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health for youngsters, babies and adults

Jul 04
Love0

Swimming on prescription?

By children's health, fun for children, Safety, swimming

Swim England tell us why it should be and Vicki Bates from the little swim school thinks she agrees!

Ahead of this year’s World Health Day on April 7th, Swim England launched their #LoveSwimming Campaign to ask doctors to prescribe swimming more often to help long-term medical conditions, backing up their campaign with real life examples of people whose lives have been transformed by being prescribed swimming!

Wanda says she was feeling like an old lady before she was forty with asthma, arthritis and back pain. She described her life as planning around her medical conditions until her physiotherapist suggested swimming. In the short Swim England film Wanda says “It’s been absolutely life changing for me and my whole life is easier than it used to be – I totally feel that I have claimed my life back”.

Steve’s physical health was appalling – he was massively overweight and had been diagnosed with type 2 diabetes, but still did nothing about it. He then had a stroke and that, he says, changed his life. He started swimming and realised his fears about people looking and pointing at him weren’t necessary as they weren’t looking or pointing! Steve said “The benefits of swimming – physically, mentally and socially are massive – the exercise I’ve found that works for me is swimming.”

Paul suffered from constant back pain as a result of working long hours, sitting in a chair – often for 12 hours at a time. He managed his pain with painkillers but then looked for an alternative and saw a physiotherapist who recommended swimming. He literally built up from one length to 40 and says “The further I go, the better I feel afterwards – I feel as if I’ve had some type of internal massage – for hours I feel as if I had no pain at all – for whole days – I love swimming!”

These inspirational stories show what an amazing tool swimming can be in recovery from serious illness and aches and pains, as well as for the many other health benefits it delivers; fitness levels, weight loss, feelings of wellbeing and mental health benefits, to name but a few.

Swim England go on to say that the current Health Secretary, Matt Hancock, has called for a ‘culture shift’ and for medical professionals to act on the evidence that activity, such as swimming, can cut the risk of illness and boost survival from major disease.

Elaine McNish, Head of Health and Wellbeing at Swim England said: “Swimming is an ideal activity which can help people manage a range of medical conditions and we are calling on the medical profession to consider recommending swimming to people who would benefit from improved physical health.”

I’m not sure if it’s me getting older but I think over the past few years, as a nation, we are waking up to the realisation that if we want to live long healthy lives, we need to take care of ourselves both physically and mentally. Some of the medical profession also appear to be moving towards the more progressive idea of prevention rather than cure and alternative therapies rather than the constant prescription of drugs that just relieve the symptoms, but don’t help the actual condition. I have a bad lower back and after years of taking care and being over-careful, I have started to build up the muscles around my back – swimming along with weight training have helped me to feel better now than I have felt in a long time. I’m lucky, running a swim school means I know the many benefits of swimming but I really agree with Swim England that if doctors prescribed swimming for relevant conditions – physical and mental, we would definitely be a healthier nation.

I have mentioned many times the multiple benefits of swimming and this just adds another reason as to why, as a parent, you should encourage your little one to love the water and take them swimming or to lessons that teach them water confidence, water safety and swimming skills. It has been shown in many studies that if children are physically active with sports like swimming when they are younger, they are more likely to be fit and healthy as adults. Even if your little one doesn’t continue swimming as an adult, they will have the skills to fall back on if they ever need them in later life. I say teach your little one to swim – for now and the future – for safety and long-term health – it’s all pros and no cons!

If you want more information on preschool swimming, do visit www.thelittleswimschool.co.uk call us on 01273 207992 or email info@thelittleswimschool.co.uk

Jun 02
Love0

How to help your child manage failure

By Education, family, Health, Mental health, Relationships, Uncategorized

Does your child fear ‘failure’? It’s a frightening word isn’t it and one that puts a sinking feeling in our stomachs.

Today’s young people have to navigate their way through a long list of potential failures: What if I fail my GCSEs? What if I don’t pass my next swimming level? What if I come last in a race? What if I don’t pass my piano grade?

We can’t protect our children from the risk of failure and we shouldn’t try to. As parents, all we can do is help them to cope with and learn from all these situations.

Children’s charity, ChildLine, reports that one of the things children worry about the most when it comes to failing is disappointing their parents. So, reassuring them that you don’t expect them to excel at everything can go a long way.

It’s worth just taking time to think about whether you are passing on some of your own anxieties or expectations onto them. You can talk to them about possible solutions/courses of action if things don’t go as well as they would have liked.

Children’s health and well-being practitioner, osteopath Sheree McGregor, says the word ‘failure’ comes from seeing learning as a two-dimensional scale with success (good) at one end and failure (bad) at the other. A much more positive approach is to look at learning as more multi-dimensional.

