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FOOD-SLEEP-ACTIVITY = A HEALTHY KID |
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1-800-222-1222 Copy this and
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Attention Deficit Hyperactivity Disorder |
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Approximately 3-5
percent of children have the principal characteristics of ADHD are "inattention,
hyperactivity,
and impulsivity".
These symptoms appear early in a child’s life. Because many normal
children may have these symptoms, but at a low level, or the symptoms may be
caused by another disorder, it is important that the child receive a thorough
examination and appropriate diagnosis by a well-qualified professional. Symptoms of ADHD will
appear over the course of many months, often with the symptoms of
impulsiveness and hyperactivity preceding those of inattention, which may not
emerge for a year or more. Different symptoms may appear in different
settings, depending on the demands the situation may pose for the child’s
self-control. A child who “can’t sit still” or is otherwise disruptive will
be noticeable in school, but the inattentive daydreamer may be overlooked.
The impulsive child who acts before thinking may be considered just a
“discipline problem,” while the child who is passive or sluggish may be
viewed as merely unmotivated. Yet both may have different types of ADHD. All
children are sometimes restless, sometimes act without thinking, and
sometimes daydream the time away. When the child’s hyperactivity,
distractibility, poor concentration, or impulsivity begin to affect
performance in school, social relationships with other children, or behavior
at home, ADHD may be suspected. But because the symptoms vary so much across
settings, ADHD is not easy to diagnose. This is especially true when
inattentiveness is the primary symptom. According to the most
recent version of the Diagnostic
and Statistical Manual of Mental Disorders2
(DSM-IV-TR), there are three patterns of behavior that indicate ADHD. People
with ADHD may show several signs of being consistently inattentive. They may
have a pattern of being hyperactive and impulsive far more than others of
their age. Or they may show all three types of behavior. This means that
there are three subtypes of ADHD recognized by professionals. These are the predominantly hyperactive-impulsive
type (that does not show significant inattention); the predominantly inattentive type
(that does not show significant hyperactive-impulsive behavior) sometimes
called ADD—an outdated term for this entire disorder; and the combined type (that
displays both inattentive and hyperactive-impulsive symptoms). Hyperactivity-Impulsivity
Hyperactive children always seem to be “on the
go” or constantly in motion. They dash around touching or playing with
whatever is in sight, or talk incessantly. Sitting still at dinner or during
a school lesson or story can be a difficult task. They squirm and fidget in
their seats or roam around the room. Or they may wiggle their feet, touch
everything, or noisily tap their pencil. Hyperactive teenagers or adults may
feel internally restless. They often report needing to stay busy and may try
to do several things at once. Impulsive children seem unable to curb their
immediate reactions or think before they act. They will often blurt out
inappropriate comments, display their emotions without restraint, and act
without regard for the later consequences of their conduct. Their impulsivity
may make it hard for them to wait for things they want or to take their turn
in games. They may grab a toy from another child or hit when they’re upset.
Even as teenagers or adults, they may impulsively choose to do things that
have an immediate but small payoff rather than engage in activities that may
take more effort yet provide much greater but delayed rewards. Some signs of hyperactivity-impulsivity
are:
Inattention
Children who are
inattentive have a hard time keeping their minds on any one thing and may get
bored with a task after only a few minutes. If they are doing something they
really enjoy, they have no trouble paying attention. But focusing deliberate,
conscious attention to organizing and completing a task or learning something
new is difficult. Homework is particularly
hard for these children. They will forget to write down an assignment, or
leave it at school. They will forget to bring a book home, or bring the wrong
one. The homework, if finally finished, is full of errors and erasures.
Homework is often accompanied by frustration for both parent and child. The DSM-IV-TR gives these
signs of inattention:
Children diagnosed with the
Predominantly Inattentive Type of ADHD are seldom impulsive or hyperactive,
yet they have significant problems paying attention. They appear to be
daydreaming, “spacey,” easily confused, slow moving, and lethargic. They may
have difficulty processing information as quickly and accurately as other
children. When the teacher gives oral or even written instructions, this
child has a hard time understanding what he or she is supposed to do and
makes frequent mistakes. Yet the child may sit quietly, unobtrusively, and
even appear to be working but not fully attending to or understanding the
task and the instructions. These children don’t show
significant problems with impulsivity and over activity in the classroom, on
the school ground, or at home. They may get along better with other children
than the more impulsive and hyperactive types of ADHD, and they may not have
the same sorts of social problems so common with the combined type of ADHD.
So often their problems with inattention are overlooked. But they need help
just as much as children with other types of ADHD, who cause more obvious
problems in the classroom. ADHD?
Not everyone who is overly
hyperactive, inattentive, or impulsive has ADHD. Since most people sometimes
blurt out things they didn’t mean to say, or jump from one task to another,
or become disorganized and forgetful, how can specialists tell if the problem
is ADHD? Because everyone shows some
of these behaviors at times, the diagnosis requires that such behavior be
demonstrated to a degree that is inappropriate for the person’s age. The
diagnostic guidelines also contain specific requirements for determining when
the symptoms indicate ADHD. The behaviors must appear early in life, before
age 7, and continue for at least 6 months. Above all, the behaviors must
create a real handicap in at least two areas of a person’s life such as in
the schoolroom, on the playground, at home, in the community, or in social
settings. So someone who shows some symptoms but whose schoolwork or
friendships are not impaired by these behaviors would not be diagnosed with
ADHD. Nor would a child who seems overly active on the playground but
functions well elsewhere receive an ADHD diagnosis. To assess whether a child has ADHD, specialists
consider several critical questions: Are these behaviors excessive,
long-term, and pervasive? That is, do they occur more often than in other
children the same age? Are they a continuous problem, not just a response to
a temporary situation? Do the behaviors occur in several settings or only in
one specific place like the playground or in the schoolroom? The person’s
pattern of behavior is compared against a set of criteria and characteristics
of the disorder Treatment
of Attention Deficit Hyperactivity Disorder in Preschool-Age Children (PATS)
Because many children in
the preschool years are diagnosed with ADHD and are given medication, it is
important to know the safety and efficacy of such treatment. The NIMH is
sponsoring an ongoing multi-site study, “Preschool ADHD Treatment Study”
(PATS). It is the first major effort to examine the safety and efficacy of a
stimulant, methylphenidate, for ADHD in this age group. The PATS study uses a
randomized, placebo-controlled, double-blind design. Children ages 3 to 5 who
have severe and persistent symptoms of ADHD that impair their functioning are
eligible for this study. To avoid using medications at such an early age, all
children who enter the study are first treated with behavioral therapy. Only
children who do not show sufficient improvement with behavior therapy are
considered for the medication part of the study. The study is being conducted
at New York State Psychiatric Institute, Duke University, Johns Hopkins
University, New York University, the University of California at Los Angeles,
and the University of California at Irvine. Enrollment in the study will
total 165 children. Which
Treatment Should My Child Have?
For children with ADHD, no
single treatment is the answer for every child. A child may sometimes have
undesirable side effects to a medication that would make that particular
treatment unacceptable. And if a child with ADHD also has anxiety or
depression, a treatment combining medication and behavioral therapy might be
best. Each child’s needs and personal history must be carefully considered. Medications
For decades, medications
have been used to treat the symptoms of ADHD. The medications that seem
to be the most effective are a class of drugs known as stimulants. Following
is a list of the stimulants, their trade (or brand) names, and their generic
names. “Approved age” means that the drug has been tested and found safe and
effective in children of that age.
The U.S. Food and Drug
Administration (FDA) recently approved a medication for ADHD that is not a
stimulant. The medication, Strattera®, or atomoxetine, works on the
neurotransmitter norepinephrine, whereas the stimulants primarily work on
dopamine. Both of theses neurotransmitters are believed to play a role in
ADHD. More studies will need to be done to contrast Strattera with the
medications already available, but the evidence to date indicates that over
70 percent of children with ADHD given Strattera manifest significant
improvement in their symptoms. Some people get better
results from one medication, some from another. It is important to work with
the prescribing physician to find the right medication and the right dosage.
For many people, the stimulants dramatically reduce their hyperactivity and
impulsivity and improve their ability to focus, work, and learn. The
medications may also improve physical coordination, such as that needed in
handwriting and in sports. The stimulant drugs, when
used with medical supervision, are usually considered quite safe. Stimulants
do not make the child feel “high,” although some children say they feel
different or funny. Such changes are usually very minor. Although some
parents worry that their child may become addicted to the medication, to date
there is no convincing evidence that stimulant medications, when used for
treatment of ADHD, cause drug abuse or dependence. A review of all long-term
studies on stimulant medication and substance abuse, conducted by researchers
at Massachusetts General Hospital and Harvard Medical School, found that
teenagers with ADHD who remained on their medication during the teen years
had a lower likelihood of substance use or abuse than did ADHD adolescents
who were not taking medications.13 The stimulant drugs come in
long- and short-term forms. The newer sustained-release stimulants can be
taken before school and are long-lasting so that the child does not need to
go to the school nurse every day for a pill. The doctor can discuss with the
parents the child’s needs and decide which preparation to use and whether the
child needs to take the medicine during school hours only or in the evening
and on weekends too. If the child does not show
symptom improvement after taking a medication for a week, the doctor may try
adjusting the dosage. If there is still no improvement, the child may be
switched to another medication. About one out of ten children is not helped
by a stimulant medication. Other types of medication may be used if
stimulants don’t work or if the ADHD occurs with another disorder.
