PARENTING EFFECTIVE PARENTING refers to carrying out the responsibilities of raising and relating to children in such a manner that

the child is well prepared to realize his or her full potential as a human being. It is a style of raising children that increases the chances of a child becoming the most capable person and adult he or she can be.

Parenting Styles First, it is meant to describe normal variations in parenting. Second, Baumrind assumes that normal parenting revolves around issues of control. Parenting style captures two important elements of parenting:

Parental responsiveness (also referred to as parental warmth or supportiveness) refers to "the extent to which parents intentionally foster individuality, self-regulation, and self-assertion by being attuned, supportive, and acquiescent to childrens special needs and demands. Parental demandingness (also referred to as behavioral control) refers to "the claims parents make on children to become integrated into the family whole, by their maturity demands, supervision, disciplinary efforts and willingness to confront the child who disobeys" Parental Behavior Direct instruction: telling children what to do, when, and why Observing: children learn from watching others and from counter imitation (learning what should not be done) Feedback: reinforcement useful but parents often unknowingly reinforce behaviors they want to prevent (negative reinforcement trap) Types of Parenting Styles and Outcomes Most parent can be classified into three main types by the style in which they guide their children. Authoritarian: Limits without Freedom. highly demanding and directive, but not responsive. "They are obedience- and status-oriented, and expect their orders to be obeyed without explanation".

These parents provide well-ordered and structured environments with clearly stated rules. Authoritarian parents can be divided into two types: Non authoritarian-directive, who are directive, but not intrusive or autocratic in their use of power, and authoritarian-directive, who are highly intrusive. Children and adolescents from authoritarian families (high in demandingness, but low in responsiveness) tend to perform moderately well in school and be uninvolved in problem behavior, but they have poorer social skills, lower self-esteem, and higher levels of depression. Outcomes of Authoritarian Style Obedient Distrustful Discontent Withdrawn Unhappy Hostile Not High Achievers Often Rebel Children from authoritarian homes are so strictly controlled, either by punishment or guilt, that they are often prevented from making a conscious choice about particular behavior because they are overly concerned about what their parents will do. Authoritative Authoritative parents are both demanding and responsive. "They monitor and impart clear standards for their childrens conduct. They are assertive, but not intrusive and restrictive. Their disciplinary methods are supportive, rather than punitive. They want their children to be assertive as well as socially responsible, and self-regulated as well as cooperative.

Indulgent parents ("permissive" or "nondirective") Freedom without limits. more responsive than they are demanding. They are nontraditional and lenient, do not require mature behavior, allow considerable selfregulation, and avoid confrontation". Indulgent parents may be further divided into two types: democratic parents, who, though lenient, are more conscientious, engaged, and committed to the child, and nondirective parents. Children and adolescents from indulgent homes (high in responsiveness, low in demandingness) are more likely to be involved in problem behavior and perform less well in school, but they have higher self-esteem, better social skills, and lower levels of depression. Outcome of Permissive Parenting Aggressive Least selfreliant Least self-controlled Least exploratory Most unhappy Children from permissive homes receive so little guidance that they often become uncertain and anxious about whether they are doing the right thing. Democratic: Freedom within limits. Middle ground Stress freedom along with rights of others and responsibilities of all Parents set limits and enforce rules Willing to listen receptively to childs requests and questions. Both loves and limits Children contribute to discussion of issues and make some of their own decisions

Exert firm control when necessary, but explain reasoning behind it. Respect childrens interest, opinions, unique personalities. Loving, consistent, demanding Combine control with encouragement Reasonable expectations and realistic standards. Outcomes of Democratic Style Happy Mostly self-reliant Mostly self-controlled Content, friendly, generous Cooperative High-achiever Less likely to be seriously disruptive or delinquent Children whose parents expect them to perform well, to fulfill commitments, and to participate actively in family duties, as well as family fun, learn how to formulate goals. They also experience the satisfaction that comes from meeting responsibilities and achieving success.

Uninvolved parents are low in both responsiveness and demandingness. In extreme cases, this parenting style might encompass both rejectingneglecting and neglectful parents, although most parents of this type fall within the normal range. Children and adolescents whose parents are uninvolved perform most poorly in all domains. Ways to foster a child's self-esteem. Ways to foster a child's self-esteem. Summary: One of the most important things to remember as a parent is to be yourself. You can only use those methods with which you feel comfortable. A child can spot a fake a mile away. Children know if you mean what you say or if it is just another threat. Select the methods that you believe in, that you feel comfortable with, and then be consistent.

