As you may recall, Kimberley has co-authored  a book chapter discussing Positive Parent-Child Relationships. The paperback edition of Positive Relationships: Evidence Based Practice across the World (Springer 2012) will be launched in Sydney on Friday May 3rd at Gleebooks: 6 for 6.30pm.  Professor Ann Brewer, deputy vice-chancellor at Sydney University – who is one of the authors – will be officiating.

Gleeb books have agreed to discount the price to $50 – a significant reduction from the original. Quirky Kid Shoppe will also stock the title and will be made available soon.

More information and reviews on http://amzn.to/Y8Ew58  (scroll to the bottom of the page).Several people involved with Wellbeing Australia have contributed to this volume which has 17 chapters on different aspects of relationships.

Adjunct Associate Professor Sue Roffey, from the University of Western Sydney and Director of Wellbeing Australia, is the editor of Positive Relationships: Evidence Based Practice across the World.

The book brings together the views of a range of international experts, to explore the ways that we can “promote the positive” in various aspects of our lives – including in our roles as a leader, professional, mentor, teacher or parent.

“Our relationships all have a significant impact on our daily lives, including the way we perceive ourselves and others and the feelings we experience,” says Dr Roffey.

“A positive relationship can enrich our lives while a negative one can be the cause of deep distress. Unfortunately, much of the time we only give attention to relationships when things go wrong. That is why it is so important to understand in some depth how relationships might be enhanced in all areas of our lives.”

Dr Roffey, from the UWS School of Education and Centre for Positive Psychology and Education (CPPE), says Positive Relationships is firmly grounded in the science of positive psychology and has been written to appeal to a wide audience.

“Positive psychology has much to offer to enhance everyday living”, says Dr Roffey. “Healthy relationships can offer real meaning and sustainable fulfilment in our lives. Knowing what promotes the positive is the first step to authentic wellbeing.”

Professor Felicia Huppert, Director of the Well-Being Institute at the University of Cambridge says in the Foreword of Positive Relationships that this “seminal book moves beyond a focus on the individual, putting relationships at the heart of life going well.”

The chapters are authored by academics and practitioners from a range of disciplines and from across the world, each addressing positive relationships in the contexts of family, work, school and community.

The authors, and their respective chapters, include:

• Professor Ann Brewer, Deputy Vice-Chancellor, University of Sydney – Positive Mentoring Relationships: Nurturing potential.
• Associate Professor Stephanie Jones and Dr Gretchen Brion-Meisels, Harvard Graduate School of Education, USA – Learning about Relationships.
• Professor Margaret Vickers and Associate Professor Florence McCarthy at the School of Education, University of Western Sydney – Positive Community Relations.
• Adjunct Professor Toni Noble, at Australian Catholic University (ACU), and Adjunct Professor Helen McGrath, at RMIT University – Wellbeing and Resilience in Young People and the Role of Positive Relationships.
• Adjunct Associate Professor Sue Roffey at the University of Western Sydney – Introduction and Developing Positive Relationships in Schools.
• Associate Professor Vagdevi Meunier, St Edwards University, Austin, Texas, USA and Wayne Baker, professional counsellor – Positive Couple Relationships: The evidence for long lasting relationship satisfaction and happiness.
• Dr Karen Majors, educational psychologist and professional tutor at the Institute of Education, London University – Friendships: the Power of Positive Alliance.
• Kimberly O’Brien, child psychologist and Director of the Quirky Kid Clinic, and Jane Mosco, educational psychologist – Positive Parent-child Relationships.
• Emilia Dowling, previously Head of Child Psychology at the Tavistock Clinic and visiting professor at Birkbeck College, London, and Di Elliot, systemic psychotherapist – Promoting Positive Outcomes for Children Experiencing Change in Family Relationships.
• Sue Langley, CEO of Emotional intelligence Worldwide – Positive Relationships at Work.
• Elizabeth Gillies, educational psychologist and previously Vice-President of International Mental Health Professionals in Japan – Positive Professional Relationships.
• Dr Hilary Armstrong, Director of Education at the Institute of Executive Coaching, Sydney – Spirited Leadership: Growing leaders for the future.
• Zalman Kastel, Director of the Together for Humanity Foundation – Positive Relations between Members of Groups with Divergent Beliefs and Cultures.
• Associate Professor Lois Edmund, Centre for Conflict Resolution Studies at the University of Winnipeg, Canada – Conflict and Confrontation.
• Peta Blood, Co-founder of Restorative Practices International – The repair and restoration of relationships.
• Robyn Hromek, Educational psychologist and Honorary Associate at the University of Sydney and Angela Walsh, Director of the Love Bites educational program for NAPCAN (National Association for the Prevention of Child Abuse and Neglect) – Peaceful and compassionate futures: positive relationships as an antidote to violence.

“Each chapter of this book provides evidence on how healthy relationships enable both individuals and communities to flourish, what we can do to ensure these are the best they can be and what to do when difficulties arise,” says Dr Roffey.

“The evidence sometimes challenges current beliefs, for example what constitutes good leadership and how emotionally intelligent relationships make all the difference to effective work environments.

