This document discusses sources of stress for children, signs of stress, and how parents can help children manage stress. It identifies common stressors like transitions, academic pressure, conflicts at home, illness or death of a loved one. Parents are advised to build trust, encourage expression of feelings, teach coping skills, spend quality time together, and monitor their own stress levels. When children seem stressed, parents should listen without judgment, validate their feelings, engage in calming activities, and seek help from professionals if stress persists. The overall message is that providing love, support and coping strategies can help children better handle life's stresses.
Your Life Satisfaction Score (beta) is an indicator of how you thrive in your life: it reflects how well you shape your lifestyle, habits and behaviors to maximize your overall life satisfaction along the five following dimensions:
►1. Health & fitness, reflecting your physical well-being and healthy habits;
►2. Positive emotions & gratitude, indicating how well you embrace positive emotions;
►3. Skills & expertise, measuring the ability to grow your expertise and achieve something unique;
►4. Social skills & discovery, assessing the strength of your network and your inclination to discover the world;
►5. Leadership & meaning, gauging your compassion, generosity and how much 'you are living the life of your dream'.
Visit www.Authentic-Happiness.com to check your Life Satisfaction score. Free, no registration required.
Your Life Satisfaction Score (beta) is an indicator of how you thrive in your life: it reflects how well you shape your lifestyle, habits and behaviors to maximize your overall life satisfaction along the five following dimensions:
►1. Health & fitness, reflecting your physical well-being and healthy habits;
►2. Positive emotions & gratitude, indicating how well you embrace positive emotions;
►3. Skills & expertise, measuring the ability to grow your expertise and achieve something unique;
►4. Social skills & discovery, assessing the strength of your network and your inclination to discover the world;
►5. Leadership & meaning, gauging your compassion, generosity and how much 'you are living the life of your dream'.
Visit www.Authentic-Happiness.com to check your Life Satisfaction score. Free, no registration required.
An overview of Positive Parenting
Strategies for raising children through positive approaches. Contains strategies for preventing and treating challenging behavior
Parenting style and onset of child psychopathologyRichard Asare
Mental health of children depends on the way parents interact with them. Though every parent wishes to provide the best at home, they may not be giving the best to their children as no full proof method of bringing up children has been invented. This is because no two children are alike. There are more differences between children than we ordinarily believe. Moreover, culture, society, gender of the child and a host of other factors interact with the upbringing of children
This is a talk given to third year parents of La Salle Academy, Iligan City, Philippines on October 3, 2009 during their Parent-Child Dialogue Level Day.
A parenting style is a psychological construct representing standard strategies that parents use in their child rearing. The quality of parenting can be more essential than the quantity of time spent with the child. For instance, a parent can spend an entire afternoon with his or her child, yet the parent may be engaging in a different activity and not demonstrating enough interest towards the child. Parenting styles are the representation of how parents respond and demand to their children. Parenting practices are specific behaviors, while parenting styles represent broader patterns of parenting practices
For students, parents and teachers it is important to know what is exam anxiety. It is equally important to know about effective techniques to manage it.
Psychiatrist practicing for 25 years shares his views and experiences to help new parents and would be parents to sensitize them to the issues of child rearing.
Technology is now accessible in almost every part of the world and it has completely changed the way we interact with one another. Though we’ve made many great technological advances, studies have shown that screen time can have an impact on your child’s development.
The school environment is an ideal place to begin the work of addressing mental health needs. Not only does the school offer a simple and cost-effective way of reaching youth, but it is also a convenient place where mental health can be linked with other aspects of health, such as physical health and nutrition, and with learning.
Stress Management
Presented as an assignment for Human Resource Management
Presented by
Sanoob Sidiq
Subhag Raj
Aneesha P A
Neethu Lakshmi
Vandana M R
Dileep S
Sreena
Alka Sajeev
Neenu Jose
Athira S
MBA (FT)
School of Management Studies, CUSAT
An overview of Positive Parenting
Strategies for raising children through positive approaches. Contains strategies for preventing and treating challenging behavior
Parenting style and onset of child psychopathologyRichard Asare
Mental health of children depends on the way parents interact with them. Though every parent wishes to provide the best at home, they may not be giving the best to their children as no full proof method of bringing up children has been invented. This is because no two children are alike. There are more differences between children than we ordinarily believe. Moreover, culture, society, gender of the child and a host of other factors interact with the upbringing of children
This is a talk given to third year parents of La Salle Academy, Iligan City, Philippines on October 3, 2009 during their Parent-Child Dialogue Level Day.