Parenting an Infant TRUST VS. MISTRUST - to form a sense of trust I. Oral Stage (birth to 1 year) major source of pleasure seeking is centered on oral activities such as sucking, biting, chewing and vocalizing Unable to delay gratification. Begins to develop self-concept from the responses of others. BREASTFEEDING B best for babies R reduces allergies E emotionally bonding A antibodies present S stool is inoffensive T temperature is ideal F fresh milk all the time E economical E easy once established D digested easily I immediately available N nutritionally optimal G gastroenteritis is prevented/minimized

Grows 1 inch/month(0-6) Gains 1.5 lbs/month Basic task is survival: breathing, sucking, eating, sleeping, and eliminating

Sleep 9-10 hours at night between ages 3-4,take afternoon and morning naps by 12 months Bedtime should begin in infancy to prepare the infant for sleep and avoid future sleep problems Teeth eruption at 6 months, clean w/ damp cloth Avoid bottle and breastfeeding during sleep to avoid dental caries TEETHING Most infants have little difficulty with teething, but some appear very distressed. Generally, the gums are sore and tender before a new tooth breaks the surface. As soon as the tooth is through, the tenderness passes. MANAGEMENT: Acetaminophen ( Tylenol ), 10 to 15 mg/kg every 4 hours, up to four times a day Teething rings that can be placed in the refrigerator provide soothing coolness against the tender gums. THUMB SUCKING A surprisingly strong need: sonograms even demonstrate fetal thumb sucking in utero. Many infants begin to suck a thumb or finger at about 3 months of age and continue the habit through the first few years of life. Sucking reflex peaks at 6 to 8 months, whereas thumb sucking peaks at about 18 months. MANAGEMENT: Use of pacifier Parents should attempt to wean a child from a pacifier any time after 3 months of age and certainly during the time the sucking reflex is fading at 6 to 9 months. Weaning after this age is difficult because a pacifier becomes a comfort mechanism. Theoretically, a child whose sucking needs are met in infancy will not crave as much oral stimulation later in life and is likely to become a pencil chewer, cigarette smoker, nail biter. HEAD BANGING Beginning during the second half of the first year of life and continuing through to the preschool period, associated with naptime or bedtime, and lasting under 15 minutes can be considered normal.

Children use this measure to relax and fall asleep. - Excessive head banging done to the exclusion of normal development or activity, or head banging past the preschool period, suggests a pathologic basis, and such children then need a referral for counseling and further evaluation. MANAGEMENT: 1. Advise parents to pad the rails of cribs so infants cannot hurt themselves, and reassure them this is a normal mechanism for relief of tension in children of this age. SLEEPING PROBLEMS Develop in early infancy because of colic or because an otherwise healthy infant takes longer than usual to adjust to sleeping through the night. Breast-fed babies tend to wake more often than those who are formula fed because breast milk is more easily digested, so infants become hunger sooner. MANAGEMENT: Suggestions for eliminating or at least coping with night waking are: Delay bedtime by 1 hour Shorten an afternoon sleep period Do not respond immediately to infants at night so they can have time to fall back sleep on their own Provide soft toys or music to allow infants to play quietly alone during this wakeful time. 2. Reassuring parents that infants take varying lengths of time to adjust to night sleeping is helpful in assuring them their child is normal. 3. Suggesting parents use the time they are awake at night: Solve a problem at work Watch the late show Plan a shopping list - May help them view the situation as a constructive time rather than a problem. SPITTING UP Formula fed babies appear to do it more than breast-fed babies.

The baby who spits up a mouthful of milk ( rolling down the chin ) two or three times a day ( or sometimes after every meal ) is experiencing normal, early infancy spitting up. - If an infant is spitting up so forcefully that milk is projected 3 or 4 feet away, it may be beginning pyloric stenosis . MANAGEMENT: Burping the baby thoroughly after a feeding often limits spitting up. Parents may try sitting an infant in an infant chair for half an hour after feeding. Reassure parents that spitting up decreases in amount as the baby becomes better at coordinating his or her swallowing and digestive processes. Wellness Promotion Promote impt. Of sucking Encourage sensorimotor learning Foster language skills Discuss teething Discipline: spoiling an infant is difficult; meeting the needs takes precedence over discipline Encourage parents to read to their infants ACCIDENT PREVENTION DURING INFANCY ACCIDENT PREVENTION DURING INFANCY 4 MONTHS Keep small objects and small pieces of food out of infants reach. Dont use teething biscuits- they may become small and obstruct airway. 6 MONTHS Child-proof the home,esp. the kitchen and bathroom. Remove all reach. Use syrup of ipecac in home for emergency use. Keep poison control number on phone; use as needed. dangerous items or place out of

