Tag Archives: child development

Mentally Ill Parents More Likely to Form Insecure Attachments with Their Children

From API’s Publications Team

familyAccording to an article on InTheNews.co.uk, “One in Four Aussie Kids Have Parent with Mental Illness,” mentally ill parents are more likely to form insecure attachments with their children.

A study published in the January 6 Psychiatric Bulletin explains the correlation between the more severe mental illnesses and less sensitive and competent parenting, insecure infant attachment, lower quality bonds between mother and child, and a greater risk of mental illness developing in the children. However, the authors stress that mental illness in parents does not guarantee poor outcomes in children, only that there appears to be a greater risk.

To read the entire article, go to www.inthenews.co.uk/news/health/autocodes/autocodes/australia/one-in-four-aussie-kids-have-parent-with-mental-illness–$1258690.htm.

Do Two Halves Make a Whole?

By Isabelle Fox, PhD, author of Being There and Growing Up and member of API’s Advisory Board

**Originally published in the Fall 2006 Divorce & Single Parenting issue of The Journal of API

Custody BattlesI frequently receive e-mail from parents who practice Attachment Parenting (AP) across the United States and in other countries asking for help and support in custody cases when they are contemplating shared joint custody of their infants, toddlers, and preschool children.

Most of the communications come from single moms who never married or were married only briefly. They often have a poor working alliance with the child’s father and have been unable to establish or maintain a loving, committed relationship with him. As a result, finding an equitable and responsible solution to child custody issues can become a low priority. Money, support payments, anger and/or resentment may be the underlying cause of the conflict.

The best interest of the child is often forgotten. It is tragic that courts and lawyers are frequently insensitive or unaware of the developmental needs of infants and toddlers who lack the language to express their anxieties, stresses, and concerns. Continue reading Do Two Halves Make a Whole?

Jackie’s Story: Growing Up with PDD

By Kandace Wright

**Originally published in the Fall 2007 Special Needs issue of The Journal of API

Jackie
Jackie

Jackie informed me yesterday that when she has her own children she will never tell them “no.” Never. I smiled and wished her luck with that. Then, today after school, she informed me that she thinks she might sometimes need to tell them “no.” Sometimes.

Jackie is a healthy, mostly happy 11-year-old child with special needs. What makes her unique is that she has pervasive developmental disorder. She has some autistic features mixed with a possible mood disorder, though some days I wonder if her mood swings are more related to her approaching coming-of-age. I do not believe there can be anything more emotional that impending menstrual cycles for a young pre-teen. Sigh. When did I become the mother of a pre-teen?

About PDD

The diagnostic category of pervasive developmental disorders (PDD) refers to a group of disorders characterized by delays in the development of socialization and communication skills. Parents may note symptoms as early as infancy, although the typical age of onset is before three years of age. Symptoms may include problems with using and understanding language; difficulty relating to people, objects, and events; unusual play with toys and other objects; difficulty with changes in routine or familiar surroundings; and repetitive body movements or behavior patterns.

Autism is the most characteristic and best-studied form of PDD. Other types of PDD include Asperger’s syndrome (a high-functioning form of autism in children who generally have high IQs), Childhood disintegrative disorder (in which a child may develop fairly normally until 18 to 36 months and then begin to regress, especially in speech and social interaction), and Rett’s syndrome (a neurodevelopmental disorder found almost exclusively in females and characterized by normal early development followed by loss of purposeful use of the hands, distinctive hand movements, slowed brain and head growth, gut-associated lymphoid tissue abnormalities, seizures, and mental retardation).

Children with PDD vary widely in abilities, intelligence, and behaviors. Some children don’t speak at all, others speak in limited phrases or conversations, and some have relatively normal language development. Repetitive play skills and limited social skills are generally evident. Unusual responses to sensory information, such as loud noises and lights, are also common.

Practicing Attachment Parenting has enabled us to be more responsive and more intuitive to Jackie’s needs. My husband and I can often sense what she needs from us and her environment, which is key to our preventing meltdowns and struggles.

We also feel strongly that we help her by having a support system for us. We rely on a support team including family, friends, and people from the school system who work with Jackie. Sometimes we need respite care, an extra set of hands, or a parents’ night out. Our sitters are well trained to work with children like Jackie, and all of our kids look forward to the special playtime. We enjoy coming home relaxed and rejuvenated, and know we are in a better place to cope with any challenges that might arise.

Different is OK

One of the hardest challenges with raising a special needs child is trying to keep people, including us as her parents, from attempting to force her into being a “typical” child. Jackie is different. She will always be different, and I celebrate that difference.

That said, it’s not all roses. There are some thorns. We have struggled with defining what Jackie needs in her school environment. We have also struggled with therapists and psychiatrists who have tried a one-size-fits-all approach to Jackie’s challenges, including the use of medications.

A Trial of Medication

We resisted using any medications for a long time, despite the pressures. When we had our fourth child, things really bottomed out for her. She was in such emotional pain. We decided it was unfair to not at least investigate and try medications. We started out with high hopes, but soon realized that our daughter had become a proverbial guinea pig.

