Abuse and Neglect Increase with Military Deployment

I originally published this post last summer, but this topic is turning up again after studies have shown a dramatic increase in Post Traumatic Stress Syndrome and suicide for returning vets from the conflicts in Iraq and Afghanistan. So, thought it would be worth it to revisit this topic:

In a study done by the Journal of the American Medical Association, it has become apparent that documented cases of child neglect and abuse increase when a military parent is deployed for an extended amount of time.

The increase is dramatic - in the case of neglect, a 4x increase in cases is reported, and in the case of physical abuse, twice as high! Two thirds of the cases involved moderate to severe neglect or abuse. Remember - these are only the REPORTED cases - depending on what study you look at, most conservative estimates state that only 10% of child abuse and neglect cases are ever reported.

The question is why - maybe it seems obvious, but is it?

What struggles does the remaining parent have when left behind to tend to the children by him/herself? Depression rates increase, stress levels, suicide attempts and other mental health indicators - it only makes sense that the children are affected in a negative way.

One suggestion is that the children act-up because they miss the missing parent, and that this negative behavior strains the remaining parent to the point of abuse or neglect. Another idea is that, suddenly 'single,' the remaining parent just doesn't have the tools that he or she had with his or her parenting team-mate. Finally, a comment about the army culture in general - here are families in a culture that teaches violence and that violence is a way to solve problems - hmmmm....

The strain on deployed families is dramatic - one way that we can support the troops is to support their families. If you know a mom or dad whose partner is deployed, think about how you can help that parent cope with his or her unwanted single parent status.

Thanks for reading!

Research Arizona Childcare Facilities

Just a quick note to let parents know about a great online resource for researching the quality of various childcare facilities in Arizona.

Through the Arizona Department of Health Services, this resource includes basic information as well as inspection reports for many of the sites that are listed.

Click Here for the link

Thanks for reading!

Alisa

Free State Funded AIMS Tutoring Available for High School Seniors

Hello,

The state has recently released information about summer AIMS tutoring that is available starting on 6/9/08. If you know a senior who has not passed their AIMS Test, they may qualify. Please pass this information along to them!

The requirements are very specific and are as follows:

ONLY 07-08 Seniors who didn't pass AIMS BUT meet ALL other requirements for graduation.

Available 6/9-6/23

20 hours maximum per student

We are trying to get the word out to any eligible seniors and appreciate your help in passing along this information. Please contact our office for more information.

Sincerely,

Phyllis Cavanaugh
Principal Tutoring and Consulting Services
520-248-2233
866-279-2233

70 Year Old First Grader

I came across this story a while ago, and just couldn't resist sharing it with you. Enjoy!

Alisa

Former Teacher Greens Up Tucson One Plastic Bag at a Time

Lisa Hawkins, a former English teacher asks students in Tucson's schools, "What should we do to reduce the use of plastic bags?"

What's the big deal? Well, here are some stats:

• The average person uses 333 plastic bags every year
• 14 plastic bags contain enough oil to power a car for one mile
• Plastic bags made of polyethylene take over 1,000 years to break down in landfills - during that time, they emit harmful gases back into the atmosphere
• Only one percent of plastic bags are made from biodegradable or compostable materials
• Supermarkets account for 1/2 of all plastic bags, the others half comes from retailers

Lisa lived in Ireland for nine years, and saw a dramatic reduction in bag use and roadside litter only six months after the country transitioned to a new program that effectively banned the use of the disposable plastic bags.

She moved to Tucson in 2006, and immediately began looking for a way to help Tucson green up, and bring about an awareness of how the simple act of not using plastic bags can help the immediate community, and communities, of all types, afar.

"You're talking about polar ice caps melting, and smog in China, and really huge issues my kids feel detached from," she says, "People think taking care of the environment is a big thing, but it's not; it's small, personal choices."

Lianda Ludwig, another bag crusader, created a product to help teach children the importance of taking care of the environment. Called, "Kids Kit to Save the Planet," it comes with an organic cotton renewable shopping bag, fabric paint pens, and instructions on how to decorate their own reusable bag. Ludwig jokes that maybe some of the children who receive the bags will help solve the problems that their parents and grandparents have created.

