “You’re not a princess; you’re only the child next door.” But it also would be frightening to insist that the presentation is reality, that the skeleton has negated the little boy inside the costume. Indeed, sometimes children will pull up their masks as if to reassure themselves and say, “I’m not really a monster; I’m just me!”
Can we wear our costumes of wellness as children wear their Halloween costumes? Donning them can be powerful, playful, and resilient. But we don’t want to wear them so rigidly that others can no longer identify us — or so rigidly that we can no longer identify ourselves.
Alpert, J.L. (2012). Loss of humanness: The ultimate trauma. American Journal of Psychoanalysis, 72, 118-138.
Bastian B., Kuppens P., Hornsey M. J., Park J., Koval P., Uchida Y. (2012). Feeling bad about being sad: the role of social expectancies in amplifying negative mood. Emotion, 12, 69–80.
Machado, C.M. (2019). The real tragedy of Beth March. https://www.theparisreview.org/blog/2019/08/29/the-real-tragedy-of-beth-march/
Researchers at Cincinnati Children’s Hospital Medical Center, in collaboration with researchers at the University of Cincinnati, have underscored the link between air pollution and mental health in children in a series of three new studies.
One of the studies published in the journal Environmental Health Perspectives demonstrated that short-term exposure to environmental air pollution was related to worsening of symptoms of psychiatric disorders in children one to two days later, as marked by increased use of the emergency department for psychiatric issues in Cincinnati Children’s.
The study also revealed that children living in underprivileged localities may be more prone to the effects of air pollution in comparison with other children, especially for disorders related to anxiety and sui**dality.
The above study was led by Cole Brokamp, PhD, and Patrick Ryan, PhD, researchers in the division of Biostatistics and Epidemiology at Cincinnati Children’s. According to the Dr Brokamp, “This study is the first to show an association between daily outdoor air pollution levels and increased symptoms of psychiatric disorders, like anxiety and sui**dality, in children. More research is needed to confirm these findings, but it could lead to new prevention strategies for children experiencing symptoms related to a psychiatric disorder. The fact that children living in high poverty neighborhoods experienced greater health effects of air pollution could mean that pollutant and neighborhood stressors can have synergistic effects on psychiatric symptom severity and frequency.”
Two previous studies by researchers from Cincinnati Children’s have also linked air pollution to children’s mental health. Published in the journal Environmental Research, the study led by Kelly Brunst, PhD, a researcher in the department of Environmental Health at the University of Cincinnati, and Kim Cecil, PhD, a researcher at Cincinnati Children’s, found a relation between recent high traffic related air pollution (TRAP) exposure and higher generalized anxiety. This study is believed to be the first to use neuroimaging to relate TRAP exposure, metabolic disturbances in the brain, and generalized anxiety symptoms among otherwise healthy children. Higher myoinositol concentrations in the brain—a marker of the brain’s neuroinflammatory response to TRAP was observed.
Another study, also published in Environmental Research, and led by Kimberly Yolton, PhD, director of research in the division of General and Community Pediatrics at Cincinnati Children’s, and Dr. Ryan revealed that exposure to TRAP during early life and across childhood was significantly linked with self-reported depression and anxiety symptoms in 12-year-olds. Similar findings have been reported in adults too, but research demonstrating clear connections between TRAP exposure and mental health in children has been limited.
“Collectively, these studies contribute to the growing body of evidence that exposure to air pollution during early life and childhood may contribute to depression, anxiety, and other mental health problems in adolescence,” states Dr Ryan. “More research is needed to replicate these findings and uncover underlying mechanisms for these associations.”
