This is a list of new and recently revised publications from our Department of Family, Youth and Community Sciences. These publications cover a wide range of topics: preventing falls, body image, missing children, diabetes as well as identifying accurate, reliable internet resources on health, nutrition and food safety topics.

Prevencion de Caidas: Quien esta a riesgo?

FCS2227-Span, a 1-page quiz by Sergio Romero, is a Spanish language version of "Fall Prevention: Who's at Risk?" Readers can take this yes-or-no quiz to determine if they are at high risk of falling. Published as part of the Elder Nutrition and Food Safety (ENAFS) program by the UF Department of Family Youth and Community Sciences, May 2006.

Prevencion de Caidas: Soluciones Para su Casa

FCS2228-Span, a 1-page fact sheet by Leigh Ann Martin, is the Spanish language version of "Fall Prevention: Solutions for the Home," which lists home modifications that can be made to meet the needs created by the physical challenges of ageing. Published as part of the Elder Nutrition and Food Safety (ENAFS) program by the UF Department of Family Youth and Community Sciences, May 2006.

Prevencion de Caidas: Seguridad en el Hogar

FCS2229-Span, a 1-page inventory by Leigh Ann Martin, is a Spanish Language version of "Fall Prevention: Home Safety Inventory." It can be used to find areas in the home which can increase the risk of dangerous falls as people age, and to improve safety in those areas. Published as part of the Elder Nutrition and Food Safety (ENAFS) program by the UF Department of Family Youth and Community Sciences, May 2006.

Prevencion de Caidas: Estilos de Vida y Riesgo de Caidas

FCS2230-Span, a 1-page fact sheet by Jennifer Hillan, is the Spanish Language version of "Fall Prevention: Lifestyle Factors and Fall Risk." It describes things that may cause people to fall and some easy changes they can make to decrease their risk of falling. Published as part of the Elder Nutrition and Food Safety (ENAFS) program by the UF Department of Family Youth and Community Sciences, October 2004, revised May 2006.

Prevencion de Caidas: Reducir los Riesgos!

FCS2231, a 1-page fact sheet by Jennifer Hillan, is the Spanish Language version of "Fall Prevention: Reduce Your Risk!" It is a crossword puzzle to help participants find out how much they know about lifestyle factors that affect their risk of falling. Published as part of the Elder Nutrition and Food Safety (ENAFS) program by the UF Department of Family Youth and Community Sciences, October 2004, revised May 2006.

Prevencion de Caidas: Mantenerse Activo

FCS2232-Span, a 4-page fact sheet by Sergio Romero, is the Spanish Language version of "Fall Prevention: Staying Active." It describes directions for several exercises which can help people maintain or improve balance, strength, and flexibility. Published as part of the Elder Nutrition and Food Safety (ENAFS) program by the UF Department of Family Youth and Community Sciences, May 2006.

Prevencion de Caidas: Como Manejar una Caida

FCS2233, a 1-page fact sheet by Linda Bobroff and Leigh Ann Martin, is the Spanish Language version of "Fall Prevention: How to Handle a Fall." It gives steps to follow to decrease the chance of further injury after a fall, including line dwarings showing how to pull oneself onto a chair. Published as part of the Elder Nutrition and Food Safety (ENAFS) program by the UF Department of Family Youth and Community Sciences, May 2006.

Improving Your Body Image: Tips for Individuals, Families, and Professionals

FCS2253, a 2-page fact sheet by Eboni J. Baugh, encourages readers to enhance their views of themselves and their bodies and suggests ways that readers can work toward a healthy, balanced body image. Especially relevant for teens. Published by the UF Department of Family Youth and Community Sciences, October 2006.

Missing Children: Incidences and Characteristics of Runaway Children and Resources Available to Them

FCS-2254, a 5-page fact sheet by Stacy Daniels and M.A. Brennan, is the first in a two-part series focusing on missing children. This paper takes a close look at runaways: who they are, the scope of the problem, and what professionals can do to help. It also considers the related problem of throwaways: children who have been abandoned or forced to leave their homes. Includes resource list and references. Published by the UF Department of Family Youth and Community Sciences, October 2006.

Missing Children: Kidnapped and Abducted Children and Resources Available to Parents and the Community

FCS-2256, a 5-page fact sheet by Stacy Daniels and M.A. Brennan, is the second in a two-part series focusing on missing children. This final installment considers children who have been abducted. Readers will learn about different types of abductions (family, nonfamily, and kidnapping) and find out how common each type is. This paper also provides information on some of the resources available for families, community leaders, and extension agents and tips on how to prevent abductions in any community. Published by the UF Department of Family Youth and Community Sciences, October 2006.