Antidepressants and other medications can help control accompanying
depression or anxiety. Sometimes the doctor may
prescribe for a young child a medication that has been approved by the FDA
for use in adults or older children. This use of the medication is called
“off label.” Many of the newer medications that are proving helpful for child
mental disorders are prescribed off label because only a few of them have
been systematically studied for safety and efficacy in children. Medications
that have not undergone such testing are dispensed with the statement that
“safety and efficacy have not been established in pediatric patients.” Side
Effects of the Medications
Most side effects of the
stimulant medications are minor and are usually related to the dosage of the
medication being taken. Higher doses produce more side effects. The most
common side effects are decreased appetite, insomnia, increased anxiety,
and/or irritability. Some children report mild stomach aches or headaches. Appetite seems to
fluctuate, usually being low during the middle of the day and more normal by
suppertime. Adequate amounts of food that is nutritional should be available
for the child, especially at peak appetite times. If the child has difficulty
falling asleep, several options may be tried—a lower dosage of the stimulant,
giving the stimulant earlier in the day, discontinuing the afternoon or
evening dosage, or giving an adjunct medication such as a low-dosage
antidepressant or clonidine. A few children develop tics during treatment.
These can often be lessened by changing the medication dosage. A very few
children cannot tolerate any stimulant, no matter how low the dosage. In such
cases, the child is often given an antidepressant instead of the stimulant. When a child’s schoolwork
and behavior improve soon after starting medication, the child, parents, and
teachers tend to applaud the drug for causing the sudden changes.
Unfortunately, when people see such immediate improvement, they often think
medication is all that’s needed. But medications don’t cure ADHD; they only
control the symptoms on the day they are taken. Although the medications help
the child pay better attention and complete school work, they can’t increase
knowledge or improve academic skills. The medications help the child to use
those skills he or she already possesses. Behavioral therapy,
emotional counseling, and practical support will help ADHD children cope with
everyday problems and feel better about themselves. Facts
to Remember About Medication for ADHD
Source: NIH |
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(ARA) – For
sheer learning potential, the brain of a child surpasses any man made Playing with your young
children is the best way to make them into smart adults, researchers
say—beating trendy toys, classes or music as a brain-building strategy for
preschoolers. Children’s
foremost need is a secure relationship with an adult who loves them, said
Eric Knudsen of the Stanford University School of Medicine in Stanford,
Calif. “It’s all about playing with your child,” he added. |
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Backpacks come in all
sizes, colors, fabrics, and shapes and aid children of all ages express their
own sense of style. Used properly, they can be a useful tool. Many packs come
with multiple compartments that help students stay organized while they tote
their books and papers from home to school and back again. Compared to
shoulder bags, messenger bags, or purses, backpacks are better because
the strongest muscles in the body - the back and the abdominal muscles -
support the weight of the packs. When worn correctly, the weight is evenly
distributed across the child's body, and shoulder and neck injuries are less
common than if the child carried a briefcase or purse.
And bulky or heavy
backpacks don't just cause back injuries. Here are some other safety issues
to consider:
Despite their potential
problems, backpacks are an excellent tool for children when used properly.
But before you buy that trendy new backpack your kid or teen has been begging
you for, consider the backpack's construction. The American Academy of
Pediatrics (AAP)
recommends that parents look for the following when choosing the right
backpack:
Although packs on wheels
(which look like small, overhead luggage bags) may be good options for
students who have to lug around really heavy loads, they may be less
practical than traditional backpacks because they're extremely difficult to
pull up stairs and to roll through snow. Check with your child's school
before buying your child a rolling pack; many schools don't allow them
because they can pose a tripping hazard in the hallways. Some easy steps your child
can take to prevent injury when using a backpack: Back
specialist, Increasingly concerned about the issue of children’s health and
safety with their backpacks recomend that your child carry no more than 10-15% of their body
weight in their loaded backpack, so pack only what is needed. Add up all of
the items your child is carrying in their backpack, and it could be as much
as 25% of their body weight. Purchasing a properly fitted pack enhances your
childs natural ability to carry weight properly and balanced, reducing stress
on their body. The wise move on your part is to purchase sophisticated suspension systems
that fits the body snugly and moves with the torso during activity. These
systems also distribute the pack's weight evenly to prevent neck and shoulder
strain.
(http://www.chiro.org/LINKS/backpacks.shtml / http://www.chiro.org/ )
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Practice safety and you
will have a wonderful time, ignore common safety and you might be on your
back with something broken.
A head injury can mean
brain injury. That's why it's so important to wear your bike helmet.
Wearing one doesn't mean you can be reckless, but a helmet will provide some
protection for your head and brain in case you fall down. Bike helmets are so
important that the U.S. government has created safety standards for them.
Your helmet should have a sticker that says it meets standards set by the
Consumer Product Safety Commission (CPSC). If your helmet doesn't have a CPSC
sticker, ask your mom or dad to get you one that does. Always
wear a bike helmet, even if you are going for a short ride. Your bike helmet should fit
you properly. You don't want it too small or too big. Never wear a hat under
your bike helmet. If you're unsure if your helmet fits you well, ask someone
at a bike store. Once you have the right
helmet, you need to wear it the right way so it will protect you. It should
be worn level and cover your forehead. Don't tip it back so your forehead is
showing. The straps should always be fastened. If
the straps are flying, it's likely to fall off your head when you need it
most. Make sure the straps are adjusted so they're snug enough that you can't
pull or twist the helmet around on your head. Take care of your bike
helmet and don't throw it around. That could damage the helmet and it won't
protect you as well when you really need it. If you do fall down and put your
helmet to the test, be sure to get a new one. They don't work as well after a
major crash. Many bike helmets today are
lightweight and come in cool colors. If you don't love yours as it is,
personalize it with some of your favorite stickers. Reflective stickers are a
great choice because they look cool and make you more visible to people
driving cars. Riding a bike that is the
right size for you also help keeps you safe.
Do go over this checklist
with your parent.
Wearing bright
clothes and
putting reflectors on your bike also can help you stay safe. It helps other
people on the road see you. And if they see you, that means they're less
likely to run into you. You'll also want to make
sure that nothing will get caught in your bike chain, such as loose pant
legs, backpack straps, or shoelaces. Wear the right shoes — sneakers — when
you bike. Sandals, flip-flops, shoes with heels, and cleats won't help you
grip the pedals. And never go riding barefoot! Riding gloves may help you
grip the handlebars — and make you look like a professional! But avoid wearing
headphones because the music can distract you from noises around you, such as
a car blowing its horn so you can get out of the way. You need to check with your
parents about where you're allowed to ride your bike. You need to know how
far you're allowed to go and whether you should ride on the sidewalk on in
the street. Kids younger than 10 years should ride on the sidewalk and avoid
the street. No matter where you ride, you need to keep an eye out for cars
and trucks. Even if you're just riding on sidewalk, a car may pull out of its
driveway into the path of your bike. If you're crossing a busy road, it's
best to walk your bike across the street. A bike path free of cars is
a great choice if there's one in your area. Just remember to share the path
with the other riders, walkers, and strollers who also might be using it! And
if you're going on a long ride, bring some water along with you. SAFETY FIRST
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-Teen Alcohol Experimentation with
alcohol during the teen years is common. Some reasons that teens use alcohol
and other drugs are:
Alcohol seems harmless to
many teens, It is not!.
Teen drinkers are more
likely to get fat or have health problems, too. Many people who continue
drinking heavily well into adulthood risk damaging their organs, such as the
liver, heart, and brain. -Parents FYI
· Alcohol is a powerful drug that slows down the body and
mind. It impairs coordination; slows reaction time; and impairs vision, clear
thinking, and judgment. · Beer and wine are not “safer” than hard liquor. A
12-ounce can of beer, a 5-ounce glass of wine, and 1.5 ounces of hard liquor
all contain the same amount of alcohol and have the same effects on the body
and mind. · On average, it takes 2 to 3 hours for a single drink to
leave a person’s system. Nothing can speed up this process, including
drinking coffee, taking a cold shower, or “walking it off.” · People tend to be very bad at judging how seriously
alcohol has affected them. That means many individuals who drive after
drinking think they can control a car—but actually cannot. · Anyone can develop a serious alcohol problem, including
a teenager.
· You want your child to avoid
alcohol.
Clearly state your own expectations about your child’s drinking. Your values
and attitudes count with your child, even though he or she may not always
show it. · To maintain self-respect. Teens say the best way to persuade them
to avoid alcohol is to appeal to their self-respect—let them know that they
are too smart and have too much going for them to need the crutch of alcohol.