We tried half a dozen medications over the course of 18 months. I know some children receive relief from medication, but Jackie never did. In fact, they had a negative effect on her system and she seemed even worse. It was heartbreaking. We ended the experiment and weaned her off all medication.

Jackie hit a new low while weaning from the medications. Then, after a month, she seemed herself again. She became more in control of her emotions and behaviors, and her humor returned (something I hadn’t quite realized how much I’d missed). She seemed settled. I cannot quite explain it, but she just seemed more like the daughter that we knew and loved – quirks and all.

Two Steps Forward, One Step Back

It’s been about six months, and Jackie continues to improve. She takes two steps forward, then one back (sometimes three back), and then she makes progress again. She was recently able to transition from the special needs school bus to the regular school bus, which was an important milestone for her.

No matter how hard we attempt to prepare her to be confident with her special needs, as she gets older there will always be the pull to be more like a “typical” children. She will always want to be “normal.” We embrace Jackie as she is. We have taught all of our children that we are each unique, and we encourage them to be accepting of others, even those who face challenges that make them difficult to deal with.

Where Children Learn to Communicate

By Dr. James MacDonald, founder of the Communicating Partners Program

**Originally published in the Fall 2007 Special Needs issue of The Journal of API

Teaching girl to readIt is now clear that a child can learn in every social interaction, anywhere. The more a child interacts, the more the child will learn, communicatively and cognitively. The key factor is for the child to have many one-on-one partners who act and communicate in ways the child is capable of and interested in.

While this is true for typically developing children, the exciting finding is that it is also true for many “late-talking” children such as those with Autism, Down syndrome, apraxia, and other delays.

What is Apraxia?

Apraxia is a speech disorder in which a person has trouble saying what he or she wants to say correctly and consistently, and not due to weakness or paralysis of the speech muscles. Developmental apraxia of speech (DAS) differs from developmental delay of speech, in which a child follows the typical path of speech development but more slowly. Children with DAS may have difficulty putting sounds and syllables together in the correct order to form words, or may incorrectly use the varying rhythms, stresses, and inflections of speech that are used to help express meaning.

Many parents and professionals act as though a child, especially one with delays, will only learn to talk with trained professionals in therapy and school. This is a myth that can keep a child from his most important teachers – his family.

Even if a parent has only one hour each day of one-on-one time with his or her child, she still has about 11 times more interactions with her child than professionals who see the child for only one session per week or are managing a classroom full of children. The difference is much more pronounced in the early, most vulnerable years, when parents often have much more than one hour each day with a child. The difference is even greater than 50 times more than direct contact than with professionals (given several hours of contact at home a day). And since children can learn to interact and communicate in every one-on-one interaction, parents clearly have an enormous advantage over professionals in having developmental impact on children.

Even so, many parents believe their child will learn to communicate in the tiny proportion of time they spend with professionals. They will fight hard for an extra half hour of therapy and yet ignore the power they have in their many hours with the child.

Parents usually have very little training as to how they can effectively help their children socialize and communicate. Consequently, it is clear that professionals will have much more developmental impact on children when they educate parents in effective natural teaching strategies.

Research Discourages Forward-Facing Buggies

From API’s Communications Team

A study conducted at Dundee University in London suggests that babies transported in forward-facing buggies are more likely to suffer emotional stress due to lack of face-to-face time with their parents.

“Neuroscience has helped us to learn how important social interaction during the early years is for children’s brain development,” said Suzanne Zeedyk of the university’s School of Psychology.

Specifically, the study found that 25 percent of parents using face-to-face buggies spoke to their baby, while only 12.5 percent of parents using forward-facing buggies did. In addition, the heart rate was lower in babies riding in face-to-face buggies, and these babies were more likely to fall asleep.

“Parents deserve to be able to make informed choices as to how to best promote their children’s emotional, physical, and neurological development,” Zeedyk said. In Britain, forward-facing buggies are more common.

Nearly 3,000 parent-infant pairs took part in this study.

To read the entire article, go to http://news.yahoo.com/s/afp/20081121/wl_uk_afp/lifestylehealthbritainchildren_081121142138.

A Day in the Life of a Homeschooling Mother

By Avril Dannebaum, co-leader of API-NYC

One morning last summer, as my husband was getting ready to leave for work, I casually mentioned to our 10-year-old son Gerard that today was writing day and that the assignment was 250 to 300 words on his fishing experience during our vacation. “Oh, no! I can’t do it!” he yelled, as he lay down on the couch and proceeded to dissolve into a wet puddle of anxiety.

My husband came back to the living room. I worried that he’d be late, but he took the time to sit down and explain to Gerard that he could definitely write and all it took was an outline. I let him do his stuff. I had been homeschooling our son for almost three years, and both my husband and I knew that Gerard knows how to write an outline. But hearing it from Dad couldn’t hurt.

