When we think about assets and liabilities, we often think in financial terms. Even when we think about the assets our children might enjoy, we might consider their intellectual and physical strengths as well as the things we try to provide for them. Most teens I know consider their cars, cell phones and wardrobes their most important assets.

Yet, according to the non-profit Search Institute (2006), some of the most important assets teenagers have are developmental building blocks that “help young people grow up healthy, caring and responsible” (http://www.search-institute.org/assets/40AssetsList.pdf).

The Search Institute has identified a framework of “40 Developmental Assets” for adolescents that focus on both external and internal assets. External assets include the people and places that support and guide young people and help them make “constructive use” of their time. Families, schools, religious communities, neighborhoods, and youth programs provide external assets.

Internal assets are “characteristics and behaviors that reflect positive internal growth and development of young people.” A youth’s internal assets include her or his commitment to learning such as motivation to do well in school and reading for pleasure. A teen’s internal assets also include their positive values such as being caring, honest and responsible; as well as exhibiting social competencies, such as being able to resist negative peer pressure and having good friendship skills. High self-esteem as part of a positive identity is another internal asset.

According to the Search Institute, these assets can make a tremendous difference in young people's lives, giving them strength to avoid risky behaviors and to make positive choices.

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: Adolescent developmental assets
Written by: Donna Davis
Reviewed by: Kate Fogarty & Suzanna Smith

Reference

40 Developmental Assets for Adolescents (ages 12-18), (2006), Search Institute, retrieved on January 29, 2007 online at http://www.search-institute.org/assets/40AssetsList.pdf and http://www.search-institute.org/assets/

I have loved being around the teenagers in my life. For many of these kids, life has not been easy and I have hoped that they have been able to find a safe harbor in our home. Having a place to go and adults to count on are what the Search Institute calls external “Developmental Assets.”

For many teens today, these assets aren’t always easy to come by. External developmental assets include “relationships, experiences, and opportunities provided by nuclear and extended families, caring adults and peers, neighborhoods, and institutions within communities.” (http://www.search-institute.org/assets/40AssetsList.pdf)

The Search Institute recommends several ways for adults to build an adolescent’s developmental assets. These include helping them find activities to make constructive use of their time; empowering them to use their abilities to help others; and sparking their commitment to learning.

However, “only a small percentage of adults are deeply engaged in promoting the healthy development of young people outside their own families, according to two startling studies by the Institute (2000, 2002). According to this research, there is a disconnect between what adults claim to be their priorities in influencing children and what they actually are doing about it, especially when those children are not their own – even if they’re neighbors.

However, the Search Institute’s research highlights how important it is for caring adults to support teens and give them the skills to overcome many obstacles and develop qualities that will help them become caring, responsible adults.

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: Building teen developmental assets
Written by: Donna Davis
Reviewed by: Kate Fogarty & Suzanna Smith

Reference

40 Developmental Assets for Adolescents (ages 12-18), (2006), Search Institute, retrieved on January 29, 2007 online at http://www.search-institute.org/assets/40AssetsList.pdf and http://www.search-institute.org/assets/

“Grading Grown-Ups 2002: How do American kids and adults relate?” (2002), Search Institute. Retrieved on January 31, 2007 online at http://www.search-institute.org/norms/ and http://www.search-institute.org/norms/gg2002.pdf

Whether school is in full swing or you’re dealing with summer schedules, you may be asking yourself, “Where does the time go?” I was stunned the first time I realized my kids were feeling this way, too!

Children often feel the push to become involved in as many different activities as possible. And, parents, who tend to have their own wide variety of interests, don’t always see or set the limits that their children need. As a parent, it’s important to monitor your child for signs of activity “burn out” and to step in when you know your kids are being overloaded.

If you’ve got a “stressed out” kid, here are some simple strategies to help improve the situation. First, set priorities. Help your children pick activities that are most important to them, make sure they can handle these, along with other responsibilities, and then help them manage their time wisely. Second, check on their homework load. Making schoolwork the first priority shows your children how important an education really is. Third, be sure to schedule downtime. Time to “rest and relax” is just as important as the activities themselves. And finally, be a role model. Parents with too many activities in their own lives will likely find that “over-scheduling” is happening in the lives of their children, too.

Out-of-school activities aren’t bad for children. In fact, research shows extracurricular activities have been linked to higher grades regardless of the type of activity. The important thing for parents to remember is to help their children find a balance in their lives.

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.

Take the Family Album Radio Survey

Podcast: Finding the Balance
Written by Minal Patel and Christa Guerrero
Reviewed by Donna Davis and Suzanna Smith

Sources

Cosden, M., Morrison, G., Gutierrez, L., & Brown, M. (2004). The effects of homework programs and after-school activities on school success. Theory into Practice, 43, 220-226.