Teens also are likely to pay attention to examples of how alcohol might lead
to embarrassing situations or events—things that might damage their
self-respect or alter important relationships. · Drinking is illegal. Because alcohol use under the age
of 21 is illegal, getting caught may mean trouble with the authorities. Even
if getting caught doesn’t lead to police action, the parents of your child’s
friends may no longer permit them to associate with your child. · Drinking can be dangerous. One of the leading causes of teen
deaths is motor vehicle crashes involving alcohol. Drinking also makes a
young person more vulnerable to sexual assault and unprotected sex. And while
your teen may believe he or she wouldn’t engage in hazardous activities after
drinking, point out that because alcohol impairs judgment, a drinker is very
likely to think such activities won’t be dangerous. · You have a family history of
alcoholism. If
one or more members of your family have suffered from alcoholism, your child
may be somewhat more vulnerable to developing a drinking problem. · Alcohol affects young people
differently than adults.
Drinking while the brain is still maturing may lead to long-lasting
intellectual effects and may even increase the likelihood of developing
alcohol dependence later in life.
Today, athletes and others
abuse anabolic steroids to enhance performance and also to improve physical
appearance. Anabolic steroids are taken orally or injected, typically in
cycles of weeks or months (referred to as “cycling”), rather than
continuously. Cycling involves taking multiple doses of steroids over a
specific period of time, stopping for a period, and starting again. In
addition, users often combine several different types of steroids to maximize
their effectiveness while minimizing negative effects (referred to as
“stacking”). Health Hazards
The major side effects from
abusing anabolic steroids can include liver tumors and cancer, jaundice
(yellowish pigmentation of skin, tissues, and body fluids), fluid retention,
high blood pressure, increases in LDL (bad cholesterol), and decreases in HDL
(good cholesterol). Other side effects include kidney tumors, severe acne,
and trembling. In addition, there are some gender-specific side effects:
In addition, people who
inject anabolic steroids run the added risk of contracting or transmitting
HIV/AIDS or hepatitis, which causes serious damage to the liver. Scientific research also
shows that aggression and other psychiatric side effects may result from
abuse of anabolic steroids. Many users report feeling good about themselves
while on anabolic steroids, but researchers report that extreme mood swings
also can occur, including manic-like symptoms leading to violence. Depression
often is seen when the drugs are stopped and may contribute to dependence on
anabolic steroids. Researchers report also that users may suffer from
paranoid jealousy, extreme irritability, delusions, and impaired judgment
stemming from feelings of invincibility.1 Research also indicates that some users might turn to
other drugs to alleviate some of the negative effects of anabolic steroids. -Cocaine Cocaine is
a powerfully addictive stimulant drug. The powdered, hydrochloride salt form
of cocaine can be snorted or dissolved in water and injected. Crack is
cocaine that has not been neutralized by an acid to make the hydrochloride
salt. This form of cocaine comes in a rock crystal that can be heated and its
vapors smoked. The term "crack" refers to the crackling sound heard
when it is heated.* Health Hazards
Cocaine is a strong central
nervous system stimulant that interferes with the reabsorption process of
dopamine, a chemical messenger associated with pleasure and movement. The
buildup of dopamine causes continuous stimulation of receiving neurons, which
is associated with the euphoria commonly reported by cocaine abusers. Treatment
The
widespread abuse of cocaine has stimulated extensive efforts to develop
treatment programs for this type of drug abuse. -Ecstasy (MDMA) (3,4 methylenedioxymethamphetamine)
is a synthetic, psychoactive drug chemically similar to the stimulant
methamphetamine and the hallucinogen mescaline. Street names for MDMA include
Ecstasy, Adam, XTC, hug, beans, and love drug. MDMA is an illegal drug that
acts as both a stimulant and psychedelic, producing an energizing effect, as
well as distortions in time and perception and enhanced enjoyment from
tactile experiences. MDMA
exerts its primary effects in the brain on neurons that use the chemical
serotonin to communicate with other neurons. The serotonin system plays an
important role in regulating mood, aggression, sexual activity, sleep, and
sensitivity to pain. Health Hazards
For some
people, MDMA can be addictive. A survey of young adult and adolescent MDMA
users found that 43 percent of those who reported ecstasy use met the
accepted diagnostic criteria for dependence, as evidenced by continued use
despite knowledge of physical or psychological harm, withdrawal effects, and
tolerance (or diminished response), and 34 percent met the criteria for drug
abuse. Almost 60 percent of people who use MDMA report withdrawal symptoms,
including fatigue, loss of appetite, depressed feelings, and trouble
concentrating.
Aerosols
Gases
Nitrites
Health Hazards
Although they differ in
makeup, nearly all abused inhalants produce short-term effects similar to
anesthetics, which act to slow down the body’s functions. When inhaled in
sufficient concentrations, inhalants can cause intoxication, usually lasting
only a few minutes.
Serious but potentially
reversible effects include:
Extent of Use
Initial use
of inhalants often starts early. Some young people may use inhalants as an
easily accessible substitute for alcohol. Research suggests that chronic or
long-term inhalant abusers are among the most difficult drug abuse patients
to treat. Many suffer from cognitive impairment and other neurological
dysfunction and may experience multiple psychological and social problems. -Marijuana
The way the drug affects
each person depends on many factors, including:
Some people feel nothing at
all when they smoke marijuana. Others may feel relaxed or high. Sometimes
marijuana makes users feel thirsty and very hungry—an effect called "the
munchies." -Methamphetamine Are a very addictive
stimulant drug that activates certain systems in the brain. It is chemically
related to amphetamine but, at comparable doses, the effects of
methamphetamine are much more potent, longer lasting, and more harmful to the
central nervous system (CNS). Health Hazards
Methamphetamine
increases the release of very high levels of the neurotransmitter dopamine,
which stimulates brain cells, enhancing mood and body movement. Chronic
methamphetamine abuse significantly changes how the brain functions. Animal
research going back more than 30 years shows that high doses of methamphetamine
damage neuron cell endings. Dopamine- and serotonin-containing neurons do not
die after methamphetamine use, but their nerve endings
("terminals") are cut back, and regrowth appears to be limited.
Noninvasive human brain imaging studies have shown alterations in the
activity of the dopamine system. These alterations are associated with
reduced motor speed and impaired verbal learning. Recent studies in chronic
methamphetamine abusers have also revealed severe structural and functional
changes in areas of the brain associated with emotion and memory, which may
account for many of the emotional and cognitive problems observed in chronic
methamphetamine abusers. |
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Herpes Simplex being a common skin disorder is
spread by the person who carry herpes. The carrier of the disease does not
even know about it. Herpes simplex is a Disease which consists of infection
that affects the mouth. Herpes is a contagious infection that's caused by the
herpes simplex virus. Herpes simplex is commonly
referred to as cold sores or fever blisters. It is a viral infection of the
skin that may occur once or return again and again. A mother who has genital
herpes can pass the infection on to her newborn if she delivers the baby
vaginally. A finger infection, called herpetic whitlow, is another form of
herpes infection. It usually affects health care providers who
are exposured to oral secretions during procedures.
Sometimes, young children contract the disease. Symptoms of Herpes Simplex
when they occur tend to be milder and heal much more quickly, typically
within two to twelve days. Herpes Simplex Infections with the virus that
causes genital herpes are common among teen girls. Herpes Simplex the incidence
and prevalence of both strains of the virus among adolescent women. Both types of the virus can
be transmitted through direct contact. They can be mild for one individual
and severe for another. A person can get the cold sores of HSV1 by kissing or
sharing eating utensils with an infected person. Main cause of Herpes
Simplex is the Virus. The description of the causes is as follows: There are two kinds of
herpes virus, type 1 and type 2. Type 1 virus causes 60% of the cold sores so
common on the lips and face. The other 40% of cases are caused by type 2. On
the genitalia these percentages are reversed, that is 40% of genital herpes
cases are caused by type 1 and 60% of cases are caused by type 2.
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HIV/AIDS |
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(ICE)
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Sleeping Babies,
especially really young ones have much more light sleep than adults and older
children. This means that they have more opportunities to wake up and when
they do, many infants need help to get back to sleep. Establish a
routine and repeat it every night around the same time. This may involve
giving your baby a bath, changing them, having a story together and then
settling your child to sleep. Same Place.
Always try to put your baby down to sleep in the same place. This way your
baby will associate that place with sleep time. Work out a
simple bedtime routine, such as a soft music lullaby music to help soothe
them off to sleep, or a gentle massage. It is amazing how a gentle
massage to an infant will relax them. Repeat this every night and your
baby will also learn this is another cue to sleep, keep in mind that gently
patting your baby may also calm them to sleep.. Make sure the
sleeping area is dimly lit, close the curtains or blinds, also no bright
lights and unnecessary activity, this usually keeps babies awake. If your baby
wakes up, check if he / she needs a diaper change or is your baby feeling too
cold or hot. If your baby
wakes after they have settled, stay in the bedroom to soothe your child back
to sleep. Rocking and
walking with baby in your arms often settles a crying baby. Baby
Tooth Care - Start cleaning your child's mouth
even before her teeth come in.
Wipe the gums off after each feeding with a warm, wet washcloth or a dampened
piece of gauze wrapped around your finger. You can also buy thimble-like,
soft rubbery devices (they fit over your index finger) to use for rubbing off
excess food. -Once the teeth begin coming in,
start taking care of them right away.
