Getting ready to start school has very little to do with the alphabet and lots to do with practical and emotional preparation (see School readiness skills for pre-schoolers). Their first day at school can seem like a huge leap in the dark so help prepare children for starting school with these brilliant starting school books. Snuggling up with a storybook is a great way to familiarise your child with their new routine and address any worries in a relaxed and non-threatening environment.
Children thrive on predictability and change and many children do find change worrying. When there are big changes coming up, you can also help by keeping the rest of their lives as stable as possible (see Helping children cope with change). And make sure your morning routine is stress-free to help them arrive at school (and you arrive at work!) calm and collected.
Here are my top ten starting school books for preparing children for their first day at school (in no particular order). Continue reading →
Whenever I run parenting seminars, there are always some parents attending who are there for ‘prevention’ purposes. By that I mean that they don’t have problems with their child’s behaviour (other than the general run-of-the-mill stuff we all encounter) but they are keen to get parenting right. They want to get tooled up with as much information as possible to make sure they are doing all the right things to make their children happy and successful.
On the one hand, this is great. Being passionate about child development myself, I want all parents to know about the forces that drive their children’s behaviour. When we understand where our children are coming from, it makes it much easier to respond to their behaviour in a thoughtful and intentioned way.
But sometimes, wanting to get parenting right can tip over into anxiety or perfection-seeking or neuroticism. I worry that some parents come to my seminars because they believe it is possible to do everything right in parenting. (It isn’t.) Or, that if they get their parenting right then that will guarantee their child’s success and happiness. (It won’t.) Continue reading →
When you watch children playing, it is impossible not to be struck by how completely engaged and absorbed they are by what they are doing. Play is the epitome of mindfulness – being 100% in the moment and just going with the flow. Being truly present, without reservation, both in our actions and in our emotions. Children do it all the time.
When was the last time you felt truly in the present moment like that?
There has been a lot of theorising about how mindfulness can improve mental health and emotional wellbeing. Typical mindfulness activities include breathing exercises, meditation and yoga. But, as parents, one of the most valuable ways we can enter an engaged and relaxing flow is through playing with our children.
Now, I don’t mean the type of playing where parents are in charge. Not the type of play where you tell your child what to do or control the activity. I mean joint and reciprocal play where you are both equal and feed off each other’s ideas and signals. Like children do together.
The type of play where you tune into each other, suspend your typical roles and have real fun. Continue reading →
When children’s mental or emotional health is challenged, parents are usually the first responders. And long waits for specialist services mean parents can sometimes be left providing support for considerable periods of time. Faced with a distressed child or a depressed teenager, it isn’t always easy to know what to do. Self-help books for supporting children’s mental health can be really useful – both as a tool for working through issues together with your child and just for helping parents to be better informed.
So, whether you are intervening early to prevent ill-health or coping with more serious problems, here are my recommendations of the best books for supporting children’s mental health. Specifically for parents tackling issues like anxiety, low mood and self-harming behaviours. Continue reading →
Following the recent parliamentary inquiry into the role of schools in children’s mental health was a pretty grim experience. Just when I thought the stats couldn’t get any worse, a new clutch of horrific numbers would appear. Anyone who claims there isn’t a crisis in children’s mental health just isn’t looking at the numbers. And although the final committee report is full of good intentions, the lack of hard cash to back it up (and the demographic bulge which is about to create a surge in teenage numbers) leaves me unconvinced that change is about to happen.
For those of you who missed it, some of the key statistics are below. Be warned, they are scary and I wouldn’t blame you if you chose to skip them…
Calls to ChildLine reporting suicidal thoughts are up by 33%
Self-harm hospital admissions are up by more than 50%
79% of children say they experienced emotional distress after starting secondary school
In a school class of 30 children, on average, three will suffer from a diagnosable mental health disorder
1 in 3 young people do not know where to get help if they feel depressed or anxious
Children’s mental health services (CAMHS) are experiencing unprecedented demand. Waiting times have doubled since 2010/11. 23% of referrals are turned away completely.
