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health for youngsters, babies and adults

Mar 20
Love0

Outdoor adventure is the key to happier, healthier children

By Education, environment, family, fun for children, Green, Health, Playing, Relationships

Spending time outdoors is the key to happier, healthier and more confident children. However, only one in five of them regularly play outside, says leading youth charity YHA (England and Wales).

The charity says that the opportunity to have adventures in the outdoors is vitally important to developing young people’s confidence, resilience and ambition for the future. Studies also show that just five minutes of ‘green exercise’ can improve a child’s mental wellbeing.

To help more young people benefit from the transformational power of travel and adventure, YHA has launched a campaign – The Adventure Effect. It hopes the campaign will inspire young people and their families to get outdoors.

Karen Pine, Professor of Developmental Psychology at the University of Hertfordshire, who has supported YHA with the development of The Adventure Effect, said: “If we want to raise children to be healthy physically, mentally, socially and emotionally, we must look at the experiences they’re having during childhood. Outside, spontaneous experiences in nature are critical to their development.”

She explained: “Being unable to get outside for a prolonged period can lead to stress and depression, which sadly besets many people
in our society today. Time outdoors spent having adventures in nature helps to build resilience – which is our ability to bounce back in life. This is an incredibly important skill.” Highlighting the impact of people not having the opportunity to access travel and the outdoors, YHA confined the professional adventurer and author Alastair Humphreys to a room for three days. In contrast, the film also follows five young people during their first trip to the Lake District and demonstrates their personal transformation during that time.

The thought-provoking social experiment has been documented in The Adventure Effect film. Watch the film and learn more about The Adventure Effect at www.yha.org.uk/adventureeffect

The film charts Alastair’s increasing frustration and unhappiness at having the opportunity for adventure removed from him. On day
two of the experiment he admits to ‘feeling low’.

Commenting on the social experiment, Alastair said: “I am delighted to support YHA’s Adventure Effect campaign. Being inside the room was a big learning experience for me. Three days seems like nothing but when the ability to go outside whenever you want, and the mental stimulation that goes with it, is taken away from you it is a huge shock. I was really surprised to discover I use my phone too much and use it to fill in any quieter times during the day. I also realised that I take my ability to have adventures – big and small, for granted.”

He added: “Adventure is as much about your attitude as anything else. Be curious and seize the opportunities that are available to you. YHA makes it easy, cheap and accessible for everyone to get their adventure started.”

As part of YHA’s Adventure Effect campaign, adventurer Alastair Humphreys has shared his five tips for people to get their adventure started:
1. Don’t just talk about it. Do it.
2. Do something simple and small, like going for a walk in your local woods or head up a hill.
3. Make sure you’re warm and prepared for bad weather with suitable waterproof clothing.
4. Take friends or family with you so you can share the experience and encourage each other.
5. Making the most of the outdoors shouldn’t be about pushing yourself and feeling miserable. Go at your own pace and have fun.

Mar 18
Love0

Supporting families in the early years

By children's health, Education, family, fun for children, Health, Mental health
by Dr. Amanda Gummer
www.goodplayguide.com

There is clearly some great work being done, but the issue is that there’s no overarching strategy and a lack of cohesion so the examples of best practice in supporting young families are not replicated and often under-funded.

The arguments in support of providing high quality services and facilities for young families have been well-researched and include economic arguments. The work of Professor James J. Heckman shows how much better for the economy the preventative interventions are in the longer term, and in respect to health – the demand and strain on physical and mental health services is reduced if families are able to engage actively with their community. Not only does this reduce isolation and increase parents’ support networks, but engaging in activities within the community promotes healthy activity levels and encourages general wellbeing in both parents and children. Educational outcomes are also improved when sufficient support is provided in the early years and the longer-term benefits lead to reductions in school exclusions and a positive impact on children’s mental health.

One of the key areas of contention in this area is the split between universal and targeted interventions. Universal provision is available to all families and, when done properly, is sufficient for most families to help them manage and hopefully thrive. Targeted support focuses on supporting particularly vulnerable families who often have multiple challenges. The targeted support can be expensive and vulnerable families may not engage with health visitors and social workers as they are afraid of being judged, and the possibility of having their children taken into care.

The accepted wisdom is that there is no magic money tree and difficult decisions need to be made. I disagree. I believe that by thinking more strategically, and using examples that are already working well – such as the play streets initiative and befriending services, empowering parents who have benefitted from this support to give back once their children are older, we will be able to quickly see the benefits across all of the above areas. It soon becomes a ‘no-brainer’ to fund initiatives that more than pay for themselves in the long run.