The Nemours media room, the latest news. (n.d.). Retrieved November 3, 2006, from Are Today's Kids Too Busy? Web site: http://www.nemours.org/internet?url=no/releases/2006/060628

I grew up in a family where, as children, my siblings and I would NEVER consider approaching our parents to talk about certain topics. We never discussed money, and I couldn’t fathom having a conversation about sex with my parents. These issues were simply taboo.

However, researchers continue to reveal the importance of open communication between children and their parents, that is, IF parents want to impart their values on their children and attempt to influence the decisions they make as they mature. Positive communication and active listening are keys to keeping the channels open between parents and their children.

According to experts with the non-profit organization Advocates for Youth, research has shown “that youth with the least accurate information about sexuality and sexual risk behaviors may experiment more and at earlier ages compared to youth who have more information.” Teens also report that they want to discuss sex, relationships and sexual health with their parents. However, many parents aren’t very “askable.”

It’s common for adults feel that they may not have the right words or answers or they may be concerned that their children don’t think they’re “with it.” They might also fear giving too much or too little information and worry about when it’s appropriate to share that information.

However, being an askable parent will open the doors for closer relationships with your children and to family connections. It may take some adjusting and a little practice, but learning how to talk WITH your children, with confidence, can also help to protect them in the long haul.

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: Are you an “askable” parent?
Written by Donna Z. Davis
Reviewed by Suzanna Smith

References:

Huberman, B. & Alford, S. (2005), “Are you an askable parent?” Advocates for Youth. Retrieved on November 19, 2006.

The loss of a child to suicide can be particularly devastating to parents, friends, and others in the child’s life. When my daughter came home one day telling me of a classmate who was contemplating suicide, the flood of fear for her friend and for the fact that my daughter was so closely exposed to such pain was one of those life-stopping moments.

As parents, relatives, friends and professionals who deal with teenagers, we can be aware of certain risk and protective factors that can predict whether or not a teen may attempt suicide. A study using data from the National Longitudinal Study of Adolescent Health identified a number of such factors for adolescent suicide attempts. The researchers found that among all adolescents, those most at risk of attempting suicide were those who had previously attempted suicide and would likely try again, were victims of violence or perpetrated violence on others, used alcohol and marijuana, and had problems in school.

There were some differences between girls and boys. For girls, having a friend attempt or complete suicide, drug use and a history of mental health treatment predicted suicide attempts. For boys, the more powerful predictors were carrying a weapon at school and same-sex romantic attractions.

While risk factors varied for genders and ethnic groups, protective factors also varied. However, for all adolescents, the most important deterrent in suicide attempts was a perceived parent and family connectedness.

Podcast: Factors of adolescent suicide
Written by Donna Davis
Reviewed by Suzanna Smith

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.

Source

Barnett, R. What we need to know about adolescent suicide attempts. Research News You Can Use, Spring 2006. Gainesville, FL: University of Florida Department of Family, Youth and Community Sciences.

One of the most important things that your child must learn is how to talk. On average, a child will say his or her first word at 12 months old and may start speaking anywhere from 8 to 18 months. By the time your child reaches 3 years, he or she will have a large vocabulary and at 6 years will know about 10,000 words and be a capable conversationalist.

Your child's language skills show how well his or her brain and thought processes are developing. Children also develop emotionally and build social skills through conversation. In fact, early language skills help children to adjust more easily to difficult circumstances. Toddlers with advanced language development are more likely to do well socially, academically, and behaviorally in later childhood (Rhule, 2006).

There are many ways you can help your child learn to talk. This can be done by finding natural opportunities in everyday situations to encourage communication. For example, from the moment your child is born, talk to your baby. You can call the child's name, and sing to him or her. Talk to your baby during daily routines such as when you cuddle, feed, or change diapers. Repeat the noises your baby makes and encourage him or her to imitate the sounds you make. Remember to point out objects to the baby and call them by name. If you want your children to talk with you when they are older, remember to talk with them when they are young. Warm communication that encourages your child’s cognitive, social and emotional skills lasts a lifetime.

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.

References

Kate Fogarty, Evelyn Rooks-Weir, and Millie Ferrer, “Talking With Your Child” University of Florida IFAS Extension, Retrieved on August 15, 2006.

Berk, L.E. (2006). Child Development (2nd Edition). Boston: Allyn & Bacon.

Nicholas, J.G. (2006). Effects of early auditory experience on the spoken language of deaf children at 3 years of age. Ear & Hearing, 27, 286-298.

Rhule, D., McMahon, R., Spieker, S., & Munson, J. (2006). Positive adjustment and associated protective factors of children with adolescent mothers. Journal of Child & Family Studies, 15, 224-244.

Footnotes

1. This was edited from document FCS2006, one of a series of the Family Youth and Community Sciences Department, Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Original publication date November 1, 1988. Revised June 12, 2006. Visit the EDIS Web Site at http://edis.ifas.ufl.edu.