Eventually Gerard said he just wanted to be left alone. Hubby left for work after I reassured him that our son would be fine, and didn’t he remember what a wonderful 250-word report he had written a couple of weeks ago on our trip to the American Folk Art Museum?

I headed out to our community garden, watered some new transplants, then came in and made my son breakfast. He was still moaning about not being able to write. I told him he had his reading to do first, another chapter of Treasure Island by Stevenson, then math, and then we’d work on the outline together.

Keep balance. It’s hard to stay centered when my son is storming about telling me what he can’t do. Yet I have an idea of what he’s going through. He’s a star in his own personal drama, and I should know because I go through it every time I need to do something important. My process is to ventilate, have a fit of nerves and negativity which I then just have to work through (usually by washing the floor or getting rid of those pesky cobwebs near the ceiling which keep cropping up). And I wouldn’t like it if my husband were to patronize me about my occasional bouts of insecurity. Give the boy his space.

So we get done with algebra, and it’s time to do the dreaded writing assignment. I get out a fresh pad of paper. We talk about the fact that a short essay is usually about five paragraphs. The first one and last one is a given: Introduction and Conclusion. It’s the in between where you have to get a bit creative. We also discussed that 300 words divided by 5 is just 60 words per paragraph. How do you eat an elephant? One bite at a time! We also discussed that, like any other essay, we use the five Ws and H: who, what, where, when, why and how.

As we talk about it, I see him relaxing. I throw out a title, “Fishing Vacation,” and he thinks it’s OK. I start asking leading questions like, “What do you need to go fishing?” “Equipment,” he says. And there is our second paragraph. He lists the things needed, and I scribble them down for him.

Third paragraph is a how-to – something we’ve practiced a lot. He smoothly lists the steps needed to do fishing. I suggest that this is going to be a longer paragraph than 60 words, more like 100 to 125. He agrees. I can tell he’s warming up to the subject.

Paragraph Four: I suggest the “why” of fishing. He replies that it’s fun. “Fun?” I say in mock horror. “It’s not fun for that poor worm. And what about the fish that you’re going to hook?” He gives me a look of real horror, as he sees that there are two sides to this issue.

We don’t say anything about the final paragraph. It’s a conclusion, and he knows how to do those.

I hand him his notes, and he heads to his room to his computer. He asks me to sit with him while he composes. Then he asks, “Can it be fictional?” Sure why not? Suddenly, my son is having a very good time. He’s no longer going to Esopus Creek with his parents. Instead, he’s going by himself to a place called Beaver Creek.

The first paragraph whizzes by, and he asks me to do the word count. Fifty-five words. The second one seems to go a bit faster, and is over 60 words. The third paragraph is 113 words, and he’s laughing to himself. “Here’s the funny part, Mom,” and he reads it out loud to me. It’s humor for 10-year-olds, but that’s what he is, so he loves it.

At this point Gerard realizes that he’s only about 35 words away from the minimum word count. He writes it in one sentence. “I’m done,” he announces. No, you still need a conclusion. “OK,” he shrugs and goes back and writes a bit more, but you can tell, it’s over for him, just an afterthought.

At 285 words, he’s written yet another essay. His formal schooling is over for the day, but there will still be art, music, or exercise in the afternoon. We do three hours of the formal stuff, and then afternoons are free for the soft subjects, and I almost always follow his lead in what he wants.

I ask him why he was so upset this morning. “Well, I forgot what it was like,” he replies. That’s summer for you. Take just a little break, and the anxiety builds.

I’m proud of my son. And I want him to continue to feel the exhilaration of writing and the joy of sharing one’s thoughts on paper. Days like today, when I see him shine…well, I’m just grateful for Attachment Parenting teaching me to do what is right for my family and to follow my heart – something which has included the one-on-one work of homeschooling.

I’m just grateful for Attachment Parenting teaching me to do what is right for my family and to follow my heart.

Dear Editor: Confused By Crying Article

Dear Editor,

Crying & Comforting articleThe article “Crying and Comforting” from The Journal of API, Summer 2008 AP in a Non-AP World issue, states: “Two commonly prescribed approaches include: ignore the crying and encourage the crying,” and it offers API’s stance on responding to our crying babies by saying, “Fortunately for parents and babies alike, there is a warm and compassionate middle ground between ignoring and encouraging crying. The AP approach…involves recognizing and empathizing with a baby’s emotions and patiently working with him to uncover the unmet need causing the tears.”

I would like to offer the perspective that there are various gentle approaches for comforting a crying baby, each of which is unique – as unique as every loving and attuned mother-child relationship.

It is common for mothers who are highly attuned to their babies to know when their babies simply need to cry – and when they are crying because of an unmet need. A mother might use additional soothing behaviors for her in-arms baby, or she might not. She might continue to search for causes for the crying, or perhaps not. If she feels like bouncing her crying baby, then she does. If she feels like holding her baby in stillness, then she will. When she opens her heart and follows her baby’s cues, she knows best what to do.

