Teenagers and Money Management

Having been raised in a family where money was usually quite tight, I had learned the value of being frugal by experience. But I have to admit, I didn’t always make good decisions about how to use that important resource in my life.
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My first real job was cooking french fries and waiting on customers at McDonald’s in my hometown of Seattle, WA. At sixteen years old, I was making an awesome $3.25 an hour and feeling rich every two weeks when that pay envelope hit my hot little hand.

Having been raised in a family where money was usually quite tight, I had learned the value of being frugal by experience. But I have to admit, I didn’t always make good decisions about how to use that important resource in my life.

As I have watched my teenagers at their first part time jobs as high school students, I have relived some of those painful memories. As I see them “squander” their play money on everything from junk food to $250 prom dates, I remember the feelings all too well. But, fortunately, my wife and I have tried to instill some good habits of savings and budgeting in our children from their very first allowances. And now all three of our teenagers have healthy balances in their college funds and have learned the value of money.

The following are good guidelines for helping your kids manage their money effectively.

1. Start Saving Early. One of the tools we have used is starting a savings account for the kids’ college years when they were about 9 or 10. Even at $10 every two weeks, the savings added up to a noticeable balance by the time they were older teens.

2. Set Spending and Savings Patterns Early. Our rule at home is that 10% of each child’s earnings is used for charitable contributions–a way to give back to the community or church. An additional 40% goes into a savings account that Mom or Dad have to sign for to withdraw funds. This we call the “college fund” and is reserved for getting the child into college or some appropriate post secondary activity. The remaining 50% can be used at the child’s discretion, but we also set up an additional savings account for them to use for this play money. By setting some patterns while they are under your roof, kids can learn good spending and budgeting habits.

3. Consider a Matching Savings Fund. Some parents I have talked with encourage savings by matching dollar for dollar what their children put into a college fund. This pattern allows them to see first hand their parents’ attitudes about money management.

4. Family Financial Councils. About once a year, we take one of our weekly family council meetings to discuss family finances. We take Mom and Dad’s gross monthly income and convert it to Monopoly money and then go through the family budget with the children. This helps them see how Mom and Dad budget and how much things cost in the real world. Utility and transportation costs are usually the most shocking for them, and it helps them see the trade-offs that are inherent in any budgeting process.

5. Checking Accounts. Helping an older teen establish a checking account can be the next step in teaching financial responsibility. Most banks and credit unions offer special plans for teens. Also, sit down with your teen at the computer and visit the Checkbook Basics site at aboutchecking.com. This site offers online lessons in writing and recording checks, reviewing statements and balancing your account.

Protecting Your Family During A Disaster

Disaster can strike at any time. Whether it’s a natural disaster, such as an earthquake, hurricane or tornado, or, in the aftermath of the attacks of September 11, 2001, a terrorist attack, your family needs to be prepared to deal with the possible loss of basic services such as water and electricity. The following information and supplies lists are a good start to help you plan for a disaster.
Visit Family Crossings to discuss your family disaster kit in detail.

Disaster can strike at any time. Whether it’s a natural disaster, such as an earthquake, hurricane or tornado, or, in the aftermath of the attacks of September 11, 2001, a terrorist attack, your family needs to be prepared to deal with the possible loss of basic services such as water and electricity. The following information and supplies lists are a good start to help you plan for a disaster.

There are six basics you should stock for your home: water, food, first aid supplies, clothing and bedding, tools and emergency supplies, and special items. Keep the items that you would most likely need during an evacuation in an easy-to carry container. Possible containers include a large, covered trash container, a camping backpack, or a duffle bag.

Water

Store water in plastic containers such as soft drink bottles. Avoid using containers that will decompose or break, such as milk cartons or glass bottles. A normally active person needs to drink at least two quarts of water each day. Hot environments and intense physical activity can double that amount. Children, nursing mothers, and ill people will need more.

* Store one gallon of water per person per day.
* Keep at least a three-day supply of water per person (two quarts for drinking, two quarts for each person in your household for food preparation/sanitation).

Food

Store at least a three-day supply of non-perishable food. Select foods that require no refrigeration, preparation or cooking, and little or no water. If you must heat food, pack a can of sterno. Select food items that are compact and lightweight. Include a selection of the following foods in your Disaster Supplies Kit:

* Ready-to-eat canned meats, fruits, and vegetables
* Canned juices
* Staples (salt, sugar, pepper, spices, etc.)
* High energy foods
* Vitamins
* Food for infants
* Comfort/stress foods

First Aid Kit

Assemble a first aid kit for your home and one for each car.