Click Here for more information about the "Kids Kit to Save the Planet"

Here are some other great resources:

• Lianda Ludwig's organic and Fair Trade shopping bags and totes: http://www.sustainablebags.net/
• Want to know where to recycle those plastic bags? Go to: http://www.plasticbagrecycling.org/
• Recycling news for kids: www.squidoo.com/recyclingfacts
• Make your own bags: http://www.morsbags.com/
• Tiny, tiny bags that can fit into their own carrier that's the size of a key ring, but open up to hold LOTS of stuff: http://www.onyabags.co.uk/
• Fun bags made from recycled juice packs by a women's cooperative in the Phillipines: http://www.doybags.com/

Throw away (well, recycle) those plastic bags now - reuse them, recycle them, or get your hands on reusable bags that will ensure a clean, green planet for our children, and their great grand children.

Thanks for reading,

Alisa

Alisa Interviews Carole Brody Fleet on Blended Families

Today, on the radio program, I'll be interviewing Carole Brody Fleet about blended families.

Carole's been a previous guest on the show, and I love her wit and wisdom. After becoming a widow at the age of 40, Carole found herself disbelieving that she could acquire such a title at a young age. Garnering her internal resources, Carole decided to make sure that she turned a negative into a positive, and started work on 'Widows Wear Stilettos,' a source for widows of all ages.

Part of her adventure involved creating a blended family...and she'll talk about that on the program. (Thursday, May 8, 4:00-5:00 MST, live on the web at http://www.tucsonsjolt.com/, live on the radio at AM 1330, or visit the free podcast for 24/7 access). TUNE IN!

For a great online resource on the topic, check out this brochure from APS Healthcare and the The Stepfamily Association of America.

Thanks for reading,

Alisa

The Power of Positive Time Out...A Revisit

This post was published in August, 2007 - I'm 're-posting' it since I've been getting some inquiries on how to use Positive Time Outs - enjoy!

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In my last post, I outlined why traditional time-outs DON'T work....but, what's the alternative?

Positive Time Out! (but, don't call it 'time-out' since that has a punishment connotation).

Here's how it works - three simple steps:

Step 1: Design the space

The parent and/or teacher talk to the student about what types of things help the child calm him or herself down whe he or she is upset. It could be anything - music, papers and pencils/markers for writing or drawing, a fish tank, soft lighting, a window, etc. It's VERY important that the child is involved (and, by the way, this works for ALL ages) in creating a space that will help him or her calm down and get to a state of being where he or she can talk calmly about a problem/situation.

Step 2: Create and name the space

Go shopping/hunting for the things that will make the designed space a reality. Make this a joint project - involve the child in picking out details like lamps, colors, pillows, chairs. This is THEIR space, not yours (although, I do recommend that parents create a similar space in their home, and teachers can use the classroom space). Come up with a name for the space - remember, do NOT call it "Time-Out" since that's the old model that I want you to throw away - brainstorm with the child the name of the new space. Some ideas include, "Hawaii" (with a corresponding decorative theme), "The Mountain" (again, with items that reflect that), "The Peace Corner," "Sally's Space," etc. Make the name POSITIVE and make sure it's the child's name for the space, and not yours.

Step 3: Use the space

When you're in conflict with a child, the WORST time to try to work it out is when one or both of you are under stress. Instead, model and teach the importance of taking a cooling off period before you talk about a situation. Adults make the mistake of thinking that we have to 'solve' a problem immediately - it's much better to make sure that everyone is in an emotional place where he or she can talk and discuss things calmly. So....next time there's a conflict/confrontation or situation that might call for the Positive Time Out, simply state, "Would it help to go to.....(insert the name of the space here)?" If the child refuses, say, "Ok, well, I think I need to....would you like to come with?" If the child still says no, say, "Ok, I understand...I need to cool off a little, though - I love you and will check back in with you when I feel better....."

(Step 4: Follow-up)

Now, don't think that the child is 'getting away with it' by instituting this cooling off period. You must follow-up with the child, when needed - just make sure you're both calm. Then, have a talk with him or her - the key word is WITH...not AT. Avoid lecturing and scolding - instead, ask the child for your help in solving the problem, and ask questions that lead to THEM thinking about how to solve the problem. For example, "What happened?," "How can we fix this?," "What do you think would work?," or "How can we avoid this in the future?" Remember, you're not giving up your authority/power - you're opening lines of dialogue that will strengthen your connection and teach important life and social skills.

Isn't that nicer than shaming/blaming and putting your child in the 'naughty' corner? You're teaching the importance of calming down, how to solve problems together, and how to model mutual respect. "I respect you AND I respect myself...."