Many parents think baby teeth aren't important because they're eventually
replaced by permanent ones. But these first teeth preserve the spacing for
the permanent ones and help baby chew and talk. If they're not cared for
properly the can decay, leading to a gum infection called gingivitis, which
can affect the spacing of permanent teeth. - Watch for cavities. The first signs of cavities in baby
teeth are discoloration and minor pitting. Putting baby to bed with a bottle
of milk (or worse, juice) is notorious for causing cavities. Don't leave your
infant with a bottle for long periods of time, especially if you notice he's
no longer feeding and is just using the bottle for comfort. - Follow meals with water. Most infant foods easily wash off
baby's teeth with just a drink of water after meals. But it's good to
introduce a toothbrush (choose a very soft one) as soon as possible, so baby
can get used to having it in his mouth. You probably won't need to use the
brush to actually clean baby's teeth until he's eating only table foods (and
has a significant number of teeth), at around 18 months. However, you'll want
to gently clean your child's teeth with a toothbrush or thimblelike cleaner
and some bicarbonate of soda if your toddler has eaten sticky, sugary foods. - Begin using a pea-size amount of
non-fluoride toothpaste once baby is about age 2. Wait until at least age
3, when your child is old enough not to swallow the toothpaste, before
introducing the fluoride kind. - Regulate baby's fluoride intake.. Even though your baby isn't using a fluoride
toothpaste, he should get enough fluoride -- important for preventing tooth
decay -- from drinking tap water. Most communal water supplies have it added
just for this beneficial purpose. Ask your doctor about fluoride supplements
baby can take once he's 6 months old if your tap water is not fluoridated or
your child doesn't drink any tap water. -Schedule a dental
exam.
Your baby should receive their first dental exam at age 1, but most
pediatricians agree that the first visit can wait until age 3, as long as you
practice good home care.
The American Dental Association Bathing Check with your doctor; more than likely, he or she won't
recommend a daily bath for your newborn. The frequency depends on
your climate, your baby's health, and the time of year. Sponge baths are a
good idea until baby is about 6 weeks old. Use warm water and a soft cloth to
clean all those baby parts that need special attention--first the face and
then the neck, hands, and diaper area. Of course, bathe more often as the
situation requires--after all, babies can get a bit messy. When your baby
starts to eat solid foods (between 4 and 6 months) the mess will begin,
you'll need to bathe your baby more often. Each
year, about 50 children drown in the bathtub because they were unsupervised. -Until your baby is several months
old, shampoo his hair about once a week. Use a mild no-tears formula, and
place a washcloth on his forehead to help keep drips out of his eyes. Of
course, if your baby has lots of hair, shampoo whenever necessary. -When
tub time is done, bundle up baby in a clean, soft towel, and dry him off by
gently patting (not rubbing) his skin and hair. Then take a deep breath and
enjoy the wonderful fresh smell of your little one. The kitchen sink will do if
your baby fits in it comfortably. Do be careful that the faucets don't hit
the child, and line the sink with a towel for their sponge bath. The bathtub will be your choice when baby grows too big
for the sink and can sit up on his own, which will happen around 6 months
old. Never leave your baby in a tub unattended, regardless of how little
water (Two (2") inches of water are adequate for a child to drown) is in
it. Tips for Your Baby's Safety
From the
beginning of a child's life, products, such as cribs, high chairs and other
equipment intended for a child must be selected with safety in mind. Parents
and caretakers of babies and young children need to be aware of the many
potential hazards in their environment - hazards occurring through misuse of
products or those involved with products that have not been well designed for
use by children. This
checklist is a safety guide to help you when buying new or secondhand nursery
equipment. It also can be used when checking over nursery equipment now in
use in your home or in other facilities that car for infants and young
children. ASK
YOURSELF: DOES THE EQUIPMENT HAVE THE SAFETY FEATURES IN THIS CHECKLIST? IF
NOT, CAN MISSING OR UNSAFE PARTS BE EASILY REPLACED WITH THE PROPER PARTS?
CAN BREAKS OR CRACKS BE REPAIRED TO GIVE MORE SAFETY? CAN I FIX THE OLDER
EQUIPMENT WITHOUT CREATING A "NEW" HAZARD? If most of
your answers are "NO," the equipment is beyond help and should be
discarded. If the equipment can be repaired, do the repairs before you allow
any child to use it. The
Consumer Product Safety Commission's concern is that the children in your
care have a safe environment in which to grow.
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Infectious
mononucleosis "mono" or "the kissing disease," is an infection usually caused by the
Epstein-Barr virus (EBV). EBV is very common, and many people have been
exposed to the virus at some time in childhood Not everyone who is exposed
to EBV develops the symptoms of mono, though. As with many viruses, it is
possible to be exposed to and infected with EBV without becoming sick. People who have been
infected with EBV will carry the virus for the rest of their lives — even if
they never have any signs or symptoms of mono. People who do show symptoms of
having mono probably will not get sick or have symptoms again. One common way to
"catch" mono is by kissing someone who has been infected, which is
how the illness got its "kissing disease" nickname. If you have
never been infected with EBV, kissing someone who is infected can put you at
risk for getting the disease. But what if you haven't
kissed anyone? You can also get mononucleosis through other types of direct
contact with saliva (spit) from someone infected with EBV, such as by sharing
a straw, a toothbrush, or an eating utensil. Some people who have the
virus in their bodies never have any symptoms, but it is still possible for
them to pass it to others. Experts believe that EBV can even spread from
people who had the virus months before. Symptoms usually begin to appear 4 to 7
weeks after infection with the virus. Signs that you may have mono include:
People who have mono may
have different combinations of these symptoms, and some may have symptoms so
mild that they hardly notice them. Others may have no symptoms at all. Even if you have several of
these symptoms, don't try to diagnose yourself. Always consult your doctor if
you have a fever, sore throat, and swollen glands or are unusually tired for
no apparent reason. Because the symptoms of
mono are so general and can be signs of other illnesses, it's possible to
mistake mononucleosis for the flu, strep throat, or other diseases. In fact,
occasionally some people may have mono and strep throat at the same time. When making a diagnosis,
the doctor may want to take some blood tests to see if mono is causing the
symptoms. But even if the blood tests indicate mono, there isn't much the
doctor can do other than advise a person to drink lots of fluids and get
plenty of rest. There is no cure for
mononucleosis.
But the good news is that even if you do nothing, the illness will go away by
itself, usually in 3 to 4 weeks. Because mono is caused by a virus,
antibiotics such as penicillin won't help unless you have an additional
infection like strep throat. In fact, certain antibiotics can even cause a
rash if you take them while you have mono. Although there's no magic
pill for mono, you can do some things to feel better. The best treatment is
to get plenty of rest, especially during the beginning stages of the illness
when your symptoms are the worst. Put yourself to bed and pass on school,
sports, and other activities. For the fever and aching
muscles, try taking acetaminophen or ibuprofen. Steer clear of aspirin unless
your doctor tells you to take it: Aspirin has been linked to a serious
disease in kids and teens called Reye syndrome, which can lead to liver
failure and death. If you have a sore throat,
chew gum, drink tea with honey, or suck on hard candy or ice pops. Even if
you're not hungry, try to eat a well-balanced diet and drink lots of water
and juices to prevent dehydration. You can get some nutrition and soothe your
throat with cold fruit smoothies or low-fat shakes. When you start feeling
better, take it slow. Although you can return to school once your fever
disappears, you may still feel tired. Your body will tell you when it's time
to rest — listen to it. By taking good care of yourself and resting as much
as you need to, you will soon be back to normal, usually within a few weeks. Doctors also recommend
avoiding sports for at least a month after the illness because the spleen (an
organ in the body that sits under the left rib cage) is often enlarged
temporarily while you are ill. An enlarged spleen can rupture easily, causing
internal bleeding and abdominal pain and requiring emergency surgery. Do not
participate in contact sports, cheerleading, or even wrestling with your
little siblings or your friends until your doctor gives you permission. As you recover, make sure
you don't share the virus with your friends and family. Chances are they will
not get the disease from casual contact with you, but you can take a few
steps to help them stay germ free. Wash your hands often, cover your nose and
mouth when you sneeze or cough, and keep your drinks and eating utensils to
yourself. This is one time when your friends and family will thank you for
being selfish. |
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All of us
make a hormone called insulin that helps break down the food you eat every
day. Every time you eat something, your body turns that food into glucose,
which is what you use for energy. If a person has diabetes, his or her body
either has trouble producing enough insulin to do this, or it's not able to
use the insulin it makes. Either way, their cells can't use the energy from
the food they eat, and they build up too much sugar in their blood and urine.
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Provided with the proper instruction and assistance, a child with dyslexia can learn to read, thrive in school, and succeed in the workforce. But it's important for the child to be diagnosed as early as possible and to promptly get any needed support and assistance. The specific reason why some people process information this way is unknown, though genetics may play a role, as Dyslexia runs in families |
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Family Fun, Fly a Kite 
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SELF-DEFENSE
FOR KIDS: Their voices and their legs are their best defense. |
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Establishing
good eating habits for your child
Some
Healthy snack foods*
**Children of
preschool age and younger can easily choke on foods that are hard to chew,
small and round, or sticky, such as hard vegetables, whole grapes, hard
chunks of cheese, raisins, nuts and seeds, and popcorn. Carefully select
snacks for children in this age group.
