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Growing Your Kid’s Self-Esteem

English Infographic

Sources and for more information:

  1. Caring for Kids – How to foster your child’s self-esteem https://www.caringforkids.cps.ca/handouts/foster_self_esteem
  2. Kids Health – Developing your child’s self-esteem http://kidshealth.org/en/parents/self-esteem.html
  3. Healthy Children – Helping your child develop a healthy sense of self esteem https://www.healthychildren.org/English/ages-stages/gradeschool/Pages/Helping-Your-Child-Develop-A-Healthy-Sense-of-Self-Esteem.aspx

Images: 1234

Maintaining Gains: Insights from Jane Bourke, Coordinator of the Transitional Care Program

I sat down with Jane Bourke, social worker and coordinator of the Transitional Care Team. Jane has been part of the team since 2006 and works with families whose children have been discharged from the child psychiatry units, while other members of the team work closely with the schools.

She says, “The goal of the team is to maintain the gains” children made in psychiatric treatment, after they have been discharged. Her team helps to achieve this with a flexible approach, which she describes as one of the strongest parts of the program. She explains, “We’ve structured the team so that we are available just about any hour. I’ve had families that have called me late in the evening… We aren’t an emergency service, but access to support in a more… practical way is necessary.”

This transition process is not without challenges. “Regression is often a normal experience,” Jane explains, “our role is to support that regression, whether it is minimal and needs just a little boost, or whether it’s actually a full regression.” Part of the way the Transitional Care Team can provide this support is by easy access to the psychiatric team at the Jewish General Hospital.

DSC_0946
Jane Bourke MSW, MFT. Coordinator of the Transitional Care Program

The biggest challenge for children are the changes that arise during the transition back to school. These may include social expectations and learning difficulties that surface when kids return to school. Another example is class size, “coming from a program here where the classroom is at most eight children [at the Day Hospital] going back to a classroom that is on average, 25 children” can be challenging. Part of this difficulty, is that “a teacher cannot be expected to see the cues in terms of early regression… Those little behaviors that will accelerate if not addressed.” These cues are what the childcare workers on the team look for when they observe in the schools.

Despite these challenges, the Transitional Care Team witnesses many successes. In particular, Jane recalls one boy with aggressive behavior who had serious difficulties at school and home. The team surpassed the usual 6 month contract and worked with this family for two years. Jane guesses the child “probably would have been suspended from school permanently had we not been there” and “he’s still in school. That is a success, because that is ultimately our goal, to make sure these children can graduate. And then, hopefully not accessing the [mental health care] system as often as maybe would have been needed had they not had earlier treatment.”

How can parents help with this transition? “Stay in touch” Jane says, “Our intention is to build a team around the child.”

Get Out and Move! Helping your child stay active

The Canadian Society for Exercise Physiology suggests children age 5-11 get 60 minutes of physical activity per day. During the school year, this can be difficult to achieve as your child may spend a large portion of the day commuting, sitting at school and completing homework at home. However, with a little effort and creativity, it can be easy to integrate activity into your child’s week.

Physical activity does not have to be playing a sport, there are other ways to get exercise. Even light activity can provide health benefits. Check out our ideas to get your family moving!

English_infographic_correctSources and for more information:

  1. Canadian Physical Activity Guidelines & Canadian Sedentary Behaviour Guidelines (Canadian Society for Exercise Physiology) – Note: you may need to copy and paste this link into your browser to view it properly. http://www.csep.ca/cmfiles/guidelines/csep_guidelines_handbook.pdf
  2. Children and physical activity (Government of Canada) https://www.canada.ca/en/public-health/services/being-active/children-physical-activity.html

Encouraging Your Young Reader

Summer is an opportunity for kids to grow, play and enjoy their free time. This is also a good time to encourage your child to explore new books. Reading at home can help children sustain and improve their reading skills during the summer months. Make reading part of your everyday routine –before bed, in the car, at the park and during vacation. Check out these suggestions on getting your child excited about books.