Let me know how it goes - thanks for reading!

Alisa

Six Tucson Students Receive $14K in Scholarships

Congratulations to the following students, who received scholarships from the Tucson Metropolitan Chamber of Commerce in conjunction with the Tucson Center for Cultural Enrichment:

Jose Estrada of Tucson Magnet High School
Heather Henderson of Marana High
Amelia Gabusi of Sahuaro High
Cynthia Lee of Desert View
Jesusita Solis of Tucson Magnet
Jacqueline Stubbs of Desert View

Winners were selected who have a 2.5 grade-point average or better, established positive citizenship in school and the community, attend a Pima County high school and have plans to live and work in the Tucson area after college.

Congratulations to these youth and their families.

Alisa

Just for Laughs/Frights - Drunk Substitute Teacher in Texas

Ok - so, maybe we need to lighten things up on the blog....Here's our first Laugh/Fright entry:

A substitute teacher, Mr. Thomas Brownlee, 56, suspected of being drunk in a suburban Dallas middle school was so intoxicated that he couldn't complete the sobriety test. The police report states that Brownlee 'had slurred speech, breath smelling of an alcoholic beverage and bloodshot eyes.' The officer stopped the sobriety test out of concern for Brownlee's safety!

Apparently, Brownlee was in a classroom with students and another staff member for about 20 minutes. Another teacher suspected that Brownlee was drunk, and told a police officer at the school.

Thomas Brownlee gives new meaning to the ubiquitous NCLB acronym...No Cocktail Left Behind?

Alisa

Fast Facts about Obesity in Children

Did you know...

• Obesity among children (ages 6-11) and adolescents (ages 12-19) has more than doubled between 1976 and 2000? [American Obesity Association, 2001]
• Nearly two-thirds of adults in the U.S. are overweight, and over 30 percent are obese? [National Health and Nutrition Examination Survey, 1999-2000]
• Childhood obesity is on the rise for all age, race and gender groups? [National Institutes of Health, 2002]
• Eating disorders affect 10 percent of college students, mostly women...and body dissatisfaction and desire to lose weight are the norm for more than 70 percent of young women in the U.S.? [Harvard University and Radcliffe College, 2001]
• Some studies estimate that the rate of bulimia among college students is as high as 20 percent - that's one student in every five? [Harvard University and Radcliffe College, 2001]
• Studies report that 95-98% of people who lose weight by dieting gain it back within five years. 90% of those gain back more than they lost, and only 205 percent of dieters succeed in keeping their weight off. The failure of weight loss programs is so great that a leading researcher has said, "Dieting is the leading cause of obesity in the U.S."? [National Institutes of Health]
• The annual revenue for the diet industry in the U.S. was over 30 billion dollars in 1990? [Marketdata Enterprises]
• Girls who perceive their mothers as frequently trying to lose weight were more likely to develop into chronic dieters themselves? [Brigham and Women's Hospital, Boston, 2001]
• Fewer than one in five children eats the recommended five servings a day of fruits and vegetables, and more than 60 percent consume more fat than is recommended? [Centers for Disease Control and Prevention]
• Obesity appears to be highly inheritable - If neither parent is obese, the likelihood of the child's becoming obese is only 8 percent. If one parent is obese, the likelihood jumps to 40 percent. If both parents are overweight, the probability of the child's becoming obese is an astonishing 80 percent? [Foch and McLearn, 1980]

These statistics are from a book, "Naturally Thin Kids," by Jean Antonello. I'll be interviewing her on the radio show today. Check the podcast if you can't hear the program live (on the radio at AM 1330, Tucson - or via webstream at www.tucsonsjolt.com - from 4:00-5:00 p.m. - MST).

Thanks for reading (and listening)!

Alisa

Are Food Allergies Being Misdiagnosed as ADHD?

This morning, I was reading a newspaper article (Arizona Daily Star, May 8, 2008) about allergies in the desert. Since it's been so windy, and we had some good winter rains, there are LOTS of pollen particles in the air, causing many Tucsonans (and, I suspect, other residents in other parts of the world) allergy distress.

Almost near the end of the article, the following quote appeared:

"Children with allergies are sometimes falsely labeled as hyperactive because they cannot concentrate."

Huh...interesting.

So, I did just a little cursory research on it, and found some information that you might be interested in.