The good and the Bad (Know the difference) |
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You can
make a big difference in your children's future by asking them to take out
the trash. And do the laundry, wash the dishes, make the beds, put away the
toys Children in
household tasks at an early age can have a positive impact later in life. By
involving children in tasks, parents teach their children a sense of
responsibility, competence, self-reliance, and self-worth that stays with
them throughout their lives. Responsibility
learned via household tasks is best when learned young. 3 yr old: Pick up personal
items in their room and around the house, this includes their soiled clothes.
Help set table for meals, as well as help clean up table after eating. 4 yr old: Keep room neat
and picked up, to include putting away clean & folding clothing. Daily
responsibility of bringing in the mail and newspaper. <>5
yr old: Walking the family pet, as long as the pet is not to large. Feeding
the family pet, rinsing the dishes after meals and putting them away after
they have been washed (a little early for washing) Emptying the trash. Help
with putting away groceries. 6-7 yr old: Wash and dry
dishes, Trash out for weekly street collection. Cleaning up after family pet.
Dusting, vacuuming. 8-9 yr old: Wash and dry
laundry, Furniture polishing. 10 + yr
old: Yard work and helping clean bathroom, especially their own. How you
present household chores will also influences children's abilities to become
well-adjusted adults. The tasks should not be too overwhelming, parents
should present the tasks in a way that fits the child's preferred learning
curve, and children should be involved in determining the tasks they will
complete. Your child's knowledge that they are contributing to the household
provides them with a since of accomplishment and pride. Sit down with your
family and create a task chart for your kids, spelling out their
contribution. They should not be made to do the tasks for an allowance. The
earlier parents begin getting children to take an active role in the
household, the easier it will be to get them involved as teens. If your
child doesn't do their designated tasks, don't you do them. Eventually, your
child will get the feeling that their efforts are important to the overall
functioning of the family. Do not complain that your child doesn't do it
their chore properly, at least initially. They will be less likely to help
out willingly. Rarely will any child do a job as well as a parent might, but
don't complain. With younger children, you'll need patience because, as a
beginner, children will need to learn over and over how to do a particular
job. Be generous with your praise. |
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Q.T. Use
Nasal spray (Salt) twice daily in each nostril. |
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Is
My Child Ready For Kindergarten? When children turn five
years old, many parents question whether or not their child is ready for
kindergarten. There is a lot of advice floating about these days, and not all
of it is helpful. Hard and fast rules such as "never send a summer
birthday, five-year-old boy to kindergarten" are not appropriate. School
readiness is more complex than sex and chronological age. School readiness is more
complex than sex and chronological age. It is also not simply being able to
recite numbers, letters, shapes, and colors. School readiness is a
constellation or combination of many factors. Few children are complete ready
or not ready for kindergarten, and most will fall somewhere in between on a
continuum of readiness. Here
are some developmental skills to look for in a school-ready child: Social Development · able to trust other adults and children · able to play with, not just next to, other children · able to learn and play in a group Emotional
Development · some degree of independence and self-direction · self-control or ability to delay gratification (even
briefly) · reasonably confident and willing to try new things · interested in school and in learning new things Language
Development · able to understand directions · able to express needs · able to communicate with adults and other children · can express thoughts in sentences · reasonably broad vocabulary Motor Development · can run and jump (if not handicapped) · sense of spatial awareness and balance · shows right or left dominance · has self-help skills: dressing, eating, and toileting · able to manipulate small objects · can copy simple symbols · can hold a pencil appropriately Intellectual and
Academic Development · able to focus and concentrate on an activity for 10 to
15 minutes · understands that letters stand for something · understands that printed text is spoken language
written down · has had experiences with environment (grocery store,
post office, library, department store, etc.) · can follow simple directions and remember simple
routines · able to stick with and solve simple problems Researchers have identified
elements of homes that prepare children for school. Indeed, the "academic
culture" of the home appears more influential than either income level
or parents' level of education. Parents can prepare their children for school by
communicating that school is important and by helping them develop the
language skills and social behaviors needed for school. It is important that
parents feel and communicate that school is important and do their best to
ensure their child's regular school attendance. Parents can model appropriate
use of written materials, whether they are TV Guides, magazines, newspapers,
or books. Using language often with children is important. This includes
talking about events and feelings, in addition to giving directives. Finally,
parent-child interaction which demonstrates social behaviors needed for school,
such as complying with rules and expectations and delaying immediate
gratification, is critical. Obviously, it is important
for parents to do their best to ensure that their children are healthy and
consume reasonably nutritious foods in adequate amounts. Less obvious is the
need for parents to monitor and control the amount and content of television
watching in the household. Children who watch
excessive amounts of television are losing precious time that could otherwise
be spent in more mentally and physically challenging activities. Reading to children prepares them for school in a
variety of ways. Finally, parents who read
to their children for as little as ten minutes daily at bedtime are giving
their children a bouquet of important readiness activities. These include
close body contact (which promotes security and independence), practice in
learning and using language skills, vicarious learning about the world and
its peoples, and maybe most important, the concept that reading is fun. Additional factors may
affect children's readiness for kindergarten, such as temperament and
activity level. However, it is important to realize that not all
kindergartens, whether publicly or privately sponsored, use developmentally
appropriate teaching methods. Excessive dependence on worksheets and
"seat work" which require children sit still, be quiet, and focus
on abstract tasks for extended periods of time are NOT appropriate. Children learn by doing,
experiencing, and interacting with the people and objects in their
environment. Therefore, the question is not simply "Is my child ready
for kindergarten?" but "Is the kindergarten ready for my
child?" The “Question About
Kids” series is published by the Center for Early Education and Development
to provide state-of-the-art information about young children and families.
They are reviewed by a panel of child development experts at the University
of Minnesota. For further information, contact the Center at 612-624-5780. University of Minnesota Copyright © 2004 by Center
for Early Education and Development These materials may be
freely reproduced for education/training or related activities. There is no
requirement to obtain special permission for such uses. We do, however, ask
that the following citation appear on all reproductions: Reprinted with permission
of the Center for Early Education and Development (CEED), College of
Education and Human Development, University of Minnesota, 40 Education
Sciences Building, 56 East River Road, Minneapolis, Minnesota, 55455-0223;
phone: 612-625-3058; fax: 612-625-2093; e-mail: ceed@umn.edu,
web site: http://cehd.umn.edu/ceed. |
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-It's Deadly Poisoning effects- Is a Neurotoxin, too much in your system can cause irreparable damage to the brain and the central nervous system. It accumulates in the Bones and Blood. Levels measured in the US today; show that we have over 675 times more lead in our bodies than were present 100 years ago. |
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Eating Tip: After eating, it usually takes about 20 minutes for your brain to realize that you’re full. Between bites, chew slowly; and savor the flavor. You will not eat nearly as much, and consequently your child will have potential weight loss. |
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MANNERS |
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It does
seem that manners and politeness have disappeared. Often in today's
society is would appear that politeness has all but disappeared in our youth,
but just about the time you feel that it has vanished, you come across youths
that bring a smile to your face, as all is not lost.. The appearance of
thoughtfulness or consideration and common courtesy and tactfulness brought
about by a meeting, can make your day. It is so important to express words of
praise and teach our children to use politeness at all times. When your kids display
proper manners at home or in public, give them immediate positive feedback.
It's more critical that you do this during the early "learning
phase" of manners instruction, but even older children need to
occasionally hear how proud you are of their behavior and manners. Do be
patient as your children will make mistakes. The more patient you are, the
more progress they will ultimately make. You should not reprimand a child's
social errors in public, although firm reminders may at times be in order.
Remember that children want to please adults, albeit in their own way. If,
for example, your child forgets to extend his or her hand upon meeting an
adult, quietly ask, "What are we supposed to do when we meet someone
older than ourselves?" That gives the child the opportunity to do the
right thing without feeling he or she is being criticized. A "do
as I say, not as I do" approach to manners simply won't work. Your
children must see you setting a good example when it comes to manners. And by
the way, manners are not a one-way street. If you want your children to
behave in a mannerly way toward you, then you must behave in a mannerly way
toward them as well People like
to hear someone say, “thanks” when they do something, or when someone else
does something. It does a person's heart good to hear those words. How often
do you hear, "have a good day" from youth with sincere conviction
at a drive-up window or the take out counter? Not very often, when you hear
it, it is "robot talk" with little or none expression of sincerity.
Your child should try to
send it within a few days of receiving the gift, but the most important thing
is to be sincere." If your child can write, let them do it himself.
Perhaps there will be a few spelling mistakes, but that will just make the
note more authentic. Help with the basics -- make sure there is
mention the gift and how much your child is enjoying it and appreciate the
thought behind the gift. There is not a friend or relative who wish to be taken
granted, should you question this wisdom, simply ask yourself, "
wouldn't you expect a "Thank you"? |
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QuickTip Teeth Care: Brush Teeth in the morning and prior to
bedtime.
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You must encourage your child to exercise, because they
will: |
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Tips for better child health: Make sure that your child eats breakfast.
