How stories help children understand pain

How stories help children understand pain

A recent study conducted by Dr Sarah Wallwork and published by the University of South Australia shows unexpected benefits for children of hearing and reading stories.   Not only do they learn about the concept of pain, such stories help their emotional development, their development of empathy, and understanding of the norms of their socio-cultural environment.

The study looked at how parents and caregivers interact with children (aged 3-6) when looking at picture books that deal with characters being injured or otherwise hurt.  Such situations often prompted some discussion about causes of pain and injury, what to do when one is injured or in pain and the need to feel empathy and show prosocial skills.

Dr. Wallwork says that the study highlights the value of shared reading experiences and how parents can support their children to learn about pain-related concepts during a critical developmental period.

“Through the storybooks’ characters we found parents and caregivers would pause to further explain what was happening within the pages.

“For example, when Zog the dragon (in Julia Donaldson’s book Zog) bumps his head and gets a bandage, the parent said ‘Whoopsie daisy, because dragons are still learning, aren’t they?’ which linked the injury with learning and that it was normal to make mistakes when you were learning.

“Similarly, when Zog flew into a tree, the parent said ‘Oh no! That would’ve hurt, wouldn’t it?’ which prompted the child to think about how painful or sore or hurt Zog might be. In this way, the parent is teaching the child about empathy, and appropriate responses.

“Conversely, when pain and injury were depicted in a light-hearted or unrealistic way, parents often responded in a way that showed they were entertained by the character’s misfortune. And while this may seem harmless, the action could inadvertently socialize children to think that accidents and injuries can be funny.

“Learning appropriate and empathetic responses to pain and injury in childhood are valuable for many reasons: they help children learn to understand that some pain is fleeting, that some injuries need the help of others, and that injury and pain are not always intertwined.

“Shared reading of picture books is an ideal way to talk about concepts around pain due to its didactic nature—as opposed to children’s television and movies, where children are often watching on their own and become passive recipients of information.

“Connecting the narrative and the characters’ experiences to a child’s own experiences makes these concepts more relatable for children.

“Essentially, we’re translating learning from the picture books into their own real-life. It all starts with the turn of a page.”

 

More information: Sarah B. Wallwork et al, Harnessing Children’s Picture Books to Socialize Children About Pain and Injury: A Qualitative Study, The Journal of Pain (2024). DOI: 10.1016/j.jpain.2024.03.016

Journal information: Journal of Pain 

Provided by University of South Australia 

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How to help your child be resilient

How to help your child be resilient

Times are particularly tough for children and their families these days.  There are articles written about the challenges young people face to their mental health.  On the positive side, it seems that parents can help children be resilient during stressful times.  Dr Joan Jeung, of the American Academy of Pediatrics, gives some ideas of the tools you can use to help.

Positive experiences and safe, stable relationships help children develop the skills they need to manage their emotions, solve problems and develop close connections with others. The process of gaining these critical skills is called healthy mental and emotional development.

Here are some tips she gives on how families can help:

  • Create predictable and structured routines to give children a sense of stability and connection.
  • For older children and teenagers, planning special family fun time strengthen relationships. Mark game nights or other family activities on your calendar so that everyone can look forward to relaxing together.
  • It’s also important to incorporate positive discipline strategies help teach children and teens to manage their behaviour in a healthy way.
  • Allow children to express their thoughts and feelings and make sure you are listening in a supportive and non-judgmental environment.
  • Communicate with teachers and other adults in your child’s life and work together to address any concerns.

And talk with your child’s doctor or a psychologist if you believe your child may need more support. While parenting isn’t always easy, help is in reach, and connecting with others can help all of us to build resilience.

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How to have happier, healthier children

How to have happier, healthier children

Every parent dreams of having children who are happy, healthy and grow into competent young adults.  Amy Rosenberg of Tufts University writes that experts have spent years identifying strategies that may help to realise that dream and shares them with us.

  1. Eat healthy food, together

Decades of research show that sharing meals with family and consuming less overprocessed food leads to better health and happiness for children.

Healthwise, it’s beneficial for children to reduce their consumption of over processed foods and to eat ‘real’, home-cooked food.   But, rather than the meals themselves, the positive outcome of being together during meals is because of the open communication around a table.  Everyday conversations build trust and provide a foundation for later, more sensitive conversations.

For optimum benefit, keep phones, tablets, and other distractions away from the table.  No office or homework.  If busy schedules make it impossible to have a family meal on certain days, find another way of talking to your children – even if its in the car en route to activities.

  1. The value of pets

Pets can be a source of pleasure, emotional support and companionship for a family. They can provide opportunities for children to practice positive social interactions and develop empathy, compassion and confidence. Recent research indicates that living with dogs, in particular, is associated with better social and emotional skills for children.  The more the child is involved in caring for a pet, the greater the benefits. 

