International Adoption: a local family’s story of growing By Stephanie Robusto CONWAY, SC (WMBF) – After reading about the orphan crisis in Africa, it didn’t take the Crawford family long to decide to adopt from Ethiopia. But their journey is far from over. “Our motivation was never if we could have biological or not, it was more than that,” explained Victor Crawford, the proud father of two boys. They explain part of their reason was simple human nature. “We evaluated what our faith really looks like in the real world. Showing compassion and love, that’s our motivation,” said Crawford.
Another reason for adopting internationally came from Crawford spending time abroad during a mission trip. Adoption wasn’t something the couple originally planned on. But spending time in the orphanages of Honduras opened their eyes to an international need. “They have basic needs; a roof, food, and love. We want to provide that,” said Crawford. Now, the Crawford’s are defining what it means to be a blended family. They adopted their first son, Josiah, from Guatemala when he was about 4 years old. A few years later, they had a biological son named Miles. Biological or not, the two boys are brothers. They want to continue growing their blended family. “When Miles got to the age where we thought we could handle another one, we thought ‘let’s start this journey, start this process again,”explained Crawford.
That journey first began here in the states, with the Crawfords trying to adopt in America. “But after three years of no placement, we decided to move forward again with international,” explained Victor’s wife, Robin Crawford. When they learned about the need in Ethiopia, the couple decided to double their family. “We found two brothers, two siblings who needed a home,”said Crawford. “The oldest is 8, the youngest is 3. They’ve been in an orphanage for about 8 months. Their biological father passed away,” explained Mrs. Crawford. Legally, the two boys are already part of the family. But it will be weeks until they are united as a family under one roof.
The waiting has Robin Crawford feeling like an expectant mother. It’s hard for her knowing they are her babies, but she doesn’t have them home with her, yet. “It’s very difficult, it’s something that consumes you all the time,” she expressed. The family recently met the brothers in Ethiopia. They are waiting for the U.S. Embassy to decide a date they can go back again, and hope this time, the boys will be coming back home with them.
To read more about the family, visit their website here:CrawfordsJourney.com Copyright 2013 WMBF News.All rights reserved. Share: / /
Does your child have so many problems that you don’t know where to start? Are you so frustrated that you can’t see or think straight? Do you feel helpless about how to make changes in your relationship with your child? Perhaps the first place to start is with a few measurements. When behaviorists study people’s behavior, they start with a baseline. A baseline is a tool that is used to measure the frequency and duration of someone’s specific behavior. It can be used to measure the frequency and duration of both desirable and undesirable behavior. This dual measurement can tell parents what they want to increase and what they want to decrease, all without a lot of screaming, hair pulling, or medication!
Step 1: Measure without interventions.
The first step in determining a baseline is to measure a child’s behavior when no intervention or tool is being used with the child. This way parents can get an accurate estimation of the child’s behavior. Baselines will allow a parent to measure the effectiveness of a particular parenting tool they are using. If a parent discovers that a tool is not getting the desirable results (i.e., the misbehavior continues at the same level as before or is much worse), then the parent knows to abandon this approach and try another. Parents then find a different tool to use that gets them better results.Sounds easy, huh! Actually it isn’t, but with a little practice parents can use baselines to objectively and rationally approach a behavior problem and change it.
Step 2: Basic materials and picking a behavior.
The next step is to gather a few basic materials: a piece of graph paper, pencil, and daily calendar. Write across the top of the graph paper the behavior you wish to increase or decrease. For example, you might write: “I want to increase the number of times that Tommy takes his bath on time” or “I want to decrease the number of times that Mary hits her little brother.” Picking the behavior may not be as easy at it sounds. You must pick one behavior to focus on and not get confused with other problems at home. Be very specific about what you want to increase or decrease. Don’t write: “I want Tommy to behave.” That is too general and vague. You will never achieve that anyway, so why frustrate you and Tommy. Pick a behavior that is particularly troublesome and/or dangerous to start. To get a baseline, simply count how many times a day that particular behavior is occurring for one week. Average it on a per day basis by taking your weekly total and divide it by seven (days of the week). That will be your baseline. Let’s say that you want Tommy to take his bath, on time, every day. At this time, Tommy only takes his bath, one time, once per week. One is your baseline. Anything you use to increase this frequency will be considered effective. Anything that does not or reduces it to zero, is not effective. After you have picked the behavior, use the bottom of the paper to list the days of the week from the calendar (Sunday, Monday… Saturday). Along the left side of the paper you will write a range of numbers, starting from the bottom and going up. The range could be from zero to ten, if the behavior you are targeting is a low frequency problem or zero to hundred, if it is a high frequency problem. I would suggest sticking with a low frequency problem. It will make the process simpler and easier to monitor.