* Sterile adhesive bandages in assorted sizes
* Assorted sizes of safety pins
* Cleansing agent/soap
* Latex gloves (2 pairs)
* Sunscreen
* 2-inch sterile gauze pads (4-6)
* 4-inch sterile gauze pads (4-6)
* Triangular bandages (3)
* Non-prescription drugs
* 2-inch sterile roller bandages (3 rolls)
* 3-inch sterile roller bandages (3 rolls)
* Scissors
* Tweezers
* Needle
* Moistened towelettes
* Antiseptic
* Thermometer
* Tongue blades (2)
* Tube of petroleum jelly or other lubricant

Non-Prescription Drugs

* Aspirin or nonaspirin pain reliever
* Anti-diarrhea medication
* Antacid (for stomach upset)
* Syrup of Ipecac (use to induce vomiting if advised by the Poison Control Center)
* Laxative
* Activated charcoal (use if advised by the Poison Control Center)

Tools and Supplies

* Mess kits, or paper cups, plates, and plastic utensils
* Emergency preparedness manual
* Battery-operated radio and extra batteries
* Flashlight and extra batteries
* Cash or traveler’s checks, change
* Non-electric can opener, utility knife
* Fire extinguisher: small canister ABC type
* Tube tent
* Pliers
* Tape
* Compass
* Matches in a waterproof container
* Aluminum foil
* Plastic storage containers
* Signal flare
* Paper, pencil
* Needles, thread
* Medicine dropper
* Shut-off wrench, to turn off household gas and water
* Whistle
* Plastic sheeting
* Map of the area (for locating shelters)

Sanitation

* Toilet paper, towelettes
* Soap, liquid detergent
* Feminine supplies
* Personal hygiene items
* Plastic garbage bags, ties (for personal sanitation uses)
* Plastic bucket with tight lid
* Disinfectant
* Household chlorine bleach

Clothing and Bedding
Include at least one complete change of clothing and footwear per person.

* Sturdy shoes or work boots
* Rain gear
* Blankets or sleeping bags
* Hat and gloves
* Thermal underwear
* Sunglasses

From “Disaster Supplies Kit.” developed by the Federal Emergency Management Agency and the American Red Cross.

A Parenting Strategy- Attention Seeking Behavior

A child that wants attention will get it by some means. This is usually done in a positive way. They do a drawing or perform a play but by offering an adult the best of what they have to offer they seek and hopefully get some attention. In general children who are well adjusted tend to need attention on a little and not very often basis. As long as attention is given when needed, which is usually the case things run smoothly. However, some children seem to have an insatiable desire for attention. They get positive attention galore yet they want more.

They misbehave and quickly realize that certain behaviors can’t be ignored by adults and engage in them. The class teacher will tell you they spend vast quantities of their time with the child yet it is never enough. The child if observed in class will be engaging in a whole host of activities all of which appear geared toward getting attention. It would be nothing noteworthy for children like this to have the teacher intervene with them every 2-3 minutes.

Often parents and teachers are confused. They will tell the psychologist that the child gets lots of attention, much more than any other member of the class, something that is supported by observation. The important thing to remember with humans, in such cases, is that we are never dealing with concrete realities. What we are dealing with is perceptions.

If is rather convenient to see the child’s thinking in terms of there being a black box through which all thinking must pass. The black box contains one simple instruction that is, “I do not get enough attention”. If we take on board this simple assumption we can now see why the child will behave in an attention seeking way for, instance after being taken out for a wonderful day out and absolutely showered with attention they come home and do something totally silly that guarantees more attention, albeit negative. So what to do?

The following intervention is extraordinarily powerful. It works just about every time and the only reason it fails is because the adult stops. Children never tire of this intervention. The intervention takes about ten minutes each day and is focused on the child’s perceptual system.

Special Time:

* Tell the child that they will be getting a special time each day.
* Then each day tell them that special time will start in 2 minutes.
* Tell the child that special time will start now.
* Engage in special time.
* Tell the child that special time will end in 2 minutes.
* Tell the child that special time will end now.

You have therefore told the child four times that they are getting special time.