ACCIDENT PREVENTION DURING INFANCY Play and Toys Play is solitary 1 3 months mobiles, mirrors, music boxes, stuffed animals without detachable parts, rattles 4-6 months squeeze toys, busy boxes, and play gyms 7-9 months various cloth-textured toys, splashing bath toys, large blocks, large balls 10-12 months durable books with large pictures, large building blocks, resting cups, and pushpull toys TODDLERS AUTONOMY VS. SHAME& DOUBT - Sense of independence Psychosocial development Autonomy vs. shame and doubt parents who encourage the toddler to assert her budding sense of control and autonomy promote the toddlers independence the toddler can develop a sense of shame and doubt if parents keep her dependent areas where the toddler can use newly acquired skills or make the toddler feel inadequate when attempting these skills Toddler (1-3 years) Physical Growth and Development Grows about 3 inches per year 2 years old height is about half the expected adult height Gains 4 to 6 lb per year 2.5 years birth weight quadruples Protruding abdomen results from underdeveloped abdominal muscles Bowleggedness because the leg muscles must bear the weight of the relatively large trunk

TODDLERS Age 1 to 3 years Toddlers accomplish a wide array of developmental tasks with a growing sense of autonomy and independence TODDLERS Prominent lordosis Waddle or walk with a wide stance All deciduous teeth are present at 2.5 to 3 years of age Critical time for language development and needs to practice talking Answer toddlers questions briefly and simply because they have short attention spans Experience food jags, and eating so much 1 day and so little another day Prefer feeding themselves Encourage use utensils bec they prefer to use fingers Frequent, nutritious snacks can replace a meal; but dont offer snacks w/n 1 hour Teeth completed by 2.5 years(occur before this age) No toothpaste,and fluoride is dangerous Can choke on small foods; must be low in carcinogenic foods Concerns Toilet training Sibling rivalry Temper tantrums Negativism Regression Separation Anxiety Toilet Training 20 24 months a good age to begin in normally developing child.

Most important factor is READINESS of the child (physical [ability to walk] and psychological) Completed by 4 years old Signs of Readiness Stays dry for 2 hours,with regular bowel movement Can sit,walk, and squat Can verbalize the desire to void/defecate exhibits a willingness to please parents Wants to have soiled diapers changes immediately Ways of toilet training Every Parent (Sanders): active teaching, using doll as model Toilet training, Bedwetting and Soiling :more gradual Managing Problem Behaviors Principles of toilet training All approaches emphasize importance of: No undue pressure, calm, matter of fact approach Minimal attention and no negativity about mistakes Positive attention for success (praise, maybe stickers) (Remember age of child: tends to be oppositional!) Transitional objects are important, especially during the periods of separation Toddlers may use tantrums to assert independence deal with them by extinction (ignoring them) Negativism the best way is to decrease the number of questions that can lead to a no response MANAGEMENT: Teach parents not to underestimate the difficulty of the tasks they are expecting their child to achieve.

Infants live by a pleasure principle: they want what they want when they want it. 2. Teach parents to accept this behavior for what is: enjoyment of the body and of the self, and the discovery of a new substance. Play and toys Parallel play Toys: dolls, and housekeeping toys, play phones and cloth books, appropriate rocking horses and riding trucks, finger paints, play clay, large-piece wooden or plastic puzzles and large blocks Wellness Promotion Discuss appetite changes, food preferences, and appropriate portions, as well as food ritual behavior Discuss bedtime rituals, the need for transitional objects, and consistency Encourage gross motor skills Teach positive discipline Encourage parents to set example for child Parents must encourage independence while still maintaining consistently sound rules for safety TEMPER TANTRUMS - range from whining and crying to screaming, kicking, hitting, and breath holding. They're equally common in boys and girls and usually occur between the ages of 1 to 3. Occur as a natural consequence of toddlers development. Toddlers are independent enough to know what they want, but they do not have the vocabulary or the wisdom to express their feelings in a more socially acceptable way. A tantrum may be a response to difficulty making choices or decisions or to pressure from activities such as toilet training. DIFFERENTIATING TEMPER TANTRUMS, BREATH HOLDING, AND SEIZURES TEMPER TANTRUMS PROVOCATION she wanted to Usually provoked- parent can asked toddler to come to finish in activity). state a reason for it ( dinner, but he

