Category Archives: Education

Banking on Kids (Guest: Dr. Ed Anhalt)

Radio-style Interview,The Changing Behavior NetworkThe Banking on Kids financial literacy program, founded by Dr. Ed Anhalt, is teaching youngsters skills of managing money responsibly. And, as Dr. Anhalt shares in this interview from our archives, powerful and life-long lessons are being learned.

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It’s a fact: Kids who understand money and how to manage it wisely have a distinct advantage as they become adults. For instance, they understand how to handle money responsibly and how to use it as a tool for achieving financial stability and security.

Like all skills, money skills must be learned, practiced and perfected, and they are best learned early. Our guest on this program, Dr. Ed Anhalt, founder of the Banking on Kids financial literacy program, will share some sound insights for teaching money skills to young people in a way that makes sense and draws “interest.” These skills can last a lifetime as they enrich the lives of individuals and their families.

Banking on Kids, Dr. Ed AnhaltThe first Banking on Kids student-run bank in the schools opened in 1995 under Ed’s expert guidance. Today the program operates in about 350 schools sponsored by more than 30 bank-sponsored school partnerships around the country. It’s a simple but powerful concept: Students start a savings account at their in-school bank (with as little as $.25), then, when they have $10.00 in savings, they can go to the sponsoring bank and open an interest-bearing account.

Dr. Anhalt has a track record for turning great ideas into reality. He is currently Dean of Education for International University for Graduate Studies, and he’s the author of the book, Raise Your GPA One Full Grade. (25:32)

http://www.bankingonkids.org

 

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7 Ways Childhood Adversity Can Change Your Brain (Donna Jackson Nakazawa)

According to science journalist and author, Donna Jackson Nakazawa, early emotional trauma changes who we are, but we can do something about it. This article, reprinted here with the author’s permission, first appeared in a Psychology Today blog of August 7, 2015.
(Donna wrote this as Part I; Part II offers science-based methods for reversing the changes related to ACEs. Part II can be accessed through a link at the bottom of this article.)

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7 Ways Childhood Adversity Can Change Your Brain, Donna Jackson NakazawaIf you’ve ever wondered why you’ve been struggling a little too hard for a little too long with chronic emotional and physical health conditions that just won’t abate, feeling as if you’ve been swimming against some invisible current that never ceases, a new field of scientific research may offer hope, answers, and healing insights.

In 1995, physicians Vincent Felitti and Robert Anda launched a large-scale epidemiological study that probed the child and adolescent histories of 17,000 subjects, comparing their childhood experiences to their later adult health records. The results were shocking: Nearly two-thirds of individuals had encountered one or more Adverse Childhood Experiences (ACEs)—a term Felitti and Anda coined to encompass the chronic, unpredictable, and stress-inducing events that some children face. These included growing up with a depressed or alcoholic parent; losing a parent to divorce or other causes; or enduring chronic humiliation, emotional neglect, or sexual or physical abuse. These forms of emotional trauma went beyond the typical, everyday challenges of growing up. (For stories of those who faced childhood adversity, see these videos on Laura and John, two patients featured in my newest book, Childhood Disrupted: How Your Biography Becomes Your Biology, and How You Can Heal.)

The number of Adverse Childhood Experiences an individual had had predicted the amount of medical care she’d require as an adult with surprising accuracy:

• Individuals who had faced 4 or more categories of ACEs were twice as likely to be diagnosed with cancer as individuals who hadn’t experienced childhood adversity.
• For each ACE Score a woman had, her risk of being hospitalized with an autoimmune disease rose by 20 percent.
• Someone with an ACE Score of 4 was 460 percent more likely to suffer from depression than someone with an ACE Score of 0.
• An ACE Score greater than or equal to 6 shortened an individual’s lifespan by almost 20 years.

Childhood Disrupted, Donna Jackson NakazawaThe ACE Study tells us that experiencing chronic, unpredictable toxic stress in childhood predisposes us to a constellation of chronic conditions in adulthood. But why? Today, in labs across the country, neuroscientists are peering into the once inscrutable brain-body connection, and breaking down, on a biochemical level, exactly how the stress we face when we’re young catches up with us when we’re adults, altering our bodies, our cells, and even our DNA. What they’ve found may surprise you.