Fill them up with energizing high-fiber cereal, whole-grain bread and fruit.
It is the energy that allows them to learn in school.. What your
child learns about proper eating habits today, will determine their eating
habits for the rest of their life. |
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That Second wind: Snack on fiber rich munches such as dried apricots, celery sticks, an apple or a few pistachio nuts. The fiber helps control the release of glucose (a sugar) into your bloodstream and may prevent energy dips. |
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Is
your child logging more time in front of the television, computer and video
screens, their physical activity levels decreasing, while their body weights
have increased. It is up to you, the parent to take charge and re-direct
their activities, for the sake of their health. Children who are teased a
lot can develop low self-esteem and depression. While children can play ball
at the local park and choose healthier foods in school, at the end of the day
family support is what really counts. You are a role model for your kids.
Children form habits from parents.
Reaching and maintaining an
appropriate body weight is important. That's why recommendations that focus
on small but permanent changes in eating may work better than a series of
short-term changes that can't be sustained.
In treating
most overweight children, the main emphasis should be to prevent weight
gain above what's appropriate for expected increases in height. |
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PEER
PRESSURE |
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When most parents
hear the term "peer pressure", they almost immediately envision
their teenager being forced into situations that they wouldn't normally be in
just to keep up with their friends. However, peer pressure can also be
positive. It's difficult for any parent to decipher which pressures are
positive and which are negative, especially as teens mature and try to find
their individuality. During teen years, adolescents are more likely to seek
the opinions and acceptance of friends rather than family. No influence in a
teenager's life is as powerful as peer pressure. However,
there are some techniques that parents can use to teach their children about
peer pressure, the difference between positive and negative peer pressure,
and how to deal with negative peer pressure. Positive Peer Pressure Negative Peer Pressure Research has
shown that teens look to their peer groups for social and emotional support.
In order to keep that support they are more likely to give in to negative
peer pressure. Teens who
don't receive enough affection and approval from their parents will be more
likely to seek approval from their friends and are more susceptible to
negative peer pressure. The influence
of negative peer pressure on your teen is greatly impacted by their age. Research has shown
that pre-teens age 11 to 13 showed the greatest conformity to peer pressure. Poor choices
are not always obvious to parents. Teens who appear to be happy and well
grounded when they are with their parents may actually be participating in
dangerous activities when they are with their friends. Parents can help their
teens recognize that just because everyone else is doing it doesn't make it
okay. How
Parents Can Help
Often,
just talking about things can help a teenager see how he is being pressured
unfairly or unnecessarily by the group. It can be difficult for teens to talk
about these topics with their parents, but if a parent provides for open
communication with their teen, it can be much easier. It is necessary to keep channels of
communication open with other parents as well. This will help keep you
informed of your teen's activities, even when you can't be there. Parents need to be more
involved with their teens and offer more supervised activities
with their friends. Parents should hold their teen accountable for their
misbehavior and encourage their teen to take responsibility for his or her
actions rather than blame friends. Good social skills are learned at home. Even though teens are influenced
by peer pressure, the values and social skills they learn at home will stay
with them throughout life. In order to establish these skills, parents should
start teaching their children good social skills early. Don't wait until you
are faced with the problem of peer pressure to start talking to your child
about it. Also, parents must make clear, sensible rules for their teen and
expect their teen to follow those rules consistently. Parents have
to help build and maintain healthy self-esteem in their teen so that the teen
values himself as a person, trusts his abilities and makes the right choices
on his own. |
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Puberty is
a time in your life when your body makes changes that cause you to develop into
an adult. These changes affect both how you look like growing taller and
developing more muscle. They also affect how you feel — one minute you want
to be treated like an adult, at other times you want to be treated like a
kid. |
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When
brothers and sisters fight, parents may wonder if their children will ever be
close. They fear that their family experience will never be warm and loving.
But quarreling between siblings is natural. It may be more obvious in some
families than in others, but there is always some tension between children in
every family. All children want to feel
loved. There are times when a child becomes worried that the affection shown
to a brother or sister means there is less for him. This is especially true
when a new baby arrives. It's a major event that always affects the other
children. Your older child is likely to be full of questions that he or she
can't yet put into words. She may have worries such as, "Do my parents
love the baby more than me?" or inner questions like, "Why did they
have a new baby?" It's natural for your older child to feel uncertainty,
and even jealousy or anger. Very young children haven't yet learned to talk
about their feelings. So they need you to tune into their way of expressing
these kinds of feelings. They need to feel your understanding. Parents often wonder about
the best time to tell their child the news. If you're pregnant and past the
first trimester, your child can pick up on changes. He may overhear you
talking to friends, or you may be more tired and cranky. That's a big change
for him, so it would be good to prepare him. It's time to begin to talk about
the new baby that is in your belly. First, just give him the news. Think of a
marker in time--like a holiday he knows or a family birthday--and tell him
the baby will come after that. Allow him a little time to get used to the
idea and to ask questions. If after a few days he doesn't ask, then you can
bring it up again. It's best to let him tell you what he wants to know. His
questions may surprise you. Don't be disappointed if
your child doesn't exactly share your excitement. He has his worries that the
baby will be taking his place. Just remember that this is natural. You can
certainly talk to him about the fun part of having a new sister or brother.
But don't push it too much. Keep in mind that your child may have mixed
feelings about it and he needs to have those for awhile. If your child says he
doesn't want a new baby, you can talk about how most kids feel that way at
first and that he will always be a big brother. He may be clingy and moody
for a while. It may be hard for him for a while, but the positive side is
that having a young sibling will give him a chance to learn about give and
take with other children. The important part is that you show him that you
understand and accept his feelings, then he will feel safe in talking about
them with you. When you're closer to your
due date you'll want to think about preparing him for the next stages, like
when you go to the hospital. Some hospitals have sibling tours, they can
help. It's also important to decide who will take care of him while you're
giving birth. It should be someone he trusts and feels very comfortable with.
The most important thing is to tell him your plan ahead of time. Preparing your older child
in advance for the arrival of a new baby is a way of letting him share in it.
This can help lessen his anxious feelings that the new baby will take his
place. You might ask him if he'd like to draw a picture to send to you and
the baby at the hospital. Be sure that when you call him from the hospital
you let him choose whether or not he wants to talk to you. Don't let it get
you down if he doesn't. He just needs time. Some children may want to
visit their mother in the hospital. Prepare for your child's visit by putting
the baby in her crib before he arrives so that he can see you sitting up,
ready for him. Have a special toy or treat at the hospital for him. Then
gradually you and your older child can look at the baby together. Once the baby is born, it's
important to realize that your child will have mixed feelings and that
accepting these new changes in his life will go slowly. Once you tune into
his feelings, you can discover some reassuring ways to talk to him. Negative
feelings toward the new baby can occur at anytime, right after the birth or
several weeks or months later. You might notice changes in sleep patterns,
waking up at night, reluctance to separate from you or go to daycare, and he
may even begin to act like a baby himself (talking baby talk and reverting to
crawling). You may feel as if you have to split yourself in two. It's important for you to
know that all of this is typical. Keep reminding yourself that this is a
transitional time--he needs to get used to the new situation and so do you. There are different ways to
help your child through these difficult feelings. It's important to find time
to be alone with your older child that is not rushed. It's hard to plan your
time, but try to work towards a regular schedule so that you can fit in some
time alone with him. If someone can be with the baby it will make it easier
for you. Even ten or fifteen minutes twice a day without the baby would be
very important for any older child. It helps to call this his special time
and it's just for you two to have fun together. During this time, do what he
likes to do, like singing together or making play dough. You might be able to
use those times to draw him out about how he feels about having a new sister
or brother. But don't push too many questions. It's hard to schedule and
plan with a new baby, but whenever you know you're going to have to give the
baby your full attention, try to prepare your oldest and find some activity
for her. When you know you're going to feed or bathe the baby, you can tell
her, "I'm going to feed the baby in a few minutes. Let's find something
for you to do while he's nursing and then we can plan what you and I will do
when he's finished." We know it's not always possible, but checking in
with her will help her wait until you can get back to her. It may feel hard to be
there for your oldest the way you used to be and you may feel upset and
overwhelmed. Sometimes it's easy to get mad at her. It's normal to feel that.
After a while you'll find your rhythm. It's okay to tell her you miss the
times alone with her. But that doesn't mean you need to apologize. If you just
tell her you know how she feels it will help more than you think. When you
talk to her about what has changed in her life and what hasn't, you will help
her to manage her feelings. It's a way for her to grow. If your older child becomes
aggressive towards the baby, you will need to respond firmly to protect them
both. But while hurtful behavior must be stopped, it's helpful to acknowledge
the older child's feelings of anger or jealousy. Direct punishment is not
helpful. It may suppress angry feelings at the moment, but these have a way
of popping up in other ways that can be destructive. Sometimes your older child
may be very loving but may go too far and get rough and poke the baby. You
may be afraid to leave them alone together for fear that she may hurt him.