During one week in March 2017 there was not a single bed available in the whole country for an inpatient admission for a child/teenager in mental health crisis
Only 40% of parents are confident they could identify mental health problems in their child
Brain-based parenting: The Neuroscience of caregiving for healthy attachment (by Daniel A. Hughes & Jonathan Baylin) tries to do something truly amazing – to explain the chemical and emotional brain mechanisms that interact to create and sustain the loving bond parents feel for our children. That magical bond that makes us love every inch of them, that makes us prioritise our children’s needs over our own and keeps their wellbeing central to our thoughts and fears. And that stops us throwing them out the window when they are at their most annoying and antagonistic. This is magical territory indeed.
This book covers some really crucial topics – like the importance of parents’ emotional self-regulation in parenting effectively and the negative impact of stress on parents’ ability to tune into their children empathetically (and remain the ‘adult in the room’). There are some fascinating insights into the roles of oxytocin and dopamine in building the parent-child relationship and ensuring the parent gets pleasure from it (and therefore wants to engage even more). And a truly wonderful “caregiving formula” comprising playfulness, acceptance, curiosity and empathy to optimise a reciprocal and nurturing parent-child relationship. Continue reading →
Of late, my most important conversations happen in the bath. Sometimes I find a magic window in my busy household and enjoy 20 minutes of uninterrupted bliss, immersed in Epsom salts, lavender oil and bicarbonate of soda. This combination is supposed to release toxins. I have no idea if this actually works. I emerge from the water, wrinkled as a prune. Happy as clam. Totally reinvigorated.
On other occasions, my ‘alone time’ seems to attract more company than one would think possible. My daughters, if not otherwise distracted, will seek me out and share my bath time in more ways than one. My youngest can disrobe startlingly quickly (this is in amusing contrast to the sloth-like pace at which she gets dressed in school uniform every week day morning, especially when we are running disastrously late). She is so silent and adept at this practise that the first I am aware of my bath time interruptus is her ninja like descent. Tom Daly would be stunned at the lack of splash. A sudden slippery seal pup squealing her delight at surprising mummy. I love these times. Top and tailed in our too small tub, and fashioning foamy hairstyles with gravity defying aplomb. We also have some very serious chats.
Today’s discussion was all about Daddy. And competition. And how much it sucks to lose. Continue reading →
Regular readers will know that I am passionate about play. Play helps children organise their brains and wire up their neurons. Children need room to roam, physically and imaginatively, so their opportunities for play are as wide and as varied as possible. That’s how they develop flexible and adaptive brains that can rise to challenges and solve problems. Good quality play builds intelligence.
If children’s play is confined to a particular type or activity or location then they can miss out on that full range of developmental opportunities.
Parents’ desire to keep children safe is natural and right. But, in the modern world, keeping children safe often equates to keeping children indoors. That increased time indoors (in often sedentary or low-movement activities) is having a direct impact on children’s physical development and future health. But it also impacts on their brains. Continue reading →
Sadly, more than half of UK children will experience bullying – either as victim, perpetrator or witness. Most bullying is quickly dealt with and most children bounce back from it. But for some children being bullied can have long term damaging consequences. And in this age of digital connectedness, there are fewer safe spaces: cyberbullying can happen 24 hours a day, 7 days a week.
Finding out that your child is being bullied can provoke some very strong emotions in parents. But an emotional reaction is seldom helpful – either in supporting your child or in resolving the situation. Bullying is an issue that is always best dealt with calmly and in a considered way.
So, if you are unlucky enough to find yourself dealing with bullying, before you jump in with solutions take a step back and have a look at these expert websites for sound advice on the best ways forward. Continue reading →
Self-esteem comes from children feeling accepted, competent and effective. Parents cannot directly create those feelings in children – feelings are subjective and everyone is different. But what parents can do is to provide experiences and feedback that make it likely that their children will draw the conclusion from their experiences that they are accepted, competent and effective. Building children’s self-esteem is about creating the right conditions for children to feel good about themselves and helping them interpret their experiences positively.