During special time the child may choose to do anything that is reasonable. They may want to watch a video with you or make a cake (use a ready made mix) for instance. Do not teach. Simply watch the child, helping if they request it, never offer. The adult watches the child and every so often sums up what the child is doing with praise for the skills shown. For instance I love the way you cuddle me. I love the way you are mixing that cake mix. This shows that the adult is paying attention. The analogy usually used is bathing the child in a warm bath of positive attention.

* Do this every day.
* Do not under any circumstances take away the special time as a sanction.
* Even if the child has had an awful day, do special time.

Keeping your connection with your child is imperative to their growth and development of good manners! Check out FamilyCrossings.com for more parenting tips!

Picky Eaters & Solutions

If you have a picky eater, mealtime can make you feel like you want to pull your hair out. It is very frustrating for parents to watch their child only fiddle with their food at dinner or not even touch it, claiming they “don’t like it.” Then what happens? Thirty minutes later guess who is hungry? You guessed it. Your little picky eater.

If you have a picky eater, mealtime can make you feel like you want to pull your hair out. It is very frustrating for parents to watch their child only fiddle with their food at dinner or not even touch it, claiming they “don’t like it.” Then what happens? Thirty minutes later guess who is hungry? You guessed it. Your little picky eater.

Jamie’s mother was concerned about Jamie’s lack of interest in food. She told me, “Jamie never wants to eat anything I fix for dinner. What can I do to encourage Jamie to eat the meals that I have prepared?” I came up with the following ten tips for her. You may find them useful as well.

TIP: INVOLVE JAMIE.
You could have Jamie help with planning the menu or meal preparation. Kids are less likely to “turn up their nose” at something, they had a hand in.

TIP: PLACE A LIMIT ON JAMIE.
Perhaps Jamie is playing with her food at dinner and not real interested in eating it. Mom say’s, “Jamie, I will be serving breakfast at 7:00 a.m. try to eat enough to make it to then. You decide how much you will need. Oh! We will be clearing the table in _____ minutes.”

When Jamie comes to you later that evening complaining of being hungry. With an understanding tone, simply remind her that you will be serving breakfast at 7:00 a.m. as usual. Jamie will most likely be persistent about getting something else to eat. It is important that you follow through with the limit you have placed. Otherwise, Jamie learns that you do not mean what you say and you lose your credibility with her. You may have to tell her several times that you will be “serving breakfast at 7:00” until she realizes that your are not going to give in.

Jamie: “Mom I’m hungry. Can I have some cookies?”

Mom: “Kids who eat all their dinner are welcome to have a snack after.”

Jamie: “But mom I’m really hungry.”

Mom: “I know Jamie. I would be hungry too if I ate as little as you did for dinner, but don’t worry I will be fixing a big breakfast at 7:00 a.m.”

Jamie: “What? Do you want me to starve?”

Mom: “I’ll be serving breakfast at 7:00 Jamie”

Jamie: “This isn’t fair.”

Mom: “I’ll be serving breakfast at 7:00 Jamie”

Jamie: “Fine!”

TIP: NOTICE THE EXCEPTIONS. Call attention to the times when Jamie eats most of her meal. “Wow! Jamie you ate everything on your plate. Good job. You should be proud of yourself.” Too often, we only notice the negative aspects of our children’s behavior and that is what we reinforce with our negative attention.

TIP: CATER TO JAMIE’S DESIRE TO BE “BIG”. ” You probably won’t like this halibut Jamie. Usually, adults are the only ones who like halibut.” Guess what may just become Jamie’s new favorite food?

TIP: PROVIDE VARIOUS CHOICES AROUND MEALTIME.
“Would you rather sit by me or by mommy?” “You can eat with a fork or a spoon which would you prefer?” “Do you think you will need more potatoes or is that enough?” “Have as much as you think you will need to make it to dinner.” “Milk or juice?” “Should we eat at 7:00 or 7:30?”

TIP: BE A GOOD ROLE MODEL.
“You know dear, although spaghetti is not my favorite, I will eat it because I know how hard you worked to make it.”

TIP: EXPOSURE. Encourage Jamie to try a variety of foods early on in her life before she knows any different. Some children may have never thought liver was gross if it hadn’t been for what someone else had set their expectation to be.

TIP: PROVIDE SOME FLEXIBILITY.
Let’s remember there are some foods that certain children just can not stomach. If Jamie has a problem with spinach but it is part of that particular meal, try to have other items that she can get her fill up on once everyone has their share. However, this should be the exception rather than the rule.