Step 3: Pick a tool (intervention).
Now comes the fun part: picking the tool. What will you use to increase or decrease your child’s behavior? You could do what you have always done, like Time-Out or Removing Privileges. Or you could read up on a couple of books, ask a wise friend or teacher, or search the Internet, looking for various interventions to try. Regardless of where you go for your tools, choose only one. Use the tool of choice for a period of one week and faithfully measure how many times a day that behavior occurs with the application of the tool. Be sure that all caregivers (moms, dads, relatives, day care staff, etc.) use the same tool or you will not get a good measurement. In fact, if dad is doing one thing and mom another, you could be sabotaging each other’s efforts. Get everyone on the bandwagon and cooperating. Chart the number of times the behavior occurs (its frequency per day) and the time that it occurred. In order to see if change has occurred, parents must check to see if there is any difference between the baseline number, before any intervention was made, and the number of occurrences after an intervention is made. This final number should come close to your target number.
Let’s take another look at Tommy and his bath time. Mom and dad decided to take away Tommy’s television privileges if he did not get in the bath on time each day. They did this by simply stating the consequence ten minutes before bath time to give him time to prepare. If Tommy did not get in the bath on time (they gave him a five minute window of opportunity either way) they stated that there would be no television privileges the next morning and stuck to their decision. After a couple of days, Tommy realized that mom and dad were serious about this bath time business and decided to cooperate. He was able to get in the bath, on time, three times in one week, as a result of mom and dad’s new interventions. This was a definite increase from the baseline and considered successful by everyone. Don’t worry if the change doesn’t occur immediately. Children test their parents to see if they will be consistent with these new interventions or if parents are going to fall back to old, inconsistent ways of disciplining. One to two weeks may be needed to witness any real results. If the behavior is still not changing after that period of time, find a new tool. It is also important that you be consistent. Inconsistency will reward the behavior in the wrong direction.
What if one parent is willing to cooperate but the other is not? This makes our task harder but not impossible. Simple measure during a time that you are able to control, say, during the daytime when dad is at work. Obviously, you must pick a target behavior that occurs during that time period and find a tool that you can administer alone. Children will adapt to the different parenting styles of their parents, even if they are exact opposites. Reward all positive, behavioral changes. This will help to maintain the behavior over a long period of time. Don’t resort to bribes, such as sweets, money, or toys. This will backfire on you. Use social praise, like: “Great job” or “I really appreciated how you did that.” This is usually sufficient for children. Any negative behavior should be ignored, as much as possible.
How long should you use the baseline tool? Use the tool for as long as you need. Once you are getting positive results from your new tool, you can go on to targeting a new behavior or put the chart away until it is needed again. Behavior tools, like the baseline, have some limitations. Very smart children see your strategy and try to go around it or do as they are asked, during the specific time it is asked, and then immediately misbehave right after. For example, Tommy may get into the bath on time so that he can watch his favorite television programs, but right after the bath, he may become rude and obnoxious to his little sister. This is a weakness in the tool, not you. Ignore the weakness for now. All you are concerned with is increasing getting into the bath on time. Later you will address, with the baseline tool, the rude behavior. The value of this parenting tool is in its ability to get a baseline measure of a child’s behavior and to test the validity of the parenting tools your are using. It allows you to cope with feelings of frustration and target behavior objectively and without negative attention to the child. This allows the parent and the child to concentrate on more enjoyable activities together.