It is my firm belief that by taking a play-based approach to supporting families through community play groups, well-designed and maintained play spaces and parent and toddler play clubs, we will go a long way to improving physical and mental health so children will be more active and social, and importantly, parents will not feel so isolated.

Parents and carers can help make their families more playful by giving children a ‘balanced play diet’ – making sure they get plenty of opportunity for active, social, imaginative play (the super-foods of the play diet) and limiting their solitary, sedentary, passive play time – in the same way you would limit their intake of sweets and treats.

Five tips to help balance your child’s play diet:
• Active, social, child-led play is the superfood of the play diet. So try, where you can, to make this a big part of your daily routine.
• Balance inside and outside activity and choose toys that can be used inside to promote active play even when the children can’t go outside.
• Don’t forbid screen time or tech play. Engage with it but don’t use it as a babysitter
• Mix and match playmates – children play differently with different people so involve other family members, older and younger children as well as peers (bearing in mind of course any social distance guidance!)
• Do your research before buying toys, tech or apps for children to make sure they’re going to get maximum benefit from it. Our Good Play Guide has a host of recommended games, all independently reviewed as a great starting point.

The abilities to control the playfulness of your child’s play diet and the different stimuli they interact with is at the core of promoting a healthy family life that ideally connects them with other parents. It is important too that parents consider their own welfare to help them overcome high-stress levels and their own health and wellbeing for their own benefit but also to set any example for their children who will look to them as role models and begin to copy them. A parent-centred approach to family life can help to achieve this by giving parents the ability to meet their own needs, in turn providing their children with a healthy model of adulthood to copy and learn from.

Whilst the latest report from the Royal Commission has done a great deal to re-focus the attention within mass media, it is important that it does not become another talking shop moment and that decisive action is taken in to create an overall strategy to support parents and children in their early years.

Dr. Amanda Gummer – making the world more playful. Amanda has a PhD in Neuropsychology and over 20 years’ experience working with children and families. She is a media friendly, go-to expert on play, toys and child development. She can be regularly seen in the media including BBC News, Sky News and The Daily Mail offering advice on the news stories which matter most to families and issues surrounding child development. Founder of Dr. Gummer’s Good Play Guide (www.goodplayguide.com) home of and The Good App Guide she is dedicated to ensuring every child can develop the skills they need to thrive and
enjoy a happy, healthy childhood.

Mar 17
Love0

Should you be talking about mental health with your primary aged child?

By children's health, Education, family, Health, Mental health
by Helen Spiers
Head of Child and Adolescent Counselling, Mable Therapy

It can be hard to accept when our children are struggling with their mental health. Childhood is often seen as a stress-free time of fun and frolics, but for some children this can be far from true. There are several factors that can contribute to poor mental health. Our relationships, sense of identity and the world around us have a massive impact, so it’s hardly surprising that the events of 2020 have seen some children in emotional crisis. Many children have thrived in the pandemic, relishing the chance to spend more time at home with the family, but for others the disruption and uncertainty has left them anxious and overwhelmed.

Routine and boundaries play a huge part in reducing anxiety, so cancelled activities, school closures and continuously changing government guidelines have done nothing to support young people’s mental wellbeing. At our children’s counselling service we wondered whether the new school year would see referral rates drop. Would the increase in structure and purpose help to combat the tsunami of mental health issues? Sadly not. Since September our referrals have gone up, in both our schools and private service. For those directly impacted by Covid-19 it’s been devastating, but even for those seemingly unaffected, prolonged feelings of fear and dread have led to toxic levels of stress and anxiety. We’ve also noticed an increase in younger referrals, as parents struggle to reassure their children about future uncertainty. So how can we support our children with their mental health, without burdening them with adult worries? What are the signs that our children might be struggling? And how do we support them to develop the resilience to face the new normal?

Stay alert
Spotting mental health issues can be tricky. Many parents come to me feeling helpless, seeking my expertise. I tell them that when it comes to their children, they’re the experts. If instinct is telling you there’s an issue then you’re probably right. Changes in behaviour are a strong indicator, so if your child has become uncharacteristically withdrawn, aggressive or anxious then they may be struggling. If they’ve lost interest in themselves or their relationships, this could also be a sign of a change in their mental health. Whether it’s bullying, anxiety, or stress about school or friendships, identifying that there’s a problem is the first step in supporting them.