Try letting Jamie dip her foods in sauces, dressings, syrups or ketchup. It may make them taste better to her.

TIP: MAKE MEALTIME ENJOYABLE. Try to talk about things other than eating at mealtime. Dinner is a great time to talk to Jamie about how her day went. During breakfast, you could discuss what everyone has planned for the day.

Everyone pitching in to help prepare the meal can teach Jamie an important family value. An added bonus for children is that it can teach them important thinking skills regarding timing, measuring, colors, comparisons, counting, and cause and effect.

Be creative in the ways that you dish up Jamie’s food. Mold her mashed potatoes into a volcano, cut her meat or sandwich into bite sized pieces and poke toothpicks in them, layout veggies in the shapes of letters or numbers, or use a drop or two of food coloring to make it more interesting.

TIP: LIMIT SNACKING. For children to be hungry enough to eat a meal they usually need to go two or three hours without food. However, it is difficult for children to go from noon to 6:00 p.m. without food. A nutritious snack after school should be fine to get Jamie to dinner still having her appetite.

TIP: RECALL PAST SUCCESSES. Think back about times when Jamie has ate her meals. What were you doing? Were you placing a lot of emphasis on her need to eat her food? What was she doing? What were you eating? What happened before the meal? These kinds of questions may help you realize some of the things you or Jamie is already doing which assist her in becoming a better eater.

Kids and Divorce

Are you tired of playing joint-custody tug-of-war with your Ex? Would you rather be paying for your kid’s needs than paying your custody attorney? Discover the How-Tos of mutual respect with your Ex and co-operation in your shared parenting plans. Find advice that’s miles apart from the usual divorced-parent information found in any ordinary shared-custody parenting class. Using the Family Calendar at Family Crossings.com is a fantastic way to keep in touch with your kids!

These 5 Steps to Successful Co-parenting give you, your Ex, and your children the support you need most.

