November 13, 2019 Supporting Young Children During Transitions Writing for Child Mind Institute, Katherine Martinelli recently authored “How Can We Help Kids With Transitions,” highlighting key tips and advice for parents and caregivers seeking to support their young children. About When it comes to transitions–to kindergarten, a new program, or a new routine–young children often struggle. When children whine, stall, meltdown, or have a tantrum, some parents and caregivers aren’t sure where to turn. In an effort to empower these caregivers, Katherine Martinelli authored an article highlighting eight tips for supporting young children during the transition process, mentioning that these supports may be especially important for children with ADHD, anxiety, autism, or sensory sensitivities. Tips & Advice Create Routines Setting routines for daily activities such as bedtime, taking a bath, or putting away toys can play a big role in reassuring children during such transitions. Preview and Count Down In addition to routines, providing a clear outline of what the day will entail can help children adequately prepare for transitions to come. Caregivers can do this in the morning with their children, paired with countdowns throughout the day. Before each transition, give your child a timeframe and description of what’s going to happen next. Give It a Soundtrack Songs are a great tool to encourage routines and ease transitions. By creating songs for things such as cleaning up, bedtime, and getting ready to leave, caregivers establish a recognizable, fun indicator that a transition is happening. This tip works especially well with young children. Visual Cues Some children may benefit from visual clues, such as a chart or poster with drawings that explain what to expect or the steps of a transition. Parents and caregivers can easily reference these visual cues during the transition to help walk children through the process. Get Their Attention Many parents and caregivers know that simply yelling at children from across the room will only lead to frustration for both parties. Instead, caregivers are encouraged to make a connection with the child to ensure the child is giving their full attention. This could mean eye contact, a hand on the shoulder, sitting next to them, or asking them to repeat back what has been said. Use Rewards Reward systems can be beneficial in schools and at home, especially during the early phases of a new transition. Using rewards such as stickers, snacks, or a point system can be effective in supporting positive behaviors. With this, the reward system can be phased out as a child gets closer to mastering the transition. Implement Appropriate Consequences If a child exhibits negative behaviors during a transition, ignore the negative behavior rather than escalating the situation. However, if a child is egregiously misbehaving, parents and caregivers should implement “appropriate consequences for that behavior that makes the child understand that behavior is off-limits.” Praise Good Transitioning Praise and recognition play a vital role in reinforcing positive behaviors. Martinelli recommends that caregivers be specific in their praise, following up with a reward when appropriate. More Information For more tips and advice on supporting children during transitions, read the full article on the Child Mind Institute website.
August 16, 2019 Assessing & Treating Behavior in Students with Autism (Webinar) Community members are invited to join Nina Finkler, President of Nina Finkler Autism Services, on August 27 for a webinar on assessing and treating behaviors exhibited by students on the autism spectrum. About Students with autism often display challenging behaviors within the classroom environment. It is important to assess these behaviors to determine the function of these behaviors in order to establish an effective treatment plan. This edWebinar will provide attendees with strategies they need to assess behaviors and suggestions for treatment methods. This presentation will be of interest to prek-12 teachers, school and district leaders, therapists, and specialists. Time for questions will be provided. Registration To register for this webinar, visit the edWeb website.
July 3, 2019 Paid Opportunity: Baby Brain Emotion Study Are you the mother/caregiver of an infant age 0-3 months? If so, you and your baby may be able to participate in a Pitt+Me research study to help learn more about the ways in which infants’ emotions are connected to areas of the brain and how parenting behaviors might affect these connections. About The purpose of this study is to help researchers learn more about the ways in which infants’ emotions are connected to areas of the brain and how parenting behaviors might affect these connections. Researchers hope their findings will lead to a better understanding of emotional challenges in children in the future. Compensation provided. Study Eligibility Infant aged 0-3 months old Infant was born full-term (at least 37 weeks) Infant’s birth weight was more than 5.5 pounds Infant has not been in the hospital for any physical health issues, including neurological Infant does not have any metal in their body Mother/Caregiver did not use illicit substances during pregnancy and is not using them now Mother/Caregiver spends at least 2 hours per day caring for the infant Learn More For more information and to participate, visit the study webpage. *Information provided by Pitt+Me
June 13, 2019 Supporting Families Impacted by Incarceration & Domestic Violence Join the Partnerships for Family Support Office of Child Development on July 23 to learn how to recognize and support children and families impacted by incarceration and domestic violence. This training is for staff of centers in the Allegheny County Family Support Network. About Living in a household with domestic violence is a source of trauma for children. Even if the children don’t see the domestic violence, they are affected by the conflict in their family. Having a parent in jail or prison is also a source of trauma, as parental incarceration may include witnessing a parent being arrested, adjusting to their parent being gone, and adjusting to the return of their parents after serving a sentence. When exposed to situations of domestic violence or incarceration, children can develop serious emotional and behavioral difficulties, many of which aren’t always recognized by parents or caregivers. As a result, children do not always get the help they need. In this training, participants will learn how to recognize, and support children and families impacted by these traumas. Registration & More Information To learn more, ask questions, and register, visit the event page.
May 16, 2019 Foster Care Awareness and National Mental Health Month Did you know that May is Foster Care Awareness Month and National Mental Health Month? In recognition of these important subjects, Every Child Inc. has highlighted information and statistics for individuals to consider as we work to better support Pennsylvania’s children, families, caregivers, and community members. Foster Care Facts Approximately 13,000 – 15,000 PA children are currently in foster care and part of the child welfare system. Between 400,000 – 500,000 children in the U.S. are in foster care each year. In 2013, more than 8,000 youth 13 and older lived in the foster care system in PA. One in four PA youth who “age out” of the system experience homelessness and/or struggle with mental health challenges such as depression, substance abuse, and anxiety disorders, with nearly 1 in 4 youth having been arrested since leaving care. Young PA women in foster care are two and a half times more likely to become pregnant by 19 than young women were not in foster care. Mental Health Facts ADHD, behavior problems, anxiety, and depression are the most commonly diagnosed mental disorders in children. Treatment rates vary among different mental disorders: Nearly 8 in 10 children (78.1%) aged 3-17 years with depression received treatment. 6 in 10 children (59.3%) aged 3-17 years with anxiety received treatment. More than 5 in 10 children (53.5%) aged 3-17 years with behavior disorders received treatment. Mental, behavioral, and developmental disorders begin in early childhood: 1 in 6 U.S. children aged 2–8 years (17.4%) had a diagnosed mental, behavioral, or developmental disorder.