Vida Saludable para Personas de Edad: La Diabetes (3-pg fact sheet)

Revised! FCS8574-Span, a 3-page fact sheet by Linda B. Bobroff, Karla P. Shelnutt, and Paulina Wittkowsky, is the Spanish language version of Healthy Living for Elders: Diabetes. It answers several frequently asked questions about diabetes. This version is updated throughout with new clip art and a table showing healthy weight ranges. Published as part of the Elder Nutrition and Food Safety (ENAFS) program by the UF Department of Family Youth and Community Sciences, February 2006.

Identifying Accurate Internet Resources for Nutrition, Food Safety, and Health Demonstrations

FCS-8797, a 4-page fact sheet by Amy Simonne and Linda B. Bobroff, aims to assist 4-H county faculty and volunteers in directing youth to accurate, research-based sources of information on nutrition, food safety, and health. Published by the UF Department of Family Youth and Community Sciences, October 2006. (Also included in the 4-H and Youth New Publications mailing)

Healthy Living for Elders: Checking Blood Glucose

FCS8811, a 2-page fact sheet by Jennifer Hillan, is for people living with diabetes. It describes who needs to check blood glucose levels, how to do it, and when to do it. A chart is provided for keeping track of readings. Published as part of the Elder Nutrition and Food Safety (ENAFS) program by the UF Department of Family Youth and Community Sciences, October 2006.

You’ve probably known a parent of a middle-schooler who has lamented that aliens abducted their sweet child and returned a different, not so sweet pre-teen being. Early adolescence is a time of change in the relationship between parent and adolescent and both have to adjust. Although most families weather these changes without serious difficulties, some families do have problems.

Some research shows that when parents are critical and angry with their young teens, they’re more likely to misbehave at school, and exhibit other bad behaviors. But, youth also may act in hostile ways toward their parents. Research shows that when there is a high level of conflict between parents and their young teens, youth have more problems.

Recent research studied more than 400 youth ages 11 to 14 and their parents to better understand youth problem behavior, hostility between parents and young teens, and the influence of peers. The research confirmed that when parents and adolescents were hostile with each other, even at low levels of hostility, young teens behaved in problematic ways, such as misbehaving at school, or lying and cheating. Hostility between parents and teens seemed to take a toll on parents’ energy and patience, too, and they found it more difficult to set and follow consistent and effective rules.

There are ways for families—parents and youth--to make a smoother transition to the teen years, such as, to learn strategies for communicating respectfully with each other, managing conflict, and setting reasonable rules and limits. These patterns are best begun earlier in childhood, before families cross the sometimes rocky terrain to adolescence.

Podcast: Early Adolescent Problem Behavior

Written by: Suzanna Smith

Reviewed by: Donna Davis

Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM. If you’d like to learn more, please visit our website at familyalbumradio.org.

Reference

Buehler, C. (2006). Parents and peers in relation to early adolescent problem behavior. Journal of Marriage and Family 68, 109-124.

When you think of celebrities that are household names, you’re not likely to think of a fictional character, yet the young Harry Potter has certainly earned that distinction. And while the Harry Potter books and movies have catapulted to record-breaking success, even amid controversy, these books have also had another, extraordinary effect on our youth. Harry Potter has stimulated an interest in reading among older children.

In a recent study conducted by the research firm, Yankelovich, and Scholastic educational publishers, children and their parents credited the Harry Potter series with getting more young people to read for fun and with helping them do better in school. Just more than half of the children between the ages of 5 and 17 claimed that they didn’t read books for fun before reading Harry Potter and 65% reported they have been doing better in school since they started reading the Potter books. Their parents were a little more enthusiastic, with 89% reporting their children showing an improved attitude toward reading and 76% believe their children are doing better in school since starting to read the Potter books.

In “The Kids and Family Reading Report,” the researchers found that older children claimed that they don’t read for fun because they can’t find books that interest them. However, the Harry Potter books have garnered interest among all ages and have given many families books to enjoy together and in the process have improved attitudes toward reading.

Perhaps the magic of Harry Potter was equally powerful outside of the story as the study shows that parents who want their children and teens to read may have found a spellbinding solution.

Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM. If you’d like to learn more, please visit our website at
familyalbumradio.org.