Divorced with kids, but still playing the “who’s-right, who’s-wrong” game? Are your attempts to co-parent plagued by leftover anger and unsettled arguments from the past? If you’re angry, confused, or just wondering how in the world you will ever be able to share the responsibility of raising your kids with your Ex, then read on.
Five Steps to Co-parenting for Happy, Healthy Kids
Here are five simple steps you can follow to cultivate a co-parenting relationship that will help you, your children, and your Ex-Spouse to flourish – even after divorce. While the steps are simple, using them successfully still requires both commitment and follow-through. But anything worth doing is worth doing well. And isn’t having happy, healthy kids worth it to you?
Step One: Clarify Your Intention Are you clear about your co-parenting intentions? But first, do you know the difference between an intention and a strategy? Knowing this difference is essential.
Your intention can be described as your values expressed as a vision for a particular situation in an area of your life. Your strategies are specific plans or results that will give you what you value.
If you don’t understand this, you’ll tend to get stuck on whether or not other people agree with your strategies. This can leave people feeling defensive and closed-minded. Even worse, being attached to a particular strategy dramatically limits your opportunities to be satisfied.
One strategy = One opportunity
You might have adopted the strategy to hold a family meeting every week that everyone must attend. But what is your intention that had you pick this strategy? You intention may have been to create a peaceful, supportive atmosphere for your kids to grow up in.
But there are many strategies for creating this intention. And when you’re clear about the intention, it remains possible even if your specific strategy fails.
A critical first step is to create a detailed vision, or clear mental image, describing what you value that you would like to experience in your co-parenting relationship, for you, your kids, and your Ex.
Step Two: Get On The Same Page Do you share the same vision and want the same results? After you get clear about your values and what you would like to experience, get together with your co-parent and explore what they want. It’s critical that you keep at this dialog until you’re just as sure that you each understand what the other person wants as you are about what you want yourself.
And remember to keep all strategies out of this part of the discussion. They are important, but they come later.
After you each clearly understand what you both value about co-parenting your children, then co-create a shared intention about what you want. Start small but build big.
To begin with, it shouldn’t be difficult for you and your Ex to agree that you value your kids happiness, security, education, etc. List all the things you both can easily agree that you value for your children.
Then you can start tossing out strategies like family meetings, but just use these as opportunities to get to what you value. Keep adding to the list of values that you can be on the same page about until you have a WOW experience, like this: “Wow! If we could create that for our kids I’d be overjoyed!” Then you know you’ve co-created a powerful intention for your kid’s future.
When you begin by getting on the same page, you pave the way for easy agreements, successful results, and greater satisfaction for everyone along the way. Step Three: Negotiate
Will you take your own and your co-parent’s needs into consideration? Will you keep negotiating until both of you are satisfied? Do you know the difference between negotiation and compromise? It’s another difference that is essential to understand for success in your co-parenting relationship. Compromise begins when you identify what everyone wants. Then you see who’s willing to give up part of what they want until everyone can live with what’s left. It is a lose-lose solution.
Compromise is based in scarcity thinking: the belief that there isn’t enough to go around, so you have to settle for whatever you can get in order to get anything at all. Negotiation, on the other hand, begins when you identify what everyone values and then determine what’s missing in the situation. Why don’t you have what you value now? Then you keep your attention focused on what you value while you co-create strategies that will satisfy everyone.
Negotiation is based in abundance thinking: the belief that if we truly understand the problem the perfect solution will present itself.
When you believe it’s possible for everyone to be satisfied – no compromise necessary – you’ll have the confidence to stick with the process until it works. Never give up on the values you hold for your kids: that they continue to learn, grow, and know that they are safe and loved.
Step Four: Create Powerful Agreements.
Now that you’ve negotiated a plan, what needs to happen and who’s willing to do which parts? Often when people think they’ve made agreements, in reality they’ve only expressed vague understandings of what they want and how they would like that to happen. This is wishful thinking – not agreeing.
Powerful agreements are specific about who, what, when, and how. They require positive confirmation of each person’s willingness and commitment to co-operate with the plan.
If anyone is unwilling to clearly commit to an action it only means that there is something they value that hasn’t been considered in the plan. It’s simply an opportunity to revisit your shared intention and renegotiate your strategies.
Powerful agreements are made joyfully because you clearly see how they support your vision and values. Step Five: Set Up Accountability. Will your agreements continue to work for everyone in the family? Will they create the results you want? Without accountability you can’t know if your agreements are actually working. By the time you finally find out that they aren’t, you may have already built up dangerous levels of frustration, resentment and resignation.
You create accountability by setting specific times to follow up on your agreements. Then discuss how things are working and see what changes might be needed. If you practice accountability with your co-parent it will build trust and confidence. Accountability meetings allow you to practice all 5 Steps of Successful Co-parenting. 1. Do you still have a clear Intention? 2. Are you still On the Same Page? 3. Do you need more Negotiation? 4. Is it time to make new Agreements? 5. How will you ensure ongoing Accountability? Co-parenting is challenging enough when you’re married.

When you throw in the upset and stress of divorce, the likelihood of difficulty and disappointment skyrockets, because you and your Ex bring old baggage into this new relationship, habitual patterns and unresolved issues are guaranteed to come up.
Remember that clarifying your intention focuses you on what you want, and understanding what everyone values in the situation creates the possibility of everyone being satisfied.
With your commitment and focused attention, you can build a successful co-parenting relationship and open the way to raising happy , healthy kids together.

Children And Divorce

We at Family Crossings believe in the ability for all to stay connected. Keep the non-custodial parent up to date with their children by using our website. With a calendar section the non-custodial parent can be kept in the loop of important activities, changes in scheduling and the ability to contact the child and the other parent 24/7. This feature is very beneficial to keep the child in the other parent’s life, share photos, stories from school and even just to say “Hi!”- don’t let divorce separate you from your child visit Family Crossings today and reconnect to your child TODAY!

One out of every two marriages today ends in divorce and many divorcing families include children. Parents who are getting a divorce are frequently worried about the effect the divorce will have on their children.

During this difficult period, parents may be preoccupied with their own problems, but continue to be the most important people in their children lives. We at Family Crossings believe in the ability for all to stay connected. Keep the non-custodial parent up to date with their children by using our website. With a calendar section the non-custodial parent can be kept in the loop of important activities, changes in scheduling and the ability to contact the child and the other parent 24/7. This feature is very beneficial to keep the child in the other parent’s life, share photos, stories from school and even just to say “Hi!”- don’t let divorce separate you from your child visit rel=”nofollow” Family Crossings today and reconnect to your child TODAY!
Continue reading “Children And Divorce”

ADHD & Your Child

Parents are distressed when they receive a note from school saying that their child “won’t listen to the teacher” or “causes trouble in class.” One possible reason for this kind of behavior is Attention-Deficit Hyperactivity Disorder (ADHD).