Sheree believes we can help our children a great deal by teaching them to look at their results not as ‘success’ or ‘failure’, but as opportunities to explore. Exploration means a chance to discover.

In practice, this means encouraging your child to be curious of a result and ask questions such as:
• What have I learned about what doesn’t work?
• Can this explain something that I didn’t set out to explain?
• What can I do with these results?
• What have I discovered that I didn’t set out to discover?

The same approach should be applied to successful results, which can often be a missed learning opportunity – we rarely ask the child holding the trophy what they have learnt from their experience!

She also warns that ‘failing’ should never be swept under the carpet. Avoiding failure merely heightens the dread of it, so when it does happen it will be felt more strongly and deeply.

Sheree adds: “Helping a child to focus on learning in which there are choices and opportunities allows them to try different pathways so that learning remains a positive experience.

“We, as parents, are often tempted to step in when things become challenging but learning to deal with setbacks helps children develop important life skills such as creative thinking, and resilience.”

Sheree is a practitioner for the Sunflower Programme, which uses a pioneering approach to children’s health and well-being. The programme focuses on integrating the brain with the body to help children become the best that they can be. Sunflower has helped hundreds of children – many with diagnosed health, behavioural or learning difficulties, others who are underachieving at school and some, who for no obvious reason, need a little extra help to achieve their potential.

Sheree explains: “Resilience is a term that is used a lot at Sunflower. Sunflower believes that building resilience within children that extends to their body, brain and emotional state will enable them to cope better with life challenges and reach their potential.

“Often using the analogy of learning to ride a bike can be useful – when you fall off, you get back on until eventually you can ride without thinking about it. However, the absolute best way to deal with a child during challenging times is to make them feel supported and loved as much as possible.”

Mette Theilmann, from Parenting Success Coaching, says listening without saying anything can go a long way towards helping children cope with failure. She explains: “We want the sad feeling to go away so they can go back and be happy again, so we go into over drive to fix. But because of these feelings, we often find it hard to listen and accept what we hear or see.

“It is listening that gives them the greatest comfort to cope with the situation, their feelings and problems.

“Being listened to helps our children accept the situation better and allows them to problem solve themselves – since it’s our acceptance of their unhappy feelings/behaviours that can make it easier for them to cope with the situation.”

For more information about the Sunflower Programme: www.sunflowertrust.com

To read more Parenting Success tips:
www.parentingsuccesscoaching.com

May 30
Love0

Mental health and emotional wellbeing

By Education, Mental health, Relationships, Uncategorized

Anne-Marie Coe has been a teacher for over 20 years at Our Lady of Sion School in Worthing and is a mother with grown up children. Now in the role of Assistant Head, Pastoral, she has been instrumental in developing the Wellbeing Programme at Sion which has recently been recognised with an ISA (Independent Schools Association) award for Excellence and Innovation in Mental Health and Wellbeing. This programme successfully supports pupils and helps raise awareness about issues surrounding mental health with a whole school approach. Taking the stigma out of mental health is at the core of the programme so that students feel comfortable and confident in understanding and talking about their feelings.

Our mental health and emotional wellbeing is all about how we think, feel, and behave. It can affect daily life, relationships, and even physical health. It is our ability to enjoy life – to attain a balance between life activities and efforts to achieve psychological resilience.

The emotional wellbeing ofour children is just as important as t heir physical health. Good mental health allows children and young people to develop the resilience to cope with whatever life throws at them and grow into well-rounded, healthy adults.

Most children grow up mentally healthy, but surveys suggest that more children and young people have problems with their mental health today than 30 years ago. This can be attributed to changes in the way we live now and how that affects the experience of growing up.

The sad reality is that mental health problems affect about one in 10 children and young people. They include depression, anxiety and conduct disorder, and are often a direct response to what is happening in their lives. Sadder still is that 70% of children and young people who experience a mental health problem have not had appropriate interventions at a sufficiently early age (as cited by The Mental Health Foundation).

In our roles as parent, carer or teacher we are very keen to fix things, so what can we do to keep the children and young people in our care mentally well?

Technological advances mean there is the biggest gap in cultural understanding between adults (parents and teachers) and children since the 1960s. The challenge is to bridge the divide because communication is key to good mental health. In order to have an open and honest dialogue with our children, we need to understand their world and what is important to them.

Empathy versus sympathy
The ability to understand and share the feelings of children and young people is a way in to meaningful conversations about their lives and what may be troubling them. With younger children, empathic listening will help their previously unmanageable feelings become more manageable. Take, for example, the toddler who doesn’t want to leave the play park and starts screaming – by saying that you understand that they love that play park and that they don’t want to go home, they will experience the relief of being understood and no longer being alone with their feelings of loss.