A parenting style is a psychological construct representing standard strategies that parents use in their child rearing. The quality of parenting can be more essential than the quantity of time spent with the child. For instance, a parent can spend an entire afternoon with his or her child, yet the parent may be engaging in a different activity and not demonstrating enough interest towards the child. Parenting styles are the representation of how parents respond and demand to their children. Parenting practices are specific behaviors, while parenting styles represent broader patterns of parenting practices
For students, parents and teachers it is important to know what is exam anxiety. It is equally important to know about effective techniques to manage it.
Psychiatrist practicing for 25 years shares his views and experiences to help new parents and would be parents to sensitize them to the issues of child rearing.
Technology is now accessible in almost every part of the world and it has completely changed the way we interact with one another. Though we’ve made many great technological advances, studies have shown that screen time can have an impact on your child’s development.
The school environment is an ideal place to begin the work of addressing mental health needs. Not only does the school offer a simple and cost-effective way of reaching youth, but it is also a convenient place where mental health can be linked with other aspects of health, such as physical health and nutrition, and with learning.
Stress Management
Presented as an assignment for Human Resource Management
Presented by
Sanoob Sidiq
Subhag Raj
Aneesha P A
Neethu Lakshmi
Vandana M R
Dileep S
Sreena
Alka Sajeev
Neenu Jose
Athira S
MBA (FT)
School of Management Studies, CUSAT
Stress Hits Todays Kids Younger Than Ever Before!Insideoutkids
Transition workshops were in hot demand last academic year for Year 2 kids. Bookings are already coming in for this year group as they prepare for Junior school. Incredible the perceived pressure in today's world even for our Year 2s.
How to Deal with Stress in Children - Children can also experience stress and when it does not treated properly. It can cause disease physically, emotionally and mentally. So, how do you as a parent know the symptoms of stress in children? What caused it? What can be done to help the child out of stress?
Separation, Grief and Loss of Children in Foster Carekimberlykeith
Kimberly Keith, MEd, LPC
Academic Partnerships for Public Child Welfare
Department of Behavioral & Social Sciences
Southern Arkansas University
Magnolia, Arkansas
Tips for special needs children at homeChloe Cheney
With many parents having now faced the challenges of educating children at home, due to the pandemic, it is more important now than ever before to be properly prepared for such an occurrence should it ever happen again. The challenges for all parents are not the same, however.
Describes meaning of separation anxiety, its expressions, the need for parent child bonding, development and factors that contribute to separation anxiety, how to support a child with separation anxiety, warning signs and role of parents and teachers to prevent it.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
MANAGEMENT OF ATRIOVENTRICULAR CONDUCTION BLOCK.pdfJim Jacob Roy
Cardiac conduction defects can occur due to various causes.
Atrioventricular conduction blocks ( AV blocks ) are classified into 3 types.
This document describes the acute management of AV block.
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
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2. Everyday Stress
When they have to wait
When they want something they can’t
have
When they lose or break their toys or
valued items.