That happens a lot. It's just another way she's showing how hard it is for
her. These are times when you may try to draw her out a little. Let her tell
you what bothers her about the baby. Try to be sympathetic to her feelings
instead of punitive. Tell her that if she feels angry at the baby it's not
O.K. to poke at him, but it is O.K. to tell you she's angry. Tell her when
she gets a mad feeling towards the baby she can use words, but she mustn't
hurt him. You can tell her its okay to say to the baby, "You make me
mad." Usually, children are relieved if their feelings can be put into
words and they know that parents recognize both their negative and positive
feelings. Listen to her. Ask her what
makes her want to hurt him. If she hints that she wishes you didn't have him,
don't argue her out of it. Just say you realize she wishes that, and she'll
get used to him after awhile. A girl or boy, your child might also have some
feelings when the baby is the opposite sex. He may feel that that makes the baby
special. It can be helpful to draw out a child to talk about feelings when a
new sibling is the opposite sex. When children resort to
baby talk, it's best to let them know that it's better to just say what they
are talking about or tell you what they want to do. It's always important to
encourage the older child when she's gentle towards the baby, when she's
cooperative or when she learns ways to help you. And it's particularly
important never to tease about jealous feelings. When both children are older,
rivalry is acted out in different ways. Sometimes parents forget that their
children need a break from each other, just as adults do. They might get on
each other’s nerves and need a parent to separate them and redirect them.
Each of them need reassurance that you understand their feelings. It's really
important not to make comparisons between them. Try to find a way to spend
some time with each of your children separately and protect this time so each
gets your full attention. A new baby brings big changes
for the whole the family. Hopefully these suggestions will help you
throughout this challenging time. |
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Most
children who sleepwalk do not have emotional problems, so relax. The child may feel
embarrassment, shame, guilt, anxiety and confusion when they are told about
their sleepwalking behavior. It is important to handle the child's
feelings about sleepwalking with care. Medical reports show that
about 18% of the population is prone to sleepwalking. It is more common
in children than in adolescents and adults. Boys are more likely to
sleepwalk than girls. The highest prevalence of sleepwalking was 16.7%
at age 11 to 12 years of age. Sleepwalking can have a genetic tendency.
Sleepwalking that starts at
an early age, generally disappears as the child gets older. If the child
outgrows the sleepwalking the age that it ended was approximately 13.8 years
old. If the child begins to sleepwalk at the age of 9 or older, it often
lasts into adulthood. If your
child sleepwalks, he or she may walk or do other things and not remember them
the next day. Your child may sit up in bed and rub his or her eyes or fumble
with clothes. The child may get out of bed and walk around the room. The
child may look dazed, and his or her movements may be clumsy. When you talk
to your child, he or she usually will not answer you. When you
find your child sleepwalking, gently guide your child back to bed. Do not
yell or make loud noises to wake your child up, and do not shake your child.
Do not make your child feel ashamed about sleepwalking. The majority of children
who experience sleepwalking only have a mild display and frequency of the
disorder. Therefore, most parents are relieved to know that most
children will outgrow sleepwalking with time. If your
child sleepwalks frequently, try to stop this distressing sleep pattern. For
several nights, note how many minutes pass from the time your child falls
asleep to the time he starts sleepwalking. Then on the following nights
awaken your child 15 minutes before the time you expect him to start
sleepwalking. Remind your child at bedtime that when you do this, his job is
"to wake up fast." Keep your child fully awake for 5 minutes.
Continue these prompted awakenings for 7 nights in a row. If your child
starts sleepwalking again, repeat this seven-night training program. For more severe forms of
sleepwalking
Obstructive
sleep apnea (OSA) is a condition in
which a Childs breathing stops and starts many times during sleep. These
interruptions in breathing last at least 10 seconds and sometimes as long as
two minutes, minutes. These frequent disruptions have a number of side
effects. By depriving the body of oxygen repeatedly, even for short periods,
and disturbing valuable sleep time, there is increased risk of symptoms such
as poor concentration, daytime fatigue, headaches and even organ damage.
Furthermore, there is some evidence that sleep apnea may be related to high
blood pressure (hypertension), abnormal
heart rhythms and pulmonary hypertension. |
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Fortunately, youth sports
continue to be popular in the United States. Sports activities, therefore,
present great opportunities to reach young people. Young athletes learn to
make important health decisions related to tobacco use, physical activity,
and good nutrition while on a sports team. Smokeless Tabacco:
Quitting
Smoking Tip: Are you one of most smokers
who want to quit? Then try following this advice. - Don’t
smoke any number or any kind of cigarette. Smoking even a few cigarettes a day
can hurt your health. If you try to smoke fewer cigarettes, but do not stop
completely, soon you’ll be smoking the same amount again. Smoking "low-tar,
low-nicotine" cigarettes usually does little good, either. Because
nicotine is so addictive, if you switch to lower-nicotine brands you’ll
likely just puff harder, longer, and more often on each cigarette. The only
safe choice is to quit completely. -Write
down why you want to quit. Do
you want to—
Really wanting to quit smoking
is very important to how much success you will have in quitting. Smokers who
live after a heart attack are the most likely to quit for good—they're very
motivated. Find a reason for quitting before you have no choice. -Know
that it will take effort to quit smoking. Nicotine is habit forming. Half of
the battle in quitting is knowing you need to quit. This knowledge will help
you be more able to deal with the symptoms of withdrawal that can occur, such
as bad moods and really wanting to smoke. There are many ways smokers quit,
including using nicotine replacement products (gum and patches), but there is
no easy way. Nearly all smokers have some feelings of nicotine withdrawal
when they try to quit. Give yourself a month to get over these feelings. Take
quitting one day at a time, even one minute at a time—whatever you need to
succeed. - For staying healthy, quitting
smoking is the best step you can take. Half of all adult smokers have quit,
and so can you. The continued damage to your body is staggering, just ask a
x-smoker, for they have experience the damage and are very glad they quit,
before it killed them. Smoking also can
cause other respiratory diseases, such as chronic bronchitis and pneumonia.
Smokers are more likely than nonsmokers to have upper and lower respiratory
tract infections, perhaps because smoking suppresses immune function.
Smokers’ lung function also declines more quickly than that of non-smokers.
What to expect
from smoking into mid-to-late adulthood:
Death by
Cancer, is not pretty! |
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Teens are always
observing and learning. They prefer safe and comfortable social situations.
Our job as parents may be to allow them (and to reassure them to allow
themselves) to be observers if they wish, without thinking that they are
inadequate. Socialization has
definitions other than the connection with friendship. One is the ability to
get along with others. This includes all kinds of social skills: How to be
polite and considerate, how to say no, how to negotiate, how to respect
others even while disagreeing with them, how to speak up for oneself, and how
to accept others. It involves virtually any interaction between people. This
is a lot to learn and our guidance is vital to how our children will conduct
their lives in the future. This is the job of every parent. The easiest and
most natural way to teach these skills is through modeling. We inwardly can
take this as an opportunity to improve our own social skills as we outwardly
model for our kids. For example, being diplomatic or solving problems without
anger are difficult tasks for most of us, but are great skills to master and
to pass on to our children. A child
with poor social skills may wind up being the target of jokes or the victim
of bullies. He may also be an aggressor who acts as a bully to try to control
his environment. Being a bully, victim, or social misfit as a child has
lasting effects as children mature into adulthood. Children need input and
guidance from adults as they navigate through peer pressure, cliques and
childhood. Adults also need to model positive social interactions and not
tolerate bullying, demeaning, harassing, teasing or degrading behaviors from
any child with whom they come into contact. Of note is the child who
has teen Social Phobia, or Teen Social Anxiety Disorder, which typically
first appears during early to mid-teens, usually preceded by a history of
shyness or social inhibition. The primary signature of social phobia in teens
is extreme dread of a social or performance situation, and includes a grossly
exaggerated fear of embarrassment. Situations that would provoke anxiety
related to social phobia are avoided, or endured with great distress. Parents
usually recognize that their fear is unwarranted and to at least some extent
acknowledge that it is generated in their minds, but adolescents may not be
as self-aware. Symptoms may be very similar to those experienced during a
Panic Attack. Common symptoms or
signs that accompany Teen Social Phobia are the following:
Should you child exhibit
some of these symptoms, a visit with your family health provider could shed
more light on this, and help your child better deal with it, or direct you to
a specialist that can help your child.. |
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As you think about signing
kids up for sports, consider how emotionally and physically ready they
are to participate. Signing up too early can end up being frustrating
for everyone, and can turn kids off from sports for good. Although there are sports
programs designed for preschoolers, it's not until about age 6 or 7 that most
kids develop the appropriate physical skills or the attention span needed to
listen to directions and grasp the rules of the game. While preschoolers can
throw and run, it usually takes some time before they can coordinate the two
skills. And it usually isn't until kindergarten or first grade that kids
grasp concepts like "taking turns" that are crucial to many sports. That doesn't mean kids
can't play sports when they're younger. Sports can be fun for toddlers and kindergartners,
but they should be less about competition and more about having fun
opportunities to be active. So even if young kids inadvertently score a
goal for the other team or spend the entire game chasing butterflies, as long
as they're enjoying it, that's OK. If you do decide to sign
your 5-year-old up for a team, be sure to choose a league that emphasizes fun
and basic skills. If kids show an
interest in a sport, try to let them do it. You may be worried that your
child will get hurt, particularly in a contact sport like football, but as
long as the coach requires players to use the correct safety gear, your
doctor OK's it, and your child is matched up with other kids of the same size
and ability, go ahead. Even if the sport doesn't turn out to be a good fit,
your child will learn much from the experience. When choosing a sport,
consider your child's unique temperament. Some kids are naturally inclined
toward team sports, while others may feel more comfortable in activities
where the focus is on individual efforts. There's something for everyone —
from soccer and baseball for team-oriented kids, to tennis, fencing, karate,
dancing, and swimming for kids who'd rather go solo. Don't be surprised if it
takes a few tries — or a few seasons — to find the sport that's right for
your child. It often takes time for kids to figure out which activities they
enjoy. Some kids may just not be
interested in team sports, but they can still keep fit by engaging in
other activities that don't emphasize competition. No matter what they
choose, kids should be physically active for at least 60 minutes a day. Before you sign up for a
season of sports, think about how practices and games are going to affect the
day-to-day life of your child and the rest of the family:
However kids feel when they
enroll for a season of sports, there may come a time when they want to
quit. If your child comes to you with this plea, try to find the reason
behind it. It may have to do with something small and fixable, like a
bad-fitting uniform, or it may be a bigger issue, like how comfortable your
child feels with the coach or the kids on the team. It could also be that
your child just doesn't enjoy the sport. Is it OK to let kids quit?