Play is a great way for children to express themselves as well as through words. You can learn a lot about how they’re feeling by simply spending time with them and watching them play. Stressed and upset children often play fighting games with their toys. Commenting that there are a lot of fights going on, or that it seems pretty frightening, can pave the way for them to open up to you about what is bothering them.

Dealing with change can be as difficult for us as it is for the children and young people. Changes such as moving home or school can often act as triggers for anxiety. Some children who start school feel excited about making new friends and doing new activities, but others may feel anxious about entering a new environment. One of the most important ways parents, carers and teachers can help is to listen to them and take their feelings seriously.

Starting school, or a new school, can lead to separation anxiety in some children – excessive and persistent worrying at being separated from those the child is attached to or worry that harm will come to them. Following the ABC plan is a great way to prevent the anxiety from becoming overwhelming or unmanageable.

Step A – acknowledge and validate how they are feeling with empathic listening.
Reassure them that anxiety is normal and that the aim is not to have zero anxiety but to prevent it becoming overpowering.

Step B – build self-esteem.
What I am good at and my achievements; what I like about myself; nice things that people say about me; my happiest memories, people I am grateful for.

Step C – challenge and plan.
Where is the evidence? How likely is it to come true? What if it does come true? What is a suitable alternative thought? Choose a goal and break it down into small steps.

It is also a difficult time when your child is grieving as you may also be in a state of grief and coping with overwhelming emotional pain that this brings. If they seem tearful or withdrawn, encourage them to open up about how they’re feeling by talking about the person who’s died.

Young children have an awareness of death, but can see it as reversible. It helps to explain it by saying, “… has died … is not going to be with us any more”. They may also blame themselves and can become angry or have difficulty with changes in routine. They may even have psychosomatic symptoms. Older children (around eight years old) start to understand the finality of death so their anger and distress levels can be higher. They can also display younger behaviour or may try to be the perfect child and be brave. Their grief will make them feel different from their peers and it is important that they feel supported by their school community.

We need to remember that children and young people’s negative feelings usually pass. However, it’s important to get professional help if your child is distressed for a long time, if their negative feelings are stopping them from getting on with their lives, if their distress is disrupting family life or if they are repeatedly behaving in ways you would not expect at their age.

If your child is having problems at school, a teacher, school nurse, school counsellor or educational psychologist may be able to help. Otherwise, go to your GP or speak to a health visitor. These professionals are able to refer a child to further help. Different professionals often work together in Child and Adolescent Mental Health Services (CAMHS).

To end on a happy note here are the top tips for keeping our mental health and that of our children in top shape.

Smile – pass on a smile to someone.
Optimism – self-fulfilling prophecy – thoughts and behaviours will follow.
Creativity – everyone needs a creative outlet, something which lets us exorcise difficult feelings, perhaps through sport, art, music or drama.
Kindness – a random act of kindness each day.
Mindfulness – meditation – focus on your breathing – think of nothing!
Gratitude – think of three things that you are grateful for each day.
Have fun! – make time to do things that you enjoy. Happiness is contagious!

Our Lady of Sion is an independent interdenominational school based in Worthing for girls and boys, ages 3 to 18. www.sionschool.org.uk

May 18
Love0

Make time for teeth

By baby health, beauty, children's health, Education, family, Health, Safety, Uncategorized
by Lisa Costigan, Rottingdean Dental Care

Lisa Costigan from Rottingdean Dental Care has practiced locally for 27 years. During this time she has dealt with many dental injuries and is very keen that all parents should know what to do if their child damages a tooth.

What should I do if my child damages a primary (baby) tooth?
You don’t have to do anything yourself to the tooth. However it is important that you visit your dentist as soon as possible. NEVER put back a knocked out primary (baby) tooth as you could damage the permanent tooth below.

Why is important that I visit the dentist straight away?
Your dentist will want to assess the injury and monitor the tooth. If it has become very loose they may want to remove it as there could be an airway risk. If it has been mildly displaced from the socket they may be able to reposition it. Sometimes if the movement is very slight the tooth will reposition spontaneously.

How can I care for the injured tooth at home?
Avoid giving hard food for two to four weeks and if possible avoid use of a pacifier or nursing bottle. Remember to keep brushing the tooth as it is important to keep it clean. Look out for any changes around the injured tooth. Colour change is a common sign of primary (baby) tooth trauma and may range from yellow to grey to black. Always return to your dentist with any concerns.

Can an injury to a primary (baby) tooth damage the unerupted permanent tooth?
During the first years of life the primary (baby) teeth are very closely related to the permanent teeth which are forming inside the bone. When injury occurs in the primary teeth in this period it can affect the appearance of the permanent teeth, which could erupt with white or brown marks or a deformation in the crown. It may also disturb the eruption time of the permanent tooth.