“The book predominately focuses on our shared humanity – what we all have in common, rather than what divides us. The overarching themes are fostering positive communication practices, treating each other with respect and building social capital.”

Positive Relationships: Evidence Based Practice across the World, published by Springer, is now available for purchase with five star reviews on Amazon.

Professor Ann Brewer will speak at the Official Launch, to be held at Gleebooks in Sydney.

From UWS Wedbsite

Related posts:

1. Education and Developmental Conference 2011 It was a pleasure to participate during the 2011 Educational...
2. Positive Parent–Child Relationships We are proud to announce the publication of Kimberley O’Brien...
3. YWCA Mentor’s Breakfast Kimberley O’Brien, our principal child psychologist, was a guest speaker...

Along with the multitude of benefits technology brings, there has been widening concern over the time children spend with technology and the type of interactions children are having through technology.

Here is an Interview we completed regarding this top:

The Australian Communications and Media Authority reported that in 2007, children were spending on average close to five hours a day with technology, a figure which has likely increased with the proliferation of media-enabled smart phones and other electronic devices (ACAMA). In fact, in April 2012, the Australian Bureau of Statistics reported that nearly a third of all 5-14 year old children had their own mobile phones. With the increased sedentary time children are spending with technology and reduced time in outdoor play, links are being drawn between overuse of technology and a delay in children’s achievement of sensory and motor milestones (Rowan, 2010) and reduced academic performance (Gentile, 2012). Certainly, parents have been commenting on the struggles they have in steering their children outdoors for playtime and the friction caused when children are asked to leave technology for homework time.

The types of interactions children are having with technology is also of concern. Australian research mirrors that of the United States, in which significant increases in the popularity of electronic gaming, particularly among boys, has been observed (ACAMA). Exposure to violent content during gaming has been correlated with aggression and desensitization to violence (Gentile, 2012), which is of particular concern, given the evidence that gaming can be very addictive (ABC, 2012). There appears to be a great interest among children in combat-focused games, which is starting to filter into playground play with their peers.

How can I tell if my child is addicted to technology? 

The Australian Government’s Department of Health and Ageing Guidelines suggest that children younger than 2 years should not spend any time watching TV or using other electronic media such as DVD’s, electronic games or computers. Children between the ages of 2-5 years should be limited to less than one hour a day on these activities and children 5 years and older should be limited to 2 hours or less on these activities

Some key signs that may indicate that your child is spending too much time with technology are:

• your child may be spending large amounts of time consumed and preoccupied with technology, which may impact on his/her time to complete other daily tasks.
• your child may withdraw from previously enjoyed activities such as playing with their siblings and playing outside.
• your child may withdraw from family and friends
• your child may be saying things like “I’m bored” or “lost” without technology.
• your child may be becoming very tired and irritable as a consequence of staying up late or waking through the night or early morning to use technology.
• your child may request or demand technology during mealtimes.
• your child may be spending time surfing the internet with a lack of purpose
• your child may become angry or distressed when limits to technology use are attempted.
• your child’s technology use may be impacting negatively on their grades and school work.
• your child may be reporting an increased preference with socialising online.
• your child may engage in unsafe technology use, for example, making friends with strangers.

Problems and suggested strategies for with technology 

Research suggests that even 2 hours spent a day on non-homework use of technology can negatively impact on children’s overall development (King et al., 2012). Some common problems are:

A) Falling behind on social, emotional and physical milestones:

Children need to be active, have their senses stimulated and have opportunities for social connection to develop both physically and psychologically. Children who are spending more and more time on technology, for example, have been observed to be failing to meet their motor milestones (King et al., 2012). A recent study, including Australian children, demonstrated that more children between the ages of 2-5 years could play games on a computer than complete age appropriate tasks such as tie their shoelaces and ride their bike (SMH).

Some helpful tips would be to: 

• Set a good example. Set your own limits and demonstrate this to your child. For example, a family rule may be no phones or technology at the dinner table for any family member.

• Skill up your child. Help your child develop coping skills for managing technology and non-technology time. For example:

• Explore their talents and interests and foster these
• Help your child develop problem solving skills and practice using these, particularly in times when your child is feeling at a loose end without technology
• Develop your child’s physical capabilities, such as helping them with their fine and gross motor skills.
• Develop your child’s communication skills, demonstrate conversation, friendship, conflict-resolution skills and practice these and listen to your child when they are communicating with you
• Be proactive in helping your child develop friendships through out of school activities, play dates and developing their interests

• Develop some new family traditions. Have times when the family disconnects with technology and reconnects as a family unit. Involve your children in brainstorming activities they might like to do as a family that don’t involve technology and make a point of doing them regularly.

• Challenge your own thoughts. Many of our own thoughts and perceptions can get in the way of helping our children limit their technology use. For example, believing the outside play is unsafe or that technology is good to help your child be quiet, can limit your ability to maintain healthy boundaries for your child’s technology use.