By Ron Huxley, LMFT
Some children find school an exhilarating challenge, while others are overwhelmed. Parents of young children can help them by being more involved in school. If you have the time or a flexible work schedule, you can participate in the classroom one day a week. This affords you the opportunity to observe your child and to help the teacher, who probably has his or her hands full. You can see what problems your child has adjusting to the school routines and find ways, by modeling the teacher, to help your child. Your presence also gives the younger child a feeling of security to know mom or dad is close by. Unfortunately some parents do not have this flexibility to take off a day and participate in their child’s classroom. You can still stay involved by attending parent/teacher conferences, calling the teacher periodically to see how your child is doing, and keeping informed about overall school events as well as your child’s individual performance.
Parents can also reduce their child’s school daze by helping them learn good study skills and overcome homework malaise. Self-discipline can be a difficult trait to build, but it is crucial to academic success. While IQ is important, a child’s feeling of confidence in herself and her ability to master a subject is also critically important. Make sure your child knows how to study and finds it a positive, rewarding experience. You can do this by using the “Homework Hassles” parenting tool. In addition, you should encourage children’s natural curiosity to learn. Provide opportunities to discover new things. Get excited about your child’s projects, both at home and school. Post school work on the refrigerator door as if they are pieces of famous artwork. And talk regularly with your child about his feelings about school. Is he afraid of another student? Does he think the teacher is nice or mean? What is it like riding the bus, or eating school cafeteria food, or playing at recess? Who are his friends and why does he like them? Even busy parents can find time for these discussions.
Use communication parenting tools to validate a child’s feelings about school without getting caught up in them at the same time. Remember that empathizing with a child (hearing about feelings and acknowledging their validity) is different from sympathizing with a child (feeling what they feel, be it mad, overwhelmed, or dazed). The former allows the parent to help solve problems while the latter get parents caught up emotionally in the problem.
FREE Parenting Tool: Behavior chart to help your son or daughter find some success (and you find your sanity) at home and school. Click here to download right away!
Night Terrors: What are they and why do they occur? -
Most parents have comforted their child after the occasional nightmare. But if your child has ever experienced what’s known as a night terror (or sleep terror), his or her fear was likely inconsolable, no matter what you tried.
A night terror is a sleep disruption that seems similar to a nightmare, but with a far more dramatic presentation. Though night terrors can be alarming for parents who witness them, they’re not usually cause for concern or a sign of a deeper medical issue.
During a typical night, sleep occurs in several stages. Each is associated with particular brain activity, and it’s during the rapid eye movement (REM) stage that most dreaming occurs.
Night terrors happen during deep non-REM sleep. Unlike nightmares (which occur during REM sleep), a night terror is not technically a dream, but more like a sudden reaction of fear that happens during the transition from one sleep phase to another.
Night terrors usually occur about 2 or 3 hours after a child falls asleep, when sleep transitions from the deepest stage of non-REM sleep to lighter REM sleep, a stage where dreams occur. Usually this transition is a smooth one. But rarely, a child becomes agitated and frightened — and that fear reaction is a night terror.
During a night terror, a child might suddenly sit upright in bed and shout out or scream in distress. The child’s breathing and heartbeat might be faster, he or she might sweat, thrash around, and act upset and scared. After a few minutes, or sometimes longer, a child simply calms down and returns to sleep.
Unlike nightmares, which kids often remember, kids won’t have any memory of a night terror the next day because they were in deep sleep when it happened — and there are no mental images to recall.
What Causes Night Terrors?
Night terrors are caused by over-arousal of the central nervous system (CNS) during sleep. This may happen because the CNS (which regulates sleep and waking brain activity) is still maturing. Some kids may inherit a tendency for this over-arousal — about 80% who have night terrors have a family member who also experienced them or sleepwalking (a similar type of sleep disturbance).
Night terrors have been noted in kids who are:
· overtired or ill, stressed, or fatigued
· taking a new medication
· sleeping in a new environment or away from home
Night terrors are relatively rare — they happen in only 3-6% of kids, while almost every child will have a nightmare occasionally. Night terrors usually occur between the ages of 4 and 12, but have been reported in kids as young as 18 months. They seem to be a little more common among boys.
A child might have a single night terror or several before they cease altogether. Most of the time, night terrors simply disappear on their own as the nervous system matures.
Coping With Night Terrors
Night terrors can be very upsetting for parents, who might feel helpless at not being able to comfort or soothe their child. The best way to handle a night terror is to wait it out patiently and make sure the child doesn’t get hurt by thrashing around. Kids usually will settle down and return to sleep on their own in a few minutes.