What should I do if a permanent tooth is broken or knocked out?
• Find the tooth. Hold the
tooth by the crown (the white part), not by the root (the yellow part).
• Re-implant immediately if possible.
• If contaminated rinse briefly with cold tap water (do not scrub) and put the tooth back in place. This can be done by the child or an adult.
• Hold the tooth in place. Bite on a handkerchief to hold it in position and go to the dentist immediately.
• If you cannot put the tooth back in, place in a cup of milk or saline. When milk or saline or not available, place the tooth in the child’s mouth (between the cheeks and gums).
• Seek immediate dental treatment as your dentist will need to take an x-ray and place a splint on the adjacent teeth. Follow up treatment will depend on the stage of root development of the tooth.

Lisa advises that due to the frequency of the tooth injuries all parents should download the Dental Trauma First Aid App which is endorsed by IAPT (International Association of Dental Traumatology).

Rottingdean Dental Care was opened in 1982. It became the first practice in Sussex to hold both national quality standards BDA Good Practice and Investors in People.
Email: info@rottingdeandental.co.uk

May 07
Love0

Challenging the very young

By Education, Mental health
by Richard Taylor-West
Headmaster, Shoreham College

Being challenged as individuals, in terms of learning, is immensely important for children. Gone are the days of Victorian desks, row on row, with pupils passively learning everything by rote to be regurgitated later. We no longer, in spite of Mr Gove’s recent reforms, shout “Fact, fact, fact!” at the pupils and expect a response, as Mr Gradgrind does in Dickens’ novel Hard Times.

There is a place, of course, for learning the facts; in some cases it’s absolutely necessary. We cannot shy away from that. There are types of mathematics that need to be memorised; there are scientific formula to learn and getting on in Spanish is not possible if the vocabulary is not captured and stored in the long-term memory.

There are though other ways to learn and it’s important that these are explored in schools. Learning should be like a mixed diet of fruit, carbs and vegetables. The antidote to the grind of memorisation is independent learning and good educational institutions have been doing this for some time.

I am particularly pleased to say that our pupils in our primary section, the Junior School, are adept independent learners and the staff are always setting them some quite tricky tasks to complete. We call these ‘challenges’ and we mean what we say on the tin. They are meant to be quite difficult to tackle.

The secret to an effective task is, of course, how it is set up in the first place. The theme or topic chosen should be exciting, leave room for discovery, within an age appropriate way, but have a clear set of criteria that the pupils understand are able to work towards. They may, in that case, tackle the tasks in their own way, but can achieve a great deal and have a sense of a destination point.

In our Junior School, we ask our pupils to be resourceful, mature thinkers who practise something often known as growth mind set. They are given key starting points, a set of pointers in terms of resources and then they are expected to go on a journey of learning. Will it be easy? No, of course not. We then expect them to grapple with ideas, to tackle tricky topics and to reflect on their learning journey along the way. We expect them to challenge themselves and say, “I can do this, even if it’s hard.”

We have had many challenges in our junior school; there’s usually one per term. We have seen them tackle ‘S for Seeds’ when they looked scientifically at the life-cycle of seeds, but how was largely up to them. We have asked them to choose a country, for ‘All Around the World’, and put together work that explores culture, language, culinary traditions and more. One of the key instructions in the project was: “You need to choose one country to research that you have not already covered at school.”

This outlines one of the key functions of this kind of work: the pupils are taken way beyond the dryness of SATS, which we do not do, and they are allowed the space to take ownership of their work and the direction they wish to take their work in. This is all about widening our pupils’ frames of reference and engaging them in the wider world which is key to our ethos as a College.

Organising and marking this kind of work is, of course, tough for the staff too. It’s not straightforward but it is most certainly worth it. These kinds of independent learning challenges, with elements of self-reflection and growth mindset at their core, are a little more complex than the old school project that I did in 1976. For a start, no one actually told me why I was doing it. There wasn’t anything like the same ownership of ideas. I did it because a teacher said so. Hmmmm. Only now, many years later, do I have sense of why. We are more explicit about this now and the pupils appreciate this.

One of my favourite junior challenges was set for our pupils this term: “Mindfulness and Happiness”. One suggested task was: “Write a set of instructions or recipe for happiness”. This might challenge many adults, in terms of planning and thinking. I, however, was treated by a Year 5 pupil to an expertly made film – an edited montage of powerful images of family, experiences, places and loved ones. The level of thought that had gone into the piece truly amazed me. It was also my hope, of course, given that one in 10 young people these days struggle with mental illness, that the young man in question will have learned a great deal about himself and achieved a degree of mindfulness that might not have been possible without the task he was set.