• Schedule some downtime time. Make sure your child has some scheduled time in their week to be unscheduled, unstructured and free from technology, homework and planned activities. Help your child play in the garden, at the park or the beach, for example, without the distractions of technology. Invite your child’s friends along to foster friendships and social skills. Interact with your child and demonstrate how to make your own fun and play in a free and unstructured way.

b) Experiencing high stress levels and exposure to violence

Children who overuse technology appear to experience physiological changes which mimic those seen in high stress states, such as high heart rates, fast paced breathing and hyperacute hearing and vision (Rowan, 2010). Additionally, playing violent virtual games has been linked to increased aggression and reduced empathy-skills among children and suggests these games may well desensitise children to violence (Rowan, 2010).

Some helpful tips would be to:

• Set some relaxation time. Explore the things your child finds relaxing that do not involve technology and make time to regularly engage in these activities.

• Be selective. Determine what is appropriate and not appropriate for your child to play and keep the boundaries clear. If your child has played a game that is violent, talk through it with your child, discussing things like what is real and fantasy and how your child might view the game.

c) Falling behind at school 

The overuse of technology has been found to impact negatively on children’s academic performance (Farber et al., 2012; Gentile, 2012). Children typically find it difficult to self-regulate their technology use, which can mean that daily tasks such as homework and reading are not completed or not given the time needed.

Some helpful tips would be to: 

• Set clear limits and boundaries. Negotiate with your child on how much time they can spend with technology daily and stick to it. Help your child choose how to use technology and how to plan for non-technology time. Avoid using technology as a reward and involve older children in these negotiations.

• Monitor computer-based tasks.  Be aware of the school-based tasks your child is completing on the computer and help them remain on task and focused.

• Set time to read and help your child with their homework. Talk to the school if there are difficulties completing the homework and take an interest in school-based tasks at home.

d)  Other psychosocial difficulties such as sleep difficulties.

The overuse of technology has also been associated with sleep difficulties and increased anxiety, depression and isolation in some cases, particularly when children are exposed to personal safety risks such as cyberbullying and sexting (Farber et al., 2012).

Some helpful tips would be to: 

• Educate yourself. Know what technology your child is using and what they are doing on that technology. Be your child’s friend on facebook, look at their Tumblr account, know the websites and games they seek. Most devices have parental controls and keep technology use in public areas in your house.

• Educate your child. Help your child know how to safely navigate technology, know the risks and how to identify them and know the supports they can seek if things go awry. Have some simple rules such as no sending of videos or photos without permission, no ‘friending’ people that you haven’t met.

• Establish clear bedtime routines and limits. Shift technology use to daylight hours and out of the bedroom. Research suggests that children who use a computer before bedtime take longer to fall asleep, have a poorer quality sleep and are more distractible and fatigued during the day (King et al., 2012). Have a device charging station in a public space in your house for all family members to plug into during the night.

• Seek help. Seek professional help if you identify a personal safety risk involving your child or if your child is experiencing symptoms consistent with a mental health disorder.

———

References

King, D., Delfabbro, P., Griffiths, M. & Gradisar, M. (2012). Cognitive-Behavioural Approaches to Outpatient Treatment of Internet Addiction in Children and Adolescents. Journal of Clinical Psychology, 68 (11), 1185-1195.

Farber, B., Shafron, G., Hamadani, J., Wald, E. & Nitzburg, G. (2012). Children, Technology, Problems, and Preferences. Journal of Clinical Psychology, 68 (11), 1225-1229.

Rowan, C. (2010). Unplug-Don’t Drug: A Critical Look at the Influence of Technology on Child Behaviour With an Alternative Way of Responding Other Than Evaluation and Drugging. Ethical Human Psychology and Psychiatry, 12 (1), 60-68.

Australian Bureau of Statistics: http://www.abs.gov.au

Sydney Morning Herald http://www.smh.com.au/opinion/society-and-culture/modern-technology-needs-to-be-more-than-childs-play-20110822-1j6om.html

Australian Government Department of Health and Ageing- http://www.health.gov.au/internet/main/publishing.nsf/content/health-pubhlth-strateg-phys-act-guidelines#rec_0_5

Australian Communications and Media Authority (June 2010): Trends in media use by children and young people. Insights from the Kaiser Family Foundation’s Generation M2 2009 (USA), and results from the ACMA’s Media and communications in Australian families 2007

ABC News (2012): http://www.abc.net.au/news/2012-11-25/gaming-as-addictive-as-gambling/4390920

Gentile, D. (2012) The Effects of Video Games on Children: What Parents Need to Know. Paediatrics for Parents.  http://www.pedsforparents.com/articles/2791.shtml

References not Quoted:

Gallagher, B. (2005). New Technology: Helping or Harming Children? Child Abuse Review, 14, 367-373.

4. Stevenson, O. (2011). From public policy to family practices: researching the everyday realities of families’ technology use at home. Journal of Computer Assisted Learning, 27, 336-346.

Related posts:

1. Children Screen Time Many parents, educators, and mental health professionals are concerned about...
2. Family and Technology @ Daily Telegraph Kimberley O’Brien, our principal child psychologist, discussed the use of...
3. Attention Deficit Hyperactivity Disorder Children with ADHD show a pattern of inattention and/or hyperactivity...

Lisa Diebold  has been a much awaited member of our team and will head our new publishing creatives. There are lots of projects Lisa is currently working on and she will soon show us a bit more – watch this space.

