As we know, parents have a strong influence on the development of healthy lifestyle choices of their children. When parents guide their children to eat nutritious snacks and meals and engage in physical activity, they help them establish patterns that can last a lifetime – and usually a healthier lifetime. So how are young people doing?

According to a recent article in the International Journal of Behavioral Nutrition and Physical Activity, physical inactivity is increasing among teens in the U.S., especially among girls. In 2005, almost one-third of teens failed to meet national recommendations for moderate to vigorous physical activity (MMWR, 2006). Researchers from The University of North Carolina - Chapel Hill and San Diego State University explored the relationship between parental influences and adolescent physical activity and whether those relationships were mediated by self-esteem and depression.

Using data from the National Longitudinal Study of Adolescent Health, the researchers found that family cohesion, parent-child communication, and parental engagement positively influenced a teen’s physical activity. They also found that positive parental relationships were associated with their teen’s self-esteem, which in turn led to increased physical activity. The researchers suggest that “a parenting style characterized by warmth and support, while providing adolescents with appropriate levels of autonomy, may be important for achieving recommended levels of physical activity.”

The research suggests that when families spend time together, communicate with each other, and develop strong family bonds they also are more likely to promote physical activity among their teens.

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: Parental influence on physical activity
Written by: Donna Davis
Reviewed by: Linda Bobroff & Suzanna Smith

Reference

Ornelas, I., Perreira, K., Ayala, G. Parental influences on adolescent physical activity: a longitudinal study. International Journal of Behavioral Nutrition and Physical Activity 2007, 4:3 doi:10.1186/1479-5868-4-3. Retrieved on February 5, 2007.

Eaton D, Kann L, Kinchen S, Ross J, Hawkins J, Harris W, Lowry R, McManus T,
Chyen D, Shanklin S, et al: “Youth Risk Behavior Surveillance -- United States, 2005”. Morbidity and Mortality Weekly Report Surveillance Summaries2006, 55:1-108. Retrieved on February 14, 2007.

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/

Adolescent girls typically are very concerned about their body image. For some, this concern leads to extreme eating and/or exercise behavior. They may restrict the amount of food they eat and/or exercise several hours a day. For some, this may be a sign of an emerging eating disorder. These behaviors are easily overlooked, and many young people consciously keep their condition a secret from parents and friends.

Research shows that roughly 3% of adolescents struggle with some form of eating disorder, and 90% of those struggling are females (Haines & Neumark-Sztainer, 2006). Parents often are unaware of the problem until the condition seriously endangers their child’s health. This might be avoided if parents were aware of the physical and psychological warning signs of eating disorders.

• Signs may include excessive fear of weight gain, severe restriction in the type and amount of food eaten, a desire to eat alone, withdrawal from family and friends, and denial of bad eating habits (Treasure, Van Furth, & Schmidt, 2003). Physical signs include absence of the menstrual cycle, dry or brittle hair, tooth decay, decreased energy, and often, marked weight loss (Treasure et. al., 2003).

Fast intervention and treatment are keys to reducing long term health effects of eating disorders and increasing the chance of a full recovery. Parents who suspect that their child has an eating disorder should consult their primary care provider and ask for a referral to a mental health professional or an eating disorders team who will provide evaluation, diagnosis, and multi-disciplinary treatment. (Thompson, 1996).

Families that heed the warning signs and arrange for proper intervention and treatment can reduce the prolonged effects of eating disorders, and increase their child’s chance of a full recovery.

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: Warnings signs of child/adolescent eating disorders, and treatment suggestions.


• Written by: Keri Pound & Amanda Mosher

References

Haines, J, Neumark-Sztainer, D. (2006). Prevention of obesity and eating disorders: a consideration of shared risk factors. Health Education Research, 1-13.

Thompson, K.J. (ed). (1996). Body image, eating disorders, and obesity: An integrative guide for assessment and treatment. Washington, DC: American Psychological Association.