If your child is on a team that depends on his or her participation, you
may want to explain the importance of sticking it out for the season. If
that's not the case, then think about what you want your child to get out of
the experience, and how quitting would affect that. When kids
are overscheduled or unhappy, quitting may be the right thing. But it's
still important for all kids to be physically active every day, even if
they're no longer playing an organized sport. Kids should have a physical
examination before beginning any sports or fitness program. Those with
certain medical conditions, vision or hearing problems, or other disorders
may have difficulty playing some sports. Rarely, a doctor may find an
undiagnosed condition that can affect participation. Although you should share
your interests with your kids, it's never a good idea to force them into an
activity just because you once excelled in it. And once they choose a
sport, be sure to head out to the field, gym, or pool to cheer them on. These are
general guidelines to keep in mind. Kids mature at their own
pace and develop their unique skills at different times, so
consider your child's emotional and physical maturity before you commit to a
season of sports. |
Participating
in sports provides plenty of physical activity for fitness and also provides
for interaction with others. A great tool for the rest of your Childs life.
The use
of protective gear is very important for, no matter what sport you play, you
need to always be sure you are using the right safety gear and are using
equipment that fits the right way. Items like shin pads, helmets, mouth
guards, elbow pads, knee pads, shoulder pads, etc.
Our bodies need water to work
properly. Usually, you can make up for the water you lose — like when you
come in from outside and have a long, cool drink of water. If you don't
replace the water your body has lost, you might start feeling sick. And if
you go too long without the water you need, you can become very ill and might
need to go to the hospital. Dehydrated
Many times kids get
dehydrated when they are playing hard and having fun. Have you ever gotten
really sweaty and red-faced when you've been playing? This often happens when
it's hot outside, but it can happen indoors, too, like if you're practicing
basketball in a gym. Kids also can get
dehydrated when they're sick. If you have a stomach virus ), you might throw
up or have diarrhea. On top of that, you probably don't feel very much like
eating or drinking. If you have a sore throat, you might find it hard to
swallow food or drink. And if you have a fever, you can lose fluids because
water evaporates from your skin in an attempt to cool your body down. That's
why your mom or dad tells you to drink a lot of fluids when you're sick. Signs of Dehydration
In addition to being
thirsty, here are some signs that a person might be dehydrated:
Another sign of dehydration
is not peeing as much. Normally, urine should be a pale yellow color. Dark or
strong-smelling pee can be a sign of dehydration. If you can, try not to get
dehydrated in the first place. If you're going to be going outside, it's a
good idea to drink water before, during, and after you play, especially if
it's hot. Dehydration can happen along with heat-related illnesses, such as
heat exhaustion and heat stroke. In addition to drinking water, it's smart to
dress in cool clothes and take breaks indoors or at least in the shade. If you're sick, keep taking
small sips of drinks and soups, even if you're not that thirsty or hungry.
Eating an icepop is a great way to get fluids. How is an ice pop a liquid?
Well, it's basically frozen water and flavoring. The warmth in your mouth and
stomach turns it from a solid to a liquid. Other foods, such as fruits and
vegetables, contain water, too. Some cases of dehydration
can be handled at home. But sometimes, that isn't enough to get a kid feeling
better. A kid may need to go to the doctor or emergency department if he or
she has a heat-related illness or a virus with vomiting or diarrhea that just
won't quit. At the hospital, the good
news is that an intravenous line can get fluids into your
body fast. An IV line is a special tube (like a very thin straw) that goes
right into your veins, so the liquid goes right to where your body needs it
most. It may pinch a little when the nurse is inserting it, but it often
helps a person feel much better. Thurst Tips: So do you have to
drink eight glasses of water a day? No, but you do need to drink enough
to satisfy your thirst, and maybe a little extra if you're sick or if you're
going to be exercising. The best drink is water, of course, but milk is
another great drink for kids. Juice is OK, but choose it less often than
water and milk. Sports drinks are fine once in a while, but water should be
considered the drink of champions. Limit soda and other sugary
drinks, such as fruit punches, lemonades, and iced teas. These drinks contain
a lot of sugar that your body doesn't need. Some of them also contain
caffeine, which is a diuretic This means that caffeinated drinks cause you to
urinate (pee) more often than normal. In other words, they tell your body to
get rid of fluids. And as you now know, that's the opposite of what you need
to do if you're dehydrated! Protective gear is anything
you wear that helps keep you from getting hurt. The gear you wear depends on
the sport you play. Helmets are the most common protective gear.
They protect your all-important head while you're playing football, hockey,
baseball, softball, biking, skateboarding, and in-line skating, just to name
a few! Make sure you're wearing
the right helmet for your sport. For instance, don't wear your baseball
batting helmet when you're playing football! Your helmet should fit snugly
but comfortably, and if it has a strap - like a bike helmet does - you need
to fasten it. Otherwise, it will fall off when you need it most. Other sports require eye
protection, mouth guards, pads, wrist, elbow, and knee guards, and a
protective cup (for boys only). And don't forget your feet. Cleats are worn
in football, baseball, softball, and soccer. These shoes have special rubber
or plastic points on the soles to help your feet grip the ground when you run
around. Talk with your parents or
your coach to know what gear you need. Then wear that gear whenever you're
practicing or playing. It's not a good idea to
just bolt on to the field and start playing. You shouldn't even start
stretching until you're a little warmed up. So take a light jog to get
loosened up and ready to play. Doing some stretching also
can get you prepared to hit the field. By warming up, you get yourself ready
to play. Warming up your muscles and practicing a sport help keep you safe,
too. Warm-ups that last 15 to 30 minutes and include slow, gradual stretching
help lengthen your muscles and increase your blood flow and muscle
temperature. That way, your muscles are ready to go and are much less likely
to get hurt. When players know the rules
of the game - what's legal and what's not - fewer injuries happen. You and
the other players know what to expect from each other. For instance, you know
that in soccer you can't come from behind, crash into a player's legs, and
steal the ball. It's legal - and safer - to go after the ball rather than the
player. With sports that use plays,
it helps to understand the plays and what your role is in each one. Being
where you're supposed to be can help you stay out of harm's way, too. Some rules don't have
anything to do with scoring points or penalties. Some rules are just
about protecting other people and being courteous. For instance, in
baseball or softball, the batter can't fling the bat after hitting the ball
and heading for first base. He or she must drop it so that it doesn't hit
anyone. Likewise, a diver would make sure that the pool was clear before
diving in. Otherwise, he or she might land on someone else. One way you can watch out
for others is to communicate on the field. For instance, a baseball player in
the outfield might yell "I got it" to avoid a collision with
another outfielder. Listening to your coach during a game also can help keep
you safe. It's also good to just be courteous, like telling someone his or
her shoe is untied. Check your shoes, too! This is a really important
one. If you love sports, it's tempting to get right back in the game, even
after an injury. But playing when you're hurt - or before an injury has had a
chance to fully heal - is a bad idea. It can lead to an even worse injury,
one that might sideline you for a long time. Be honest with parents and
coaches if you've been hurt. See a doctor for your injuries, when necessary,
and follow his or her advice about how and when to return to practice and
play. |
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DO NOT DRINK AND SWIM. Use a Life Vest Do you know CPR &
First Aid? Take CPR classes and First
Aid, whenever you have the opportunity. Knowing a few simple and logical
steps may save a life. -Swim only in marked
swimming areas, preferably with a lifeguard. -Boating Safety Wait for your driver to
come to a complete stop and shut off the motor before approaching the
vehicle. -Underwater safety -Take Swimming
lessons. - Always with a Buddy Never surf,
swim, dive, raft, fish, canoe, kayak, or jet ski alone. If a person is
injured during their sport, having a buddy nearby can save a life. Find a
friend who wants to play in the water as well. |
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TWEENS |