3. Common Sources of Stress
Early or rushed mornings, being hurried
Exposure to new situations/starting
school/transferring school
Too many expectations or demands
Difficulties with peer/friendships
4. Common Sources of Stress
Transitioning from one activity or place
to another
New beginnings/ frequent change
of/unavailability caregivers
Difficult assignments/tasks
Parents cannot be reached when they
need to get something for school
5. Sources of Long-Term
Stress
Separation from parents (especially for
younger kids)
Fights or disagreements with siblings
Being compared to siblings
Being bullied by siblings
6. Sources of Long-term
Stress
Serious ongoing conflict between family
members
Divorce or separation
Serious illness or health condition
Death of a loved one
Frequent moves
Being bullied or harassed over time
7. Sources of Long-Term
Stress
Dealing with unrealistic expectations
and demands (one’s own or from others)
Being picked on at home
Being compared with others
Parental absence especially when in
trouble
Physical/emotional/sexual/ financial
abuse
8. Factors That Help Prevent
Stress
Positive problem solving and coping
skills
Close, supportive relationships at home
and school, with peers and adults
Clear expectations
Permission and ability to learn from
mistakes
Developing competencies
(academic, social, extracurricular, and
life skills)
9. Factors That Help Prevent
Stress
Consistent, positive discipline
Ability to express feelings appropriately
Feeling physically and emotionally safe
Good nutrition and exercise
Time to relax or do recreational activities
(www.nasponline.org)
10. How Parents Can Help Prevent
Stress
(www.nasponline.org)
Be aware of your child’s behaviors and
emotions
Build trust with your child
Be available and open to talk with your
child when he/she is ready
Encourage the expression of feelings
Teach and model good emotional
responses
11. How Parents Can Help Prevent
Stress
Encourage them to tell you if they feel
overwhelmed
Encourage healthy and diverse friendships
Encourage physical activity, good
nutrition, rest
Teach child to problem solve
Remind child of ability to get through tough
times, particularly with love and support of
family and friends
(www.nasponline.org)
12. Signs of Being
Overstressed
recurring headaches, tummy aches or neck
pain
increased
irritability, sadness, panic, anger, anxiety
unusual emotionality or volatility
intensification of nervous habits like nail
biting, hair twisting, thumb sucking
pattern of overreacting to minor
problems, e.g., yelling, crying, shutting
down
trouble eating, relaxing or sleeping
13. Signs of Being
Overstressed
unusual sleep patterns or nightmares
increased dependency or clinginess
unusually low energy, or the opposite, very
high levels of energy or restlessness
going back to less mature behaviour
increased behaviour problems, such as
biting, kicking, poor listening,
acting out, impulsiveness
increased whining, crying, fighting
becoming withdrawn or listless
14. Signs of Being
Overstressed
Inability to concentrate
Drop in grades or other functioning
Toileting or eating concerns
Unexplained fears or increased anxiety
(that also can take the form of clinging)
Isolation from family activities or peer
relationships
Drug or alcohol experimentation
(www.nasponline.org)
15. Signs of Need for Professional
Help
Anxiety significantly interfering in child’s
life, preventing doing important things
Child constantly seeking abnormal
amounts of reassurance
Child showing symptoms of stress and
clearly not coping well
16. Basics of How Parents Can
Help
Establish Connection: assure and
ensure someone will be there to help
them deal with their problems --> helps
children trust and listen to adult
supporting them.
17. Basics of How Parents Can
Help
Provide Loving Home environment:
ensure healthy, balanced lifestyle
good food
lots of time for physical activity
play relaxation
daily routines that make their world feel
predictable and safe
18. Basics of How Parents Can
Help
Comfort: comfort of physical contact
one of best stress relievers there is
positive brain stimulation from being
touched in early childhood helps build
brain’s pathways for coping with stress
19. Preventing and Managing
Stress
Plenty of unstructured play time
Regular bedtime routine with
quiet, calming activities such as
music, reading or quiet play for half an
hour before bedtime
Ensure 8-10 hours of sleep
Vigorous physical activity - at least two
hours of physical activity every day
21. When Child Observed to be
Stressed
Ask how body feels (tummy, tense
muscles, etc.)
Explain there is a connection between
the way bodies feel and emotions such
as worry, sadness and anger
22. When Child Observed to be
Stressed
Wait for calm moment
Encourage to describe his worries or
fears
Listen very carefully
Try not to interrupt or finish child’s
sentences
Take worries or fears seriously, even if
they seem silly.
23. When Child Observed to be
Stressed
Try to understand feelings and verbalize
what you read as his/her feelings
Allow to talk about feelings: Point
feelings out and use words to help
identify emotions. “I guess you felt mad
when you were not chosen for the
school play.”