About the prevalence of approaches that encourages crying: I could not find any advice on the internet that promotes the encouragement of crying in babies and children. In my experience talking with many parents, I have not known anyone who encourages their babies and children to cry. Is this truly a commonly prescribed and followed approach?

Those parents I know who have learned about the stress-release crying approach do not decide to encourage their babies to cry. Rather, they interpret the approach as saying that it’s important not to discourage their babies from crying.

To illustrate this interpretation, I’ll share a friend’s story: Her two-year-old daughter was in an accident and was seriously burned. Weeks after the accident, her daughter sometimes needed to “cry and release her fears and tensions of what she had been through.” My friend explained that when her daughter didn’t want the breast, “I’d hold her but not attempt to stop her [from crying]. Some small thing would have her in floods of tears, and I could just tell that it wasn’t about the small thing, but about the accident.”

The Benefits of In-Arms Comforting of Crying Babies

I was confused about the following statements made about the stress-release crying approach in the Journal article:

  • “The parent is unable to identify the need using her mental checklist, so she holds the baby without comforting behaviors;” and
  • “Parents are to hold their infants and let them cry, and not try to calm the baby with distractions such as toys or pacifiers. While API agrees that the parent should recognize and empathize with the crying child, we also believe parents should be available emotionally and physically to help soothe the distressed child.”

Tender holding of one’s crying baby is itself one of the most soothing, comforting maternal behaviors available to any mothers. Mother can stand, sit, or lie down with baby in her arms. The simple act of holding one’s baby includes movement, sounds, smells, and touch, as well as other comforting sensations and feelings that defy description. Baby experiences the warmth of mother’s arms and body; soothing, rhythmic bodily sounds, such as mother’s breathing and heartbeat; comforting, rhythmic movements, like the rise and fall of mother’s chest and the whoosh of air from mother’s lungs as she exhales, and the rise and fall of his own chest against hers; the familiar smells of her body; and the comforting awareness that his mother – the source of all things good and wonderful – is there with him.

A message of unconditional love is offered, and received. Baby may sometimes be able to focus better on all of these most basic comforts, some of which are reminders of the womb environment, when mother holds him in stillness and silence, without rocking, bouncing, jiggling, rocking, singing, humming, etc.

I’m guessing most mothers would not want to restrict themselves from using any key comforting behaviors along with holding. Moreover, we would want to use them in any combination that feels “right” to us in the moment. For me, that might sometimes mean holding my baby without the use of other comforting behaviors and sometimes without endeavouring to find causes for the crying. I would not want to restrict myself from simply holding my baby, because sometimes it was exactly what my baby and I needed. This still holds true for my children (now 6 and 4) and me.

The tender holding of one’s baby or young child without other comforting behaviors does not need to be associated only with the stress-release crying approach. For me, to discard the option to hold my crying baby in stillness is to throw my baby out with his tears.

Are We Generally Accepting or Unaccepting of Crying?

There are at least two powerful influences that may be – but do not need to be – affecting our responses to our babies’ crying: Our upbringing and our culture. It may be helpful for parents to be mindful of these influences and start shifting their perspective, if necessary:

  • If we were raised by parents who let us cry-it-out alone as babies and/or who discouraged our crying, then quite possibly our own reactions to our babies’ crying are exaggerated by our own unresolved childhood hurts. How did my parents handle my crying? What feelings are aroused in me by my baby’s crying?
  • Crying is a behavior that is not embraced and accepted much in our society. What messages am I hearing about crying from doctors, friends, family, television, books, etc.? How much am I influenced by societal views about crying?

If a parent tends to be unaccepting of crying, she may lean towards either extreme of ignoring, or actively discouraging, her baby’s crying. I wonder, though, if it is common for parents to express their lack of acceptance in more subtle ways?

It seems to me that there is a fine line between discouraging crying and using soothing responses while searching for causes for the crying. How does my baby or child interpret my continuing efforts to search out reasons for his crying? Does he continue to sense my unconditional love for him? And what is the impact on me?

If a solution-focused mother is unable to pacify her baby, his crying may increase, which in turn may cause the mother to intensify her search for a solution. If she still isn’t able to discover the unmet need, she may understandably start becoming anxious (and mothers’ anxiety is often exacerbated when they are sleep deprived). The baby senses his mother’s growing anxiety and may become more distressed. It can become a vicious spiral.

Mother has lost touch with the moment. She isn’t paying attention to her baby’s evolving cues. Desirous of a settled baby (which isn’t the baby she has in her arms!), she may forget just how much she loves the one who is crying in her arms. She may forget to listen to him. To really listen to him. With stress levels rising, she might end up either blaming her baby or herself: “There is something wrong with my baby because he continues to cry. He’s not a good baby.” Or, “There is something wrong with me. I am failing my child because I can’t stop his crying. I’m a bad mother.” Of course, no one is to blame.