2. Revised 2006 by Kate Fogarty, Ph.D., assistant professor youth development, Department of Family, Youth and Community Sciences. Written by Evelyn Rooks-Weir, former associate professor, Human Development, revised by Millie Ferrer, Ph.D., associate professor, Human Development, Department of Family, Youth and Community Sciences, Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida, Gainesville, 32611.

Topic: Talking With Your Baby
Written by Kate Fogarty, Evelyn Rooks-Weir, and Millie Ferrer
Reviewed by Donna Davis

Bedwetting is a common problem for children ages 5-12, but fortunately most children grow out of this problem.

Many parents are not sure how old their child needs to be before their wetting is considered a "problem." Most children will begin to stay dry at night at around age three. However, approximately 15 percent of children continue to wet the bed after this age, with boys more likely to wet the bed than girls. Most physicians and psychologists agree that bedwetting is a problem if the child is unable to keep the bed dry by age seven.

All of the causes of bedwetting are not known, and the cause may be different for each child. For some children it appears that they have relatively small bladders. Other children may have nervous systems that aren’t sufficiently developed to get the right signal between the bladder and the brain. Some children may lack sufficient levels of an important hormone, AVP, which helps decrease the amount of urine produced at night. Bedwetting can also be a response to stress.

Many parents mistakenly believe that wetting the bed is their child's way of getting back at them. It’s important to realize that children very rarely wet the bed on purpose, and are usually ashamed of it. Parents should NEVER punish a child for bedwetting.

Common treatments for bedwetting include scheduled waking, limiting fluids, moisture alarms, bladder training, medications, and psychotherapy. However, a treatment decision should be made with the guidance of a physician or mental health professional.

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 Garret Evans and Heidi Radunovich

Reviewed by Donna Davis and Suzanna Smith

References

American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: American Psychiatric Association.

Butler, R.J. (2004). Childhood nocturnal enuresis: Developing a conceptual framework. Clinical Psychology Review, 24, 909-931.

Evans, G.D., & Radunovich, H.L. (2006). Bedwetting. EDIS , FCS 2112, HE794.The Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida

As a child, I always thought my mom was being a little obsessive when she made us wash our hands before every meal. Then I had children. The thought of some of the things that went in my children’s mouths as youngsters still gives me the shivers.

Hand hygiene is one of the most powerful weapons in reducing the transmission of infectious agents. However, conflicting hand hygiene recommendations for different settings are causing confusion as to what the best practice to follow or what products should be used for daily hand washing and hygiene.

Many people have the misconception that their immediate environment must be germ free. However, we live in a natural world full of microorganisms --some of which can cause illness or disease, others are essential to our environment and wellbeing.

Recommendations for hand washing and hand sanitation can vary depending on a person’s job function and personal health requirements. Research has shown that hand sanitizers can be as effective as hand washing only in certain situations. Because dirt, food or anything else on your hands can make the alcohol in sanitizers less effective, it’s important to first wash your hands with soap and water. Hand sanitizers should primarily be used only as an optional follow-up to hand washing… but when soap and water aren’t available, an alcohol gel is certainly better than nothing at all… even if your kids think you may be a little obsessive.

Podcast: Hand Hygiene
Written by Amy Simonne and 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

“Hand Hygiene and Hand Sanitizers”, Simonne, A.; The Department of Family, Youth and Community Sciences, Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida, Gainesville, FL 32611. Publication: April 2005. EDIS Publication FCS8788. Please visit the EDIS Web site at
http://edis.ifas.ufl.edu

Resources

Proper Hand Washing for Caregivers

Proper Hand Washing for School Children

Proper Hand Washing for Food Handlers

Proper Hand Washing for Elders

Getting stressed in traffic? Worried about your finances or loved ones? You are not alone. Stress is a daily part of life, and can cause both health and emotional problems. Experts suggest that we manage our stress in order to prevent having these negative results.

Here are some tips for managing stress.

First, if you are under a lot of stress, take better care of yourself than usual, because you are more at risk for getting sick. Try to eat better, get enough rest, and exercise regularly. Avoid caffeine and alcohol, as well as other drugs.

Second, you may want to work on relaxing your muscles. One way to do this is to use heat, such as hot shower or bath, or even a heating pad. Exercise can both relax muscles and increase endorphins, which help improve mood. Another way to relax your muscles is to use a technique in which muscles are tensed and then relaxed. Yoga and meditation may also help with muscle relaxation, and may provide other benefits in dealing with stress.

Third, try to think about things in a different way. This might mean looking at the situation differently, distracting yourself, or even using humor. Recent research suggests that humor provides a helpful way to combat the negative effects of stress.

Finally, breath deeply and slowly to help your body relax. This can having a calming effect and can be done anywhere, anytime and without any tools but your own sound body and mind.

Podcast: Stress Management Techniques

Written by Heidi Liss Radunovich

Reviewed by Donna Davis and Suzanna Smith

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.