APPEARANCE OF to floor. BREATH HOLDING PROVOCATION

Child holds breath, becomes

CYANOSIS

cyanotic, then slumps

Usually provoked; child breathes out and forgets Child breathes out slumps to floor OF CYANOSIS,

very angry; child to breathe in becomes cyanotic, then

APPEARANCE

SEIZURES PROVOCATION APPEARANCE OF Not provoked Child slumps to CYANOSIS becomes cyanotic. floor first, then

BED WETTING ( NOCTURNAL ENURESIS ) Is urination during sleep. Children learn bladder control at different ages. Children younger than 4 often wet their bed or clothes because they can't yet control their bladder. But most children can stay dry through the night by age 5 or 6. Enuresis: terminology Nocturnal enuresis: bedwetting in a child over 5 years (or equiv. developmentally) Diurnal enuresis: wetting during the day in children 5 years and over Primary enuresis: where a child has never been dry longer than 6/12 months Secondary enuresis: children who have been dry longer than 6/12 months & begin wetting again Causes of enuresis Often a family history of bed-wetting: genetic Developmental delay Emotional stresses may lead to secondary enuresis (but rarely severe emotional problems) Medical reasons occasionally (eg urinary tract infection, epileptic seizures, central nervous system or bladder)

Causes of enuresis (continued): The Three-Systems Model High production of urine at night, associated with insufficient arginine vasopressin (avp) release at night. (Wetting soon after going to bed, large wet patches) Small functional bladder capacity (fbc) associated with bladder overactivity. (Nighttime: multiple bedtime wettings, small wet patches) Possibly a difficulty with arousal from sleep when bladder reaches its maximum capacity (Butler & Holland 2000) COMMON SAFETY MEASURES TO PREVENT ACCIDENTS DURING THE TODDLER YEARS 1. Falls in Keep house windows closed or keep secure screens place. Raise crib rails and check to make sure they are locked before walking away from crib. Examine toys for small parts remove toys that appear that could be

2. Aspiration . aspirated; dangerous.

. Do not feed toddler popcorn, peanuts and leave toddler alone with a balloon. 3. Drowning water 4. Poisoning Do not leave toddler alone in a bathtub or near

Never present medication Place all medication and or overhead shelves where

as candy. poisons in locked child

cabinets cannot reach them.

original 5. Burns

Always store food or containers. Monitor toddlers carefully when they are near lit Do not leave toddlers unsupervised near hotDo not leave coffee/tea can reach them.

substances in their

candles.

water faucets. pots on a table where

child

Do not allow toddlers to blow out matches. General: a. Know whereabouts of toddlers at all times. b. Be aware that the frequency of accidents increases when the family is under stress and therefore less attentive to children. c. Be aware some children are more active, curious, and impulsive and therefore more vulnerable to accidents than others. PRESCHOOLERS INITIATIVE VS. GUILT - Sense of initiative III. Initiative vs. guilt (3 to 6 years) Corresponds to Freuds phallic stage and is characterized by vigorous, intrusive behavior and a strong imagination When goals or activities are in conflict with parents or bad, this produces feelings of guilt Positive results are direction and purpose PRESCHOOLERS Ages 3-6 Personality and cognitive growth are substantial Most children of this age want to do things for themselves Body contour changes to slimmer, taller and much more childlike proportions Future body type becomes apparent (ectomorphic [slim] or endomorphic [large]) PRESCHOOLERS Lymphatic tissues begin to increase in size and make illnesses more localized Have keen imagination Begin to differentiate reality from fantasy