Reference: Cole Brokamp, Jeffrey R. Strawn, Andrew F. Beck, Patrick Ryan. Pediatric Psychiatric Emergency Department Utilization and Fine Particulate Matter: A Case-Crossover Study. Environmental Health Perspectives, 2019; 127 (9): 097006 DOI: 10.1289/ehp4815
Unfortunately, there are still situations where children are physically, mentally and sexually abused by their parents, caregivers, family members, family friends, teachers etc. You can’t say “Who is an abuser?” Anyone could be an abuser. This is not to scaremonger, but you cannot recognise…
Tantrums are sudden outburst of childish rage or temper. They involve intense emotions like that of anger, loss, frustration, and disappointment which can result in a child crying loudly, throwing things, biting, kicking, or head banging. Interestingly, they are quite common among children of 1-4 years of age, and almost every child goes through them. Tantrums are actually a child’s way of dealing with an unpleasant or frustrating situation. Temper tantrums in toddlers are often a result of frustration. Since a child of 2-3 years has limited vocabulary to express how he or she is exactly feeling and often have difficulty in finding a solution to a problem that he or she encounters; this leads to a feeling of frustration and anger and is often expressed in the form of tantrums. No matter how common tantrums are, they can pose a huge challenge for parents and often cause great distress to them. However, if dealt properly tantrums can very well be prevented and managed when they happen. Knowing the reason behind your child’s tantrums can help you prevent the sudden outbursts. Some kids are naturally more prone to temper tantrums due to temperamental issues; they are more sensitive and get easily upset; also, stress, hunger, and tiredness can also lead the kids to throw tantrums. Additionally, sometimes kids find themselves in situations that are beyond their coping levels, situations that can be emotionally overwhelming. Here are a few ways to deal with and manage your child’s tantrums:
- Stay calm: It may be easier said than done, to remain calm when you find yourself in the middle of your child’s emotional outburst—when he or she start crying loudly, kicking, biting, throwing things at you. You are bound to react, but the key to managing tantrums, being a parent, is remaining as calm as possible. Reacting with an angry outburst will only make the situation worse. Speak slowly in a calm composed manner. As a thumb rule, if you see your child yelling or crying loudly, speak as softly and in a voice as low as possible. Do not try to reason with child as it is very late once a tantrum has started.
- Acknowledge the emotions: Very small children throwing tantrum mostly don’t know how to express their emotions and they don’t even know how to label each and every emotion they go through. When your children throw a tantrum help them acknowledge their emotions. If you see that your child is throwing tantrum as a way to express anger, tell him or her, “I know you are angry or upset.”
- Allow them to choose: Most of the time a toddler throws a tantrum over things that involve a sense of control. In situations where your child wants to assert his or her own choice especially over issues such as what to eat or wear, it is better to allow your child a little bit of control. Let your child decide what he or she wants to eat or wear or which toy he or she wants to bring along. Give them a chance to decide by giving them two or more options. Don’t make a big deal out of your child’s choice of a weird food combination or if he or she decides to wear some bizarre clothing.
- Appreciate good behavior: Find instances when your child behaves in a calm manner in a situation that would have normally caused a tantrum and praise your child effusively—give a pat on their back or hug. Tell him or her “you did wonderful!” This will help your child understand the behavior that is appreciated.
- Maintain a routine: It is important to follow a routine. Sudden change in activity sometimes makes children upset and restless. Play-time, lunch/dinner-time, sleep, everything should follow a routine. If you are about to introduce a change in the routine activity or schedule, let your child know five to ten minutes in advance. Say for example, your child is playing, and suddenly you realize that you have guests coming in half an hour, tell your child that he/she has five minutes of more play-time left today as you are expecting guests. Also ensure, especially in case the child is a toddler, that he or she is getting appropriate rest and sleep and is well fed. Sometimes hunger, fatigue, and sleeplessness may make little kids irritable and ultimately trigger a tantrum.
- Be consistent with rules: You need to establish some rules early on and follow them consistently. Rules work as a guide to what behavior is accepted and what is not.
- Build emotional vocabulary: Toddlers often have limited vocabulary especially when it comes to communicating their feelings. Help them learn emotional vocabulary by finding situations where you label their emotions. You can even engage in role-play of emotions with your child to build his or her emotional vocabulary.
- Whether to ignore or not: While many suggest that ignoring a tantrum will stop it. But this is a tricky matter. Imagine you are upset or feeling low and everyone around you starts ignoring you, how would you feel. Same is the case with children. A tantrum, as we know, is an emotional outburst. Suppose your child is upset because his or her sibling took away his or her favorite toy, and you, instead of addressing the issue, ignore his or her displeasure—imagine how frustrating it can be for the child. In a long run, this tactic of ignoring will not only be futile but is also going to set up a bad example as far as the child’s responsiveness to other’s plight is concerned. Your child will learn that whenever people are upset it is better to ignore them. Or, if you feel upset don’t reach out to the loved ones as they are going to ignore you. Thus, when your child throws a tantrum, it is better to go to your child, give him/her a hug and acknowledge his or her feelings.
In cases when you are not able to reach out to your child right away, wait till your child calms down and then hug the child and tell him/her that you were aware of their emotional outburst and now that they are calm, you can help them or comfort them. Most importantly, if you do feel that, in a certain situation, responding to your child’s tantrum will only encourage the child for worse, make sure, while ignoring the tantrum, that your child is safe and well within your visibility so that you can observe his or her reaction.