Find the positives
When the pandemic first hit, even counsellors struggled. How do we reassure young people, when we don’t know what’s happening ourselves? This was a huge warning sign that we hadn’t dealt with our own anxieties. Dedicate time to exploring your own emotional state and seek support from those around you. Only then can you model the calm reassurance that children need to develop their resilience.

Once we’re in a positive place it’s easier to promote a sense of optimism and self-esteem, which is key to building resilience. We want children to see the world as a safe place where problems are temporary and challenges can be overcome. Give your child space to talk about their worries, but try to steer conversations in a positive way: ‘It’s really sad to think your football might be cancelled again, but we got through it last time so we can do it again.’

To promote children’s resilience, the last few years have seen many schools adopt a ‘growth mindset’ approach to learning. It focuses on modelling positive language. Saying ‘this is hard, but with practice I’ll get there’ will make children more likely to persevere than ‘I’m terrible at this’. Praising persistence over results is a great way parents can help with this. Avoid comparing children to their peers and instead focus on their effort levels and improving their own ‘personal bests’.

Be open
The stigma surrounding mental health is thankfully on the decline, but for some children they’re still learning that difficult emotions are shameful and not to be discussed. I often work with children who have never learnt to recognise or talk about their emotions, and this becomes the biggest part of our work. If children have no outlet to discuss their anger, sadness or fear, then they hold the feelings inside. These internalised feelings will always find a way to come out, whether it’s through disruptive behaviour, tantrums or anxiety.

By modelling that these feelings are okay, we’re letting children know they’re normal. For young people keen to fit in, this will come as a huge relief! If your child does share their feelings with you it’s important to listen carefully without interrupting, respond in a calm, non-judgemental way and don’t dismiss their worries. You don’t need to problem solve. By letting them know you’ve heard them and understood them, you’ll be validating their feelings and reducing their anxiety.

Make real connections
For many parents, screens and social media were a real lifesaver during lockdown. It allowed our children to stay in touch with their friends and acted as childcare when deadlines were looming. Screen-time limits were loosened and monitoring our children’s online activity became even trickier. When they are back at school, it can be hard to get the genie back in the bottle and return to the pre-lockdown rules.

However, we all know the negative impact screens can have. Development, academic results and mental health are all impacted by excessive screen-time and that’s before we consider the content being viewed and the need for ‘likes’ at any cost.

Restricting screen-time can lead to conflict and resentment, but handled correctly it could be the key to improved mental health. Board games, baking or crafts may feel like a big ask at the end of a long day, but they could be the key to an improvement in your child’s wellbeing.

If you’ve tried these strategies and your child still seems low, don’t be afraid to ask for help. Seeking support shouldn’t be seen as a last resort; it doesn’t need to be the mental health equivalent of going to A&E. Good mental health is a lifelong pursuit, so it’s more like taking your emotions to the gym.

www.mabletherapy.com

Mar 11
Love0

Talk Talk! Knock, knock. Who’s there? Kanga. Kanga who? No, it’s kangaroo!

By children's health, Education, environment, Language, numeracy skills, reading

Jokes often narrowly miss the mark, but children love them. In amongst the less serious context of joking and any play on words, is a more complex business which plays a much bigger role in our children’s early development than we could ever believe.

Children who are taught about the complexities of the English language through language-rich conversations with their parents or siblings are the same children who get ahead of their peers. As a child soaks in the rich talk at home, they become more adept at sensing intonation, playing with tone, using words in the right context and increasing their chances for a vocabulary advantage in their school. In the last ten years, there has been extensive research about language quality and early talking and how they significantly impact each other. The quality of a child’s language environment has a huge impact on their relationship building, their early reading skills and therefore their access to the curriculum.

“Yes, yes” we hear you say, “but how can we help?” we hear you say. Before they even step through the school gates, some children have been exposed to five times as many words as some of their peers. There are many reasons for this, and we could analyse the amount of time a parent/carer spends on their devices whilst ‘humouring’ a child, or how long a child plays on a device, or plays alone. However, analysing is not the vital thing here, talking is! So significant is this issue that the government have launched an initiative on helping to close the vocabulary gap. Helping every child to have the early advantage of successful language development is likely the best educational priority we can select.