References

Abel, M.H. (2002). Humor, stress, and coping strategies. Humor: International Journal of Humor Research, 15, 365-381.

Carpi, J. (1996). Stress: It’s worse than you think! Psychology Today. Available at: http://www.psychologytoday.com/articles/pto-19960101-000027.html Retrieved August 28, 2006.

Osterkamp, L., & Press, A.N. (1983). Stress? Find Your Balance. Preventive Measures Inc.: Lawrence, Kansas.

Resources

Suzanna Smith and Joe Pergola. (2006) "Stress Management: Preventing Stress Through Lifestyle Management," EDIS. The Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida.

Suzanna Smith and Joe Pergola. (2006) "Stress Management: Ways to Cope." EDIS. The Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida.

Smith, Suzanna and Joe Pergola. (2006). "Stress Management: Understanding Stress." EDIS. Florida Cooperative Extension Service, University of Florida.FCS2077B, FCS2080,

If anyone in your immediate family has type 2 diabetes, then you’re probably aware that you’re also at high risk for the disease. In type 2 diabetes, the pancreas does not produce enough insulin, and/or the insulin that it DOES produce isn’t used efficiently in the body. In either case, the result is a rise in blood glucose (or sugar). High blood glucose over time can cause serious health complications, so it’s important for people at high risk for diabetes have their blood glucose tested regularly and to take steps to decrease their risk if their blood glucose begins to rise. People with blood glucose that is higher than normal but below the cut-off for a diagnosis of diabetes have “pre-diabetes.”

However, people with pre-diabetes can prevent or delay the onset of diabetes by improving their lifestyle. The NIH-funded Diabetes Prevention Program was a large research study that demonstrated the effectiveness of intensive lifestyle intervention in greatly reducing the onset of diabetes in persons with pre-diabetes. In fact, the lifestyle group achieved better outcomes than the group that received the anti-diabetic drug metformin.

To achieve such a positive outcome, the lifestyle group changed their eating and exercise habits to promote modest weight loss of five to seven percent of their body weight. They ate diets rich in vegetables, whole grain foods, and fruits, with low fat or fat-free dairy foods, and lean sources of protein, They received counseling for information and encouragement. Those of us not in a research study can enlist the help of family members, who can be our cheerleaders for a healthier lifestyle.

Podcast: Reducing Risk for Diabetes

Written by: Linda B. Bobroff

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.

Sources:

American Diabetes Association. Standards of medical care in diabetes-2006. Diabetes Care. 2006;29 (Suppl 1): S4-S42. Available at: http://care.diabetesjournals.org/cgi/content/full/29/suppl_1/s4 Accessed July 10, 2006.

American Diabetes Association. Prevention or delay of type 2 diabetes (position statement). Diabetes Care. 2004;27:S47-S48.

Brekke HK, Jansson P, Mansson J, Lenner R. Lifestyle changes can be achieved through counseling and follow-up in first-degree relatives of patients with type 2 diabetes. J Am Diet Assoc. 2003;103: 835-844.

Knowler WC, Barrett-Connor E, Fowler SE, et al. Reduction in the incidence of type 2 diabetes with lifestyle intervention or metformin. N Engl J Med. 2002;346:393-403.

Sadovsky R. Glycemia testing to diagnose type 2 diabetes mellitus. Am Fam Physician. 2003; Jan 1. Available at http://www.aafp.org/afp/20030101/tips/5.html Accessed July 31, 2006.

National Diabetes Information Clearinghouse, National Institute of Diabetes and Digestive and Kidney Diseases, National Institutes of Health. Diabetes Prevention Program. Available at:
http://diabetes.niddk.nih.gov/dm/pubs/preventionprogram/index.htm Accessed
on August 28, 2006.

Most people agree with the idea that families have a responsibility to care for older family members. Yet, some changes in family life have brought up new questions about caring for the elderly. What happens when a parent divorces and then remarries later in life? Should adult children care for the stepparent as well as the parent? These questions are becoming more and more important as individuals live longer and growing numbers of older adults divorce and remarry.

Researchers from the University of Missouri sampled over 1000 men and women from across the U.S. to find out how adults viewed responsibilities to parents and stepparents. In telephone interviews, researchers presented stories describing a family dilemma and asked how much help the younger adult should give to the parent or stepparent. For example, the parent remarries after being a widower, and after a few years, dies very suddenly. Should his son help the stepmother with things around the house, even though they have never gotten along? What if the stepmother has more serious health problems, should the son help care for her? What if the older adult is a parent, should the son provide this care?

Results showed that adult children were expected to help parents more than stepparents, out of a sense of obligation and to repay parents for past help. Stepparents who came into families later in life “generally were not seen as family members,” and as a result, were not automatically entitled to caregiving aid. However, the quality of the relationship also influenced the duty to help, both parents and stepparents. When the relationship was good, respondents were more likely to think that help should be given. This research suggests stepparents of all ages have to earn family bonds by “building a history” and developing “positive emotional ties” with stepchildren.