Challenge tasks such as these are much more than just about facts, or numbers. They are an opportunity for pupils to be enriched – and I must admit this was a word that used to make me cringe a little back in the 90s. Less so now. Living in an age of 20 second sound bites and Snapchat moments, there is a great deal to be said for being immersed in a task that takes one or two weeks to complete and being mindful in that moment too. More of the snail than a hare – but that’s another project I could write about, if I had the space.

Please call 01273 592681 to find out more about what Shoreham College can offer you, or to arrange a personal visit at any time of the school year.
www.shorehamcollege.co.uk

May 02
Love0

Inspiring our girls

By children's health, Education, Relationships

In 2013, Miriam Gonzalez, the wife of Nick Clegg former Deputy PM, set up a charity called inspiring girls.com. The aim of the organisation was simple, to make young women aware of the range of opportunities that are potentially available to them and to support that by gathering potential mentors to help them find and follow these pathways. Gonzalez’s organisation operates globally and in the UK has strong links with inspiring women.co.uk which has already established itself as an organisation that uses role models, motivational speakers and events to showcase equality in the workplace, on the sports field and beyond.

The subjects of defining the role of women, equality, gender pay gaps and harassment of women have rarely been out of the headlines in 2018. For young women of the next generation it potentially feels like a step forward towards greater equality. Making sure it is meaningful and sustained is the next challenge.

Change in societies’ outlook does have implications on education and many would argue that development of positive attitudes and values are one of the key elements of the education system. Extensive research suggests that girls from an early age have distinct attitudes to equality. A project in 2017 in the US looked at children as young as five and six and how they absorbed gender stereotypes. Andrei Cimpian, one of the co-authors at New York University, found that girls as young as six believed that ‘brilliance’ was a male trait and that unlike boys, girls did not believe that achieving good grades was related to innate abilities. Some of the outcomes from this research link with other work that found that parents and teachers attribute good grades in maths to hard work for girls, but to natural ability for boys.

In the Primary and Prep sector we have a huge responsibility
to try and open up opportunities to redress some of the stereotyping and possibly to work with parents to help them not to reinforce these attitudes at home. Most of us would be shocked and disappointed to think that our young girls don’t see themselves equally capable and yet it is evident that sometimes it is our attitudes that are compounding the problem.

The challenge then is to create a culture whether at home or at school, where girls feel that all subjects can potentially play to their strengths and that they can become natural risk takers and not fall into the ‘slipstream’ of boys who will often take this role with confidence. We all recognise that the work place of the future will be about people’s response to change, innovation and problem solving. If girls are to become more risk takers, we need to firstly create a culture of security from which they can take risks with confidence. Schools talk about creating resilience but this actively requires schools to allow children to manage disappointment, respond to unfamiliar situations and initiate problem solving and not rely on adults.

Role models play a particularly strong role in inspiring all of us and schools are recognising the importance of opening up opportunities for pupils to see the breadth of career options as well as examples of determination, resilience, performance and overcoming adversity. Inspiration is a rather overused word but there is no doubt that there are so many examples of ‘a spark being lit’ that inspires people to achieve more than they could imagine. Even at Primary and Prep level we are using parents and people in the community to give pupils an insight into their motivation, how they developed their skill set and the rewards their tenacity and hard work have given them.

In our experience, girls in particular respond to personal journeys and insights. Many of these women, rather like the suffragettes of the past, have been trailblazers, breaking down barriers and paving the way for future generations. Many have been real inspirations to others and while examples of people like Cressida Dick, Chief Constable of the Metropolitan Police or the UK Chief Medical Officer, Professor Sally Davies are exceptional examples we also need to consolidate that with more women at all levels. The workplace can be challenging enough so it really should be everyone’s responsibility to ensure that people at least join on an ‘even playing field’.

Girls’ natural strengths in negotiation, collaboration and empathy enable them to be great team players, inclusive and keen to work alongside others. Research shows that girls also respond well to establishing strong relationships with mentors, therefore projects that enable girls to access the full range of courses, training, apprenticeships and employment through mentors have to be encouraged and possibly funded. It is clear that stronger collaboration between education and the workplace will be of benefit in developing the right skills and qualities in all candidates, which employers often suggest is lacking.

We believe that if more young girls can link with or be exposed to mentors and role models, either in person or through social media, it could become the inspiration that they need to pursue their dreams.

Sian Cattaneo is the Head of Brighton and Hove Prep, the only girls Prep in the heart of Brighton & Hove.
For any enquiries please contact 01273 280200
www.bhhs.gdst.net
prepenquiries@bhhs.gdst.net

May 02
Love0

Swimming- your lifelong friend!

By children's health, fun for children, Health, swimming

In the 15 years that I have been running the little swim school, I have written many articles and spent many hours thinking about swimming! While thinking about this article I realised that much has changed in that time – in terms of swimming and in my life as my children have been growing up and we have all been getting older!