So, what can we do about ensuring every child sees the benefit of the early vocabulary advantage? The remedy is actually so much simpler than you might think. You simply cannot talk too much to your children. I used to explain it as a running commentary when asked what I meant about lots of talk. As breakfast is being prepared, a commentary on the routine will expose your child to the most commonly used vocabulary and when you later go for a walk and see all the natural things around you, your vocabulary may become more complex with new words starting to penetrate their sponge-like brain. For example, “Look Louis, the deer are rutting and making extraordinary noises. Can you see how their antlers can be used to warn away the other male deer? They are called stags.”
This introduces more infrequent words, helping their vocabulary grow more quickly.

There are many activities that you can do with your children in order to help them with their vocabulary:
• Turn-taking.
The quality of our talk is obviously crucial and balanced turn-taking is vital to not only holding the attention of young children, but seeing them develop their language.
• Expanding and modelling.
When your daughter/son says “It’s big car” – you can expand upon it and model the grammar a little too, “Yes – it is a big, red car – isn’t it enormous?”
• Extending and explaining.
Explaining events, such as what is going to happen at the shops, or what happened on holiday last year, is the type of extended talk and language that has a positive impact on a child’s vocabulary developing successfully.

For many of us this is a normal part of parenting life, but for some of us we realise all too quickly the times when we are not talking or even more importantly, actively listening to our children. A really useful tool is using picture books as a stimulus or prompt. Story structure, pace, prediction and vocabulary are all useful spin-offs to a picture book. How often have we as parents flicked through a story at bedtime, our eyes almost closed, skipping pages so that we finish earlier. We have all done it. But, some of those conversations are vital to that ever-growing vocabulary sponge in every child and it is our job to water it. There is no such thing as too much talk.

Tracey Chong is Head at Surbiton High Boys’ Preparatory School, an academic independent IAPS School. www.surbitonhigh.com

Mar 10
Love0

33 is the age when we finally admit that mother did know best!

By family, Health, Mental health, Relationships

A recent nationwide poll revealed that after years of kicking back against our parents, it is not until the age of 33, that we finally admit they were right about everything. And by the age of 36, most of us agree, we have turned into our parents, with 37 the average age men turn into their dads and the nation’s women claim they start behaving like their mothers by the average age of 35.

The survey also revealed nine in 10 say it was not until they were a parent themselves that they gained true respect and appreciation for their own mum and dad. As many as 82% of the parents polled find themselves saying the very things to their children that were said to them as a child.

And the data unveiled a host of ‘mumisms’, we eventually find ourselves saying, with “carrots will make you see in the dark”, “don’t eat that, you’ll spoil your dinner” and “because I said so”, emerging as top phrases we swore we would never say, but end up saying.“Do you think I’m made of money”, “life isn’t fair” and “you have until the count of three” also featured.

The nationwide survey of 2,000 parents revealed, it is not until the age of 28 that we are mature enough to have our first child. In fact, almost three-quarters (73%) of the nation’s mums and dads claim they had no idea what parenting would entail before embarking on family life. And only 14% said they were fully prepared for the demands of becoming a parent.

The study, by Petits Filous, also found 40% claim they are not as strict with their kids as their own parents were with them, while a further 40% said they feed their children a healthier diet. However, more than a third (36 %) of parents believe they have it much easier than their own mum and dad did, with modern technology helping to make modern child-rearing less challenging. And we do still look up to the older generation, as 76% of those polled said their most valuable parenting advice came from their mums and dads.

A spokesperson for Petits Filous who commissioned the survey said, “This new research shows that truly nothing can prepare you for the reality of being a parent. Although there are plenty of challenges along the way, the poll also reveals that there is nothing any of us would change about having children.Whether it is contending with the kids, battling for snacks all day every day or sorting out the same familiar argument over screen time, being a parent isn’t easy.”

Top ‘mumisms’ we swore we would never say
(but end up saying)
1. Money does not grow on trees (64%)
2. Wash your hands (54%)
3. Because I said so, that is why (53%)
4. Shut that door, were you born in a barn? (47%)
5. Have you brushed your teeth? (47%)
6. Do not eat that, you will spoil your dinner (45%)
7. Do not slam the door (45%)
8. Do you think I am made of money? (42%)
9. Go to your room (38%)
10. Who do you think you are talking to? (37%)
11. What part of no do you not understand? (36%)
12. I am not your slave (34%)
13. I do not care what XXX’s parents let them do (34%)
14. You have to the count of three (33%)
15. Did you flush the loo? (33%)
16. If you can’t say something nice, don’t say anything at all (30%)
17. Life is not fair (29%)
18. As long as you live under my roof you will do as I say (28%)
19. When you have children, you will understand (28%)
20. Don’t put your coat on inside or you won’t feel the benefit (27%)
21. Eat your greens (27%)
22. Go and play outside it is a lovely day (27%)
23. You are too close to the screen (27%)
24. Don’t pull that face or the wind will change and you will stay like that (26%)
25. I just want what is best for you (24%)
26. Carrots will make you see in the dark (24%)
27. It will end in tears (24%)
28. Remember your Ps and Qs (18%)
29. The apple does not fall far from the tree (16%)
30. If you do not eat your crusts your hair will not go curly (14%)