Here is, however, our firs infographic about eating disorders. This project has been developed in partnership with Dr Kathryn Berry, a Clinical Psychologist based at our office in Austinmer and Lisa.

Watch our Info graphic on Eating Disorders

The full article can be found here: http://childpsychologist.com.au/resources/eating-disorders-among-children

Related posts:

1. Eating Disorders among Children and Young People Eating disorders are among some of the most serious and...

I’ve recently joined the Quirky Kid team, here in Austinmer, as a Clinical Psychologist. I completed my Doctorate in Clinical Psychology/Master of Science at Sydney University in 2006 and have worked in both community and school settings. I have always had a keen interest in helping children and families, and started off by volunteering on a young offender program and as a tutor for disadvantaged children at the University of Sydney. From there, my studies provided me with expertise in assisting children, adults and families with a range of mental-health related presentations.

During the Doctorate in Clinical Psychology/Master of Science degree I gained theoretical and practical knowledge in the assessment and treatment of mental health disorders and enjoyed placements within hospital and community settings, using a variety of evidence-based psychological interventions, including Cognitive Behavioural Therapy. Some of my experiences included working in an acute inpatient setting for children, working within a family-therapy context and working with adults with clinical Anxiety and Depression. My doctoral thesis examined the efficacy of a resilience-building program for anxious-bullied adolescents and yielded promising results which have been published in the Journal of Adolescent Health (2009). I have enjoyed working in the school system as a School Psychologist prior to my move to the Quirky Kid Clinic, which really consolidated my keen interest in working with children and their families.

Why have I moved to Quirky Kid Clinic?

My move to the Quirky Kid Clinic was motivated by personal reasons, to build a better work-life balance for my family, and professional reasons, to work in an environment which fosters the unique qualities of children while providing cutting edge, evidence-based, psychological care. The Quirky Kid Clinic speaks to my ideals of helping children overcome life’s hurdles in a fun, creative and child-centred way. The Quirky Kid Clinic is a fun and exciting space to work from and I am enjoying working within a supportive, creative and caring team environment.

What are my skills?

As a Clinical Psychologist, I have specific and unique skills in the assessment and treatment of mental-health issues in children and families. I have expertise in formulating and diagnosing mental illnesses and psychological problems and work from an evidence-based approach. I have qualifications in conducting a range of behavioural, psychological and cognitive assessments and as a consequence, tailoring the treatment to be relevant, engaging, productive and solution-focused with children and families.

What will my role be at QK?

My role is essentially to provide sound, evidence-based psychological care for children and their families. This often involves me consulting with teachers and other health professionals and may involve family-based sessions as well as individual therapy with the child.

In addition to seeing families, my role is also to participate in the development of Quirky Kid programs and resources such as an anxiety-management program called ‘Why Worry?’ and a social skills-based program called ‘The Best of Friends’. I will also be writing resources for our corporate clients like Fairfax media’s website, Essential Kids, and plan to publish resources on the Quirky Kid Website, www.childpsychologist.com.au.

It really has been a wonderful start for me at the Quirky Kid Clinic and I very much look forward to meeting with you and working with you as a client or colleague in the future.

Please feel free to contact our reception on 02 9362 9297 for any enquiries or further information,

No related posts.

Book now for

• The Best of Friends  – (Social Skills and Communication)
• Why Worry?  – (Worry and Anxiety)
• Doing the Splits  – (Separation and Divorce)
• Power Up!  – (Performance Psychology)

Book early to avoid disappointment. If you do not find a suitable date and time, register on our reminder mail-list below so we can contact you to possibly arrange another group.

Related posts:

1. Melbourne Workshops We are thrilled with our first Melbourne workshops! Kimberley O’Brien...
2. Therapeutic Workshops @ Sunday Telegraph Kimberley discussed our popular holiday workshops with reporter Claire Harvey...
3. New Workshop Calendar Our 2010/2011 Workshop Calendar was printed and  posted! After...

Tips for parents when your child is being bullied:

5. Develop your child’s out-of-school friendships

Related posts:

1. Exam Tips @ The Morning Show Kimberley O’Brien, our principal child psychologist, discussed how to exam-proof...
2. Playground Bullying @ Mother Matter Magazine Kimberley discussed the topic of playground bullying with reporters at...
3. Sex Education in Schools @ Today Show Kimberley O’Brien, our principal child psychologist, discussed sex education with...

In 2012, it was estimated that around 4% of the Australian population suffered from an eating disorder, with females making up more than half the total (The Paying the Price Report). Estimates suggest up to 75% of adolescent girls perceive themselves as overweight or want to lose weight (www.nedc.com.au). Real prevalence rates may be even higher due to the secrecy, shame and guilt often associated with eating disorders in children and young people.