Obviously the pet should be wanted by the whole family and taken in to become part of the family rather than acquired as a ‘therapy’ aid.  A neglected pet will not bring required results.

  1. Don’t forget regular dental appointments

We may not always think about dental health but it is important.  Poor tooth and gum health can affect children’s nutrition, speech, and ability to learn, among other things.

  1. Teach children coping mechanisms

Children face stressors daily, whether it’s pressure to succeed, social anxiety, or uncertainty about the future. While you can’t magically wave that stress away, you can help your child learn coping mechanisms.

Helping children build social connections and develop a sense of belonging is important.  Here, faith communities, sports groups or any other are beneficial.

Teach children to put sleep, nutrition and movement first before stressful occasions, such as exams or important sports matches.  Anxiety reducing strategies such as relaxation techniques, mindfulness and reducing negative self-talk can help as well.

For some causes of stress, like bullying, you may need the help of the school staff.  Also consider limiting your child’s social media use to avoid exposure to harmful interactions.

In many cases, children just need the reassurance that a caring adult can provide.  Invite them to share their concerns with you and give them time to respond. If they don’t want to talk straight away, don’t nag but just let them know that you are available and willing to listen.

  1. Model safe screen time

Your children will probably know more than you do about the latest programmes, apps and social media channels.  So how to keep them safe?

According to Julie Dobrow, senior lecturer in the Eliot-Pearson Department of Child Study and Human Development, Film and Media Studies Program faculty member, and senior lecturer at Tisch College of Civic Life, the most important step is to model good behaviour. “Think about how you want your kids to use their phones and social media, and follow those guidelines yourself,” she advised.

In addition, Dobrow says “Before sharing an application on a smartphone with a child, look at it and play with it,” she suggested. Determine whether it has value—and whether it’s consonant with your values.  And be on the lookout for new apps and programmes.  Its important to learn about them.

It’s also important to help youngsters use their screen time creatively. Having them design, programme, draw, record, or edit when they’re on screens—rather than playing simple games, watching valueless videos, or scrolling through social media—can provide them with stimulating, educational experiences.  These become more valuable if a parent is present and can talk to them about what they’re watching or doing.

  1. Make time for outdoor play

It’s important that children have plenty of outdoor activity. Apart from free play, children can benefit from structured development programmes, such as scouts, girl guides or other organisations.

Research shows that children who combine sports and youth development activities score highest in positive development and contribution and lowest in risk and problem behaviour.

  1. Try to help your teens sleep enough

Most teens need eight to 10 hours of sleep per night but get far less. Not sleeping enough can threaten their mental well-being, academic performance and physical health.

Try to help your teen maintain consistent sleep and wake times each day. Catching up on sleep over weekends is not an answer and can further disrupt their sleeping.  If they need to sleep longer on a weekend morning, allow just one additional hour.

To make time for winding down after extracurriculars and homework in the evenings, you may need to scale back on some activities. Ideally, teens should have time to relax for at least an hour before bed, without phones or laptops.  In addition, have teens do their homework in a dedicated space other than on their beds.

Caffeine can also interrupt sleep so coffee and energy drinks should be avoided after 14:00.

Don’t forget the impact you and your behaviour has on your children, so leading by example is crucial to helping them establish healthy habits.

  1. Keep talking—and listening

Sometimes talking with your child about topics like bullying or sex can seem like one of the hardest assignments of parenting.  If you’re unsure about your ability to give good advice or what approach to use, there are very helpful books to give you the tools for the challenge.

Robyn Silverman, AG04, an expert in child development and communicating with children, offers tools to help you ace the challenge. Her recent book, How to Talk to Kids about Anything: Tips, Scripts, Stories, and Steps to Make Even the Toughest Conversations Easier, lays out research-based approaches to the kinds of discussions parents and others often feel ill-equipped to handle.

Some useful tips are: drop your own agenda and just listen to a child. Know generally what topics you want to broach and follow your child’s lead, discussing the topics when you see an opening.

In addition, consider what approach will appeal to your child. For one, you might want to tell a story, while another might respond better to statistics.

Keep in mind that it’s more effective to have many small conversations over a long stretch of time rather than just one big one. For example, she said, if you teach your kids the correct names for body parts when they’re young and over time discuss topics like consent, love, and respect, you can clear the path to later talks about sex.

Each conversation may not go perfectly, but don’t fear awkwardness or mistakes. You can always go back, acknowledge what went wrong, and start again.

For example, Silverman writes, “You can go to your child later and say, “You asked me a question the other day, and I shut it down. I was feeling awkward, but I want you to have the right information.” Or “When I responded to your question the other day, I wish I’d asked you your opinion, because it sounded like you were trying to tell me something, and I wasn’t really listening. Can we try that again?'”