I would like to take a closer look at the toe-and-sock example given in the article: “Imagine that a baby is trying to communicate, ‘The seam on my sock is irritating my toe.’ The parent is unable to identify the need using her mental checklist, so she holds the baby without comforting behaviors.” The situation described sounds to me like a type of unobvious irritation that would likely go undiscovered by many mothers, no matter how they view their baby’s crying, whether or not they use soothing behaviors in addition to holding and whether or not they continue searching for solutions. So, in this type of situation, is it possible that the parent might find herself in a vicious spiral as she strives to find out what is causing the crying?

I also wonder whether it might be possible for any additional soothing behaviors, such as rocking, swinging, jiggling, and bouncing, to aggravate the irritation of baby’s toe? Furthermore, the parent might be in solution-oriented mode and eventually happen to take off the sock that is irritating baby’s toe, but perhaps her intuition might more readily lead her to do that when she has not been jiggling, rocking, singing to the baby, and not in search of reasons for the crying?

About the stress-release crying approach, the article states: “If the close contact alone is not enough to soothe the child…there will be further release of potentially damaging cortisol in the child’s brain and there will be no release of calming opioids. The child’s emotions may spiral out of control, leading to feelings of anger and rage and potentially toxic brain chemistry.” In light of the advice: “The AP approach…involves recognizing and empathizing with a baby’s emotions and patiently working with him to uncover the unmet need causing the tears,” I feel concerned about the impact of this statement on mothers, especially those new to mothering, and worry that this information punctuates the overall message about the importance of being solution-oriented.

The Benefits of Acceptance

It seems to me that a gentle approach to crying need not always be solution-oriented. In our busy, solution-driven society, we are admonished – or admonish ourselves – “Don’t just stand there. Do something!” Sometimes, especially in stressful situations, I find it helpful to remind myself of Buddha’s words, “Don’t do something. Just stand there!” Don’t do. Be. Be present. Be mindful. Be centered in my love for myself and my baby.

In order to provide calm and loving support to my crying in-arms baby, I found (and still find) it helpful to center myself in peaceful acceptance of the situation; to be still in my body, mind, and spirit; and not jump instantly into fix-it mode. However, that’s not always easy to do, especially when I’m tired, and given my tendency to be unaccepting of crying! So, I give myself the following reminders:

  • Focus on my breathing: Breathe slowly and deeply.
  • Bathe my thoughts in the gratitude I feel for the simplest of things: Being alive, having arms and hands to hold, touch and feel, eyes to see, ears to hear. Celebrating these most basic pleasures gives me strength to deal with the challenges of this moment.
  • Connect with my love for myself and my child. I love my child so much. I love myself.
  • Answers will arrive to me when I flow with the situation, rather than resist it.
  • I am being the loving parent I wish to be.
  • My in-arms child knows that I love him just as he is now, tears and all. He knows my love for him is unconditional.
  • My child senses my inner peace, and this positive energy is soothing to him.
  • My child will not continue to cry forever. He will stop crying.

When I was attuned to my baby’s state, I was (as any attuned mother is) able to distinguish whether he was meeting a need by crying or his crying was a request for help in meeting a need. If, for instance, he wanted to breastfeed, I knew his signals and responded accordingly by offering my breast. However, on occasion I was not able to figure out what the need was. And, as far as I’m concerned, that was OK! I’m not a perfect mother! In my imperfect moments, holding my baby close to my heart, and just breathing deeply, eyes closed, was sometimes exactly what he – and I – needed.

With the conscious intention to remain present and highly attuned to my children, and aware of how my upbringing and culture influence me, I simply wish to respond lovingly to my child’s feelings and needs, be mindful and accepting of what each moment brings, and not be too anxious to bounce or sing away my child’s every tear.

~ Tamara Parnay, The Netherlands

RESPONSE

Thank you, Tamara, for your letter. API’s intention in publishing the article was to warn parents against advice regarding comforting baby’s cries that works against the parent-child bond. API agrees with you that comforting the crying should be focused on meeting the need of the child. If a baby is comforted by being held still, that would certainly be more responsive and sensitive than to try rocking or jiggling.

The caution is against refusing to soothe a child who could be soothed by noises, repetitive motion, etc. because this particular child would cry longer and harder without these soothing techniques and that this is supposed to be a good thing for the child. API does not agree with this stance on encouraging crying.

There is a difference between soothing during an emotional outpouring and trying to stifle the crying. A parent can encourage a complete release of emotion while also comforting and soothing, and if the child prefers not to be soothed, then this is the better choice for the parents to make in order to respond sensitively.

Lastly, as you pointed out, it is important that the parent stays calm while soothing and comforting, even when unable to determine the cause of the crying. The important point is that the parent continues to seek ways to soothe the child, rather than giving up.

Thanks again for your letter, as it helps API to clarify our stance and helps to answer similar questions from other AP parents.

~ Rita Brhel, editor of The Journal of API

Battling the Monsters

By Rita Brhel, managing editor and attachment parenting resource leader (API)

As a child, I was terrified of the dark. I still am, to a lesser extent. In order to move around my house at night, I must turn a light on in whatever room I’m in, even if I’m just going the 10 feet down the hall to the bathroom.