Different environmental factors experienced by a child can undoubtedly impact their life in the long run. Whether they were born into poverty, lack access to education, or are surrounded by violence, these experiences have the ability to dramatically disrupt their lives if they’re without the right support system. [. . .]
via Affectionate Moms with Depression May Epigenetically Buffer Their Child from Stress
1. Children are educated by what the grown-up is and not by his talk.
2. At the end of the day, the most overwhelming key to a child’s success is the positive involvement of parents.
—Jane D. Hull
3. There is no job more important than parenting. This I believe.
4. At every step the child should be allowed to meet the real experience of life; the thorns should never be plucked from his roses.
5. Loving a child doesn’t mean giving in to all his whims; to love him is to bring out the best in him, to teach him to love what is difficult.
Numerous challenges exist for both autistic children and their parents, but new research has indicated that the interaction between autistic individual and cat has positive benefits for the child. This article investigates more about this relationship. Promising New Research A lot of people characterize […]
Children who have experienced child abuse or neglect are more likely to develop serious mental illness such as psychoses and bipolar disorder. [. . .]
The studies made on athletic and non/athletic people, have consistently demonstrated that physically active people remain healthier and are able to perform better on tests of cerebral or intellectual ability. Some studies even indicate that the results are sharp and immediate – even a quick 5-minute walk can yield immediate results. Most studies show that […]
There are instances when you genuinely want to help a person improve or give suggestions for his/her betterment while there are also times when you simply need to evaluate a person’s performance in an organizational set-up. However, very often you find that, instead of being taken in a positive light your feedback is either ignored altogether or not well received, making the target person rather angry or defensive. This could be because you have not yet realized that giving constructive feedback is an art which needs to be mastered.
Feedback forms an important part of communication process and serves to convey how a person is functioning or how his or her behavior is affecting us and others around him or her. This feedback can be positive or negative.
Positive feedback is generally used to point out to the person, what he/she has been doing right and encourage the person to continue with the behavior. Whereas, negative feedback is used to point out the shortcomings and bring about an improvement in that person’s behavior. Positive feedback is much easier to give, as it is readily accepted by the receiver; however, giving negative feedback requires special skills, so that the receiver doesn’t get defensive and remains open to your criticism or suggestions. Negative feedback should be helpful and so, merely pointing out the faults should not be the sole purpose of this feedback. We must bear in mind that the purpose of this feedback is much more crucial, that is, to help the receiver be better than before and make him/her work on his/her shortcomings. Therefore, we choose the word constructive feedback.
Having the ability to give constructive feedback can help managers enhance their team performance or can help teachers mold the behavior of their students. This skill can also come in handy in personal relationships where you want your spouse, children, friend, or loved ones, to correct a few things in order to be a better version of themselves. After all, we all have some weaknesses and shortcomings, and constructive feedback, if given carefully, can be of great help in overcoming those. Following are some tips to make your feedback more constructive, helpful and receiver-friendly:
1. Descriptive: Try to make your feedback as descriptive as possible. It should also be clear and specific about the behavior you want to encourage or change. Saying “you are not doing well” is not enough. It is too vague and leaves the person wondering about what needs to be done. Therefore, describe completely what the concerned person should do or improved.
2. Appropriate time: Make sure you give your feedback at the earliest and at the most appropriate time. If you take too long to give your feedback, you may forget about the specifics of the situation and behavior and it is likely that the receiver too does not remember the situation. Moreover, taking too long to give feedback may give a wrong impression to the receiver that what he or she has been doing is acceptable, and then, when you finally give your feedback, he or she may not be as open to it.
3. Constructive ideas: Especially when feedback is negative, it is important to include constructive ideas about how to improve. Offer assistance in the process of improvement and betterment. Saying “your performance was terrible” connotes that the person already knows for sure what went wrong and how to correct it, whereas in reality, this might not be the case. Hence, for a constructive feedback, it is important that the person giving the feedback must also help the receiver in finding the solution.
4. Consistency: Be consistent with giving constructive feedback. Especially in the professional world, consistency in giving feedback has been found to be much more effective and credible. Make it a part of your regular interaction with your juniors and co-workers for maximum impact.
5. Don’t get personal: While giving negative feedback, never get personal and do not target the person. Rather, focus on the behavior or action that needs to be changed. Never criticize the person or make personal attacks. For example, while judging your friend’s singing skills, commenting upon his pitch, notes and song choice etc, can help him improve his performance as a singer, but telling that he has a bad voice quality is something that is not much helpful because, he can’t change his voice. Here, the former makes your criticism constructive, while the latter may just hurt the person and make him feel bad.
