I have a few posts regarding anxiety, mainly due to it's prevalence in our society. Thankfully, anxiety is one of the most treatable psychological disorders in children. With talk therapy and medication, research has found that nearly 80 percent of children can control their anxiety and live a happy life. Below are the most prevalent anxiety disorders - most anxious children have a combination of the following conditions.
*Generalized anxiety disorder: An excessive worry about things that are out of a child's control and a tendency to always imagine the worst case scenario or worry about adult issues.
*Social Anxiety: A child's fear of meeting or talking to people, along with a worry that they will be teased or humiliated and that everyone is judging their every move.
*Selective mutism: A condition where a child who talks easily with family and friends gets so anxious in front of teachers, authority figures, and even peers that they freeze up and can't speak at all.
*Separation anxiety: A constant, debilitating fear of being separated from one's parents or that harm will come to them, at a level that is inappropriate for a child's age.
*Obsessive-compulsive disorder - A need for ritual or compulsive behavior, like washing or counting, to relieve anxiety about a fear or intrusive thoughts about upsetting topics.
*Phobia - An illogical all-consuming fear such as dogs, vomiting, insects etc.
Source: Parent's Magazine
Sunday, May 31, 2015
Monday, May 25, 2015
Classroom Placement
Classroom placement is a
process that is child centered and takes teachers and staff many hours of
careful thought and consideration. We
look at gender, learning abilities, peer combinations (both positive and
non-constructive) and form equitable classroom communities that ensure both
social and academic development for all children. When making classroom placements we always
consider the individual child while recognizing that each child is also part of
a complex equation. Once the classroom
communities have been formed the movement of one child from the group damages
the integrity of the group and causes a chain reaction within the classroom
balance. Rest assured that all of our
teachers and staff have the skills to help children adjust to their new
learning environment. Many parents have questions over the years regarding our placement process so I thought it would be helpful to address some of the more common questions that I have been asked over the years.
Can I ask for a particular
teacher for my child?
We respectfully ask that
parents not ask for a particular teacher for their child. Doing so is very awkward for the teacher and
it is very difficult to successfully build the most productive, balanced class
groups on the basis of parent requests.
The teachers spend many hours thinking about the best learning
environment for all students and we ask that you trust our process. Thank you for your cooperation.
I would like my child’s best
friend placed with them in their classroom – is this a request I can make? How
do I communicate that?
Parents are welcome to share with
the classroom teacher and school counselor, names of friends that their child
would like to be with in their classroom.
Please note that this will not ensure that the students will be placed
together. We find that children placed
with their best friend often work and play exclusively with each other, and
this does not promote the diverse social interactions we try to foster. However, we also try to make sure every child
has some “support” from other children in class placements. We find, that young children change best
friendships often, as parents well know.
If my child is having
difficulty getting along with a student can I request that they not be placed
together?
If your child is having
repeated difficulty with a student in his/her class, you will need to inform
the teacher, counselor and the Principal so problem solving can take place. Part of the school experience is to learn to
function socially with all kinds of people, to prepare children for that
reality in life. Our placement process
works hard at separating the most non-constructive relationships, as best we
can.
If my child is upset about
their placement how do I best support them as a parent?
Occasionally children are
upset with their class placement. It is
not uncommon for individuals to hear that a certain teacher is the best to have
or to feel that one teacher has a reputation for being too strict – often these
“reputations” are what leads to the child’s feelings. It is critically important for you to know
that students’ attitudes towards their teachers and school are highly influenced
by the attitudes and strategies of their parents. You can provide your child with a successful
beginning of the year experience by responding to their classroom assignment
with positive enthusiasm. Through
confidence in our children’s ability to deal with change and parent’s
cooperation and trust, we can all work together to enhance personal development
and provide a positive school climate for all.
I hope that you found this Q & A helpful - it's hard to believe that the end of another school year is upon us!
Sunday, May 17, 2015
Spring - a time of transition
Spring and the impending end of the school year bring about a range of emotions for children. The upcoming
transitions for students and their families include; saying good-bye to
teachers, the structure of a school day, and for some even a change in their
school building. The big question all
parents ask is; how can we help support our children in a positive way to have
a successful transition from one school year to the next? The following are some thoughts on how to
make that happen.
*Be supportive, optimistic and encouraging when your child
finds out who their teacher and classmates are for the following school
year.
*Let your child know it is normal to feel apprehensive about
the upcoming change.
*Expect the transition to be successful. But remember adjustments take time and can be
overwhelming. Your attitude can help
your child – show you are confident in their ability to adjust well.
*Invite your child to express their emotions and be respectful
of their feelings – something that sounds minor to you could be major to your
child. Remember to use open-ended
questions and listen carefully.
*Help your child explore ways to cope with concerns by being
available for further discussion, problem-solving together and role-playing. Be careful not to give advice unless your
child asks for it – often they just need to be listened to.
*Encourage your child to try new things and participate in
after school activities or sports that interest them.
*Continue to help support your child’s organizational skills
and help them be responsible for bringing the items necessary for their day
(homework, snack, notes) back and forth to school. This helps your child feel prepared for their
day and it reduces stress.
*Attend the school transition/informational nights that are
offered so that you are invested in the transition process.
*Keep the days leading up to the transition as positive and
stress free as possible. Make sure you
have everything you need ready ahead of time.
*Lastly, encourage your child to have fun and reassure them
that they are very capable of success and show them how much you believe in
them.
Sunday, May 10, 2015
The power of music
Music is a powerful tool that can help us to relax, lead to aggressive behavior, increase our cognitive abilities, enhance our coordination, make us want to dance, soothe us when we are sad, reduce our stress, and reduce emotional distress. It's amazing how one mode of communication can elicit so many different responses in us.
Recent studies have proven that playing a musical instrument leads to better performance on cognitive tasks. After 4-5 months of playing a musical instrument for an hour a week we see strong changes in the brain - the parts that control hearing, memory and the part that controls the hands, among others all become more active. The effects are long lasting - the more years a person has spent playing an instrument, the better they performed on tests of word recall, nonverbal memory, and cognitive flexibility. Other results have shown that playing an instrument can help your IQ increase by seven points. (http://wxrt.cbslocal.com/2013/11/05/10-good-reasons-to-learn-a-musical-instrument-its-not-too-late/)
Research has also shown the following effects of music:
http://psychcentral.com/lib/the-power-of-music-to-reduce-stress
Recent studies have proven that playing a musical instrument leads to better performance on cognitive tasks. After 4-5 months of playing a musical instrument for an hour a week we see strong changes in the brain - the parts that control hearing, memory and the part that controls the hands, among others all become more active. The effects are long lasting - the more years a person has spent playing an instrument, the better they performed on tests of word recall, nonverbal memory, and cognitive flexibility. Other results have shown that playing an instrument can help your IQ increase by seven points. (http://wxrt.cbslocal.com/2013/11/05/10-good-reasons-to-learn-a-musical-instrument-its-not-too-late/)
Research has also shown the following effects of music:
http://psychcentral.com/lib/the-power-of-music-to-reduce-stress
- Music’s form and structure can bring order and security to disabled and distressed children. It encourages coordination and communication, so improves their quality of life.
- Listening to music on headphones reduces stress and anxiety in hospital patients before and after surgery.
- Music can help reduce both the sensation and distress of both chronic pain and postoperative pain.
- Listening to music can relieve depression and increase self-esteem ratings in elderly people.
- Making music can reduce burnout and improve mood among nursing students.
- Music therapy significantly reduces emotional distress and boosts quality of life among adult cancer patients.
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