Mar 09
Love0
Music and babies

Benefits of musical toys for babies and how to make your own

By dance & Art, fun for children, Mental health, Music and singing, play
by Ellie Mckinsey
www.knowyourinstrument.com

If you recall your childhood years, you may remember that nearly any object – anything at all – can become a toy. A ruler or a rod can suddenly become an enchanted sword or a magic wand, a comb transforms into a guitar, a piece of paper when crumpled enough and tied with string becomes a puppet, even a pet. The possibilities are endless as a child learns to develop creativity and let their imagination soar.

Indeed, the best toys don’t even have to come from a store. A child may leave an expensive stacking toy in favor of crinkly paper, and that’s fine. Anything that sparks imagination, engages the senses and encourages social interaction can be considered a toy. Objects that let children explore new shapes, textures, sounds and colours are great for developing minds and bodies.

Here we’re taking a look at musical toys and what babies can get from playing with them. We’ll also share with you some tips on making your own musical toys for your babies to play with, using stuff you may already have at home. Let’s get started!

Importance of musical toys for your baby
In the first four months of a baby’s life, their emotional, sensory and motor experiences help prepare them for further developmental achievements. At this early stage, babies benefit from sensory toys that involve bright, contrasting colors, textures and pleasant sounds.

Moreover, by four months, babies can already bring their hands together in the middle of their bodies and use their eyes to co-ordinate hand movement. Musical, easy-to-grasp toys such as rattles help build grip and tactile stimulation while stimulating hearing.

By their sixth month, babies can now sit and hold objects with their hands. They start manipulating objects with more controlled movement patterns. At this phase, babies benefit from toys that roll or move and make sounds when touched. This further enhances gross motor skills and sense of hearing, and prepares babies for crawling (watching a baby crawl after a rolling egg shaker is super adorable).

Musical toys that encourage movement also give babies a sense of accomplishment and gratification that would inspire them to create the sounds again and again. It’s like they’re already making their own music! Soon, babies would develop a sense of rhythm, a more refined sense of hearing and more control over their movement.

This mix of motor control and sensory awareness is crucial for your baby’s overall development. The ability to fine-tune movements and notice differences in sounds is important for learning to communicate and later on, play an instrument such as a guitar, piano, viola or the drums.

Tips for making your own musical toys
So, are you ready to get crafty and make your own musical toys? Here are some fantastic ideas to get you started.
• Old or unused pots, pans, large tin cans and plastic bowls are great for beat-making and can be played with or without an object to hit them with (like a wooden spoon).
• Make your own rolling shaker or rattle using empty plastic water bottles. Put small raw pasta shells, marbles or pebbles inside and glue the cap shut.
• Give your baby a tactile and sensory feast by making scrunchy, noisy socks. Remember those socks that have lost their partners? They’re perfect for this project – simply put crinkly wrapping paper in them and close off the ends with a secure and tidy knot. Let your baby scrunch the socks with delight.
• Got an empty tissue box and extra elastic bands lying around? Fashion a string instrument with them!

When making your DIY musical toys, remember to watch out for any potential hazards like small parts, sharp corners or edges, loose strings and toxic materials. Make sure the materials you use are clean and baby-safe. Give your toys a test run before letting your child play with them, and always keep an eye on your baby during playtime. Have fun! –

 

Mar 08
Love0
domestic abuse

Have you got questions about domestic abuse?

By family, Health, Mental health, Relationships, Safety

What is domestic abuse? Does it only happen to women? Who can help? These are some of the questions West Sussex residents are being asked to consider as part of a new campaign to get people talking about domestic abuse.

“Ask us anything” is the campaign launched by West Sussex County Council – it aims to raise awareness of domestic abuse and sends a clear message that this type of abuse won’t be tolerated in West Sussex.