Some of these scientific findings can be a little overwhelming to contemplate. They compel us to take a new look at how emotional and physical pain are intertwined. (For more on why I wrote about how ACEs can change the way we see illness and how we do medicine, see this video.)

[In Part I of this article, we’ll talk about the science of early adversity and how it changes us. In Part II, we’ll talk about all the science-based ways in which we can reverse these changes, and get back to who it is we hope to be, so stay tuned for the good news.]

1. Epigenetic Shifts

When we’re thrust over and over again into stress-inducing situations during childhood or adolescence, our physiological stress response shifts into overdrive, and we lose the ability to respond appropriately and effectively to future stressors—10, 20, even 30 years later. This happens due to a process known as gene methylation, in which small chemical markers, or methyl groups, adhere to the genes involved in regulating the stress response, and prevent these genes from doing their jobs. As the function of these genes is altered, the stress response becomes re-set on “high” for life, promoting inflammation and disease.
This can make us more likely to over-react to the everyday stressors we meet in our adult life—an unexpected bill, a disagreement with a spouse, or a car that swerves in front of us on the highway, creating more inflammation. This, in turn, predisposes us to a host of chronic conditions, including autoimmune disease, heart disease, cancer, and depression.

Indeed, Yale researchers recently found that children who’d faced chronic, toxic stress showed changes “across the entire genome,” in genes that not only oversee the stress response, but also in genes implicated in a wide array of adult diseases. This new research on early emotional trauma, epigenetic changes, and adult physical disease breaks down longstanding delineations between what the medical community has long seen as “physical” disease versus what is “mental” or “emotional.”

2. Size and Shape of the Brain

Scientists have found that when the developing brain is chronically stressed, it releases a hormone that actually shrinks the size of the hippocampus, an area of the brain responsible of processing emotion and memory and managing stress. Recent magnetic resonance imaging (MRI) studies suggest that the higher an individual’s ACE Score, the less gray matter he or she has in other key areas of the brain, including the prefrontal cortex, an area related to decision-making and self-regulatory skills, and the amygdala, or fear-processing center. Kids whose brains have been changed by their Adverse Childhood Experiences are more likely to become adults who find themselves over-reacting to even minor stressors.

3. Neural Pruning

Children have an overabundance of neurons and synaptic connections; their brains are hard at work, trying to make sense of the world around them. Until recently, scientists believed that the pruning of excess neurons and connections was achieved solely in a “use-it-or-lose-it” manner, but a surprising new player in brain development has appeared on the scene: non-neuronal brain cells—known as microglia, which make up one-tenth of all the cells in the brain, and are actually part of the immune system—participate in the pruning process. These cells prune synapses like a gardener prunes a hedge. They also engulf and digest entire cells and cellular debris, thereby playing an essential housekeeping role.

But when a child faces unpredictable, chronic stress of Adverse Childhood Experiences, microglial cells “can get really worked up and crank out neurochemicals that lead to neuroinflammation,” says Margaret McCarthy, PhD, whose research team at the University of Maryland Medical Center studies the developing brain. “This below-the-radar state of chronic neuroinflammation can lead to changes that reset the tone of the brain for life.”

That means that kids who come into adolescence with a history of adversity and lack the presence of a consistent, loving adult to help them through it may become more likely to develop mood disorders or have poor executive functioning and decision-making skills.

4. Telomeres

Early trauma can make children seem “older,” emotionally speaking, than their peers. Now, scientists at Duke University; the University of California, San Francisco; and Brown University have discovered that Adverse Childhood Experiences may prematurely age children on a cellular level as well. Adults who’d faced early trauma show greater erosion in what are known as telomeres—the protective caps that sit on the ends of DNA strands, like the caps on shoelaces, to keep the genome healthy and intact. As our telomeres erode, we’re more likely to develop disease, and our cells age faster.

5. Default Mode Network

Inside each of our brains, a network of neurocircuitry, known as the “default mode network,” quietly hums along, like a car idling in a driveway. It unites areas of the brain associated with memory and thought integration, and it’s always on stand-by, ready to help us to figure out what we need to do next. “The dense connectivity in these areas of the brain help us to determine what’s relevant or not relevant, so that we can be ready for whatever our environment is going to ask of us,” explains Ruth Lanius, neuroscientist, professor of psychiatry, and director of the Post-Traumatic Stress Disorder (PTSD) Research Unit at the University of Ontario.