One main thing is the increase in the number of babies and toddlers swimming and the realisation of why it is so good for them to start their relationship with swimming literally from birth – although some would say they spend nine months in amniotic fluid so that relationship has already begun and being in water is the most natural thing for them!

The benefits of baby swimming are well-known now; so much so that we have parents of one year olds asking us if it’s too late to start them swimming! Of course, it is never too late to start swimming but there are real benefits for your baby literally from birth! Although most of our brain cells are formed before birth, most of the connections between them are formed in infancy and the toddler years and research from Queensland University in 2014 showed that the movements of swimming activate both hemispheres of the brain and all four lobes of the brain simultaneously – resulting in heightened cognitive behaviours and ease of learning.Interestingly, another study from Australia showed the cognitive benefits increased when in warm water!

Once babies become toddlers, learning water safety and water confidence have huge potentially lifesaving benefits and toddlers also get loads from the social aspect of the lessons and the learning – as well as swimming there are numbers, letters, games and listening skills, to name a few.

From starting school to well into their teens swimming is great for lifesaving and a social activity but also for keeping children fit and active – especially as when children move into secondary school they tend to reduce activities and increase screen time. Mental health is also really important in these years and exercise can be a great benefit. Lots of recent studies have shown that open water swimming is good for our mental health and is becoming more and more popular. I am lucky to live in Brighton and have found myself swimming in the sea more frequently. I managed to get to October last year in a costume and have plans to use a wetsuit this winter and see how far I can go – it is hard to get in but you really do feel amazing afterwards!

Swimming is often hugely beneficial for children with disabilities of all levels. My daughter was diagnosed with mild scoliosis when she was about 11; one of the best things to do for this is spine lengthening exercise and swimming offers the perfect opportunity. Over the years at the swim school we have had children with many disabilities who have been told to swim by their doctors or specialists.

As children grow swimming is a fantastic thing to do as a family. Now that our children are older, our family spends hours together in the sea on holiday snorkelling, diving and swimming. Many fond memories from our holidays are of us all as a family in the sea!

Even if you don’t fancy swimming as a hobby and haven’t swum much for many years, there are many reasons you might want or need to take it up again. Swimming is great as a solo exercise, but many runners, cyclists and other athletes swim to gain muscle and help them in their chosen sports. And if your goal is weight loss swimming is also a great tool – it burns calories, builds muscle and can be done by larger people with mobility issues.

As we go through life, some of us develop bad backs, osteo-arthritis and all manner of ailments; we need to keep fit and often can’t do the things we used to. I have had a bad back for years and was told not to do any ‘impact’ exercise and even though I hadn’t been a regular pool swimmer for a long time, if I swim twice a week and do Pilates, my back behaves! Swimming allows you to do resistance and cardio training with little or no impact on your spine – I don’t think you will ever hear an osteopath of physiotherapist tell you not to swim! Dr Don Duff from Balanced Back says: “Whenever a patient asks ‘Is swimming good for back pain?’, my answer is always a resounding ‘absolutely! Not only does it have a positive effect on your overall health, but also it’s been shown to be one of the most useful exercise programs for people suffering from lower back pain.’”

As we age, we can end up with more and more limitations on our exercise, but being in water and swimming is one thing we can literally do forever – at one of the lovely, warm, private pools we use, the owner runs aqua fit classes and some of her customers are in their nineties. It helps keep older people fit and active, and again, it is a social thing too.

As you can see, I’m sold on swimming! I suggest that if you haven’t already, introduce your little one to swimming and what could be a lovely relationship that benefits them in so many ways, throughout their lives.

If you want information about baby, toddler and pre-school swimming visit www.thelittleswimschool.co.uk or
call us on 01273 207992.

Articles to check out:
Information on swimming benefits in Coach Magazine –www.coachmag.co.uk/sport/swimming
Information on swimming and back pain –
www.balancedback.com/blog/is-swimming-good-for-back-pain

Apr 24
Love0

Tips to get your children listening

By family, Health, Mental health, Relationships, Uncategorized
by Camilla Miller
Keeping Your Cool Parenting

It’s easy to feel guilty, stressed out and overwhelmed when you know there’s a way to lead to a happier family life, but you just can’t find it.

As a parenting coach, I get to work with many families and the one thing all the parents tell me is that they want to have a better relationship with their children.

Here’s how Emma describes her situation: “When I first met Camilla, I was at my wits end. My relationship with my children had hit rock bottom. They were constantly fighting and I was losing my cool and shouting too much. The kids weren’t listening unless I lost it. I went to bed most days feeling guilty and overwhelmed. I didn’t think there was any way out of the power struggles and negative cycle of anger and frustration. The relationship with my husband was becoming strained as we were arguing about how best to deal with raising our children.”

Sound familiar?