Watch our Info graphic on Eating Disorders

While eating disorders in children and young people can start at any age, youth between the ages of 13-18 years appear to be most at risk (TPTPR). The Mission Australia’s Youth Survey, 2012, demonstrated that body image remains to be one of the top three issues concerning Australian young people. The age at which children are starting to think about body image and dieting appears to be reducing (American Academy of Pediatrics, 2003). Children as young as five years have identified the desire to be slimmer (Hamilton, conference) and around a quarter of our teenagers are experimenting with dangerous dieting behaviour (eg. taking laxatives, engaging in excessive exercise) (Hutchings,Conference). Australian research suggests that the prevalence of disordered eating behaviours have increased two-fold between 1995 and 2005 (TPTPR).

In light of this, knowing how to identify the signs of an eating disorder and knowing how to help your child are essential.

What are the types eating disorders?

There are several types of eating disorders in children and young people, with the most recognised being Anorexia Nervosa and Bulimia Nervosa.

• Anorexia Nervosa is characterised by significant weight loss, below what would be expected for the person’s age and height, with an accompanying intense fear of gaining weight or becoming ‘fat’. People with Anorexia Nervosa see their bodies in a distorted way, typically believing they are fat even when they are extremely underweight.

• Bulimia Nervosa is characterised by seemingly uncontrollable episodes of eating to excess, followed by behaviours aimed to rid the body of the calories ingested, such as undertaking excessive exercise, taking laxatives and vomiting. People with Bulimia have a preoccupation with their weight and shape and typically feel a great sense of guilt and shame, often meaning they go to great lengths to hide their behaviours.

While Anorexia Nervosa and Bulimia Nervosa are typically the most recognised eating disorders, the most common eating disorder is  Eating Disorder Not Otherwise Specified (EDNOS), which affects more than half of those with a diagnosed eating disorder. A person experiencing EDNOS typically presents with a distorted view of their weight and shape, an intense fear of gaining weight and disturbed eating patterns. While a person with EDNOS will share but not meet all the criteria for Anorexia Nervosa and Bulimia Nervosa, the disorder is by no means any less significant or serious.

What causes eating disorders?

Two significant risk factors for developing an eating disorders to be aware of are:

• disordered eating eg. dieting, fasting, avoiding food groups. Australian and New Zealand research indicates that engaging in moderate dieting behaviour puts young people at a six-fold risk of developing  an eating disorder and that engaging in extreme dieting puts young people at an 18-fold risk (www.nedc.com.au).
• body dissatisfaction eg. feelings of shame and anger over one’s body shape, preoccupation with body shape, distorted  body image (TPTPR).

While there is no one cause of eating disorders, genetic vulnerabilities (eg. a parent with restrictive eating behaviours), psychological factors (eg. low self esteem, perfectionists traits), cultural factors (eg. a culture that promotes thinness and dieting) and stress (eg. bereavement) all appear to play a role in the development of eating disorders.

How can I tell if my child may be developing an eating disorder?

Below are some signs that your child could be developing an eating disorder. Of all the signs, disordered eating, such as restrictive dieting, fasting, limiting food groups, binge eating, laxative use, self induced vomiting and using diet pills, is the most significant indicator that your child may be developing an eating disorder.

Additional signs include:

• Physical changes:  for example, significant changes in weight and weight loss, disturbed menstruation in females, general lethargy and looking pale and gaunt, feelings of dizziness, dehydration, sleep difficulties, dental decay.
• Behavioural changes: for example, frequent weighing of self and commenting on being ‘fat’, secretive eating habits, wearing baggy clothes to conceal weight loss, denying there is a problem, attempting to harm oneself, withdrawing from socialising and family life.
• Psychological Signs: for example, expressing fear of gaining weight, foods and bodily changes, self loathing, expressions of guilt, changes in mood and loss of motivation and enthusiasm for life.

What do I do if I am concerned that my child has an eating disorder?

Early intervention is best when it comes to treating eating disorders. People with eating disorders commonly attempt to hide their eating behaviours and weight changes from family and friends and so early detection can be difficult. Here are some tips for parents:

1. be familiar with your child’s eating habits by regularly eating together. This will help you recognise if eating habits change and/ or become restrictive
2. listen to how your child discusses food – are they talking about dieting, ‘bad’ foods, being fat?.
3. look at your child – has their mood changed? are they more difficult or secretive at meal times? Are they struggling with getting to sleep and/ or worrying about their body image?

If so, these are warning signs that your child needs help. Given that eating disorders can result in serious medical complications it is advisable that the first step be a visit to your GP.

The good news is, with intervention, support and commitment to recovery, eating disorders are treatable. Treatment for an eating disorder typically involves the help of variety of people including a psychologist, nutritionist, GP, paediatrician, psychiatrist and specialist physician. This ‘team approach’ is aimed to address the eating disorder from a medical and psychological perspective and support all of the child’s needs. While some children may require hospitalisation if they are acutely unwell, treatment typically occurs in a community setting.

Treatments of eating disorders in children and young people typically take a family focus. Families are involved in all treatment phases, for example, in helping their child gain control of disordered eating behaviours and supporting their child in addressing some of the psychological and emotional issues that arise.Treatment involves helping the child/ young person back to a healthy weight range while addressing their distorted attitudes to themselves and food.

Families form an important part of treatment, as children and young people with eating disorders do not always view their eating as and problem and often minimise their problem behaviours. Showing your child that you are concerned about them and available to help is an essential role parents and caregivers have in the recovery process.