But when children face early adversity and are routinely thrust into a state of fight-or-flight, the default mode network starts to go offline; it’s no longer helping them to figure out what’s relevant, or what they need to do next. According to Lanius, kids who’ve faced early trauma have less connectivity in the default mode network—even decades after the trauma occurred. Their brains don’t seem to enter that healthy idling position—and so they may have trouble reacting appropriately to the world around them.

6. Brain-Body Pathway

Until recently, it’s been scientifically accepted that the brain is “immune-privileged,” or cut off from the body’s immune system. But that turns out not to be the case, according to a groundbreaking study conducted by researchers at the University of Virginia School of Medicine. Researchers found that an elusive pathway travels between the brain and the immune system via lymphatic vessels. The lymphatic system, which is part of the circulatory system, carries lymph—a liquid that helps to eliminate toxins, and moves immune cells from one part of the body to another. Now we know that the immune system pathway includes the brain.

The results of this study have profound implications for ACE research. For a child who’s experienced adversity, the relationship between mental and physical suffering is strong: the inflammatory chemicals that flood a child’s body when she’s chronically stressed aren’t confined to the body alone; they’re shuttled from head to toe.

7. Brain Connectivity

Ryan Herringa, neuropsychiatrist and assistant professor of child and adolescent psychiatry at the University of Wisconsin, found that children and teens who’d experienced chronic childhood adversity showed weaker neural connections between the prefrontal cortex and the hippocampus. Girls also displayed weaker connections between the prefrontal cortex and the amygdala. The prefrontal-cortex-amygdala relationship plays an essential role in determining how emotionally reactive we’re likely to be to the things that happen to us in our day-to-day life, and how likely we are to perceive these events as stressful or dangerous.

According to Herringa:

If you are a girl who has had Adverse Childhood Experiences and these brain connections are weaker, you might expect that in just about any stressful situation you encounter as life goes on, you may experience a greater level of fear and anxiety.

Girls with these weakened neural connections, Herringa found, stood at a higher risk for developing anxiety and depression by the time they reached late adolescence. This may, in part, explain why females are nearly twice as likely as males to suffer from later mood disorders.

This science can be overwhelming, especially to those of us who are parents. So, what can you do if you or a child you love has been affected by early adversity? The good news is that, just as our scientific understanding of how adversity affects the developing brain is growing, so is our scientific insight into how we can offer the children we love resilient parenting, and how we can all take small steps to heal body and brain. Just as physical wounds and bruises heal, just as we can regain our muscle tone, we can recover function in under-connected areas of the brain. The brain and body are never static; they are always in the process of becoming and changing. ###

For Part II, “8 Ways People Recover From Post Childhood Adversity Syndrome,” CLICK HERE.

 

Donna Jackson Nakazawa is an award-winning science journalist interested in exploring the intersection between neuroscience, immunology, and the deepest inner workings of the human heart. In addition to this book, Childhood Disrupted, she has authored The Autoimmune Epidemic and The Last Best Cure. For more information on Donna and her work, visit her website.

 

 

Life Lessons Learned in a Texas Oil Field (Dr. James Sutton)

Thoughts of Fathers Day (2017) still bring back memories of how my dad once helped me manage a frightening and emotionally extreme situation. Although he was not a professional educator, my father still stands as one of the best teachers I ever had. –JDS

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Life Lessons Learned in a Texas Oilfield, Dr. James SuttonMy first driving lesson came close to killing me and my father.

In late junior high and early high school, I had a summer job of working with my father in the oilfields south of San Antonio. On a slow day, we piled into Dad’s company vehicle (a Dodge) for my very first driving lesson.

Collision Course

I lost control of the clutch, and we lurched into a collision course with a battery of oil storage tanks. As I panicked, my right leg stiffened; my foot jammed the accelerator to the floor.

It was all over; there wasn’t a shred of doubt in my mind about it.

But Dad didn’t panic. He quickly cut the ignition and turned the wheel just enough to avoid hitting the tanks. We plowed safely into the soft, sandy bank of a water pit.

He was not upset; I WAS. I vowed I would never, never, ever again occupy the driver’s seat. I was done … finished!

Life Lessons Learned in a South Texas Oil Field“Jimmy, what’s this car doing right at this moment?’ he asked patiently, certainly sensing my panic.

“Well, uh, well … nothing, Dad. The car’s not doing anything right now.”