Residents can submit their questions anonymously by email (askusanything@westsussex.gov.uk) or via social media (using the #AskUsAnything) to the County Council’s Community Safety Team. Every question will then be answered by a panel of experts on Facebook and Twitter.

For many living with domestic abuse, COVID-19 has made life immeasurably harder, with increased risk, and reduced opportunities to seek help. Discussions about domestic abuse are always important. Financial pressures, more time with family and increased alcohol consumption means it can be a challenging time for survivors of domestic abuse.

One domestic abuse victim explains the impact of the pandemic on her situation: “Him being home all the time has meant that there has been no break, every single day, he breaks me that bit more. My mental health is at rock bottom. I don’t know how much more I can take.”

Anyone who believes they are experiencing domestic abuse, or is worried about a friend, neighbour or family member should contact West Sussex County Council’s WORTH service by calling 0330 222 8181.

You will speak to a trained adviser who can find out more about your situation and the best way of offering support.

DomesticAbuseServicesCentral@westsussex.gov.uk.

Mar 07
Love0
NHS Thank You

Pandemic parenting

By children's health, Education, family, Health, Mental health, Uncategorized

Psychotherapist offers positive parenting tips

If you are one of the many families struggling with home schooling and feel that you are failing in meeting your children’s needs, you will not be in the minority. Psychotherapist Noel McDermott has over 25 years experience in this field and is keen to reassure families that any struggle in the here and now is OK. It is normal for both parents and children to be experiencing feelings of anxiety at this time. Here he provides simple tips to help support your child’s mental health.

Noel comments: “Talk to your children about how they’re finding the lockdown and home schooling this time round, reassure them it’s okay to ask for help if they feel low. Explain it’s normal and natural but that they don’t have to suffer alone. Monitor for signs they are struggling by watching out for mood, presentation or behaviour changes that last longer than a day or two. Increase family time and family events to be able to lift each other up and observe your kids at work and play.”

Positive parenting tips for both parent and child:
• Get outside. Nature is brilliant at lifting mood and it doesn’t have to be the great outdoors, your local park or even your garden is just as good. In fact, even noticing something simple outside like the trees in the park will elevate your mood!
• Challenge your thinking. Don’t give into those low mood thoughts, tell them they are temporary and will go away, that all feelings have an end by date and theirs is coming soon. Get involved in activities and events even though you might think they are useless and boring at the time; you will soon change your mind!
• Exercise as a family, stay active and get the blood flowing. Getting active for 20 minutes a day regulates your mood, just add some brisk walking into your day, take the kids for a run at lunchtime or do an online exercise class together.
• Sleep, eat and drink well. Children need good, sound sleep to ensure proper body and mind development. A nutritious diet plays an important role in a child’s physical and mental health. Get the basics right and the rest will follow.
• Treat your kids. Have a list of those things your children especially like and treat them when you think they deserve a lift! You also deserve treats – be kind to yourself.

Alternative social interaction
As well as providing education, schools and nurseries provide another even more important function in a child’s development and that is access to complex social group interaction. Children across the country will be missing their friendship circles and for all kids, but especially younger ones, access to play with other children is central to healthy development. Think outside the box and help support your child’s needs, for example:
• Plan movie nights: teleparty www.netflixparty.com is a fun way to have film nights with friends and family who cannot see each other in person.
• Organise virtual playdates: these will help fulfil your
child’s social needs and find positive opportunities. Perhaps they could have a tea party online, do arts and crafts together or simply read a book with their friend?
• Arrange a gaming session for your children with their friends – gaming, especially online, can provide immeasurable benefits to those who are lonely and isolated. It provides safe social contact and a place where skills can be developed. These skills can provide a much-needed boost to self-esteem.
• Online spaces – organise social and groups activities online with both friends and family that stimulate and develop social interaction. Although not as effective as a real-world connection, helping kids organise online groups and activities with their peers and friends can be very beneficial. The online space challenges the child (and the adult) to engage socially and cognitively.

How to spot anxiety in children
Unfortunately, cases of anxiety and distress in children are on the rise now and this is being caused by an almost constant diet of scary stories on the news/Internet, isolation from peers with schools being closed and from picking up on the stresses of family and parents. For many children they will be experiencing more vivid dreams during this time, interrupted sleep, issues around appetite and so-on which are all classic signs of distress.