I shared a bed with my sister when I was younger, and even though she was always near, I would lay in bed listening to the hangers in the closet banging together or stare at the unrecognizable blobs made by familiar toys in the dark. My feet always had to be covered up with a blanket, even on the hottest nights, for fear that something would reach up from the end of the bed and “get them.”

I remember one night, when I was about seven years old and my five year old sister woke up screaming about an alligator living under the blankets and that it had come up and bit her on the finger. Even though our parents assured me it was a nightmare, I was sure that the ghost of a very mean alligator was living in our room. After having a similar nightmare myself, involving a python wrapping itself around my wrist and trying to pull me underneath the bed, my parents bought us a night light.

A Common Sleep Issue

Being afraid of the dark is a common sleep problem of young children, even those raised with AP.

The article “Seven Ways to Help Your Child Handle Fear” on www.askdrsears.com explains what is so frightening for preschoolers: “Children do not think like adults. Most of the world is unknown to the child, and children, like adults, fear the unknown. The preschool child cannot reason through each new experience and decide what’s OK and what’s threatening. As if the real world were not scary enough, the ability to form mental images, which develops from two to four years, opens the world of magical thinking with its consequent fearful fantasies.”

These fantasies can turn real things into scary creatures.

“The ability to imagine monsters without the ability to reason them away as imaginary creatures results in a developmental stage where little persons are likely to have big fears,” according to AskDrSears.com.

Help Your Child Handle Fear

Helping your child cope with his fear of darkness may be stressful to parents, especially if the child was previously sleeping soundly through the night. But, this challenge also provides opportunity for parents to strengthen their child’s trust in their relationship, by helping them to accept their changing world and overcome their fears.

“Fear is one of the earliest emotions, and with a little help from caregivers, the child can turn this unpleasant feeling into an opportunity for emotional growth,” according to AskDrSears.com. “Learning to deal with fears is one of the child’s earliest lessons in dealing with emotions and using outside help. Understand and support your child during these times, and the closeness between you will grow.”

Here are some ways you can help your child overcome her fear of the dark:

  • Help your child explore her fear – On The Parent Report Radio Show’s article “Fear of the Dark,” at www.theparentreport.com, psychologist John Munn suggests asking your child questions to help her understand her fear on her own and to let her know that you care about her feelings.
  • Help your child understand the real root of her fears – As explained on AskDrSears.com, one case of fear of the dark was “cured” by explaining to the child that his imagination was growing. Once he learned that there was a reason for his sudden fear of the dark, it seemed to help him relax at night and work through his fear.
  • Co-sleep with your child, or have your child sleep with her siblings – Just having another person nearby can help make the night less scary.
  • Lead by example – According to AskDrSears.com, young children learn how to be afraid of something just as they learn how to do everything else: By watching you. If you act afraid of the dark, so will your children tend to.
  • Use a night light – Because the fear of darkness is actually the fear of what can be imagined is out there when we can’t see, a night light lessens the engulfing feeling of a pitch black room.
  • Give your child a flashlight – Empower your child to conquer the darkness by giving her a way to shine a light on a scary object or a dark corner anytime during the night.
  • Play night games – AskDrSears.com advises parents to play games at dusk and in the dark, like tag and hide-and-seek, to help lessen children’s fears through exposure.
  • Help your child explore the dark during the day time – Keyes advises parents to talk with the child about her fears when it’s daylight and what in their room looks scary at night. Parents might want to consider moving furniture, large toys, or other items that create frightening objects in the dark. Let your child help to “redecorate” her room; children who are more comfortable with their surroundings have less fear of the dark.
  • Turn off the TV – Get rid of scary images for a preschooler’s imaginative mind by limiting your child’s exposure to television shows and videos, especially any program or movie rated for older children and adult viewing.
  • Watch out for phobia – Most children are afraid of the dark, but this fear doesn’t turn into a phobia. Signs of a phobia, say Munn, include: increasingly being afraid to go into their bedroom at night, with the lights turned off; increasingly being afraid to go into a darkened basement or outside in the dark; if their bedtime fear of the dark becomes increasingly more difficult for the child; or if the fear of the dark doesn’t go away as the child grows old enough to be able to understand what goes on in his world.

Helping your child cope with his fear of darkness provides opportunity for parents to strengthen their child’s trust in their relationship, by helping them to accept their changing world and overcome their fears.

 

 

Baby Sign Language as an Attachment Tool

By Linda Acredo, PhD, and Susan Goodwyn, PhD, co-founders of the Baby Signs® Program

Lisa Smith, a young mother of two little girls, was at her wits end, and very worried. She knew enough about child development to understand that things weren’t going well between her and her six-month-old daughter, Melissa.

In stark contrast to her experience with first-born Laura, whose sunny disposition made parenting a joy, Melissa seemed to have come into the world with a chip on her shoulder. So easily frustrated was she that much of Lisa’s day was spent trying to figure out how to quiet her crying. It wasn’t colic, according to the pediatrician – just a fussy temperament that Lisa would have to learn to live with, and love. And that’s what had Lisa worried. Instead of feeling unconditional love for Melissa, she was feeling more and more frustration and resentment – emotions that she feared Melissa was feeling, too.