“That’s right. And it’s NOT going to do anything. Unless you make something happen, this car simply will sit here until it’s a pile of rust.”

Lessons Learned

We continued the lesson. I learned to drive that day, but I also learned two things that would follow me for life. I learned that Fred Sutton, although not a professional educator, was an excellent teacher. I also learned that knowledge, confidence in one’s skills, and meaningful relationships (certainly including spiritual relationships) are powerful antidotes for whatever the world might throw at any of us.

I’ve often thought how easy it would be for a parent to scream out or yell at a son or daughter caught up in such a situation, especially when that parent is also frightened. Who could blame them; most of us have “been there.” It would be a pretty natural response.

Life Lessons Learned in a South Texas Oilfield, Dr. James SuttonI believe Dad intuitively knew that lecturing me about my driving mistakes would have served no real purpose. True to that thought, he never said another word about it to me. If he figured I had learned that lesson well enough with no need for additional reminders, he was correct.

Over the years, I have tried to follow his example, but not perfectly, by any means. Put another way, here’s what I believe it means:

It’s easy to be part of the problem, but it’s so much better to be part of the solution.

Dad passed away in 1998 after a gallant struggle with cancer. Since then, there have been many times when I wished I could climb back into that old Dodge for just one more lesson from a great teacher.

 

A nationally recognized (and now mostly retired) child and adolescent psychologist, author and speaker, Dr. James Sutton is the founder and host of The Changing Behavior Network.

 

 

Stepfamilies: Blessing the Blending (Guest: Valerie J. Lewis Coleman)

Stepfamilies often face challenges, but, according to author and family expert, Valerie J. Lewis Coleman, efforts spent in resolving the issues can make a big difference in blended families.
This interview comes from our archives. It was first aired in August of 2014.

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Stepfamilies: Blessing the Blending (Guest: Valerie J. Lewis Coleman)Anyone, parent, child or teen, who has ever been part of a blended family knows there often are difficulties and obstacles to making a stepfamily work as as it should. Discouragement mingled with frustration shouldn’t be the name of the game, but often it is. The job of drawing together a family across multiple households is a challenge not suited to the weak of heart or spirit.

But it CAN be done, according to our guest on this program, Valerie J. Lewis Coleman. She has, as they say, “Been there!” Faced with the struggle to parent five children from three different households, Valerie was often overwhelmed, almost to the point of giving up.

Blended Families An Anthology, Valerie J. Lewis ColemanLooking back on those struggles, Valerie shares how her experiences of heartaches, frustrations and sleepless nights were but the labor pangs required to birth her passion to help others stop what she calls the “Stepfamily Maddness.” From her own journey, plus the experiences and contributions of others going through similar circumstances, Valerie compiled and edited a book, Blended Families: An Anthology. This work, and the wisdom gleaned from its pages, well-represent this topic of blended families.

With over 20 years of experience in families and relationships, Valerie has given advice on varying stepfamily issues, including Baby-Mamma Drama, defiant children and a really tough one: disapproving in-laws. Also, as an established author in her own right, Valerie encourages and trains new authors through her publishing company, Pen of the Writer. (25:26)

www.PenoftheWriter.net

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Will a Juvenile Record Ruin My Child’s Life? (Judge Tom Jacobs)

If a youngster breaks the law, does that mistake have to follow them forever? Not necessarily, says author and former juvenile judge, Tom Jacobs, as he offers insights into options for saving that youngster’s future. We present, “Will a Juvenile Record Ruin My Child’s Life?”

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Will a Juvenile Record Ruin My Child's LIfe, Judge Tom JacobsIn February, 2017, two fifth grade students at a California elementary school hacked into a classmate’s tablet. They posted graphic images and offensive language. The boys involved were both ten years old. There was an investigation by school officials.

Should this act affect their future college applications, employment opportunities, or military enlistment? No. Should it become a teachable moment? Of course.

A Serious Situation

This was the boys’ first offense, but one that could result in a criminal record. Hacking into someone’s computer and posting objectionable content may constitute a crime, depending on existing state laws. The act could be considered harassment, intimidation, cyberbullying, or threatening. Whatever category it fits into, the boys could be charged with a felony, misdemeanor or petty offense.