Podcast: Caring for Stepparents in Later Life
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

Gonong, L. & Coleman, M. (2006). Obligations to stepparents acquired in lager life: Relationship quality and acuity of needs. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences 61, S80-S88.

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.

All babies cry, for many different reasons—“they’re startled, hungry, cold or hot, tired, wet, bored, annoyed, [or] have gas…” (Jana & Shu, 2005, p. 108). And, they cry an average of 2 to 4 hours a day (Jana & Shu)!

The first thing to do when your baby cries is to respond right away (Shifford, n.d.). You won’t spoil your baby this way. Instead, this builds a trusting, caring relationship.

Try to find out why your baby is crying. She or he may be hungry, tired, or need to be changed. Check for problems such as a pokey pin, or fever and illness.

If you’ve taken care of the basics and your baby isn’t sick, here are some other things you can try:

• Cuddle your baby. Babies need comfort and closeness.
• Take a walk with your baby in a sling or stroller, or a little drive in a car.
• Use some simple sound effects. Turn on the vacuum cleaner, washing machine or shower. Sing or play soft music.
• Provide something safe to suck on, such as a pacifier or your little finger.
• Relax. Babies can pick up on your stress.
• Hand your baby off to someone else until you feel calmer.
• Or, place your baby in a safe place like a crib or car seat for while you calm yourself.
• Never shake your baby.
  

It’s not unusual for new parents to feel like crying from time to time, too. So if you feel stressed, talk to someone about your feelings. And if your baby keeps crying or cries more than usual, make sure to see your baby’s health care provider.

Written by: Suzanna Smith, Associate Professor, Human Development

Listen to the podcast: Soothing a Crying Baby


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.

References

Centers for Disease Control (n.d.). You’re your baby cries. Retrieved June 20, 2006 from http://www.bt.cdc.gov/disasters/hurricanes/katrina/pdf/violence_babycries.pdf.

Jana, L. A. & Shu, J. (2005). Heading home with your newborn. Elk Grove Village, IL: American Academy of Pediatrics.

Shifford, D. (n.d.) Crying. A minute for kids (audio file). American Academy of Pediatrics. Retrieved June 20, 2006 from http://www.aap.org/healthtopics/behavior.cfm.

baby, crying, infant, parenting

"This is not fair! I need more money!” These words were spoken to me this past summer during a money management camp hosted for teenagers in Ocala, FL. The young lady was in the middle of a spending and budgeting simulation when she realized that she did not have enough income to pay for the high end clothing, red sports car, and 5 bedroom house that she wanted. As I watched these teenagers become frustrated with finances, it occurred to me that, in many cases, parents are waiting until their children are 16, 17, 18 years or older to start teaching them about money management. But how is an 18 year old who has always had Mom and Dad pay for everything going to know what to do when the National Bank of Dad closes and he has to go out into the real world and make ends meet?

According to Janet Bodnar, author of “Dollars & Sense for Kids,” children should begin learning how to manage money through an allowance as soon as they are old enough to recognize money’s worth. Linda Barbanel supports the same principle in her book “Piggy Bank to Credit Card,” indicating that as soon as a child is old enough to ask for something in the grocery store, it is probably time to get them started on an allowance. Many parents, however, are concerned by how much they should pay as an allowance, how often they should give an allowance, whether or not they should link chores to allowance, and how to get their children to save the money that they receive. All of these are valid concerns and there are many different approaches and theories out there, but most researchers agree on some certain principles.

First, let’s address the age at which children should begin receiving an allowance. As mentioned before, it is good to get children managing their own money as early as possible. If children have not already begun receiving an allowance by 6 years old, this is a good age to begin. It is at this time, around first grade, that children begin learning about money in school, and they are excited to apply what they learn. For instance, a 6 year old who receives a dollar a week can realize that that dollar is equal to 100 pennies, or 10 dimes, or 4 quarters, or 20 nickels; and he will be proud to share this information with his parents. Most children are going to get the money out of their parents anyway, adds Bodnar, so it is better to teach them to manage their own money than to allow them to nickel and dime you for every little thing they want.

Now that the age issue is out of the way, many parents just don’t know how much money is appropriate to give as an allowance. First of all, parents and children need to sit down and discuss what expenses the allowance will cover. For a 6 year old, one or two dollars a week will probably suffice to pay for the candy that they want at the grocery store, while an 11 year old may require a higher allowance in order to pay for movie tickets and arcade games. Basic living expenses such as food, clothing, and school supplies should be the responsibility of the parent, but even a 15 year old can be reasonably expected to contribute for special clothing items, events, and out-of-town trips, thus requiring a higher allowance. According to a Nickelodeon/ Yankelovich Youth Monitor survey, the average allowance for a 6-8 year old is $4.80 per week, a 9-11 year old is $7.00 per week, and a 12-17 year old is $16.60 a week. As this study shows, it is very reasonable to raise a child’s allowance as he or she gets older. Financial Advisor David McCurrach says that a good way to decide how much a child should receive as an allowance is to estimate how much you are currently spending to fulfill their requests and then set that amount as their allowance.