Even though the child with ADHD often wants to be a good student, the impulsive behavior and difficulty paying attention in class frequently interferes and causes problems. Teachers, parents, and friends know that the child is “misbehaving” or “different” but they may not be able to tell exactly what is wrong.

Any child may show inattention, distractibility, impulsivity, or hyperactivity at times, but the child with ADHD shows these symptoms and behaviors more frequently and severely than other children of the same age or developmental level. ADHD occurs in 3-5% of school age children. ADHD must begin before the age of seven and it can continue into adulthood. ADHD runs in families with about 25% of biological parents also having this medical condition.

A child with ADHD often shows some of the following:

    trouble paying attention
    inattention to details and makes careless mistakes
    easily distracted loses school supplies,
    forgets to turn in homework
    trouble finishing class work and homework
    trouble listening trouble following multiple adult commands
    blurts out answers
    fidgets or squirms leaves seat and runs about or climbs excessively seems “on the go”
    talks too much and has difficulty playing quietly
    interrupts or intrudes on others

A child presenting with ADHD symptoms must have a comprehensive evaluation. A child with ADHD may have other psychiatric disorders such as conduct disorder, anxiety disorder, depressive disorder, or manic-depressive disorder. Without proper treatment, the child may fall behind in schoolwork, and friendships may suffer. The child experiences more failure than success and is criticized by teachers and family who do not recognize a health problem.

Research clearly demonstrates that medication can be helpful. Stimulant medication such as methylphenidate, dextroamphetamine, and pemoline can improve attention, focus, goal directed behavior, and organizational skills. Other medications such as guanfacine, clonidine, and some antidepressants may also be helpful.

Other treatment approaches may include cognitive-behavioral therapy, social skills training, parent education, and modifications to the child’s education program. Behavioral therapy can help a child control aggression, modulate social behavior, and be more productive. Cognitive therapy can help a child build self esteem, reduce negative thoughts, and improve problem solving skills. Parents can learn management skills such as issuing instructions one step at a time rather than issuing multiple requests at once. Education modifications can address ADHD symptoms along with any coexisting learning disabilities.

A child who is diagnosed with ADHD and treated appropriately can have a productive and successful life. If a child shows symptoms and behaviors like those of ADHD, parents may ask their pediatrician or family physician to refer them to a child and adolescent psychiatrist, who can diagnose and treat this medical condition.

Family History

Family Histories are made out of stories and tales about people, places, and events related to the members of immediate family members and our ancestors. Family stories casually chatted about at the dinner table, or related at family gatherings can provide great insights into a family’s hostory. The memorable stories of our lives and of others in our family take on special importance because they are true, even if everyone tells different versions of the same event. Stories like these are family heirlooms held online and in the mind forever heart.

Taking an Interview

FamilyCrossings have a preset interview process where each family member can contribute stories about their lives to share with other family members.
Birth Information, Childhood, School Experiences, Jobs, Romance and Marriage, Raising a Family, Personal Accomplishments, Entertainment and Hobbies, Holiday Traditions
history

Getting Started with Family History

The first step to collecting family stories is to become a good listener. Good listeners encourage great storytelling. When a speaker feels that the listener is interested, he or she is more inspired to communicate generously. A good listener gives full attention to the teller, does not interrupt or contradict the facts of a story as it is being told, and offers the teller encouragement with an interested facial expression and body stance. When a teller feels encouraged by an interested listener, there is joy in the telling. Let everyone know that they can include that fabulous story in FamilyCrossings.com

Interviewing Elders

An effective way to hear family stories is to ask questions. Family stories can be collected by interviewing a family elder. Make a mental or written list of topics that might generate some interest from other family members to ask the elder.

Questions about:

People, places, events, objects, important transitions, work, or travel can be story starters. Although short-term memory may sometimes be limited in the oldest of relatives, long-term memory may be very much intact. We need to help the teller journey back in time to retrieve these treasures.

Add Your Story

Start the Interview process right now! Take a moment to add your own history! Lead by example.

Children and News

Children often see or hear the news many times a day through television, radio, newspapers, magazines, and the Internet. Seeing and hearing about local and world events, such as natural disasters, catastrophic events, and crime reports, may cause children to experience stress, anxiety, and fears.