Diversion As An Option

The school district may have a policy of handling first-time offenses internally. The boys could face suspension or expulsion. Or the school could have a diversion program designed to educate students about the importance of being good “netizens” who practice netiquette every time they use social media. Considering their age, diversion is preferable to sending them to juvenile court for formal prosecution. The purpose of diversion is to “divert” the offense away from the criminal justice system. That way, a minor charge does not become a “record” that could follow the juvenile into adulthood.

Diversion is common across the country for first-time offenders charged with minor crimes. The majority of participants in a diversion program do not re-offend. Their brief brush with the law has a lasting impact.

Ask The Judge, Judge Tom Jacobs

Diversion generally involves community service, counseling, or a class about laws and one’s rights and responsibilities. Once the program is successfully completed, the case is closed and there’s no official record of the incident. There is no guarantee, but usually it would not appear in a background check done years or decades later.

Expunging a Juvenile’s Record

When a case is handled in juvenile court, and the court finds the juvenile guilty of an offense and imposes consequences, a record is created. All states have laws regarding expunging (destroying) a juvenile’s record. It’s a simple process and does not require hiring a lawyer. That’s a decision for the applicant and/or the parents to make. The application is a short form that, once filled out, is filed with the court the juvenile was in. A copy of the application is sent to the prosecutor’s office for review. The prosecutor notifies the court whether they agree with the expungment or oppose it. A judge ultimately decides to grant or deny the request.

If you are a teenager or pre-teen and you find yourself in court charged with a minor offense, it’s a serious event in your life. But, it’s not necessarily life-changing or the end of the world. Once you face the music, make amends, and comply with all court orders, the incident will become history and not affect your future. The U.S. Supreme Court commented in the famous Gault case in 1967 that “the policy of the juvenile law is to hide youthful errors from the full gaze of the public and bury them in the graveyard of the forgotten past.” When a juvenile court expunges a minor’s record, he or she can move out of the shadows of this cloud in their life.

 NOTE: Many courts have Self-Help Centers where the public has access to legal booklets and forms to assist them navigate the system without an attorney. Such may also be available on the court’s website. In addition, some family and juvenile law attorneys offer free initial consultations. If you contact one for advice, ask about this. A brief consult may be all you need to file for an expungment of a juvenile’s record. ###

 

Judge Tom Jacobs spent 23 years as a juvenile judge in Arizona. From his heartfelt concern for young people, Judge Tom, with assistance from his daughter, Natalie Jacobs, founded and moderates AsktheJudge.info, a teen-law website for and about teenagers and the laws that affect them. It stands as a valuable site for parents and educators who want to stay current with issues that affect the safety and welfare of our young people. Judge Tom has written a number of books for lawyers and judges, as well as for teens and parents, including “What Are My Rights?” Teen Cyberbullying Investigated, and a recent book he co-authored with Natalie, Every Vote Matters: The Power of Your Voice.

 

 

Five Ways to Make Your Teen Happier (Mike Ferry)

As author Mike Ferry points out, adolescents today experience alarming rates of depression and stress. He shares five ways parents can help their teen be happier. We present, “Five Ways to Make Your Teen Happier.”

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Five Ways to Make Your Teen Happier (Mike Ferry)Pimples. Hormonal changes. Emotional extremes. Argumentativeness. Romantic relationships. If you have an adolescent son or daughter, you may be living through these and other aspects of the teen years. It’s a period of great upheaval, for kids and parents (not to mention the teachers who never escape the drama of middle and high school).

Stress, anxiety and depression

Adolescence has always been hard, but today’s teens are having an especially difficult time. For a variety of reasons, teens are suffering from higher rates of stress, anxiety, and depression than ever before. Consider this statistic:

17% of high school students seriously consider suicide (22.4% of girls)

That’s unbelievable! Unfortunately, the trend continues into the college years:

54% of college students have extreme anxiety
30% of college students suffer from severe depression

As parents, there are some strategies we can employ to help our teenage children endure this rough patch and emerge stronger in young adulthood. We can practice these “protective factors” at home to boost our kids’ emotional immune systems.

Five Things Parents Can Do

Here are five ways to make teens happier and to promote long-term positive mental health.

Teaching Happiness and Innovation, Mike Ferry(1) Have a consistent home or family routine. I know how tough this can be. My wife and I have four kids; managing their sports schedules and social calendars seems harder than running a federal agency. If possible, try to have at least one family meal per week. You could also plan a family game night once a month and make it clear that nothing will take priority over it.