Ultimately, she emphasised, it’s connection that matters. “The studies keep telling us that when we discuss tough topics with kids, they are much less likely to engage in risky behaviour,” she explained. “And they want to talk to us—even about the really difficult things.”

Provided by Tufts University

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Adolescents with learning problems

Adolescents with learning problems

 

Some teachers believe that older children or learners in High School who struggle with academics and the demands of school are too old for therapeutic interventions.  They stop looking for signs that could indicate the underlying cause of the problem and instead revert to other ways of helping.  Ways of organising their daily routine, courses in study skills and other remedial aids are offered instead.  But is this the best way of helping?  If the cause of the learning difficulties was not correctly identified and addressed during Primary School years, why is the older learner denied help or even further help once he reaches higher grades?

Older learners and even adults carry with them unresolved neurodevelopmental issues that can make life more difficult for them.  As an example, I remember clearly how, during one training session, a mature adult was found to have a retained primary reflex.  Anyone who has studied Integrated Learning Therapy will be aware that we teach how the reflexes play a significant role in the development and subsequent functioning of the brain.  This is the reason why we include reflex testing in our assessment of learners – no matter how old.  The adult in question showed a strongly present ATNR (Asymmetrical Tonic Neck Reflex) – which means that movement of her head initiated overflow movement of her arms.  On hearing this, she exclaimed that it explained why she had such trouble driving her car.  She was forced to look straight ahead at the road because if she turned her head to look sideways, her arms would involuntarily turn the steering wheel in the same direction.  A dangerous thing to do when driving!  A few months of daily repetition of an activity helped her to resolve this problem.

The fact is that we’re never too old to restore more efficient functioning of the brain.   For hundreds of years this idea was inconceivable because mainstream medicine and associated fields of study believed that brain anatomy was fixed after a certain age.  It was commonly believed that after childhood, the brain only changed when it began to age and decline in functioning.  If brain cells failed to develop properly in the first place, or were destroyed due to illness or injury, they could not be replaced.  Today we know differently.  We all accept that after severe brain trauma, such as a stroke, the patient has a chance of recovering part or even full functioning. This is because the brain finds a new way to function if part is damaged; often it builds new neural pathways around the site of injury.

So the brain is capable of changing – and it can do so across the lifespan. This is due to what is called ‘neuroplasticity’.  Neuro stands for ‘neuron’, the nerve cells making up the brain and nervous system, and plastic for ‘changeable, modifiable, malleable.’ Even eighty-year olds can use neuroplasticity to sharpen their memories and regain earlier mental abilities.  

With this knowledge, it is clear that we might be neglecting our older students if we fail to consider what might be interfering with their brain’s ability to cope with schoolwork.  By evaluating the way their brains developed, assessing vital brain systems that support learning and considering all other factors that could have negatively affected brain structure and function (and perhaps still are), learners of all ages can be helped. 

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Keep those pencils sharpened!

Keep those pencils sharpened!

Some of us groan at the memory of those schooldays when we had to practice our handwriting because producing neat letters wasn’t easy.  It still isn’t for many – and for many others, our handwriting has deteriorated due to lack of practice.   And many of our children hardly have to worry about handwriting any more.  So do we encourage it or not?

Anabela Malpique, Deborah Pasternak and Susan Ledger have researched this question and find that youngsters need to be able to write with paper and pen as well as learning to type on a keyboard.

Their research

In a study published last month, they involved 544 children from 17 primary schools in Perth, Western Australia.  They assessed how easily students wrote stories using paper and pencil compared to writing stories using a laptop. they found they produced longer and higher-quality handwritten texts. This was based on ten criteria, including ideas, vocabulary, spelling and punctuation.

These findings echoed their earlier study, completed in December 2023 where they did a meta-analysis of studies published between 2000–2022. These compared the effects of writing by hand or keyboard on primary students’ writing.

They looked at 22 international studies involving 6,168 participants from across different countries, including the United States, United Kingdom, Canada and other non-native English-speaking countries, such as Germany and Portugal.

Their analysis showed primary students produce higher quality texts using paper and pen or pencil than when using a keyboard.

Why does handwriting produce better quality texts?

In most countries children are taught to write by hand before learning to type.  Studies show that teaching handwriting in the first years of schooling is connected to improved spelling and greater capacity to write well and quickly in primary and later years of schooling.

Other studies show that using handwriting to create texts (such as notes) promotes our capacity to learn and memorize information.

Of course, in our current age, it is important for children to be able to use a keyboard too. They will need to use keyboards to write for study, work and life as they get older. This process needs to become automatic so they can concentrate on the content of what they are writing.

Research has also shown that when young children struggle with neat handwriting or typing, they may often avoid writing altogether, so both fluid handwriting and competent keyboard skills are important.