Oedipus complex attachment of a preschool boy to his mother Electra Complex attachment of a preschool girl to her father preschoolers exhibit magical thinking and believe that their thoughts are all-powerful feels guilty and responsible for bad thoughts, which sometimes coincide with a wished-for event Food preferences: cereals, meat, baked potatoes, fruits and sweets Focuses on social aspects of eating sleeps 11-13 hours/day Sleep problems: nightmares, night terrors, difficulty settling down after a busy day, extending bedtime rituals, nighttime awakening COMMON FEARS OF PRESCHOOLERS Fear of the Dark Intensifies when hospitalized Monitor the stimuli the children are exposed to such as TV, horror stories, etc Reassure children that they are safe Adult can stay with them until they fall asleep A dim night lamp can help Fear of Mutilation Intense reaction of a preschooler to a simple injury Fear of castration Need good explanations of reasons for certain procedures (needlesticks, NGT, etc.) Fear of Separation or Abandonment Because of keen imagination when deserted Relate time and space to something the child knows Can affect hospitalizations and schooling Wellness Promotion Promote nutritious meals and discourage grazing

Encourage magical thinking and importance of encouraging initiative Encourage to try new foods and learning socially acceptable table behavior Do not complete the childs sentences/overcorrect mistakes in cases of stuttering/stammering Plays and toys Play is associative Appropriate toys : tricycle, big wheels, gym sets, wading pools, and sandboxes, large blocks, puzzles, crayons, paints, simple crafts, and age-appropriate electronic games, dress-up clothes and dolls, housekeeping toys, play tents, puppets, and doctor and nurse kits to enhance imitative play and imagination Accident Prevention Use bicycle helmet; ride bicycle on right-hand side of the road or on sidewalk; make sure the bicycle is the correct size, feet should touch the ground when sitting on the bicycle seat. Teach child not to eat things from outside (e.g. mushrooms) until checked by parents. Look both ways before crossing street. Use safety restraints in cars. PREPARING THE CHILD FOR SCHOOL Essential to this preparation is the parents attitude. If the school is always discussed as something to look forward to, as an adventure that will be satisfying and rewarding, INTERVENTIONS: If a child was not attending preschool, some parents may have to change their childs daily routine a few months in advance of beginning to school to accustom a child to waking earlier and going to bed earlier. If a child is to ride a bus to school, a parent might take a child on a municipal bus an introduction to this form of transportation. 3. If a child is to walk, a trial walk is in order. 4. If a child will be required to take a lunch to school, the parent can introduce this new experience by preparing a bagged lunch at home some noon.

5. Some kindergartens suggest children know how to tie their shoes, name basic colors, and print their name before they begin. 6. Parents should familiarize themselves with any such suggestions from the school, but the wisdom of requiring these skills can be questioned. If a child has been led to believe that learning is fun and new experiences are enjoyable ( creating a strong sense of initiative ), these unpredictable instances can be accepted as fun. SEX AWARENESS/ SEX EDUCATION Children during the preschool age become acutely aware of the difference between boys and girls. They are interested in learning where babies grow and have beginning sexual awareness. An important part of sex education for preschoolers is teaching them to avoid sexual abuse, such as not allowing anyone to touch their body unless agree it is all right. Conflict Within Families between children between parent and child between spouses Lets Brainstorm! Why do your children quarrel? Reasons for Rivalry Their basic needs are not being met Reasons for Rivalry Sometimes kids fight just to get attention Reasons for Rivalry Some children need companionship but do not know how to get it from their sibling Ways to Reduce Conflict Let siblings express Don't compare siblings their feelings with each other want to share

Let your children decide whether they

Ways to Reduce Conflict Try to spend individual time with each child Praise your children for who they are as well as what they do Help your children accept their frustrations Ways to Reduce Conflict Don't take sides in sibling fights Let children work out differences Praise your children for any improved behavior The Three B's of Dealing With Sibling Arguments Bear it Beat it Boot'em out! Helping Work Out Differences When sibling rivalry turns into real fighting, parents must step in. A parent's job is to protect children from physical or emotional injuries. Encourage win-win Negotiations Problem-solving Steps Stop the action. Listen to each other's story Identify the problem. List ways to solve the problem. Encourage win-win Negotiations Problem-solving Steps Choose a solution that meets everyone's needs. Carry out the plan. Evaluate how well the plan worked. When you've got three kids in a family, as a parent you're outnumbered and as a kid chances are you might get lost in the middle. But what does all that say about your personality?