The Very Important First Two Years

The importance of loving your children is not earth-shattering news. What may be news to many parents, however, is the certainty with which researchers point to the first two years of life as especially critical – as the time when a child’s basic outlook on the world is forming. What’s more, research has also shown that, without a doubt, the factor most predictive of a positive outlook is a healthy and happy caregiver-infant bond.

That’s where the word “attachment” comes in. This is the term used by child psychologists to label the emotional bond that forms between children and the significant adults in their lives starting soon after birth. We’re indebted to a British clinical psychologist, Dr. John Bowlby, for discovering the critical nature of this early bond. Based in part on the emotional damage he had seen among refugee orphans from World War II, as well as on children in his own clinical practice, Bowlby became convinced that the first two years of a child’s emotional life were not only relevant, but absolutely critical to future emotional well-being.

When that bond is positive in nature, enabling children to trust a parent as a source of comfort and safety, the attachment is called “secure.” In contrast, when the bond is problematic, when children do not view a parent as trustworthy, the attachment is called “insecure.”

What every parent hopes for is a secure attachment with their baby. But how does a parent go about making sure that happens?

Thanks to Bowlby’s colleague, Dr. Mary Ainsworth, we now know that two of the most important ingredients are “sensitivity” and “responsiveness” on the part of the parent. In other words, the ability to read the baby well (know what he or she needs) and the willingness to meet those needs in a timely fashion.

The bottom line of the attachment relationship: Children fall in love with those who meet their physical needs for food and warmth, comfort them when they are hurt, protect them when they are frightened, and, in general, make them feel respected, understood, and loved.

How Baby Signing Can Strengthen The Parent-Child Bond

Few of these wonderful words described Lisa and Melissa’s relationship. With both mother and baby experiencing daily doses of frustration and resentment, the danger of an insecure attachment was looming large. But that’s not what happened! Instead, the relationship began a dramatic turnaround in a matter of months, a change that Lisa credits to the introduction of signing into their interactions with Melissa.

Specifically, Lisa began modeling signs that she thought her daughter might be able to use to communicate her needs more effectively – that is, without having to resort to crying. And it worked!

The success Lisa had comes as no surprise, given our decades of research on the benefits of signing with hearing babies – research conducted at the University of California with the help of funds from the National Institutes of Health in Washington, D.C. In addition to data proving that signing accelerates, rather than hinders, verbal development and promotes intellectual progress, we had also uncovered convincing evidence that signing contributes significantly to the formation of a positive relationship between parent and child in the first years of life.

As adults, we tend to forget what a complicated job babies face when they want to learn to talk. Unfortunately, until babies can conquer all the intricate movements necessary for speech, they are literally at a loss for words to tell us what’s on their minds. Learning to use simple signs bypasses all these obstacles, enabling babies to communicate effectively months earlier than would be possible were they to wait for words.

A secure attachment is based on a baby experiencing lots of good times with parents relative to the number of frustrating and anxiety-ridden times. Anything that increases the number of positive interactions and decreases the number of negative interactions is going to help parent and child forge a healthy relationship. And this is exactly what signs do. Here’s how:

  • Because signs make the task of “reading” the baby so much easier, they help parents meet their baby’s needs efficiently, reducing everyone’s frustration and decreasing tears and tantrums.
  • Parents who are watching for signs are paying closer attention to whatever their baby does, thus increasing the chance that even non-sign signals will be detected and responded to appropriately.
  • Signs help parents learn that their baby is fully capable of feeling loved and secure or anxious and rejected. That knowledge leads to the understanding that it really matters what a parent does.
  • Signs enable babies to share their worlds with their parents, thereby increasing the joy that each takes in the other’s company.

Baby Signing Isn’t Difficult to Learn…or to Teach

People who first hear about signing with babies think that it must be difficult to do, that it’s too much to add to a frazzled parent’s busy day. Nothing could be further from the truth. All that’s necessary is to do the same thing parents do to teach their babies to wave “bye-bye”: Simply say the word while modeling the motion as the baby watches. Repeat the pairing of the word and the sign frequently and, after babies have witnessed enough of these episodes, they begin to use the sign themselves.

A Real-Life Example

So, how did signs help Lisa and Melissa? According to Lisa: “As soon as Melissa began to sign, like magic, everything began to change. My husband, Wayne, noticed it, too. Finally, Melissa could let me know what she needed or wanted without crying all the time. She seemed as relieved as we were!

“And beyond that, she really enjoyed letting us know when she saw things she thought were neat,” Lisa continued. “One time in the park. we saw a boy with a big dog. They were playing with a soccer ball. I just assumed she’d be interested in the dog, so I started talking about it. But then she made the sign for ‘ball’ and smiled when I said, ‘Oh! You see the ball!’ When I started talking about the ball instead, she relaxed back in her strolling and really seemed to listen.”