Younger children and COVID-19 concerns
Little ones might try to protect you from their distress and say they are fine, but it will show up in other ways such as, in their play, which can become preoccupied with the worries; mummies and daddies getting sick and going to hospital, people getting hungry, people fighting and getting angry with each other. Kids might become avoidant when they are upset, not talking, and withdrawing. Behaviour may deteriorate and arguments and fights start. They may ‘regress’ and start to act in a younger manner, depending on age you may see thumb sucking, incontinence, clinging behaviour.

Older children and COVID-19 concerns
In teenagers, distress can often appear as disconnection (I don’t care, I don’t want to talk about it) and through avoidance behaviours. Avoidance and procrastination are both classic signs of anxiety. In older children we are seeing increases in anxiety as reported by parents, this includes relapses in anti-social behaviour, substance misuse and so on.

Psychotherapist Noel McDermott comments: “Parenting in a pandemic is not an easy feat but now more than ever it is vital that parents help children develop and maintain good mental health and emotional wellbeing. You can do this by helping them feel safe, keeping healthy routines, managing their emotions and behaviour and by being positive at home. By being positive ourselves, we promote positivity to our children. If you are concerned about your child’s mental health don’t be afraid to ask your GP for support.”

Vaccination and the end in sight
It’s important to explain that we are on the final straight now, with the vaccination programme well under way. Soon, your kids will be able to see their grandparents as the shielded ones are being vaccinated first. Tell yourself this is positive news as well! The closure of schools, as well as being temporary, is for the last time. We are all looking forward to a big party soon to move on from all this stress.

Noel McDermott is a Psychotherapist with over 25 years’ experience in health, social care, and education.
Noel’s company offer at-home mental health care and will source, identify and co-ordinate personalised care teams for the individual.
They have recently launched a range of online therapy resources in order to help clients access help without leaving home –
www.noelmcdermott.net/group-therapy/

Mar 06
Love0

Can friendly bacteria help reduce the occurrence of allergies?

By baby health, children's health, Education, family, Food & Eating, Green, Health
by Rebecca Traylen (ANutr)
Probio7

What is an allergy?
Allergy UK define an allergy as “the response of the body’s immune system to normally harmless substances, such as pollens, foods, and house dust mites. Whilst in most people these substances (allergens) pose no problem, in allergic individuals their immune system identifies them as a ‘threat’ and produces an inappropriate response.”

Allergies such as eczema, hay fever and certain foods are becoming increasingly common in children and are on the rise. They can have a major effect on children and their families lives and therefore, anything we can do to understand how they develop and where possible minimise their occurrence should be encouraged.

What is the link between your gut and allergies?
There are trillions of microbes including bacteria, fungi, archaea, viruses and protozoans which are present in and on our body. 95% of these microbes are found in our gastrointestinal tract, weighing a staggering 2kg! Our gut microbiome has several important roles including digesting food, ensuring proper digestive function and helping with the production of some vitamins (B and K).

Our gut microbiome can strengthen the integrity of our gut wall and helps reduce inflammation. It also helps teach our immune system to respond appropriately to substances and fight off harmful pathogens. This allows our immune system to react appropriately to substances and ensures it doesn’t overreact to substances, as typically seen in allergies.

70% of our immune system lies along our digestive tract which further highlights the significant role our gut microbiome can play in our immune system.

Rates of allergies have been increasing as we have moved towards more urban environments. This has meant the variety of foods we are eating have decreased, our use of antibiotics has increased, and we are spending less time outdoors. Subsequently, this has been thought to reduce the diversity of our gut microbiome.

Research has shown that having a healthy and diverse gut microbiome is associated with fewer allergic symptoms. Therefore, our move to urban environments is thought to play a role in the increased number of allergies, through changes in our gut microbiome.

Reducing the risk of allergies
Friendly bacteria are live beneficial bacteria that can be consumed in food or supplement form. Taking friendly bacteria has been suggested to reduce the occurrence of allergies by supporting the gut microbiome.

One way to reduce the risk of allergies in your infant starts in pregnancy. Research has shown that taking a friendly bacteria supplement during pregnancy may reduce the chances of their infant developing eczema by 22%.

In addition, taking fish oil supplements during pregnancy may also reduce the chance of children becoming sensitised to egg (a sign of a potential allergy) by 31% and also may reduce the chances of peanut allergy.

Therefore, supplementing with both friendly bacteria supplements and omega-3 during pregnancy could be of particular benefit for allergy prevention in the infant.