(2) Promote healthy habits. Our physical health impacts our emotional health. Encourage plenty of exercise and a healthy diet. Sleep is often sacrificed due to homework and hanging out with friends, but it is an essential aspect of sound mental health. Do all you can to help your teen get at least eight or nine hours of sleep every night.

(3) Practice spirituality. Teens are trying to figure out who they are and how they fit into the world. Spirituality offers emotional support and guidance, in addition to a sense of purpose. If your family actively practices religion, help your teen grow in the faith by attending services on a regular basis. Getting involved with your religious community’s youth group strengthens social bonds and creates shared experiences that can sustain your teen in difficult times.

(4) Boost confidence. Many teens suffer from negative self-esteem. This may result from poor body image, stressful social interactions, or feeling inadequate in some way. You can help your teen feel more confident by celebrating his or her victories, large and small. Show your teen that effort leads to results, and that he or she has the power to achieve success in a variety of areas. For more ideas, you can check out my blog post on ways to develop a growth mindset in your child.

(5) Know what’s going on. Monitor your teen’s activities, both in the “real world” and online. Take a peek every now and then at your son or daughter’s social media profiles. Invite your teen’s friends to your house to hang out. Stay in touch with how your child is doing at school and beyond. Often, troubling emotional situations can be avoided by proactive and positive parenting.

Hang in there, parents of teens! It’s a wild and unpredictable ride, but it will be over before you know it. Your child will grow up and leave the nest (hopefully) with the tools needed for academic and personal success. With a great deal of patience and care, we can get our teens on track for stronger mental health in the present and down the road. If you’re interested in learning more ways to guide your teenage child through this tumultuous time, you may want to check out my online course, “The Parent’s Guide To Surviving Adolescence.”

Mike Ferry is the author of Teaching Happiness and Innovation. A middle school history teacher in Richmond, VA, Mike is raising four (mostly happy) children with his wife, Jenny. For more information about teaching happiness to children, visit www.happinessandinnovation.com. Twitter @MikeFerry7

 

Understanding the Contributions and Challenges of Blind People (Guest: Donna W. Hill)

Radio Style Interview, The Changing Behavior NetworkJournalist, performer, author and advocate for the blind, Donna W. Hill, shares her story and offers much-needed insight into issues facing blind Americans today.

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Understanding the Contributions and Challenges of Blind People, Donna W. HillVery few children are born blind; blindness affects the majority of individuals as the result of disease or a degenerative condition. For this reason, children, teens and young people know precious little about what it means for a person to be blind, and what blind individuals can and cannot do. That lack of awareness and knowledge can affect them later if they, or someone they know, becomes legally blind. (SUGGESTION: Please share this interview with those who can share it with school-aged youngsters.)

According to Dr. Sutton’s guest on this program, Donna W. Hill, blind Americans remain an under-served minority as they continue to be affected by low expectations. She shares in this interview, for example, how there are still issues with Braille literacy, as well as major concerns regarding meaningful employment and careers for blind individuals.

Listeners will be touched as Donna shares her own story of being the only blind student in her whole school district. As she explains, that experience came with numerous difficulties.

To her credit, Donna continued her education and earned her college degree while developing her abilities in music, performing and writing. Starting out as a street performer in Philadelphia, Donna later appeared onstage, where she opened for a number of performers and groups, including the Nitty Gritty Dirt Band. (In fact, this interview concludes with Donna singing an original song, “The Rules of the Game,” from her album, The Last Straw.)

The Heart of Applebutter Hill, Donna W. HillAs a journalist and publicist, Donna has tirelessly advocated for blind Americans. In fact, she was the first blind representative of a radio reading service to receive national press credentials to cover a presidential inauguration. (Note: Donna has prepared an informative quiz and fact sheet about blindness; it’s with our free, guest expert materials on this site.)

Donna’s recent book, The Heart of Applebutter Hill, is fiction, but it packs a big punch. In fact, professionals in education and the arts have endorsed the book as a diversity and anti-bullying resource for middle school through college. It’s a story about a young teen named Abigail, a refugee without her family in a new place where some are kind and some are not. While going blind, Abigail must navigate an enveloping plot in this adventure and mystery novel.