There have also been several changes in how news is reported that have given rise to the increased potential for children to experience negative effects. These changes include the following:

  • television channels and Internet services and sites which report the news 24 hours a day
  • television channels broadcasting live events as they are unfolding, in “real time”
  • increased reporting of the details of the private lives of public figures and role models
  • pressure to get news to the public as part of the competitive nature of the entertainment industry
  • detailed and repetitive visual coverage of natural disasters and violent acts

While there has been great public debate about providing television ratings to warn parents about violence and sex in programming, news shows have only recently been considered in these discussions. Research has shown, however, that children and adolescents are prone to imitate what they see and hear in the news, a kind of contagion effect described as “copy cat” events. Chronic and persistent exposure to such violence can lead to fear, desensitization (immunity), and in some children an increase in aggressive and violent behaviors. Studies also show that media broadcasts to not always choose to show things that accurately reflect local or national trends.

For example, statistics report a decrease in the incidence of crime, yet, the reporting of crime in the news has increased 240%. Local news shows often lead with or break into programming to announce crime reports and devote as much as 30% of the broadcast time to detailed crime reporting.

The possible negative effects of news can be lessened by parents, teachers, or other adults by watching the news with the child and talking about what has been seen or heard. The child’s age, maturity, developmental level, life experiences, and vulnerabilities should guide how much and what kind of news the child watches.

Guidelines for minimizing the negative effects of watching the news include:

  • make sure you have adequate time and a quiet place to talk if you anticipate that the news is going to be troubling or upsetting to the child
  • ask the child what he/she has heard and what questions he/she may have
  • provide reassurance regarding his/her own safety in simple words emphasizing that you are going to be there to keep him/her safe
  • look for signs that the news may have triggered fears or anxieties such as sleeplessness, fears, bedwetting, crying, or talking about being afraid

Parents should remember that it is important to talk to the child or adolescent about what he/she has seen or heard. This allows parents to lessen the potential negative effects of the news and to discuss their own ideas and values. While children cannot be completely protected from outside events, parents can help them feel safe and help them to better understand the world around them.

Grandparents and Family

Grandparents are an important resource for both parents and children. They routinely provide child care, financial assistance and emotional support. Occasionally they are called upon to provide much more including temporary or full time care and responsibility for their grandchildren.

An increasing number of children in the United States live in households headed by a grandparent. This trend is due to:

  • increasing numbers of single parent families
  • the high rate of divorce
  • teenage pregnancies
  • AIDS
  • incarcerations of parents
  • substance abuse by parents
  • death or disability of parents
  • parental abuse and neglect

In many of these homes, neither of the child’s biological parents is present. In most cases, children taken care of by grandparents move in with them as infants or preschoolers and remain with them for five years or more. These grandparents are a diverse group ranging in ages from the thirties to the seventies. Many grandparents are ready to simplify their lives and slow down. Giving that up and taking over the responsibilities of being a primary parent again can stir up many feelings including grief, anger, loss, resentment and possibly guilt. This transition can be very stressful and the emotional and financial burdens can be significant. Culture shock at having to deal with children and adolescents of a different generation can be great. Grandparent headed households have a significantly higher poverty rate than other kinds of family units.

Many grandparents in this care taking role underestimate or are unaware of the added burdens their new role as ‘parents’ will place upon them. Grandparents often assume their role will be to nurture and reward children without having to set limits. When grandparents serve as parents, however, they must learn to set limits and establish controls as they did with their own children.

Many children living with grandparents arrive with preexisting problems or risk factors including abuse, neglect, prenatal exposure to drugs and alcohol, and loss of parents (death, abandonment and incarceration). This situation can create risks for both children and grandparents. Caring for your grandchild can also be very positive and rewarding. Grandparents bring the benefit of experience and perspective. They can also provide important stability, predictability, and be a healthy role model for their grandchildren.

It is very important for grandparents to receive support and assistance. Seeking out other family members, clergy, support groups and social agencies can be helpful. The Grandparents Information Center (sponsored by the American Association of Retired Persons) is a good place to get information, referrals and support. The American Association of Retired Persons website address is www.aarp.org. Financial aid may be available especially if the child was abandoned, neglected or abused. Mental health professionals including child and adolescent psychiatrists, community mental health and child welfare agencies and parent-teacher associations are other important resources for the grandparents.

Child and adolescent psychiatrists recognize the important role many grandparents play in raising their grandchildren. The better grandparents are able to meet their own needs, the better they can fulfill the demands of parenting.