It’s best not to try to wake kids during a night terror. Attempts usually don’t work, and kids who do wake are likely to be disoriented and confused, and may take longer to settle down and go back to sleep.
There’s no treatment for night terrors, but you can help prevent them. Try to:
· reduce your child’s stress
· establish and stick to a bedtime routine that’s simple and relaxing
· make sure your child gets enough rest
· prevent your child from becoming overtired by staying up too late
Understanding night terrors can reduce your worry — and help you get a good night’s sleep yourself. But if night terrors happen repeatedly, talk to your doctor about whether a referral to a sleep specialist is needed.
Could Your Child Have Too Much Self-Esteem? -
Parenting in the Middle Ground
As with most parenting challenges, we are called upon to strike an all-too-elusive balance between two extremes: the tough love approach, typified by “tiger mom” Amy Chua, who advocates criticism, corporal punishment and name-calling of children who must earn their self-esteem through accomplishments, and the phony praise approach, common among some modern American parents, who cheer their children on whether they’ve earned it or not.
There’s more to effective parenting than either extreme offers. Here are a few ways to find the middle ground:
Keep it Real. High self-esteem isn’t a problem — it’s false self-esteem that knocks kids off course. Instead of applauding your child’s every move, reserve your praise for noteworthy accomplishments and behaviors. Praise should go beyond accomplishments to include personality traits that make your child who they are, such as being a good friend, telling the truth and working hard.
When you do praise your child, be specific and focus on effort rather than the end result. Telling your child you’re proud of all the effort they put in to getting an A on their test is more helpful than saying, “You’re so smart.” Knowing exactly what they did well will enhance your child’s sense of self-worth.
Encourage Strategic Risk-Taking. Self-esteem forms when children challenge themselves. Create opportunities for your child to try new things, and when fears and setbacks arise, encourage them to keep trying rather than giving up or rescuing them.
Acknowledge Strengths and Weaknesses. Children need to know that everyone has strengths and weaknesses. If you pretend your child is great at everything, this may artificially inflate their ego or send the message that perfection is expected — a set-up for low self-esteem.
Embrace Mistakes. Overprotective parents do a disservice to their children’s self-esteem. From mistakes and setbacks children develop resiliency and faith that they are worthy even if they don’t always “win.” Share your own stories of overcoming obstacles and work through problems with your child so they can be successful next time.
Love Unconditionally. Self-esteem flourishes when children know that you will always love and accept them (though you may not always like their behavior or decisions). This message comes through clearly when parents are generous with their affection and listen attentively to their children’s thoughts and feelings.
Reward Social Success. True self-esteem stems from close ties with other people. A 2012 study shows that positive social relationships during youth are better predictors of adult happiness than academic success or financial prosperity. In addition to reinforcing a child’s intellect or athleticism, celebrate their ability to empathize with or help others and encourage them to participate in activities that build social connections.
Avoid Comparisons. Your child needs to be respected for their individual talents and abilities. Resist the temptation to compare your child to their friends or siblings, even if the message is positive. Instead, emphasize your child’s strengths and help them work on their weak spots.
Set Realistically-High Expectations. Children do best when they know what is expected of them. Set clear rules and consequences and follow through when a rule is broken. This predictability lets kids know that discipline and constructive criticism aren’t personal attacks but violations of pre-established rules.
The Byproduct of a Healthy Relationship
The so-called “self-esteem movement” is not a complete abomination. Kids should feel “good enough” and “smart enough,” so long as those sentiments don’t cross the line into “better than” or “smarter than,” particularly if they’re not based on genuine accomplishments and abilities. As parents, this is one area where we can start taking it easy — no more nurturing self-esteem for its own sake but instead doing the things that naturally build self-esteem, like spending quality time as a family.
(Repairable) Damage done today:
1 toilet paper holder broken off wall
2 curtains pulled down
3 15 towels full of pee
4 pack and play (that they were not in) broken
5 crib sheet torn
6 holes in walls = 3
7 1 broken necklace
8 2 questionable stains on the wall
9 puzzle ruined from landing in pee puddle
10 milk spilled on pillow
11 floor still sticky after being mopped twice
The radical commitment of foster parents!