“Things like that happened every day,” Lisa concluded. “Wayne and I were absolutely enchanted and, for just about the first time, we were actually eager to spend time with her. I really hate to think what our relationship would be like today if it hadn’t been for the signs.”

© 2008 BABY SIGNS, INC.

About the Baby Signs® Program
Drawing extensively from American Sign Language (ASL), the Baby Signs® Program teaches parents how to help their babies communicate using simple movements like fingers to lips for EAT, finger tips tapped together for MORE, and fist opening and closing for MILK. With signs like these and many more, babies can let parents know that they are hungry, thirsty, need more of something, or even that they feel feverish (HOT) or are experiencing pain (HURT). In addition to helping babies get their needs met, signing also enables babies to share the joys of their worlds with their parents. Babies are fascinated by what they see and hear as they move through their days and want their parents to share in their discoveries. Having simple signs to point out the BUTTERFLY in the garden, the CAT hiding in the bushes, or the DOG they hear barking outside provides babies a way to do just that. For more information, visit www.babysigns.com.

Extracurricular Activities Should Be Fun, Not Work

By Rita Brhel, managing editor and attachment parenting resource leader (API)

Kids today are busier than any generation before.

School-aged children and teens have ample opportunities to fill their free time with extracurricular activities, and many parents encourage their children to participate in these activities. These activities are fun; they help children find talents and build up skill sets; and they give children additional ways to socialize and make friends. Children as young as early elementary can now participate in  myriad activities, from soccer to scouts to theatre.

But parents have to be careful that these fun activities don’t become burdens to their children, that they don’t inadvertently or purposely place their child in a position where the child is feeling pushed to excel in order to gain parental approval, and that they don’t schedule too many activities so that children simply don’t have time to play, relax, connect with others, or just be children.

Rick Wolff, chairman of the Institute for International Sport’s Center for Sports Parenting, spoke in 2005 at the University of Rhode Island about the unreasonable expectations parents can be tempted to place on their children’s athletic futures. His presentation was covered in the article “Parents Pushing Children into Sports a Problem, Growing in Culture” by Meghan Vendettoli, published by the University.

Activities are for Children, Not the Parents

Wolff noted that children want to participate in extracurricular activities because they find them enjoyable, but that some parents see these activities – particularly sports – as a “foundation” for their future, most often in hopes of getting their child a college scholarship. Never mind the fact that less than four percent of high school athletes end up playing collegiate sports.

Wolff was most bothered by the trend of more and more parents pushing their children as young as five or six years old to excel in a sport, at the expense of the child’s happiness.

“A lot of parents don’t get it, and the kids become the victims,” he said.

No Pushing, Please

In the article “Don’t Push Your Children Too Hard in Sports or Other Activities,” published in 2000 on http://healthlink.mcw.edu, Anthony D. Meyer, MD, warns parents of how easy it is to “push” a child into an activity even as they try not to.

“As pre-teenagers, children are completely egocentric, meaning they believe that whatever they do is responsible for what actually happens. If they miss the goal or strike out and the team loses, they believe they are solely at fault,” Meyer wrote. “They also have a very, very strong need to please adults, and a coach or parent who feeds into that need may very easily push a child beyond his or her breaking point.”

How does Meyer advise parents to avoid this pitfall?

“A skillful coach or concerned parent will watch for signs of stress, including difficulty sleeping or eating, total preoccupation with one activity and nothing else, or moodiness,” he said.

If parents fail to recognize these signs, not only will the child grow to dislike the activity but may also become resentful toward his parents. Here are Meyer’s tips to parents to avoid inadvertently pushing their children:

  • Get to know your child – Spend time with your child, especially “unconditional time” in which there is no teaching involved. Do whatever the child wants to do, and observe him for 45 minutes. Be open and encouraging, and take delight in what your child enjoys. Learn to empathize with your child.
  • Ask the right questions – Is this activity good for your child at this time? Is your child enjoying herself and, perhaps, growing from the experience? Can your child enjoy participating, win or lose? Put what you want for the child out of your mind, and focus on your child’s needs and desires from her level.
  • Talk with your spouse or partner – Your spouse may have good insight into how your child is feeling, especially if your spouse’s interests differ from yours; for example, if the wife is interested in volleyball and the husband is interested in choir.
  • Help your child find a place in the activity – Not every child is going to excel in the activities they enjoy. For example, a child may enjoy softball but not be very competitive, so instead, the parent can encourage her to serve as the team manager or cheerleader. Show your child that there are many ways they can enjoy an activity, even if she isn’t as talented as her peers.
  • Introduce your child to other types of activities – Your child will be drawn toward the activities he enjoys and will be more likely to find his talent. He will also develop a balanced appreciation for many things in life. Children allowed to participate in a variety of activities are able to better handle wins and losses and challenges, and feel that their interests and desires have been recognized.

For More Information
The Sports Parenting Edge by Rick Wolff