Tips on Raising a Young Reader1

  1. Read together. Read aloud to your child and encourage your child to read aloud to you. This gives your child a chance to practice pronunciation and work on difficult words together.

    Tip: Try switching who reads aloud each page – you read a page, then your child. This can be a good tactic if the book is challenging for your child. Help the story come alive by using different voices for each character.

  2. Let your child pick. Give your child the freedom to choose the type of book they want. When they pick a subject they are interested in (animals, sports, non-fiction, comics, fantasy) it will help them engage in the story.

    CarTip: Sign up for a Montreal Library card and create weekly outings to the library (find your nearest library). This gives your child access to a range of books, reduces cost of buying new books and may become something you both look forward to each week. Librarians are also great places to get book recommendations.

  3. Discuss what you read. As you are reading, stop and ask your child questions about the story. This interactive style of reading can improve your child’s language skills and will give you an idea of their level of understanding. Older children may prefer to read on their own. You can still engage them by asking them questions about the books they are reading.

Questions to start your discussion:English - what would happen if
• What do you think will happen next?
• How do you think the character is feeling now?
• What did the character learn?
• What would happen if…?
• How would you feel…?

  1. Be a role model. Let your child see that you are reading, too. Kids are copy cats! If you show your child that you value reading, they may grow to love reading, too.

1Tips adapted from:

  1. 5 Top Tips to Encouraging Reading, Reading is Fundamental.
    http://www.rif.org/literacy-resources/tips-resources/5-top-tips-to-encouraging-reading/
  2. Promoting reading in school-aged children, Caring for Kids – Canada’s Paediatric Society http://www.caringforkids.cps.ca/handouts/promoting_reading_in_school_aged_children
  3. Reading and Writing with your Child, Kindergarten to Grade 6: A Parent Guide, Ontario Ministry of Education http://www.edu.gov.on.ca/eng/literacynumeracy/parentGuideLitEn.pdf

Image sources: 1, 2, 3, 4

Childhood screen-time: What do professionals think?

Between social media, television, cell phones, and tablets, electronic media have become powerful forces in our children’s lives today. According to a national study conducted by the Kaiser Family Foundation in 2009, 8-10 year olds spend on average just under 8 hours per day exposed to media – a number which increases to almost 12 hours daily in the 11-14 year old age group. Despite this staggering statistic, this same study found that up to two thirds of children and teenagers have no rules regarding their media use.

It is therefore unsurprising that one of the most common questions our team hears from parents is: “how much time should my child spend in front of a screen?” To answer this question, we have summarized the recommendations put forth by the American Academy of Pediatrics:

  1. Try to keep total screen time under 2 hours per day
  2. Avoid screen exposure for children under the age of 2 years
  3. Do not allow TV and internet-connected devices in your child’s room
  4. Keep an eye on what media your child is using (social media, websites, etc)
  5. Watch movies and shows with your child (this can be a good opportunity to talk about lessons and values we can learn from the media!)
  6. Establish and enforce a reasonable plan for media use including curfews for mealtimes and bedtimes

Although modern media has been criticized for its sexually explicit imagery, negative portrayal of body image, and the ubiquity of violence, it is important to remember that the media can have positive effects, too. The media is a powerful tool both educationally and socially, and has helped spread prosocial messages and increase access to information- keep this in mind when coming up with reasonable restrictions on screen time!

How do I choose a summer camp for my child?

Choosing a summer camp for a child can often be difficult, but it becomes especially demanding when your child has mental health challenges or special needs. Here are some recommendations from Jane Bourke, our program’s coordinator and family therapy specialist.

Continue reading “How do I choose a summer camp for my child?”

Bullying

Bullying is a critical issue for children and anyone involved in their care. As bullying spreads from the classrooms to social media, we are becoming increasingly aware of the consequences this can have on children’s well-being. What can we do as parents, teachers, children or others to help fight this problem?

Continue reading “Bullying”