Within just a few hours of learning the techniques and skills I teach on my parenting course, Emma started to see results, and you can too.
Here’s what Emma said after taking the course: “Camilla’s ‘Chaos to Calm’ course transformed family life. Our family went from stressed out and overwhelmed to calm and connected. Our relationship is now based on love and respect. Camilla taught me techniques that improved our communication skills and we learnt how to best deal with misbehaviour in a positive way.”

“How do I get my children to listen?” is one of the questions parents ask me most often. If you’re having the same problem, here are some tips that will help you rapidly improve your relationship with your children:

1 When your child is defiant, what he or she needs is more love and attention, not less. Our children first need to feel heard by us before they can listen to us. So, spend time talking and listening to your child each day.

2 No one likes being bossed around all the time – it only leads to resentment and push back. Notice how many demands and commands you give your child daily and aim to lower it.

3 Before losing your patience with your child, think: “Would I speak to my best friend that way?”

4 Ask for what you want and not for what you don’t want. For example, ask your child to walk, rather than telling them not to run.

Camilla Miller is a qualified parenting coach at Keeping Your Cool Parenting.
She supports mums and dads whose kids are starting to rule the roost, and communication has broken down, often leaving parents feeling guilty, stressed and overwhelmed. She supports parents to gain skills that create willing cooperation without coercion so that the whole family can go from chaos to calm.

Apr 15
Love0

On becoming a mother…

By baby health, family, prenancy, Relationships
by Sam McCarthy
UMEUS Foundation

For many women there is a decision made, usually in conjunction with a significant other, to ‘have a baby’ or ‘start a family’. It might be discussed, perhaps somewhat romantically, and framed from our own lived experience of childhood, what we will never do as parents. How many are reading this and remembering the phrases, “it’s not going to change us, we will still travel/go dancing/work…” and “we won’t be talking about our child all the time like (fill-in any parents name you knew before you had a baby)…” Or perhaps you were seduced by the idea of being blissfully radiant in pregnancy, ‘natural childbirth’, ergo slings and shared responsibility?

Even for those who chose to walk the path without a partner, and the many women who have no choice in the matter at all, the decision to bring a new life into the world is one we have no experience in making first time around, even if we’ve been surrounded by babies and children; just ask any midwife, nursery carer or teacher. Within all this thought and talk of pregnancy and the delights we will call our children, how many of us have asked ourselves, how do I become
a mother?

We’ve all had one at some point, some maybe two or more, in the forms of in-law, step or adoptive/biological. But how many of those in the hood have really shared their experience with us BEFORE we were staring into the abyss of broken sleep, emotional weightlifting and relationship upheaval? The monumental shifts that accompany the transition from woman to mother are rarely spoken of outside of this shadowy fraternity.

Perhaps the elemental nature of motherhood can’t quite be understood until we are ‘in’ our experience, or maybe we wouldn’t head on this collision course with life if we knew what was ahead? If this were the case, why do so many of us go on to do it time and again? Creating life can be addictive, because although oxytocin is understood by endocrinologists as an antidote to craving, the positive feedback mechanism that controls its release actually helps anaesthetise us a little, or diminish the sensations of discomfort, and feelings of turmoil that are intrinsically linked with pregnancy, childbirth and motherhood.

When we are deep in the throes of becoming a mother, we often forget ourselves, and without intending to, so do others around us. Whilst pregnancy isn’t necessarily a glowing period for all, many women experience being regarded, honoured even (unless you’re on the 17:59 from London), and taken care of whilst carrying our precious load. What to expect when you’re expecting, pregnancy and birth; the industry around these very specific periods of time are festooned with ideas, methods and opinions, and many are eager to inform. As the excitement mounts, children’s clothes are cooed over, yoga sessions are chanted in and birth plans are written. Whatever happens at birth, statistically, becoming pregnant is the most dangerous thing a woman does in her lifetime. But now there’s a baby and attention shifts from you to your newborn.

We all respond differently to the awakening of motherhood. It’s a realisation that comes quickly for some, and as a quest through a submerged haze for others. The magnitude of decisions that arise as we begin to meet our new responsibility can be weighty and unwieldy. Breastfeeding (or not), back to work (or not), childcare (or not), intimacy with partner (or not), have another child (or not), this list is barely begun.

So, what happens if we meet the responsibility of our new state or experience of having or raising a child and everything that comes with it, not just with gratitude, which helps lessen the sense of heaviness, but also with conviction, so as to empower us?

Wholly embracing that we are the life givers, more often the primary carers, the chefs, the emotional weight bearers, the cleaners, the educators, the travel agents, the event organisers, and so much more, can elevate us, rather than drag us down, and help us to assert ourselves so that we can regard ourselves positively for what we achieve every day. Once we hold ourselves in this regard, it is easier for others to value us and for us to get our needs met.