Oldest kids tend to emerge strong confident leaders. Parents are nervous and making a trial run of their parenting skills. Every first is something new and exciting to celebrate. Plus, the baby gets full parental time and attention. Older children also may have the added responsibility of taking care of their younger brothers or sisters. Adding second and third children greatly impacts the family structure, and a middle child is created. Yes, the Middle Child Syndrome is very real. Middle kids bemoan their fate as being ignored and often grow resentful of all the parental attention given to the oldest and the baby of the family, and feel short-shifted. Parents tend to be much more easy-going, less anxious, and less demanding with second and third children. Thus many middle children grow up with a more relaxed attitude towards life than their older siblings; though they have to compete for family attention against the milestones set by the oldest, and growing up in their shadow. Middle children have to try a little harder to be heard or get noticed. The middle child usually has to fight harder for the attention of their parents and therefore crave the family spotlight. They may feel that they do not get as much praise as the older children for simple firsts like tying a shoe or riding a bike. Those things just become expected. INTERVENTIONS: 1. Always be affectionate, even if they try to push you away. 2. Spend quality alone time with your middle child. 3. Take time to listen to their problems, disappointments, hopes, and dreams. 4. Take an interest in their activities. 5. Tell them that they are important. 6. Do not point out there bad qualities and ask them why can't they be more like their brother or sister. 7. Do not let them hide behind their sarcasm, anger, or bad attitude.

8. Be patient with them, they are good at controlling situations and lashing out to protect themselves from their self imposed barrier. INTERVENTIONS ON HAVING A PRESCHOOL CHILDREN: Provide a safe and secure environment Take time for communication Allow the preschooler to express anger Acknowledge fears and anxieties Accepts regressive behavior, assist the preschooler in moving from regressive to appropriate behaviors according to age. 6. Encourage rooming in or leave favorite toy. 7. Allow mobility and provide play and diversional activities. 8. Place the preschooler with other children of the same age if possible. 9. Encourage the preschooler to be independent. 10. Explain procedures simply on the preschoolers level. 11. Avoid intrusive procedures when possible. 12. Allow wearing of underpants. PARENTING A SCHOOLER INDUSTRY VS. INFERIORITY - Learning a sense of industry or accomplishment IV. Industry vs. inferiority (6 to 12 years) Corresponds to Freuds latency period Children want to engage in tasks and activities that they can carry through to completion; they need and want real achievements Positive result is competence INDUSTRY VS.INFERIORITY sense of industry springs from a desire for achievement

sense of inferiority can stem from unrealistic expectations or a sense of failing to meet standards others set for the child SCHOOL AGERS Fine motor skills are refined Boys and girls play separately but show interest in the opposite sex More conscious of their image Hero worship is evident Principal Causes of School Underachievement and Academic Failure Environmental disadvantage - poverty, lack of support, lack of motivation, poor teaching Impaired intellectual ability Impaired hearing, language, or vision Specific learning disabilities Medical illness in the absence of psychosis Psychologic disorders: 1. Attention deficit hyperactivity disorder 2. School phobia 3. Adjustment reaction of childhood and adolescence ADHD: What is It? Triad: Inattentiveness, Hyperactivity, Impulsiveness Maladaptive and Pervasive Academic and Behavioral Problems Onset Prior to Age 7 Probable Organic Cause Exact Etiology Unknown

is a persistent pattern of inattention, hyperactivity and impulsiveness revealed before the age of 7 years old. Inattention unable to complete tasks effectively. - easily distracted Impulsiveness causes them to act before they think and therefore to have difficulty with such tasks as awaiting turns at games. Hyperactivity shift excessively from one activity to another. ASSESSMENT: 1. Fidgets with hands or feet or squirms in the seat. 2. Easily distracted with external or internal stimuli. 3. Difficulty with following through on instructions. 4. Poor attention span. 5. Shifting from one uncompleted activity to another. 6. Talking excessively. 7. Interrupting or intruding on others. 8. Engaging in physically dangerous activities without considering the possible consequences. INTERVENTIONS: Provide environmental and physical safety measures. Enhance capabilities and self-esteem. Encourage support groups for parents. Administer prescribed medication; some commonly prescribed medications include methylphenidate hydrochloride ( Ritalin ), pemoline ( Cylert ), and dextroamphetamine sulfate ( Dexedrine ). Common Fears Failure @ school bullies Intimidating teachers

something bad happening to parents Wellness Promotion Encourage healthy eating patterns and help shape the childs food preferences positively Limit junk food Encourage to agree on a bedtime & allow flexibility of a school night Encourage childs skill devt Limit family TV time Encourage open communication IV. Plays and toys play is competitive team sports, secret clubs, gang activities, scouting or other organizations, complex puzzles, collections, quiet board games, reading, and hero worship