Treasure, J., Van Furth, E., & Schmidt, U. (eds). Handbook of eating disorders. Hoboken, NJ: John Wiley and Sons.

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.

Having a baby challenges couples with many changes in their routines and relationship. In a matter of hours, a family goes from an adult couple whose life often revolves around their own interests, to a three-person family with a little one requiring twenty-four hour care. I remember one of my friends exclaiming when she found she was pregnant, “I’ll need to tap into my friend and family networks for help!”

And, research supports her intuition. Couples’ social networks can help new mothers and fathers adjust to parenthood. In the Journal of Marriage and Family, researchers reported that new parents with largerfamilynetworks were better adjusted—they were positive about life, enjoyed others, and got involved in activities, even during the busy and demanding transition to parenthood.

Having supportive friends also helped ease the adjustment to parenthood, especially for women. Those new mothers who had satisfying friendships as well as family relationships were less likely to be depressed.

The support that husbands and wives offered each other was also important. Those who reported more give and take with their spouses were less depressed. Unfortunately, both husbands and wives became less satisfied with their spouse’s support over the two-year period.

All these findings suggest that “support from close family members” is very important during the transition to the birth of a child because this support protects against postpartum depression and related problems (p;. 527, 528). New mothers and fathers do need support as they take on their new roles and responsibilities as parents. Reaching out to family, friends, and each other can help make this transition easier.

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: Social Networks and New Parents
Written by Suzanna Smith
Reviewed by Donna Z. Davis

Reference

Bost, K.K., Cox, M. J. & Payne, C. (2002). Structural and supportive changes in couples’ family and friendship networks across the transition to parenthood. Journal of Marriage and Family, 64, 517-531.

Just a few days after our first child was born, our pediatrician informed us that our son needed to go back into the hospital to spend a night under the bilirubin lights for his jaundice. In an attempt to cheer me up, my husband took me to a new comedy playing at the local theater. I cried through the entire movie--and for the next three days. The veteran moms in my life told me not to worry, that it was just my “raging hormones.”

In fact, they were right. I was experiencing what is often referred to as the “baby blues,” which are considered a normal part of early motherhood and can last several days. However, when the mood swings, depression, loss of appetite, difficulty sleeping and even a loss of interest or pleasure in life persists for weeks or even months, these moms are likely suffering from postpartum depression.

According to researchers at the Yale University School of Medicine, postpartum major depression occurs in about one of 10 childbearing women. If left untreated, postpartum depression can have serious adverse effects on the mother and on her relationship with significant others, as well as on her baby's emotional and psychological development.

If a new mother experiences signs of depression, she should talk with her doctor about her symptoms and possible solutions. The doctor may recommend counseling, medication or other support tools. However, nursing mothers should also be aware of the possible effect antidepressants can have on breast milk. Most important, new mothers don’t need to try to navigate these changes alone—it’s important to turn to family and friends for help during this important life transition.

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: The “baby blues” and postpartum depression
Written by Donna Z. Davis
Reviewed by Suzanna Smith

Sources:

“Postpartum Depression and the "Baby Blues:” Are changes in mood common after childbirth?” American Family Physician, April, 1999. Retrieved on October 31, 2006 online. “This handout provides a general overview on this topic and may not apply to everyone. To find out if this handout applies to you and to get more information on this subject, talk to your family doctor.”

Epperson, C. Neill, M.D., “Postpartum Major Depression: Detection and Treatment” Yale University School of Medicine, American Family Physician, April, 1999. Retrieved on October 31, 2006 online.

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

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

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

One of the best ways that parents can help their children succeed in school is to be involved with their education. This starts with communicating well with your child’s teacher. Basically, good communication involves meeting with the teacher, being a positive and courteous partner in your child’s learning, and keeping the lines of communication open in various ways throughout the year.

1. Meet the teacher. Go to your child’s school open house or meet-the-teacher day. Even though time may be short, a few simple steps can show your interest and support:

• Introduce yourself and your child.
• Collect any information the teacher provides.
• Offer to help by signing up to donate items to the class or to volunteer for other jobs.