Before she moved to the country air of Pennsylvania’s Endless Mountains, Donna was a regular guest at schools, universities and other gatherings of young people throughout the greater Philadelphia area. She and her guide dog, Hunter, still enjoy opportunities to inform, inspire and encourage young people. (34:19)

http://www.DonnaWHill.com

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Give Your Kids the Gift of Free Play (Pam Lobley)

Author Pam Lobley shares why free play is so important for children, plus some ways to create more of it. We present, “Give Your Kids the Gift of Free Play.”

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Give Your Kids the Gift of Free Play, Pam LobleyChildren’s lives these days are often planned down to the minute. They go from school to after-care to sports or dance. They take music lessons or participate in scouting. They have homework. Even weekends (especially weekends!) can be jammed with tournaments, practices, and tutoring.

How It Used to Be

Not surprisingly, free play for school-age kids has all but disappeared. Decades ago, it was the only kind of play there was. Kids went outside and played with whatever and whomever was in their neighborhood until it was time to come home for dinner. No one worried if they were improving themselves through lessons or skill building; they were simply expected to play.

In our crazy ‘get ahead’ world, we think our kids will be better off with lots of classes, camps, sports and other types of enriching activities. But studies are now showing how important free play is for our children. It is, in fact, a key part of their healthy development and social skills. Free play teaches flexibility and problem solving. It allows children independence, and teaches them negotiation and compromise as they make up rules to their own games and then have to play by them.

Some Free Play Ideas

Why Can't We Just Play. Pam LobleyIf you children seem whiny, combative, anxious or even just tired, it could be a sign that they are burned out on activities and need to just play. Here are some free play ideas you can easily incorporate into your busy lifestyle.

Seek a daycare or camp offering free play. When you choose a daycare or camp for your children, try to pick the one with the least structure and the most recess. Make sure they have time to make up games on their own, or play in a free-form way (remember “Red Rover” or “Freeze Tag?”). They should be able to play without adults making the teams, calling the shots and deciding the rules.

Teach Them Games You Played. If they’re having trouble figuring out what to play, teach them games you played: House, Cops and Robbers, Capture the Flag, etc. They can play these at a park or in a backyard. Show them the game, but then let them play on their own with their friends or siblings. If you need to be nearby for safety reasons, fine, but don’t interfere with their games. Playing on their own is what gives them independence.

Don’t be afraid to do NOTHING! It might feel weird to have an empty Saturday afternoon, but resist the temptation to run off to the movies or a museum. Sometimes a little boredom is just what kids need to get creative and invent something, or unwind and daydream. When they race from one thing to the next, their minds never get bored enough for this.

Enforce “unplugged” time. They can’t get bored enough to daydream or invent if they are always on their phone or playing a video game. You may have to bear some loud wails of protest, but if you can establish that there are certain times of the day when screens are not allowed, they will eventually accept it and cope by thinking of something else to do.

Do not attach a value to their play. In other words, pretending to be Spiderman for an afternoon is just as good for them as batting practice. As Einstein said:

Imagination is more important than knowledge.

Our children spend so many hours a day in the pursuit of knowledge – letting them cultivate imagination is a gift.

Essential to Happiness

Learning to entertain themselves, and to function in situations when things aren’t going their way, is an essential part of your child’s happiness. Free play will teach this, and they’ll have fun, too. ###

Pam Lobley is an experienced writer, having written comedy, plays, newspaper columns, blogs and books. This article features her book, Why Can’t We Just Play? It’s about the importance of free play in a child’s life, written as a sweet and funny memoir of a special summer she spent “doing nothing” with her kids. Learn more about Pam’s work at her website [link].

 

What Kids and Teens Are Capable Of! (Greg Warburton)

Greg Warburton, counselor and author, believes strongly that kids and teens have great capacity to be self-reliant if given the opportunity. He shares here what he has observed, learned and encouraged.
Every Tuesday, Greg posts, through his website blog (link), an inspiring story about a self-reliant youth and their contribution to others. He also invites your questions and input on how we can best “set the life stage” for self-reliance building in all youth.
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Ask yourself this question, as you consider if you are open to having your beliefs challenged:

What do I truly believe kids and teens are capable of in the arena of self-reliant action and contribution from the earliest ages?

In my most recent book, Ask More, Tell Less: A Practical Guide for Helping Children Achieve Self-Reliance, I explain how I hold an unshakable belief in the capabilities and wisdom of young people, knowing that they can indeed manifest their “I-am-a-one-of-a-kind-human-masterpiece” status!