Podcast: Harry Potter – Good for reading

Written by: Donna Davis

References

“New study shows that the Harry Potter series has a positive impact on kids’ reading and their school work” The Scholastic Kids and Family Reading Report. Retrieved August 30, 2006

Are you a helicopter parent? This term refers to parents who hover over their child, fighting off threats to their child’s success and happiness. Of course we all want the best for our children, but helicopter parents keep children from succeeding—or failing—on their own. For instance, they take over a younger child’s school projects, Parents of college students register them for their courses, question professors’ grades, and even intervene in roommate disputes. Sociologists and psychologists point out that Baby Boomers are the first generation to focus so much attention on parenting and raising well adjusted and fulfilled children. In the process, Boomers often haven’t pushed their children to be independent.

Eventually this can hurt the child. They don’t learn how to solve their own problems, or how to take responsibility for themselves. In addition, parents’ mental health may suffer because they “base their own self-worth on their child’s success” and “feel like a failure when [their] child fails” (College Board). Psychologists have found that parents who “judge their own self worth by their children’s accomplishments report sadness,” [and anxiety], think about themselves in negative ways, and are less content with life in general (College Board, 2006; Penn State 2006).

Hovering is not all bad, all the time. Some children, who are shy or have mild learning difficulties, may need a parent to be involved. Parents and children like to be close. Children experiencing serious problems and trauma need a parent to step in. The key is to encourage your child to develop the independence they will need as an adult and to be there when they need you.

Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida, IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM. If you’d like to learn more, please visit our website at familyalbumradio.org.

Written by: Suzanna Smith, Associate Professor, Human Development

Listen to the Family Album Radio Podcast: Helicopter Parents

References

College Board (2006). Are you a helicopter parent? Retrieved August 9, 2005 from http://www.collegeboard.com/parents/plan/getting-ready/50129.html?print=true.

Paul, P. (2003). The permaparent. Psychology Today, Sept/Oct, 40-53.

Penn State (2006, June 30). Eaton studies issues surrounding parent-child interactions. Penn State Live (online news report). Retrieved August 9, 2006 from http://live.psu.edu/story/18457.

Shellenberger, S. (2005). "Helcopter parents"--The emotional toll of being too involved in your kid's life. Wall Street Journal, April 14, D1 [online version].

Young, J. (2003, August 15). A new take on what today's students want from college. Chronicle of Higher Education, 42(21), A37 [online version].

Teachers set aside time for parent-teacher conferences some time during the school year so they can talk with parents and try to work together to help the student succeed (NEA, 2002-2006). The National Education Association and the U.S. Department of Education advise parents to prepare for these conferences to make the most out of the time they have with teachers.

Before you go, make a list of things you want to discuss with the teacher such as how your child is doing at school--in his or her studies and in relationships with classmates. Help the teacher understand your child’s special talents, interests and hobbies, how she or he learns, and struggles with homework or any particular subject. During the conference, the teacher will talk about your child’s work and progress, and may have grades, test results, or other information to show you.

Be sure to ask the teacher for suggestions on how to help your child at home. It’s important for you to schedule a conference if problems arise. Your child’s grades might have dropped suddenly, or she or he may be upset about something that happened in school—. You can also let the teacher know if something changes at home that may affect the student’s learning, such as a new baby, parental illness, or divorce.

Keep in mind that the purpose of any parent-teacher conference is to help your child in school. And, as a parent, you are an important part in the partnership, working together with the teacher and your child, to help your child succeed.

Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM.

Written by: Suzanna Smith

Listen to the podcast: Parent-teacher Conferences

References

National Education Association (NEA) (2002-2006). How to make parent-teacher conferences work for your child. Retrieved August 7, 2006 from http://www.nea.org/parents/ptconf.html.

PBS Parents. (2002-2006). The parent-teacher partnership: Talking with teachers. PBS Parents Guide to Going to School. Retrieved August 4, 2006 from http://www.pbs.org/parents/goingtoschool/talking_teachers.html

U.S. Department of Education. (2003). Working with teachers and schools -- helping your child succeed in school. Retrieved August 7, 2006 from http://www.ed.gov/parents/academic/help/succeed/part8.html.

Listen to the Family Album Radio podcast: Benefits of Playing Sports for Kids

Remember what it felt like as a kid to join a neighborhood team in an empty lot, street, or park field for a quick game of football or soft ball? We mostly played for fun. We didn’t realize all the benefits we were getting from those games.

Athletic participation provides countless rewards for youth. Research at the Institute for the Study of Youth Sports at Michigan State University found that young people who play sports actually do better in school and have enhanced social skills. Playing a sport can help prevent drug and alcohol abuse, and children participating in sports are less likely to start smoking, and if they do smoke, are more likely to quit.