2. Go to parent-teacher conferences. Often schools schedule these sometime during the year. More information about how to get ready and what to ask can found at the following Web sites: http://www.ed.gov/parents/academic/help/succeed/part8.html and http://www.nea.org/parents/ptconf.html.

Make sure that you schedule a conference if:

• Your child has special needs and your teacher needs to know this early in the year.
• Your child’s grades drop suddenly.
• You suspect that your child is having difficulty understanding her or his schoolwork.
• Your child is upset about something that happened in school—with peers, or with the teacher.
• Your child does not seem to have any homework.
• Something changes at home that may affect the student’s learning (e.g., new baby, parental illness, divorce, or upcoming move).

3. Find the right time to talk to the teacher. If you are at school, you may run in to teachers and be tempted to ask about how your child is doing.

• At school, ask the teacher if it is a good time to talk or when is most convenient for him or her. Just before or after school may not be the best times.
• If you run into a teacher around town, simply exchange pleasantries. This is not the time for a parent-teacher conference.

4. Write short notes and follow up. If you want a quick response to a question:

• Send a brief written note or an email message (if allowed) to the teacher with your question clearly stated.
• Include your phone number and/or email address.
• If you don’t hear back in a few days, follow up with a phone message to the school.
  

5. Follow email etiquette. Email is often a convenient and helpful way to communicate with your child’s teacher, but should follow the same guidelines for any professional communication.

• Be aware that teachers get many email messages—and have many other responsibilities during their day--and may not be able to respond immediately to yours.
• Identify your child and sign your name. Include a phone number where you can be reached if needed.
• Be diplomatic. You can’t take back an email message and email can be easily forwarded. Be calm, choose your words carefully and avoid criticizing the teacher. Don’t write and send an email when you are angry.
• Be brief and stick to the point. Don’t include animations, pictures, and graphics.
• Use upper and lower case, not all caps (that’s considered shouting).
• Stick to school-related matters. Don’t forward chain mail, jokes, or frivolous information.
• Don’t forward someone else’s email, including a teacher’s, unless you have their permission.
• Watch out for viruses and spam—don’t spread these around.

6. Be positive and courteous. Many teachers are overworked and underappreciated. Speaking in positive ways opens up the lines of communication so you can work together to help your child succeed in school.

• Open up communication with phrases such as “Can we talk about…?” Avoid criticizing and blaming the teacher with comments such as “You should have…” or “You must be mistaken.”
• Make respectful requests, such as “Could you send home the information about…?” Avoid giving orders to the teacher by saying, “You have to….” or “You need to….”
• Use kind words rather than fighting phrases. For example, “Please, could you…” and “Thank you for all you did,” go a long way in building a good relationship.
  

7. Accept differences. Sometimes you may really “click” with a teacher and other times it may seem a struggle to keep the lines of communication open.

• Listen to the teacher to get a sense of who she or he is.
• Hear what the teacher has to say about his or her expectations, classroom, and your student.
• Don’t argue with or criticize the teacher in front of your child.
• Don’t send email messages written in anger.
• Try to work things out with the teacher before going to the principal.
• If you have conflicts with the teacher, remain calm. Listen, be positive, and talk things out.

8. Be a partner with the teacher to support your child’s learning. Thirty years of research shows that children do better in school when their parents are involved. Some of the most important things you can do are to:

• Help with homework as needed and appropriate.
• Help your child learn the skills needed to manage time and stay on task.
• Ask teachers for clarification on instructions and assignments as needed.
• Talk about school matters with your student at home.
• Ask teachers what you can do to help your child at home.

At the same time, as your children get older, teachers expect them to be able to take on more responsibility and to function independently. Your child likely will want more and more autonomy as well. Help them build these skills while also continuing to be supportive.

9. Ask what you can do to help. If there is something you can do to help your child’s teacher, offer to volunteer. Hand the teacher your business card or a note with brief information about what you can do (for example, speaking to a science class about chemistry or tutoring) and how to reach you.