Handwriting or typing  – which comes first?

While students ultimately need to be able to write both on paper and using digital devices, there are unanswered questions about the order in which handwriting and typing should be taught or whether they should be taught together.

We also don’t yet know if it matters whether students are learning to write via keyboards, touch typing on tablets or by using stylus pens (devices that look like pencils and write via screens).

More research is needed to support teachers, students and families.

How to help your child

Despite these unknowns, there are many things we can do to help children learn how to write on paper and using a keyboard. These include:

  • dedicating time for practice: teachers can build regular times in class to write and send home small tasks (such as writing a shopping list, finishing a story or describing a monster)
  • joining in: instead of “policing” your child’s writing, show them what you write in your everyday life. As you write, you can talk about what you will write (planning) and you can share ideas about how you can make your writing clearer or more exciting.
  • talk about your mistakes and find ways of correcting your writing: when adults talk about their errors or doubts, they make them a natural part of the process.
  • ask children to read what they have written: this provides opportunities for correction and celebration. Praise children’s bold attempts such as using new words or experimenting with expressions.
  • give children choice: this gives children some control. For example, they can choose a topic, they can mix art and letters or they can choose paper or keyboard.
  • display their writing: make children’s writing visible on your walls or fridge or as wallpapers on your devices to instil a sense a pride in what they have done.

Provided by The Conversation 

Image supplied by Freepik

 

Is your child a Jekyll and Hyde?

Is your child a Jekyll and Hyde?

Many readers will agree that their children are well-behaved at school or at their friends’ homes but turn into little monsters once they get back home.

Of course, all children misbehave sometimes, especially when they get tired after a long school day or play date.  However, some children seem to behave consistently worse at home than when with other people.

Trevor Mazzucchelli explores this common problem for The Conversation and offers the following insights.

Behaviour is learned

From very early days, a child‘s behaviour produces results or outcomes. For example, babies soon learn crying is a very effective way of signalling their distress and will result in having a nappy changed or being fed.  A smile often results in an adult smiling back, cooing or cuddling the baby.  In these ways, children learn that their behaviours can be a way of controlling the actions of others.

The bad behaviour pay-off

Children’s behaviour, whether desirable or undesirable, is influenced by the consequences it produces.

Sometimes, the reactions of parents or siblings can accidentally reward misbehaviour, and children learn undesirable behaviour has a payoff.

For example, children may learn that when they don’t do as they’re told, they get extra attention from their parents. This attention may be unpleasant, and not regarded as a ‘reward’ by the adults but children might like the attention they get as a result.

Children may also learn when they whine, complain and nag for something they are more likely to get it.

Unfortunately, in this scenario, the child is rewarded for whining and the parent is rewarded for giving them what they want by stopping an unpleasant noise (at least in the short term). As both the child and the parent are rewarded, this interaction is likely to occur again.

Why do children behave better at school?

Children behave better at school than at home because teachers have very good systems in place. Children are kept busy with a variety of engaging activities, expectations of children’s behaviour are clear, and the payoff for desirable behaviour is reliable. Teachers are well-practiced at recognizing and rewarding desirable behaviour through attention, praise, and sometimes token reward systems.

Children also tend to copy their peers’ behaviour, particularly if they see it gets results, such as attention from the teacher or access to prized activities.

How can parents encourage children to behave better at home?

The good news is if children behave well in one setting, you know they are capable of doing the same at home.

Parents can value children‘s need to relax at home while still expecting them to be polite and follow rules. By making some small changes, it’s usually possible to see much improved behaviour.

Here are some practical things parents can do:

  • Establish routines. Have a routine for when your child gets home from school or outings. This might include allowing your child to unwind and relax, giving them a healthy snack, and then setting them up with an engaging activity. Routines make it easier for everyone to transition from one setting to another. It is even better if the routine includes activities—such as colouring-in or a run around outside—that are calming or burn off energy.
  • Set simple house rules. Have a few simple rules that clearly communicate to your child how you expect them to behave. For example: “use an inside voice” or “keep the toys on the floor”.
  • Notice good behaviour. Let your child know when they have done the right thing. Do this by describing what you are pleased with (“you two are sharing the toy so nicely”). This will make it more likely the behaviour will occur again.
  • Spend small amounts of time with your child regularly. This is especially important when your child approaches you for help or attention. It shows you’re there for them and they do not need to become louder or act out to get your attention. Spending small amounts of time—as little as one or two minutes—often throughout the day is a powerful way of strengthening your relationship with your child and preventing problem behaviour. 
  • Have realistic expectations. Change is easier if you focus on one or two goals at a time. Also, when striving to improve behaviour, expect occasional setbacks. No child (or parent) is perfect!

 

Provided by The Conversation 

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