Naming emotional state helps child learn
to express feelings in words rather than
acting out
24. When Child Observed to be
Stressed
Don’t judge/take sides
Don’t advice unless asked
Don’t to pacify or preach
Ask questions to clarify
25. When Child Observed to be
Stressed
Restate important things he/she has
said
Summarize what he/she has said
occasionally
Ask what he/she would like to happen in
the situation
Ask what he/she can do to feel better
26. When Child Observed to be
Stressed
Involve him/her in activities enjoyed
such as playing with favourite
toys, reading a book, cuddling with a
stuffed animal
Teach relaxation and stress-reducing
techniques: deep breathing (breathe in
through nose and slowly out through
mouth
Model breathing for you to calm down in
stressful moments
27. When Child Observed to be
Stressed
Spend extra time together and watch
him/her more closely than usual
Offer extra physical contact: holding
his/her hand while walking or pulling
him/her up against you as you watch TV
together
If child doesn’t want extra contact, don’t
force, but be there
28. When Child Observed to be
Stressed
Limit TV, computer and video game time
and encourage kid to be active.
Be active with them - go for
walks, runs, park
Put on some music for a family dance
party (be sensitive to reactions)
29. When Child Observed to be
Stressed
Give opportunities to make small
choices appropriate for age: “Do you
want to eat in Jollibee or McDonald’s
today?” to give them sense of control in
their life.
30. When Child Observed to be
Stressed
Model effective stress-management
strategies e.g when feeling stressed
, stop yourself and say, “Wow, I’m
feeling stressed. I’m going to take a few
deep breaths to help me calm down.”
31. General Tips for Preventing and
Addressing Stress
Stop, Look and Listen
Stop
Set the climate. E.g. “I know there are things that upset
you sometimes. Can you tell me about them?” Give time
to finish talking. Listen both words and feeling in words.
Choose the moment. Any quiet time during the day or
at bedtime, but ensure you are relaxed and not feeling
rushed and can be together without interruption. Arrange
for privacy
Find “little” opportunities to connect. Everyday activity
together like going to school, taking snacks (but not
dinner)
32. General Tips for Preventing and
Addressing Stress
Look
Once a day, check child’s face and body -
eye contact? relaxed or tense? eyes calm or
darting back and forth? Is there tension in
her body?
Pay close attention to facial
expressions, mood, body language and
activity level
Notice signs of stress
33. General Tips for Preventing and
Addressing Stress
Listen
Give your full attention. Show you are really
interested by facing child and making eye
contact. Try saying things like, “We all feel
worried or scared sometimes and it’s good to
talk about those feelings.”
Listen without speaking. Nod head; give other
nonverbal signs of interest. Don’t finish his
sentences, even if you think you know what he
is trying to say. Give him time to put it into his
own words.
34. General Tips for Preventing and
Addressing Stress
Just be there
Respect child’s refusal to talk about what’s bothering
him/her- give space, but show you’ll be there when they feel like
talking. Whether they need to talk or just be in the same room
with you – make yourself available.
Do something fun together. If child seems stressed or having a
bad day but doesn’t feel like talking, initiate activity you can do
together - read book, go for walk, watch movie, or bake, to
teach children that there are ways of taking care of self and
cheer self up.
Give children time and space to unwind. Sometimes children
need time on their own with quiet activities such as blocks, play
dough or imaginative play
35. General Tips for Preventing and
Addressing Stress
Keep child aware of anticipated family
changes.
Monitor television programs that could
worry your child and pay attention to use of
computer games, movies, and the Internet.
Use encouragement and natural
consequences when poor decisions are
made.
Help your child select appropriate
extracurricular activities and limit overscheduling.
36. General Tips for Preventing and
Addressing Stress
Make child aware of harmful effects of
drugs and alcohol before experimentation
begins.
Monitor own stress level. Take care of
yourself.
Contact child’s teachers with concerns and
make them part of team available to assist
your child.
Seek assistance of
physician, psychologist, or school
counselor, if stress continues
37. General Tips for Preventing and
Addressing Stress
Working with care provider
Make sure child is understood and treated
well
Ask how child was
Check for abuses of care provider; observe
reactions to care provider
38. Caveat
Children differ in dealing with stressful
situation
Some children experience more stress
than others
Some are more sensitive to stress
Some are better at handling it than
others.
Big challenge: know your children, pay
attention to their stress and try to ease