Friendly bacteria supplements during infancy have also been demonstrated in some cases to prevent atopic sensitisation (this is a positive test for eczema, hay fever and allergic asthma).

Should you try a friendly bacteria supplement?
Whilst the research is still relatively new around friendly bacteria supplements and allergies, so far, they are shown to be safe and well tolerable. If you have a family history of allergies, taking a friendly bacteria supplement might be worth considering, either during pregnancy or for your infant.

Most importantly you should be looking after your gut by eating plenty of fibre, having a diverse diet, getting outside and exercising for at least 20 minutes every day, staying hydrated and reducing stress whenever possible.

Make sure you check with your GP or health practitioner before introducing any supplements when pregnant, breastfeeding or on medication.

Probio7 have been supporting digestive and immune health in the UK since 1995 and we are dedicated to developing a unique range of the highest quality friendly bacteria supplements. Please visit www.probio7.com for more information.

Mar 05
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book reading

School should be enchanting

By children's health, Education, environment, Mental health, play, Playing, Relationships

Chris Calvey, Headmaster of Great Walstead School, West Sussex, talks about the balancing act of meeting academic rigor whilst maintaining pupils’ excitement and enthusiasm.

School League tables are now very much a part of our lives and pre-testing for schools is creeping in at an increasingly younger age. Now, take into account the not insignificant amount of money that private schools charge. You can see the rising pressure on both teachers and the Head to ensure that pupils achieve the highest results. The safest way to do this sees the classroom take on a more teacher led approach where pupils are told the information they need to learn, guided in how to answer questions by rehearsing past papers, and even have timetabled lessons on verbal and nonverbal reasoning tests. Such an approach generally ensures that pupils pass their tests but at the cost of genuine enjoyment, pleasure and natural wonderment of school.

I believe there is an alternative way in which children can maintain their love of learning. By understanding there is more to the process of education than just working to pass a test, they are able to develop a set of skills that enables them to tackle challenges without a fear of failure. Inspired by the book ‘Educating Ruby – what our children really need to learn’ written by Guy Claxton and Bill Lucas, all the staff at our school explored a variety of definitions for the seven aspects that the book identified as developing confidence and character. We refer to these as our 7Cs – Confidence, Curiosity, Collaboration, Communication, Creativity, Commitment and Craftsmanship.

Each ‘C’ has an age appropriate definition for the sections of our school and children are rewarded when they demonstrate these attributes. They see Confidence as the ability to tackle difficult tasks and challenges whilst not being afraid to make mistakes. Curiosity is about developing wonder and awe, while Collaboration helps pupils see the benefits of working in a successful team. Communication encourages children to share their ideas and thinking whilst understanding the importance of listening to each other. Creativity is not just for the arts, but is to be developed with problem solving challenges and alternative thinking. Commitment recognises those times when pupils show determination and resilience even if they find tasks challenging. Finally, Craftsmanship celebrates the sheer joy and pride of completing something which has taken time, care and love to produce. By rewarding these skills, every child is able to achieve and none are limited by their cognitive ability. It leads to an “I can” culture rather than a fixed mindset where pupils feel limited by the scores they achieve.

Since focusing on the 7Cs, we have seen children become far more engaged in their own learning process, take responsibility for what they can achieve and, as a result, make impressive levels of academic progress where they not only know things, but genuinely understand them – there is a distinct difference.

Children only get one chance at their schooling, and I believe it is so important that we look to develop the whole person – not just focus on exam results and entry testing. Working in several prep schools, I have seen and promoted many ‘learning profiles’ from school ethos based principles to International Baccalaureate inspired systems. All offer something more than just a ‘teacher led’ approach to learning, but in the 7Cs I have found a set of values and attributes that really inspires the girls and boys in our school, and prepares them for the challenges that lie ahead.

The second closure of schools has arguably made these values yet more important as children have spent hours in front of a computer screen, being taught in a very isolating and unfamiliar environment. Those opportunities for communication and collaboration between each other are significantly diminished, and that lack of human contact makes the whole process of learning yet harder. Incorporating our 7Cs into the pupils’ learning will be a real focus when they are allowed to return, and we will actively promote the development of these skills, continuing to build a real sense of “I can do” within each and every child.

At Great Walstead, children learn happily inside the classroom because they play happily outside the classroom. A game in the woods and a maths lesson are, at this age, equal learning opportunities – we call it Mud p!
www.greatwalstead.co.uk

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