Basically, symptoms of food allergies often result in symptoms that often point to ADHD in children. For example, lack of focus, fidgeting, inattentiveness, etc. We know that 3-5% of school-age children show a slowed development in the part of the brain that regulates control (see my post of 1/12/08) - so, I tend to think that there is an over diagnosis of ADHD, anyway. I've also already covered how symptoms sleep deprivation can appear as ADHD (see my post of 8/17/07). In addition, there's some evidence that food preservatives may also causes ADHD-like symptoms (see my post of 10/11/07). So, I guess it shouldn't surprise me that food and other allergies may cause symptoms that are similar to ADHD.

As I said earlier, I've only done cursory research on this topic, but this might be something we all want to look at more closely. A particularly helpful website that I found is Dr. Mary Ann Block's. You may have heard of Dr. Block, as she is a best-selling author, and somewhat of an expert on the topic...

From her website:

"Most people think that an allergy reaction is limited to the respiratory tract, but that’s not the case. Other parts of the body can also react. The cells that react to allergens are called mast cells and they have been found in many areas of the body. They have been found in the stomach, on the skin which can cause skin rashes, in the lungs and bronchial tract which can cause asthma, and in the brain which can cause difficulty concentrating. You may already know that when there is an allergic reaction, there is a release of histamine, which is why we take an antihistamine to block the effects. Histamine is a neuro-chemical which can affect the nervous system. It can make you sleepy or it can make you hyperactive or it can make you inattentive. So you see, allergies can impact how we think, feel and act which can explain why children with allergies can have problems learning in school."

So, what do you think?

Thanks for reading,

Alisa


http://www.azstarnet.com/metro/238006

AIMS Snafu May Keep 570 Students in TUSD from Graduating

The headline in today’s Tucson Citizen read, “AIMS may keep 570 in TUSD from graduating,” but, really, it’s the state legislation….

It’s true that there are 570 high school students who haven’t passed one or more portions of the AIMS test, or don’t know if they’ve passed, but, last year, there was a program in place called, ‘augmentation.’ That program allowed students who demonstrated outstanding academic efforts in attendance, grades in their reading, writing and math classes, and other factors, to receive their diploma even without passing a portion of the AIMS test.

This year, that program, the augmentation program, is under review by the legisltation, and being considered for renewal. BUT, it hasn’t been renewed yet, and may not before the graduation date set of May 22. So, those students who would have been eligible for graduation under last year’s program, are in a holding pattern….

I want to break out the numbers a little bit – I said that about 570 students are being affected. About 200 of those students are really just waiting to see if they passed the math portion that they took this spring – but, they may not find out for another week or two if they’ve passed the test. The remaining 370 or so students who, if augmentation isn’t renewed, won’t graduate because they haven’t passed the reading and/or writing portion of the test.

So, what should TUSD do? Should they allow those 70 students to walk, assuming that they’ll be able to initiate the augmentation program? What about the students who are just waiting to hear the results of their math test? At their regular meeting, next Tuesday, the district will be juggling that dilemma….

Can you imagine how hard this is for the kids, and their families? It’s already mid-May, and they don’t know if they’ll be able to graduate? All I know is that I'm sure glad I graduated from high school before the AIMS test - I'm pretty sure I would have needed help with that math test!

Thanks for reading,

Alisa

Transition Conference for Students with Disabilities

Hi all;

Please see below for an announcement from a colleague - please pass along to those who might be interested. THANKS!


Arizona’s Eighth Annual Transition Conference
“Transforming Visions to Realities”
September 22 - 23, 2008
Radisson Fort McDowell Resort
10438 North Fort McDowell Road
Scottsdale/Fountain Hills, AZ 85264
(480) 836-5300 / (800) 333-3333

The Arizona Department of Education/Exceptional Student Services, Arizona Department of Economic Security/Rehabilitation Services Administration/ Vocational Rehabilitation, and its co-sponsors are pleased to invite secondary transition-aged youth and young adults with disabilities, as well as family members of students with disabilities to apply for a scholarship to attend this year's Transition Conference. Scholarships assist with the cost of registration fees, hotel lodging cost, or both. The application submission deadline is August 29, 2008, and scholarships will be awarded in the order in which the applications are received. For additional information please contact Alissa Trollinger at (602) 364-4004 or via email at Alissa.Trollinger@azed.gov, or Jeannette Zemeida at (602) 542-5404 or via email at Jeannette.Zemeida@azed.gov.

Jeannette Zemeida
Administrative Assistant
Exceptional Student Services
602-542-3855