Recovery is an individual process that can be lengthy and include many ups and downs. The important thing to remember is that bumps in the road are common, however, should be viewed as learning tools rather than setbacks. Focus on what you and your child have learnt from the experience rather than the negatives and frequently reflect on the overall gains your child has  made.

As a parent and/or caregiver, it is important to reflect healthy ideas about your own body image, avoid looking in the mirror and making negative comments about yourself, share with your child all the things you value about them that are not associated with their weight or shape and remind them of all the positives associated with getting better.

What can we do as a community?

Today’s society can be a challenging one for our children to grow up in. The constant portrayals in the media of super skinny women and muscled men can lead children to measure themselves against ideals which are hard or impossible to obtain.

As a community, some ways to help our young people cope with these influences are:

1. Discuss with children that media portrayals are typically unrealistic and misrepresented. Media portrayals of models and celebrities are typically airbrushed, photoshopped and reconfigured in such a way, that moves these images dangerously away reality. Help your child critique the images they see and view them for what they really are.
2. Limit and filter images that you child is seeing in the media and create a space for open discussion when unrealistic images are viewed.
3. Discuss the uniqueness of individuals. Help children and young people identify unique qualities in themselves and their friends which make them valuable and important members of society. Help children recognise that they are more than what they look like and that being a certain body shape does not bring happiness, success or love.
4. Be a role model: focus on your own positive qualities and talents, express positive attitudes to your own body, have a healthy and balanced lifestyle that incorporates healthy eating and exercise and focus on healthy-lifestyle goals rather than weight-loss focused goals
5. Say positive things to yourself and others each day. Children and adolescents form beliefs about themselves from others around them. Being positive and content helps children internalise these attitudes for themselves.
6. Lobby the media, fashion and advertising industries to adhere to codes such as The Voluntary Industry Code of Conduct on Body Image and Positive Body Image, which support the use of positive body image practices.

–
References:

The Mission Australia’s Youth Survey 2012
National Eating Disorders Collaboration 2011 
What’s Happening to our Girls? What’s Happening to our Boys? 2012 Booked Out Conference Sydney
http://www.maggiehamilton.org
American Academy of Pediatrics (2003). Policy statement: Identifying and treating eating disorders. Pediatrics, 111, 
204-211

The Paying The Price Report: The economic and social impact of eating disorders in Australia

Headspace: National Youth Mental Health Foundation: Myth Buster: Eating Disorders Fact Sheet

Related posts:

1. Getting Children to Eat Their Veggies For most parents, getting their children to eat vegetables can...

Individuality, personality and difference are very much a part of every playground in Australian schools. Everywhere you look you will see children and teachers with their own unique looks and styles navigating their way on the ‘catwalk’ of the school community. Despite the consistency of looks provided by school uniforms, children will still create their very own style codes to make themselves look ‘different’ from others. Indeed it seems diversity is very much valued and encouraged in school. But what if we were to include cultural diversity in this mix? Would it be as equally prized?

Cultural intolerance and discrimination is present in many Australian schools. It occurs between members of minority and majority communities. Note, for example, a 2009 study of secondary school students by the Foundation for Youth Australia, which found that 80 per cent of students from a non-Anglo background experienced racism, while 54.6 per cent of their Anglo-Australian colleagues reported such experience. They were reporting on a wide range of racism experiences, such as: ‘being called an offensive slang name for your cultural group’ through to ‘being refused employment because of your cultural background’.

The Human Rights Commission has also highlighted the issue in many of its reports, triggering responses from states and territories around Australia.

Not only students, but teachers from culturally and linguistically diverse (CALD) or Aboriginal backgrounds also experience discrimination by students and their colleagues. In fact, approximately 65 per cent of people participating in a survey by the Australian Human Rights Commission indicated that they have experienced racism.

So why are some Australian schools not accepting towards people from CALD backgrounds? And why are Aboriginal students still experiencing racism?

Researchers have asked these questions before and have concluded that children are influenced by prevailing social attitudes. They found that older children, for example, are more tolerant towards Asian-Australian children than their younger peers. However, this was not the case towards Aboriginal children, with young children being more tolerant towards them. Although the development of attitudes and beliefs is a very complex process, children’s attitudes towards cultural tolerance are very much shaped close to home via parents, peers and popular culture promoted through the media. To illustrate this further, a 12-year in-depth study based on comprehensive surveys of more than 12,500 Australians, conducted by the University of Western Sydney, found that one in 10 Australians believe that some races are naturally superior or inferior and advocate segregation.

Teachers’ attitudes in the classroom are also key. Teachers often have limited knowledge of the cultural details of their students, especially from those of a CALD or Aboriginal background, and as a result may hold a stereotypical view of students, which may then negatively influence their behavior and expectations of students. Several other studies, featured on the ‘Racism. NoWay’ website by the NSW Education and Training Department, also demonstrate a predominantly negative attitude towards Aboriginal students in Australian primary and secondary schools.