6. Never demean: Never use negative feedback as a tool to demean the other person. Never bring your personal agenda to the equation and refrain from using negative feedback as a means to make the other person feel inferior or to take revenge.
7. Positive feedback: Don’t use feedback for pointing out only the faults or shortcomings of a person. Instead focus on giving positive feedback as well. Point out the strengths of the person and appreciate his or her positives as well. Some people think that feedback is just to point out the negatives, but the fact is that a balanced feedback that focuses on positives as well as on negatives is much more readily accepted and considered credible.
8. Purpose: Never forget that the purpose of a feedback is to bring change and improvement and not to hurt the feelings of the person.
9. Listen: While giving your feedback, make sure you give the person a chance to respond too. Do listen to his or her viewpoint and interpretations patiently, and give them a chance to defend their view.
More and more children these days are battling digital addiction. They are being exposed to electronic devices at much younger ages, and we often watch them spending hours gazing at cell-phone/tablet or computer screens. According to experts, digital addiction is as potent as meth and can have alarming effects on children. It is extremely important to apply moderation, when it comes to screens or screen-time and we as parents must teach our children how to use them in a healthy way.
According to Dr Dimitri A. Christakis, Director, Center for Child Health, Behavior and Development, Seattle Children’s Research Institute and professor of pediatrics at the University of Washington, children use the devices along a continuum which ranges from healthy to compulsive to addictive. “I think the phenomenon of tech addiction is quite real,” he said.
In the commentary published in JAMA, Dr Christakis suggested that the relationship between media exposure and health in adolescents might turn out to follow an “inverted U” pattern. Thus, very high exposure and very low exposure might both be associated with poorer mental health outcomes than moderate amounts of usage.
However, though technology-use is as powerful as drugs, it is not analogous to drug use at all because these devices serve important purposes in our lives, including children’s. We as well as children need technology to do the day-to-day chores and stay connected but it is pertinent, given its adverse effects, to find healthy ways to use it adequately before its takes over.
Dr Ellen Selkie, an assistant professor of adolescent medicine at the University of Michigan, who does research on adolescents’ use of social media, said, “It’s like food, it’s something we all need because of the way businesses run, because of the job market—and for teens it’s the way they socialize.”
According to Dr Selkie, there is evidence that supports limitations on the absolute amount of screen time with younger children but the situation is more complicated, with older children. This is because, it is not that simple to make out whether a teen who is always on the phone, is there due to addiction or because that is where his friends are. It is normal for a teen to always want to be talking to his or her friends rather than the family.
However, just like other aspects of life that contribute to our overall well-being, it requires daily decisions on the user’s part to keep his or her technology-usage within healthy limits. Saying that one should altogether bring it down to zero is neither sensible nor acceptable given the benefits technology provides; however, we can certainly curb before we become its slaves instead of masters.
Dr Jenny Radesky, an assistant professor of developmental behavioral pediatrics at the University of Michigan and an expert on technology use by children, equates technology to “an environment.” It is a place where all sorts of activities take place, from work to entertainment to social life. However, she cautions that it is a deliberately designed and engineered environment, with an ultimate goal of making money. “Modern technologies is purposefully habit-forming and programmed with the sort of variable rewards that keep humans engaged.” she adds. It is important to not fall prey to it because it can potentially impact our healthiness in a negative way.
Dr Radesky also emphasizes that rather than the concerned individual, or the so-called addict, the problem lies with the digital environment which is shaping the individual’s behavior, often through methods that are intentionally exploitative or subconscious.
Therefore, it is essential for children to understand the way technology works for or against them. Parents can play a significant role in imparting and demystifying information and making their children more digitally literate.
While researchers often talk about the difficulty they experience in trying to understand and quantify children’s use of devices, Dr Christakis in his commentary, points out how while the required information is routinely—and efficiently—gathered by the industry and applied to increase the charm of the devices and the programs, people in academia and research are struggling to get the data needed to put together coherent and extensive guidelines for parents and policymakers. Dr Christakis, thus, suggests that an increased cooperation between industry and researchers might help in setting up those guidelines.
According to Dr Selkie, there are ways for tech companies and even game designers to be more thoughtful about children and to discourage problematic internet use.
In the meanwhile, parents should do their part and start with asking their children to put down their cell-phones while dinner or on family outings and gradually proceed to setting limits on per day screen-time. Parents themselves should also be mindful of their own use of devices and set good examples for their children.
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