Research on the benefits of sports and exercise for girls in particular has been particularly optimistic. The President’s Council on Physical Fitness and Sports reports that athletically active girls develop increased self-esteem, confidence, and have a healthier body image than girls who don’t take part in sports. They are also more likely to finish high school and college. According to the Women’s Sports Foundation, girls who participate in sports are less likely to become pregnant as teenagers and are less likely to suffer from depression. There is also evidence that athletic activity can decrease the likelihood of developing breast cancer and osteoporosis.

Other benefits to participating in organized sports simply can’t be measured. Sports allow children to assume leadership roles, handle conflict and manage their time. Youth can also learn to bond with new friends and teammates, and improve relationships with adults.

As kids, it turns out, we had it right all along. There were good reasons to get out and play.

Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of the University of Florida IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM. If you’d like to learn more, please visit our website at familyalbumradio.com.

Written by: Diana Converse

Reviewed by: Suzanna Smith

Sources

The Benefits of Exercise and Sports Participation for Kids

American Sports Data, Inc.

School Spirit Can Boost Kids’ Health, American Physical Therapy Association Promotes Participation in Team Sports

Family Album Radio Podcast: Helping Children With Homework
Written by Heidi Liss Radunovich, Ph.D.
Reviewed by Donna Davis and Suzanna D. Smith PhD, MSW, CFLE

Although children and their parents often dread homework, it provides an important opportunity for children to practice what they have learned in school, get more in-depth information, apply skills learned more broadly, obtain important learning and organizational skills, and learn how to work independently with self-discipline. Homework can also give parents a sense of what their children are doing in school and how well they are doing. And, homework can even enhance parents’ relationships with their children.Here are some tips on things you can do to help your children with homework:
Set a regular family quiet time for working. Provide your child with a comfortable and well-lit place where they can do homework, such as a desk or a kitchen table with a chair. Minimize distractions by turning off the TV, and making video games off-limits during quiet time. Make sure that your child has pens, pencils, notebook paper or any other needed supplies. Know where to direct your child to get information they may need, such as a school or course web site, homework hotline, other children in the class, or a teacher’s help before or after school.

Think of yourself as a coach to your children, providing assistance on what to do next if they get stuck, checking over their work when they are finished, or even helping them practice testing themselves on new skills. Showing interest in their work and encouraging their efforts can be a boost for your children and help them find greater success in school.
Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM. If you’d like to learn more, please visit our website at familyalbumradio.org.

Heidi Liss Radunovich, Ph.D., “Helping Children with Homework.” Family, Youth and Community Sciences News. University of Florida, Department of Family, Youth and Community Sciences and UF/IFAS Extension. Retrieved on August 15, 2006 from http://fycs.ifas.ufl.edu/news/2006/08/helping-children-with-homework.html

National Education Association. Helping your student get the most out of homework. Gurung, R. (2005). How do students really study (and does it matter)? Teaching of Psychology, 32, 239-241. U.S. Department of Education. Helping your child with homework.

Attention all parents of young children and teens!

What are you serving your children to meet their calcium needs? Just about everyone knows that milk and equivalent milk products are an important source of calcium. You know how important calcium is for building strong bones and teeth.

Are you helping your children build strong bones and teeth? Children from 2 to 8 years old should have two cups of milk every day. Older children and teens should have three cups of milk every day for the calcium that milk provides. Milk is also an important source of vitamin A, vitamin D, potassium, and magnesium.

Milk products are an important part of a healthful diet. Put some in your grocery cart today.

The Dietary Guidelines for Americans urge us to meet our nutrient needs primarily through the foods that we eat. Choose fat-free or lowfat milk or milk products. Examples of these are fat-free yogurt and lowfat cheeses.

You will never get enough milk in the meals and snacks for your children if you don't put it in your grocery cart. This is a change you may need to do gradually. By the way, don't forget to buy enough for the adults! Everyone needs the important cacium and other nutrients provided by foods in the milk group.

Go for it!

Buy milk! Take it home and refrigerate it. Serve it at meals. Serve it as snacks. Encourage your family to drink milk by drinking milk yourself. You need it too. Cut down on the sweetened beverages in your grocery cart and add more milk. You can do it. Please remember: don't just choose any milk product. Put lowfat or fat-free products in your shopping cart.

Contributed by: Glenda L. Warren, MS, RD, CFCS, Associate Professor, Extension Nutritionist-Expanded Food and Nutrition Education Program (EFNEP)