Feeling accepted is about children feeling loved and wanted and valued unconditionally for who they are. Feeling competent is about children believing they can do things for themselves and are good at stuff. Feeling effective comes about when children see the connection between effort and progress and how their actions make a difference.
So what can parents do to help children have those feelings? Here are some simple ideas for building children’s self-esteem. Continue reading →
According to recent data by the NSPCC, there has been a 200% increase in the number of young people seeking counselling for exam stress. In 2013-14, a total of 34,000 contacts with Childline related to school worries and exam stress – putting school stress in the top ten reasons why children reach out to Childline. There is growing evidence that children and young people in the UK are experiencing a mental health crisis. And with England’s children being among the most tested in the world, it’s hard not to wonder if school stress is playing a part in this.
But are parents making this problem worse?
“I am about to take my GCSEs and I am under so much pressure as my parents are expecting me to do really well. I am going to revision classes and trying really hard but I feel like it is not good enough for them.” (NSPCC)
Two of the keys issues cited by young people experiencing school stress are not wanting to disappoint their parents and fear of failure. When parents push children hard at school (with the best of intentions), children can interpret this as a signal that they are not good enough. Which, perversely, impact negatively on their actual performance.
As parents, we have high aspirations for our children. We want them to be successful and reach their full potential so that every possible door is open to them. But there is a fine line between encouraging children and piling on the pressure. Continue reading →
It is very normal for young children to experience separation anxiety when being left by a parent. Separation anxiety tends to emerge at about 8-12 months old and can be very intense (especially between the ages of 18 months and 3 years).
Typical behaviour includes crying and clinging and signs of distress when a parent moves out of sight or just too far away. Sometimes children cling to just one parent – this can be exhausting and emotionally draining for that parent and feel like a rejection for the excluded parent.
Here are a few tips that might help if your little one is experiencing separation anxiety. Continue reading →
If you are worried that your child’s anxiety is impacting negatively on his or her life then it’s a good idea to seek support. You’ll find some great advice for parents of anxious children on the Young Minds website, which outlines the different types of anxiety and how parents can help anxious children to develop coping strategies. There is also information for older anxious children and teens to read for themselves and clear factsheets written by The Royal College of Psychiatrists.
Young Minds have a parents’ support line (0808 802 5544) which you can phone to get one-to-one support on any emotional or mental health issue affecting children. For more general parenting advice – or if Bullying is a concern – then Family Lives also have a helpline (0808 800 2222). And, whatever the source of their worries, anxious children can get telephone support from ChildLine (0800 1111).
Being a parent of teenagers, I know there are fewer choices out there when you are looking for parenting advice on teenage issues. Whether it’s professional help you are seeking or peer group camaraderie, it’s hard to find quality trustworthy parenting websites for teenagers and not-yet-teens (but-already-acting-like-ones).
We all need a bit of advice every now and then to dig ourselves out of a parenting hole – especially when our children are going through the rapid and sometimes tumultuous changes of the teenage years. For first timers, The Beginner’s Guide to Parenting Teenagers is a good starting point!
When the tricky issues strike, you need to be sure your information is accurate, reliable and practical. Here is my round up of the very best parenting websites for teenagers and tweenagers – I hope you find it useful. (And if I have left any out – please let me know!) Continue reading →
When it comes to thought processes, one of the most important habits of mind that children can develop is optimism. Children who practise optimistic thinking are more resilient, they are less likely to give up in the face of challenge and they tend to interpret experiences in a way that gives them a sense of control and confidence.
Pessimism, on the other hand, leads to helplessness and withdrawal – it doesn’t matter what I do, it won’t work, so there is no point in trying.
Optimism is not about temperament, it is a habit of thinking that relates to how we interpret events. And therefore it can be taught: teaching optimism is something all parents can do. Continue reading →