Another concern for parents is how often they should give their child an allowance. Is it better to give allowance on a weekly basis or a monthly basis? Well, most researchers agree that this depends on the age of the child. For most young children, long term goals are not really a strong point, so it would probably be best for them to receive a weekly allowance. For older kids, however, a monthly allowance is better because it teaches them how to budget their money. If they spend their whole allowance in the first week, it’s gone. Linda Boelter, a certified financial planner and family financial management specialist at the University of Wisconsin-Extension, puts it this way, "Teaching children to budget in their teen years helps save them from the consequences of not knowing how to budget as they get older. It's better to not be able to go to the movies for a couple of weeks when you're 16 than not being able to pay rent or a car payment when you're 25."

While all of these concerns are valid, the biggest debate around allowances for children is what to give an allowance for. Many parents base their children’s allowance on the amount of chores that they do, but child development experts say that this is generally not a good idea. David Riley, Bascom Professor of Human Ecology at the University of Wisconsin (Madison)- Extension puts it this way, “There are risks in linking allowances to chores. It sounds like a good idea at first because we want children to have experience actually working for money, but the problem is that it undercuts the idea of the family as a moral unit.” Kaitlyn Laurie, a child and adult psychotherapist, suggests giving children a basic allowance that is not linked to chores, but to spending responsibilities. Then, if the child would like to supplement their regular allowance, allow them to do extra chores to save money for more costly goals. Keep in mind that the purpose of an allowance is to teach children to manage their own money, while the purpose of chores is to contribute to the successful running of a household. You don’t want your son to say, “Sorry, Dad, Mr. Johnson next door offered to pay me more, so I’m going to mow his lawn instead of ours.”

Lastly, since the purpose of an allowance is to teach kids money management skills, an important thought to consider is how to get kids to save some of the money that they receive. First of all, it is important that you know your child’s personality and understand that even kids in the same household respond differently to money. Some kids want to hoard all of their money and you can’t get them to spend it if you try, while another kid will get a dollar and it burns a whole in his pocket. A good way to get children to save when they are younger is to require that they put a certain percent of their allowance toward a short-term goal. Bodnar says that this rewards them, but also teaches them that they don’t have to have everything right away. If children are saving for a very costly item, offer to match whatever they save. This gives them incentive to accumulate a certain balance and prevents them from giving up on their goal.

Most importantly, whatever schedule you decide to set for allowance, and whatever criteria you decide to base your child’s allowance on, be consistent. Be open about finances and talk to your kids about the stock market, savings options, budgeting, and other money matters. If children are going to learn to be financially stable adults, they have to have good role models in their parents. That way, when your child goes out in to the real world, he or she will be leaps and bounds ahead of the kids that just found out that dad’s wallet is closed and they are on their own.

Written by: Selena Hohenstein
Reviewed by: Jo Turner

kids, parenting, children, allowances

Internet connectivity in the form of blogs, chat rooms and forums can be hazardous to today’s teens. These online communication aids are not themselves the problem – Rather, teens face an ever-present threat of being sexually solicited online.

For example teens may be persuaded to discuss sex with someone, do something sexual, or disclose personal sexual information. This can happen when an adult initiates a nonsexual relationship with a child or adolescent online, builds trust, and then seduces him or her into sexual acts. Similarly, online seduction can also occur between peers.

Studies find that teens most at risk for being approached sexually online are more likely to be female and between the ages of 14 and 17 years. Teens who are depressed and who have experienced negative life transitions such as moving to a new neighborhood or a death or divorce in their family are especially vulnerable. Also, teens who use the internet more frequently – 4 or more days a week at 2 or more hours a day and who engage in high-risk online behavior are more likely to be approached sexually online.

Ways to keep your teen safe online include: (1) keeping computers with internet access in a centralized location in the home; (2) educating your child or preteen about potential dangers and devising ways to handle online solicitation; and (3) setting ground rules for internet use such as scheduled times, permissible websites, and limiting online communication to familiar peers. Although there is a big scary cyberworld out there, the family and home can be a safe haven for teens.

Listen to the Podcast: Sexual Solicitation
Written by Kate Fogarty
Reviewed by Suzanna Smith and 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.

References

Mitchell, K.J., Finkelhor, D., & Wolak, J. (2001). Risk factors for and impact of online sexual solicitation of youth. JAMA, 285, 3011-3014.

Ybarra, M., Leaf, P., & Diener-West, M. (2004). Sex differences in youth-reported depressive symptomatology and unwanted internet sexual solicitation. Journal of Medical Internet Research, 6, no pagination specified.