The consequences for those experiencing racial discrimination are severe and range from psychological to physical health. A predominant effect experienced by victims of racial discrimination is that of confused or troubled cultural identity. Cultural identity refers to the way in which individuals define themselves in relation to the groups to which they belong, such as family, religion, community, nation, sporting group, etc; where a coherent sense of personal identity can act as a protective factor against psychological distress, a troubled or confused sense of identity may lead to mental and emotional distress.

However, it is not all doom and gloom. Positive accounts of cultural diversity are found throughout Australia, and overall Australians are largely welcoming of other cultures, and are very positive about living in a multicultural society. Students revealed that making sure people from a CALD or Aboriginal backgrounds are treated equally is very important to them. Furthermore, 85 per cent of people think that something should be done to fight racism.

Indeed, schools provide a unique opportunity to support cultural diversity within the local community and Australia as a whole. Community members have indicated that schools are a top priority in terms of converting ideas into action. Schools vary in the way they support cultural diversity, ranging from a spectrum of action, reaction and inaction based on their local circumstances. Positive outcomes were found when strategies were utilised that celebrate and embrace cultural differences, invite community participation, and deliver educational programs aimed at deconstructing and expanding students’ knowledge of cultural issues.

What parents can do

• Review your own opinions of culture, diversity and religion
• Talk positively about people as a whole, particularly in the presence of children
• Never attach an individual’s behaviour to a specific cultural background
• Make tolerance and cultural diversity a topic of discussion in the family home
• Embrace the opportunity to talk to people from other cultural backgrounds and consider arranging more social contact. You may be surprised how much you and your family can benefit by pushing your comfort zone
• Take a look at the media you and your family consume. Does it present a realistic view of a diverse society? If not, mix it up so that it reflects the reality of multiculturalism.

What schools can do

• Actions should focus on current students’ attitudes instead of old cultural opinions
• Provide students with opportunities to engage with many diverse cultures
• Develop a close relationship between school and community
• Improve professional development opportunities for teachers and staff
• Update and improve cultural diversity projects for teacher and students, like the ‘School Days Project’ by Quirky Kid
• Actively participate in Harmony Day
• Organize volunteer opportunities for students in refugee agencies and local communities
• Ask staff members from CALD backgrounds to make announcements at assembly or over the school intercom to celebrate diversity and encourage students from CALD backgrounds to also participate in public speaking opportunities.

This post was written for Essential Kids. It was first published at a Fairfax Website. This content is a Quirky Kid Copyright.

Related posts:

1. Sibling Rivalry Fighting between siblings, or sibling rivalry,  is a common concern...
2. Community Project The Quirky Kid Clinic has been selected as a consultant...

Video of Session one of Power Up!

Quirky Kid was invited to facilitate two sessions of Power Up! during the The Australian Youth Olympic Festival (AYOF) preparation camp for Rhythmic Gymnastics young athletes and their coaches. They are preparing for the sixth edition of the AYOF will be held from 16 – 20 January 2013, once again in Sydney. This will be the biggest and best AYOF to date providing an Olympic like experience for 1700 athletes from 30 nations.

The Sport Program Manager for Gymnastics Australia,Emily Rennes who commissioned the workshop, is determined to offer these young athletes with the required Performance Psychology skills required to take each one to the next level.

We were impressed with the determination and focus of each of these young athletes during the session one of the Power Up Program held at L’Elfin Gymnastics Club which is in Sutherland during the 15/16th of December.

Psychologist Belinda Jones and Quirky Kid will return, this time to State Sport Centre in Sydney Olympic Park to complete session two of the Power Up! program.

We will post another update once it is completed.

If you could like to find out more about Power Up!, please visit our workshop page where you can download a brochure. You can give us a call on 02 9362 9297 to schedule an intro session as well.

Related posts:

1. Power Up! @ Illawarra Grammar During two days next week, 10 young athletes from Illawarra...
2. Introducing Power Up! While Australia’s elite sportsmen are aiming for top form...
3. Power Up! @ Football United Not so long ago, we launched the Power Up! program...

Whenever a national tragedy occurs, such as terrorist attacks or natural disasters, children, like many people, may be confused or frightened. Most likely they will look to adults for information and guidance on how to react. Parents and school personnel can help children cope first and foremost by establishing a sense of safety and security. As more information becomes available, adults can continue to help children work through their emotions and perhaps even use the process as a learning experience.

All Adults Should:

• Model calm and control. Children take their emotional cues from the significant adults in their lives. Avoid appearing anxious or frightened.
• Reassure children that they are safe and (if true) so are the other important adults in their lives. Depending on the situation, point out factors that help insure their immediate safety and that of their community.
• Remind them that trustworthy people are in charge. Explain that the government emergency workers, police, firefighters, doctors, and the military are helping people who are hurt and are working to ensure that no further tragedies occur.
• Let children know that it is okay to feel upset. Explain that all feelings are okay when a tragedy like this occurs. Let children talk about their feelings and help put them into perspective. Even anger is okay, but children may need help and patience from adults to assist them in expressing these feelings appropriately.
• Observe children’s emotional state. Depending on their age, children may not express their concerns verbally. Changes in behavior, appetite, and sleep patterns can also indicate a child’s level of grief, anxiety or discomfort. Children will express their emotions differently. There is no right or wrong way to feel or express grief.
• Look for children at greater risk. Children who have had a past traumatic experience or personal loss, suffer from depression or other mental illness, or with special needs may be at greater risk for severe reactions than others. Be particularly observant for those who may be at risk of suicide. Seek the help of mental health professional if you are at all concerned.
• Tell children the truth. Don’t try to pretend the event has not occurred or that it is not serious. Children are smart. They will be more worried if they think you are too afraid to tell them what is happening.
• Stick to the facts. Don’t embellish or speculate about what has happened and what might happen. Don’t dwell on the scale or scope of the tragedy, particularly with young children.
• Keep your explanations developmentally appropriate. Early elementary school children need brief, simple information that should be balanced with reassurances that the daily structures of their lives will not change. Upper elementary and early middle school children will be more vocal in asking questions about whether they truly are safe and what is being done at their school. They may need assistance separating reality from fantasy. Upper middle school and high school students will have strong and varying opinions about the causes of violence and threats to safety in schools and society. They will share concrete suggestions about how to make school safer and how to prevent tragedies in society. They will be more committed to doing something to help the victims and affected community. For all children, encourage them to verbalize their thoughts and feelings. Be a good listener!
• Monitor your own stress level. Don’t ignore your own feelings of anxiety, grief, and anger. Talking to friends, family members, religious leaders, and mental health counselors can help. It is okay to let your children know that you are sad, but that you believe things will get better. You will be better able to support your children if you can express your own emotions in a productive manner. Get appropriate sleep, nutrition, and exercise.

What Parents Can Do:

• Focus on your children over the week following the tragedy. Tell them you love them and everything will be okay. Try to help them understand what has happened, keeping in mind their developmental level.
• Make time to talk with your children. Remember if you do not talk to your children about this incident someone else will. Take some time and determine what you wish to say.
• Stay close to your children. Your physical presence will reassure them and give you the opportunity to monitor their reaction. Many children will want actual physical contact. Give plenty of hugs. Let them sit close to you, and make sure to take extra time at bedtime to cuddle and to reassure them that they are loved and safe.
• Limit your child’s television viewing of these events. If they must watch, watch with them for a brief time; then turn the set off. Don’t sit mesmerized re-watching the same events over and over again.
• Maintain a “normal” routine. To the extent possible stick to your family’s normal routine for dinner, homework, chores, bedtime, etc., but don’t be inflexible. Children may have a hard time concentrating on schoolwork or falling asleep at night.
• Spend extra time reading or playing quiet games with your children before bed. These activities are calming, foster a sense of closeness and security, and reinforce a sense of normalcy. Spend more time tucking them in. Let them sleep with a light on if they ask for it.
• Safeguard your children’s physical health. Stress can take a physical toll on children as well as adults. Make sure your children get appropriate sleep, exercise, and nutrition.
• Consider praying or thinking hopeful thoughts for the victims and their families. It may be a good time to take your children to your place of worship, write a poem, or draw a picture to help your child express their feelings and feel that they are somehow supporting the victims and their families.
• Find out what resources your school has in place to help children cope. Most schools are likely to be open and often are a good place for children to regain a sense of normalcy. Being with their friends and teachers can help. Schools should also have a plan for making counseling available to children and adults who need it.

What Schools Can Do:

• Assure children that they are safe and that schools are well prepared to take care of all children at all times.
• Maintain structure and stability within the schools. It would be best, however, not to have tests or major projects within the next few days.
• Have a plan for the first few days back at school. Include school psychologists, counselors, and crisis team members in planning the school’s response.
• Provide teachers and parents with information about what to say and do for children in school and at home.
• Have teachers provide information directly to their students, not during the public address announcements.
• Have school psychologists and counselors available to talk to students and staff who may need or want extra support.
• Be aware of students who may have recently experienced a personal tragedy or a have personal connection to victims or their families. Even a child who has merely visited the affected area or community may have a strong reaction. Provide these students extra support and leniency if necessary.
• Know what community resources are available for children who may need extra counseling. School psychologists can be very helpful in directing families to the right community resources.
• Allow time for age appropriate classroom discussion and activities. Do not expect teachers to provide all of the answers. They should ask questions and guide the discussion, but not dominate it. Other activities can include art and writing projects, play acting, and physical games.
• Be careful not to stereotype people or countries that might be associated with the tragedy. Children can easily generalize negative statements and develop prejudice. Talk about tolerance and justice versus vengeance. Stop any bullying or teasing of students immediately.
• Refer children who exhibit extreme anxiety, fear or anger to mental health counselors in the school. Inform their parents.
• Provide an outlet for students’ desire to help. Consider making get well cards or sending letters to the families and survivors of the tragedy, or writing thank you letters to doctors, nurses, and other health care professionals as well as emergency rescue workers, firefighters and police.
• Monitor or restrict viewing scenes of the event as well as the aftermath.

Related posts:

1. Children and Natural Disasters Natural disasters can be very traumatic for children and adults,...
2. Grief and loss When a child experiences the death of a loved one,...
3. Parenting Gay Children Some parents may find it very difficult to discover their...