Researchers at Washington University studied new mothers with varying degrees of stress. They wanted to know if support from community affected the way a parent relates to their children and their ability to raise them. The results were clear. Mothers without strong support from community had higher levels of stress, and mothers with higher levels of stress were more worn down and pessimistic about parenting. They also found the opposite true: mothers with strong support from their communities had lower levels of stress and were optimistic.

UMEUS Foundation was created to support women who happen to be mothers, because as much as not all women carry and birth, most women find themselves being mothers, sometimes as carers, sometimes as partners, often to their own parents, but mostly to humanity.

We believe in cultivating community through compassion and creativity. At UMEUS our central tenets are to trust mindful, yogic and humanistic, person centred approaches to supporting development. That applies to all stages of development, but most importantly our own.

Sam McCarthy, UMEUS co-founder, psychotherapeutic counsellor, mother, creative producer, wrangler of words.
www.umeusfoundation.org

Apr 10
Love0

Keep on cooking

By children's health, Education, Food & Eating, play
by Naomi Marks, Brighton & Hove Food Partnership

I have yet to come across the small child who doesn’t love to roll up their sleeves and get busy with biscuit dough and cutters. It’s all the tactile pleasure and creative fun of playdough with the bonus of a teatime treat at the end.

But once children get beyond infant school age, cooking can all too often play second fiddle to the lure of the screen as an indoor activity.

That’s such a shame when we all know how important eating good, home-cooked food is for children’s physical and mental health. Keeping the cooking habit going as children grow older will benefit their bodies and their brains – and arm them with a set of skills that will serve them well throughout life.

Besides, cooking is fun!potatoes pan

Here are some ideas to keep your school-age child engaged in the kitchen. You never know, you may end up with a future MasterChef in the family. At the very least, you can expect some tasty outputs from your young ones.

Your children’s learning in the kitchen will be incremental. Younger children love to construct so let them start out this way and only slowly build up to more advanced cookery techniques. For example, primary school-aged children have great fun building their own pizzas. Set some passata and mozzarella or grated cheddar on the side and fill bowls with a range of toppings, such as cherry tomatoes, mushrooms, ham slices, olives, red pepper, chorizo and spinach. Then let them get creative on a pizza base of their own.

Older kids, however, will also enjoy making their own pizza sauce: an easy one sees a tin of tomatoes, a teaspoon of mixed herbs, a clove of garlic and some salt and pepper whizzed up together, with enough tomato puree then added to make a good, thick sauce.

A real sense of achievement will come when children feel confident enough to tackle the dough. Find an easy recipe for pizza bases at www.bhfood.org.uk/recipes/basic-bread/

Top tip: pizza-making is a great children’s party activity.

Alternatively, the same approach can be brought to shop-bought falafels and hummus. Set alongside bowls of fillings such as tomatoes, avocados, spring onions and pickles for children to lay out on flat bread and roll into delicious and healthy Mediterranean wraps.

While younger children will be content with this, older children will be amazed at how easy it is to make their own tasty hummus: just whiz up chick peas, tahini (sesame seed paste, which is widely available), lemon juice and olive oil with some cumin and paprika to taste.

And your more ambitious child will enjoy actually making the falafels – though do be on hand for this as it involves hot oil. Check out the recipe at www.bhfood.org.uk/recipes/falafel/

If you’re stuck for cooking ideas, take inspiration from cuisines around the world. There’s a host of fun to be had home-rolling sushi with your child. Most supermarkets sell the rolling mats and special rice required – and few fridges and larders fail to yield enough to supply sushi fillings. A carrot, a chunk of cucumber, some cream cheese, a one-egg omelette and some leftover tinned tuna will go a long way.

avocado childOr use festivals as your excuse for experimentation. Make a simple curry with your children for Diwali or a chili for the Day of the Dead.

Finally, the lure of a cake is one sure way to bring children racing into the kitchen. But, why not up the stakes and appeal to their more competitive side?

Stage a mini Bake Off, inviting other family members or your children’s friends to join in the fun. Points can be awarded for artistic flair as well as taste – and maybe cleaning up skills too.

Just remember: keep it friendly, keep it fun!

Brighton & Hove Community Kitchen is running two World of Food Easter holiday cookery courses for children aged 7-11 and 12-16. Find out more at www.bhfood.org.uk/events/world-of-food-ii-school-holiday-cooking-with-jethro-for-young-cooks-aged-12-to-16/

Local non-profit organisation, the Food Partnership has just launched a new ‘Community Kitchen’ on Queens Road in central Brighton – a cookery school where classes with chefs and food experts help subsidise low-cost, accessible community cookery activities.
www.bhfood.org.uk/the-community-kitchen

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