Identifying Teens at Risk for PTSD:
Many teens are exposed to emotionally traumatic events, putting them at risk for developing post-traumatic stress disorder (PTSD).
A new study found online in the Journal of the American Academy of Child & Adolescent Psychiatry helps clinicians target those who are most vulnerable to developing PTSD.
Researchers from Boston Children’s Hospital analyzed data on 6,483 teen–parent pairs from the National Comorbidity Survey Replication, a survey of the prevalence and correlates of mental disorders in the United States.
They discovered that 61 percent of the teens (ages 13 to 17) had been exposed to at least one potentially traumatic event in their lifetime, including interpersonal violence (such as rape, physical abuse or witnessing domestic violence), injuries, natural disasters and the death of a close friend or family member.
Nineteen percent had experienced three or more such events.
Investigators determined the risk factors associated most strongly with trauma exposure included:
Of all teens exposed to trauma, 4.7 percent had experienced PTSD under DSM-IV diagnostic criteria.
Risk factors for PTSD included:
Recovery from PTSD was complicated if the teen:
Need help for your teenager and live in the Redding, California area? Ron Huxley, founder of the Parenting Toolbox, is open to helping families through his private practice starting September 2013. If you prefer a consultation (not therapy) via Skype or email, click on the “Parenting Answers” link here or contact Ron at email@example.com.
There are a lot of very good parenting techniques available to parents in the form of parenting books, videos and classes. I have written and taught them myself. What you don’t often hear about is how to “do” parenting when the rubber hits the road. How do you get through the daily grind of life and keep a cheerful face and engage your child (or for some us multiple children)? My best parenting advice is this: Be silly. I know, parenting should be serious, shouldn’t it? The truth is that it is serious way too often.
Silliness is a useful way to lighten up the mood in the home and to engage bored or irritable children. Over the years I have used variations on the silly theme with mostly good effect. Here’s a few to try on and see how they fit for you:
Change the game rules Parents can get exhausted playing the same old game of “Go Fish” or “Sorry.” Anything done hundreds of times can be hum drum. Spice it up by changing the game rules. Use a pirate voice when playing a card game. “Argh, give me your fours!” Narrate the characters in the book you read at bedtime every night. Act it out instead of reading it. This weekend I played my niece, nephews and grandson Ping Pong Poetry. Every time you hit the ball you have to rhyme a word: Ping, sing, ring, thing, king, etc. It resulted in several belly laughs.
Tell a joke This is perhaps the simplest silly strategy. Have a long car ride? Tell a few Knock-Knock jokes. OK, you might have to do a Google search first to come up with a few but it will be worth the research! I have one I told me kids over and over again. They groaned every time I would start to tell it but I could tell by their smiles they loved the “tradition” of it as well. Want to hear it? “How do you make a hanky (handkerchief) dance? Put a little boogie in it.” Made you laugh? I know it is a little irreverent but isn’t that the point here?
Make up a song Need to get your kids to focus and march in a file through a store without touching everything? Come up with a marching song and sing it (quietly) as you go down the aisles. Preschool teachers do this all the time to get kids to clean up their mess and move to a new classroom activity. Use it at home too.
Food can be fun Got a picky eater? Dinner time always turns into a fight? Use the food to create some fun. Put coloring food into the milk. Make a game out of how slowly you can eat. Wiggle your nose at others around the table and see who can catch who doing it. Eat in courses, switch seats for each one or use your opposite eating hand to do it. Make faces out of the foot as you place it on the plate. We often use special pancake forms on the griddle to make dinosaur shapes. A lot of food is package in shapes of animals or other character. I enjoy biting their heads off. Sorry, but I do. Have a crunching contest - keeps kids focused and eating mom!
Wear funny slippers My sister-in-law came over for the weekend and wore fluffy pink slippers most of the weekend. She was comfortable and the kids loved making fun of her. Keep a full house of people energized and in good humor. Alternate this strategy by wearing bright clothing, mix patterns or act cool in your shades. I am sure you have a few silly tricks up your sleeve.
Share them with us by leaving a comment or Facebook post or Tweet us! Let’s pool our silliness ideas together and use it to increase cooperation, enjoy each other more, and decrease stress levels.
Reposted from Parenting Toolbox April 2011.