Resource

OnGuard Online.gov Social Networking Sites: Tips for Teens and Tweens Online

teens, parenting, online, sexual solicitation, children

Going to the dentist to get a cavity filled is not a fun experience for adults or children. Dental work can be costly and occasionally painful. The good news is that there are good nutritional habits your family can practice to decrease the risk for cavities, also known as dental caries.

Eating a balanced diet will provide the nutrients necessary to keep teeth strong and healthy. For example, milk is not only a great source of calcium but decreases the risk for dental caries when consumed with foods. Also, limit the frequency of snacks and sweetened beverages between meals to decrease the number of times the bacteria in the oral cavity can produce acids that cause dental caries. If snacks are consumed, brush the teeth, rinse with water or chew sugar-free gum to neutralize the acids formed by the bacteria.

Stay away from slowly dissolving, sugar-containing candies that remain in the mouth for a long period of time. Even healthy foods like dried fruits can promote dental decay because sticky foods remain on the teeth longer, so make sure your children brush after a sticky snack.

Incorporating these simple habits into the diet in addition to keeping good oral hygiene by brushing and flossing and using a fluoridated toothpaste will help decrease the number of cavities and can potentially save your family pain and money. This can bring a smile to anyone’s face.

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.

Listen to the Podcast: How Nutrition Affects Oral Health

Written by Karla P. Shelnutt

Reviewed by Linda Bobroff and Donna Davis

As we’ve learned over the past couple of years, disaster can strike anyone, anywhere and anytime. A natural disaster, whether hurricane, tornado, flood, or tsunami, can devastate areas and leave families without resources, sometimes for long periods of time. And, while people of all ages suffer, infants can be at far greater risk. However, mothers can save their infants’ lives and protect them from illness by simply breastfeeding… even if they haven’t been breastfeeding their baby.

While medical and nutrition experts have long supported breastfeeding as the optimal way to nourish an infant, during disasters when the risk of contaminated water increases dramatically, breastfeeding can be even more critical. Breastmilk protects infants from respiratory illnesses and diarrhea, problems that can become fatal to a vulnerable infant displaced by disaster. According to Lawrence Gartner, chair of the Section on Breastfeeding of the American Academy of Pediatrics, breastfeeding can also “promote psychological health and comfort during stressful times. Human milk reduces pain and promotes more rapid healing after injuries and infections.”

Even mothers who have not been breastfeeding can start, up to 6 months after giving birth. According to the La Leche League, if a mother has given birth within five days, she “can have a full milk supply quickly by breastfeeding the baby, every two to three hours or more frequently.” Even up to six MONTHS after giving birth, a mother can relactate!

Breastmilk is 87% water, so mom should be sure stay hydrated to ensure adequate milk production! For more information on breastfeeding during emergencies go to our website at familyalbumradio.org or to lalecheleague.org.

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.

Listen to the Podcast: Breastfeeding During Disaster

Written by: Donna Davis

References

“La Leche League Answers Questions about Breastfeeding in Emergencies” retrieved June 18, 2006 from http://www.lalecheleague.org/emergencyfaq.html

“When an Emergency Strikes Breastfeeding Can Save Lives, Part 2” Retrieved June 18, 2006 from http://www.lalecheleague.org/Release/emergency2.html

“Disaster or Emergency Preparedness for Women” retrieved June 20, 2006 from http://www.4woman.gov/tools/disaster.cfm

Listen to the podcast: Stress from caregiving
Written by: Donna Davis

As caregiving for the elderly continues to increase in the future, almost everyone will either care for or know someone who’s caring for an elderly relative. Adult caregivers can find the task exhausting and overwhelming taking a toll on their physical and emotional health.

Experts say it’s important to remember to take care of yourself first. Eat nutritious meals and get enough sleep. Exercise often and get regular medical checkups. If you begin to experience symptoms of depression such as deep sadness, hopelessness or have trouble concentrating, speak to a doctor right away.

When possible, involve other family members in the caregiving process. Make a list of things that need to be done, including household chores, paying bills, shopping, home repairs and more. Also, ask friends and family to help by giving you a break to take time for yourself. Some communities have respite programs that give caregivers a few hours off to do things like shop, exercise and attend special events.

The quality of care you provide can only improve with the quality of care you provide for yourself!

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.

Resources

FCS2083/HE018 Guidelines for Caregivers Suzanna Smith and Jennifer E. Gove, EDIS publication

FCS5252/FY592 Elder Companion: Lesson 6 Stress Management Elizabeth B. Bolton, EDIS publication

caregiving, seniors, aging, stress, FAR

Listen to a Family Album Radio Podcast for more tips on caregiving.
Written by: Donna Davis
Reviewed by: Suzanna Smith

As the U.S. population continues to age, many families are starting to ask, “Who’s going to take care of mom… or dad?” Typically, caregiving continues to be provided by friends or family members assisting another adult who is disabled, ill or needs help in some way. This may be a neighbor who checks in on an older friend, a daughter who is living with an ailing parent, or a husband tending to his sick wife. Experts estimate that more than 22 million caregivers work full or part-time. Seven million of them care for someone who lives at least one hour away and the National Council on Aging predicts that number will more than double over the next 15 years.