A FIRST STEP

As a counselor, I strive to see that my work stays rooted in dignity, respect, and compassion. In turn, I’m frequently privileged to watch the process of self-directed change begin to take place in my office. As an example, consider the day when a 12-year-old said this to me:

I was sitting in church the other day and started thinking, if I don’t start acting different I’m going to have a miserable life.

That was a first step on a remarkable journey of self-empowerment for that child. I wish for you, also, a part in a inspiring and fulfilling adventure like this one.

Raising self-reliant children is more important than ever. Change and confusion are constants; there’s no doubt this modern world is increasingly difficult to navigate. Unfortunately, our culture provides little in the way of a tangible, practical, and comprehensive road map for the child traveler. Honestly, that was my mission with this book … to provide a kind of road map.

Rebecca

I had not been counseling long when I met a small, freckle-faced, nine-year-old girl named Rebecca. She did something during our first meeting that I will never forget, and I want to share her story as a way to introduce the power of these ideas.

To begin the conversation about the trouble at home, I said:

Rebecca, your mother is calling the trouble “crying and tantrums.” Is that what you call it or do you have a different name?

“I call it ‘having the fits,’” Rebecca said. From then on, we used Rebecca’s words to describe the trouble.

To gauge her willingness, I asked Rebecca:

Do you think having the fits has taken over your life, or do you think you can still fight against the fits?

Ask More Tell Less, Greg WarburtonIn the next moment, only about ten minutes into our first meeting, Rebecca jumped out of her chair, stood up straight and announced:

I’ll just get rid of the fits and grow up!

Just as quickly as Rebecca had made up her mind, I began to get in her way with my doubt. I thought how my professors didn’t teach me about the possibility of change occurring quickly … and certainly not instantly!

I wondered how this nine-year-old girl had figured out what to do about her very troubling behavior within the first few minutes of our first meeting. I began asking her, in a variety of ways, if she was sure that this is all it would take for her life to be better. Within a few minutes, I could see that she was certain.

Fortunately for Rebecca, I had the good sense to stop asking her more questions and just be quiet.

Interactions like this launched my What Kids and Teens are Capable Of! blog-post series. Content also will be related to taking some pressure off parents, teachers and counselors by providing a box full of practical tools as they engage in the adventure of “creating” self-reliant youth that can contribute to the world all along the getting-on-with-growing-UP pathway.

It is my hope you will find this resource helpful and inspiring, and that you will tell others about it. ###

Greg Warburton is an experienced mental health professional who believes that children and parents grow as they become more self-reliant. For more information about his work, his book and the blog mentioned in this article, go to his website, selfreliantkids.com.

 

Five String Recovery, Part 2 (Guest: Phillip Wadlow)

A 16-year-old musician wins a national bluegrass championship while secretly battling addiction. Here’s the second of his two-part story about his recovery, his music, and his message to young people.

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Five String Recovery, Phillip WadlowThis is the concluding part of 5-String Recovery with guest, Phillip Wadlow. In this part he tells of moving into adulthood with his drug and alcohol addiction, and how it affected his marriage, his children, his work, and his health. He also shares how he came to realize he needed treatment, and he tells of that experience. Throughout the interview, Phil plays some of the music that was such a significant part of his life, and shares how he’d like to use his music as an avenue for reaching out to young people. (Dr. Sutton, the interviewer, plays back-up guitar, except for the sad, but appropriate, guitar solo that represents one of the lowest points in Phil’s life.)

The original message of this interview was a cassette tape program, thus the reference to the cassette near the end of the program. Because Phil did move around quite a bit over the years, it is not know exactly where he is now, but life goes on. His children are grown now, of course, and it is know that he has remarried and, at last word, he and his wife were managing an apartment complex in Missouri.

There is a powerful message Phil wants young people need to hear, and this is it: Although one can recover from drugs and alcohol and work a program of dedicated sobriety, the costs of addiction impose many losses than cannot be recovered. Unless one takes responsibility for those losses, instead of blaming others, complete recovery is difficult, indeed. (20:40)

To listen, use the player below or left-click the link. To access the file right-click and “Save Target as …” to save to your audio device), CLICK HERE FOR LINK


(START/STOP Audio)