10. Keep the lines of communication open all year.

• Send a note of appreciation to the teacher when something goes well in her/his class, and mention this to the principal.
• Give the teacher your phone number and email.
• Ask what you can do to help with classroom activities, presentations or fairs, field trips, or anything you can do at home.
• Check the school and teacher Web sites (if available) to keep up with what is going on, in and out of the classroom.

Note

1. The author would like to thank the following individuals for their helpful comments: Lisa M. Sauberan, M.Ed., Science Teacher, Howard Bishop Middle School Academy of Science and Technology, Gainesville, FL; Elizabeth Bondy, Ph.D., Professor, School of Teaching and Learning, College of Education, University of Florida, Gainesville, FL.

Written by: Suzanna Smith, Ph.D., M.S.W, CFLE, Associate Professor, Human Development

References

Alexiou-Ray, J. A., Wilson, E., Wright, V. H., & Peirano, A-M. (2003). Changing instructional practice: The impact of technology integration on students, parsents, and school personnel. Electronic journal for the integration of technology in education, 2(2). Retrieved August 16, 2006 from http://ejite.isu.edu/Volume2No2/AlexRay.htm.

Computing at Cornell (2005). E-mail etiquette. Cornell University: Cornell Information Technologies (CIT). Retrieved August 16, 2006 from http://www.cit.cornell.edu/computer/email/polite.html. .

Epstein, J. L. (1986). Parents’ reactions to teacher practices of parent involvement. The Elementary School Journal, 86(3), 277-294.

Henderson, A. T. & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southeast Development Laboratory. Retrieved August 7, 2006 from http://www.sedl.org/pubs

Horn, S. (2004). How can I talk to my child’s teacher? National Education Association. Retrieved August 4, 2006 from http://www.nea.org/parents/talkingtoteachers.html.

National Education Association. (n.d.). A parent’s guide to school involvement. Retrieved August 7, 2006 from http://www.nea.org/parents/schoolinvolve.html.

National Education Association. (n.d.). Getting involved with your child’s education. Retrieved August 7, 2006 from http://www.nea.org/parents/index.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

University of Illinois Extension. (n.d.). Parent/teacher communications and establishing a relationship with your child’s teacher. Retrieved August 7, 2006 from http://www.urbanext.uiuc.edu/familyworks/school-01.html.

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

U.S. Department of Education. (2005). Questions and tips for parents, schools and the Community/. Retrieved August 7, 2006 from http://www.ed.gov/parents/academic/involve/nclbchecklist.html

teachers, communication, parents, parenting, back-to-school

Listen to the podcast: Protecting Children from Heat in Cars
Written by: Donna Davis
Reviewed by: Suzanna Smith

Every year it seems we hear another story about a child being left in a car, almost always by mistake, only to suffer or die of heat exhaustion or heat stroke. During the summer of 2003, ten children in Texas suffered such a fate, the highest fatality rate from this cause for any state.

While many of these children were the victims of a forgetful caregiver, others were left for “only a moment” by a caregiver who didn’t realize that even a matter of minutes for a quick errand could result in tragedy. Even at only 75 degrees outside, a car can reach 100 degrees in a matter of ten minutes.

How can these tragedies be prevented? According to the Child Abuse Prevention Project, when away from home, NEVER leave a child unattended in a car (even if the windows are down and it’s shaded or your baby is sleeping… even for just a minute). In addition, there are a number of steps you should consider to keep your children safe when they’re at home. For example, don’t leave your car keys where children can get them – they may be tempted to play in the car. Keep your car doors and trunks locked at all times, even in the driveway or garage. Also, keep rear fold-down seats closed so kids can’t get in the trunk from inside the car, and consider having a trunk release mechanism available from inside the trunk. Finally, if your child does get locked inside a car, call 911 immediately if you’re not able to get them out yourself.

A few simple steps can protect your family from tragedy!

heat, cars, safety, children, babies