This has created a circumstance similar to the childcare debate that occurs in many homes when working takes time away from caregiving. This creates stress on the caregiver who may worry that he or she is not giving enough time to the person they’re caring for. Likewise, caregiving takes time away from working and may affect job performance. As a result, many caregivers leave their jobs in order to take care of family members at home… a cause for concern for employers who will be addressing the impact of caregiving on employee leave and productivity… just one of many questions raised by this growing phenomenon.

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.

Resources

Living Day to Day Administration on Aging

caregiving, aging, seniors, FAR

Listen to the podcast:
Effect of Hospitalization on Older Couples
Written by: Donna Davis
Reviewed by: Suzanna Smith

Very often the tale is told of an elderly couple for whom the loss of one spouse is more than what the other can bear—and the other partner dies relatively soon thereafter. Referred to as the bereavement effect, this phenomenon has been well studied and documented. Likewise, research has explored the weighty effect that a spouse’s illness has on the caregiving partner, also called caregiver burden. Studies have shown that declines in physical and mental health of a spouse are often linked to a decrease in their partner’s health.

While we might romanticize that these couples suffer or die from a “broken heart,” new research reported in The New England Journal of Medicine has revealed a number of factors that may have serious consequences for spouses who are widowed or caregiving. For example, researchers have discovered the type of illness can have a significant impact. Additionally, spousal illness or deathmay deprive a partner of emotional, economic, social and other practicalsupport. Lack of support and related stress can also adversely affect a surviving or caregiving spouse’s immune system, placing them at higher risk.

Finally, the widowed spouse may begin to exhibit harmful behaviors such as drinking, poor eating habits, or high-risk activities after the illness or loss of a loved one.

Better understanding the potential problems elderly couples face when one spouse becomes ill or hospitalized can help families, healthcare providers, and policy makers better prepare to help them.
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.

Source

Christakis, Nicholas A., Allison, Paul D. (2006) Mortality after the Hospitalization of a Spouse, The New England Journal of Medicine, Volume 354:719-730, February 16, 2006, Number 7

Listen to the podcast:
Caregiving: Legal Issues

When care for an elderly or sick relative begins, discussions on financial and legal topics can be uncomfortable for both the caregiver and their relative. As hard as this may be, UF researchers say talking about legal matters is important.

As a caregiver you should know the location of your relative’s important legal documents. This includes their birth certificate, social security card, insurance papers and property deeds. Are these kept at home or in a bank box? Where would your relative prefer them to be kept? If something should happen to your relative, will you have access to these items?

If your relative has a will, or other such documentation, find out where they keep it and who helped them to create it. You might want to meet with a lawyer to review what the will says and to make sure it is up to date. If your relative does not have a will, ask if they would like to create one and help them find a professional who can help them do so.

Also, discuss with your relative who will have power of attorney to make legal and medical decisions if something were to happen to them. If they have made this decision, speak with their lawyer to review the paperwork.

Asking your relative these simple questions now can prevent potentially catastrophic problems down the road. There are too many sad stories of families caught off guard and dealing with picking up the pieces at an already difficult time.

Resources

University of Florida/IFAS Extension Solutions for Your Life: Aging and Caregiving

wills, money, estate planning, caregiving, FAR

Listen to the podcast: Working and Caregiving
Written by: Patricia Bartlett

You’ve been at your job for eight years, and it looks like that promotion may come your way soon. But, you’re worried that your caregiving duties for your parents are taking more and more time.

You’re worried about how caregiving is affecting your performance at work.Last week you left work early twice and this week you came in late. But you can’t afford to leave your job. As you struggle to balance the demands of working and caring of your parents, you wonder if you’re the only one doing this.

Take heart. A study conducted by the American Association of Retired Persons or AARP reveals that nearly 22 million American workers are caregivers for their parents or other elderly family member.

Some workers find the demands of taking care of their loved ones and working at the same time too great and they give up their paying job. Others, fearing for their job security, are reluctant to tell their supervisors about their care giving responsibilities.

But, many employers are willing to help. They may be able to refer you to community programs for respite care, legal assistance or case management. A few employers offer financial help for adult day care, paid leave for caregiver activities, job sharing, or flex time. The family medical and leave act gives eligible workers unpaid leave for family care giving without loss of job security. You’ll need to check into any restrictions that apply to you such as the size of the company; and how long you’ve worked there. Don’t be afraid to ask… you may find the help you need for the balance you’re seeking.

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.

Resources

AARP Caregiving is a Second Job for Many
AARP Caregiving Research
Medline Plus Caregivers

eldercare, seniors, AARP, caregivers, FAR