My Left Hand

February 18, 2013

My wife recently found a crushed spider on the floor of our kitchen and asked me to pick it up. I picked it up with my toes while carrying my baby in my right arm
Baby Dee has always enjoyed the human touch, and after the first few months of sobering tranquility, she decided that she doesn’t like to be left alone for long but wants to see and hear everything with which the parent or relative or friend watching her happens to be involved. Of course, not yet fully mobile but armed with a healthy appetite, the baby has grown to dimensions and mass that make her somewhat challenging to carry around. Stubbornly, having figured out that we are loathe to drop her, she uses her tree-dwelling-primate-strong grip to reach out to grab a cord, utensil, remote control, or whatever might capture her fancy at a particular moment.

Living left handed
So, being profoundly right-handed, I inevitably find myself carrying the baby in my right arm, with some hip support. This leaves me needing to accomplish whatever tasks need to be accomplished using only my less adept left hand.
This leads to two unfortunate trends. First and foremost, things just don’t seem to get done with the quality they used to. Second, with baby in my right arm, I have to be even more careful to avoid letting her unlimited curiosity and ill-developed sense of self-preservation combine to disastrous effect.

New routine
Picking up bugs isn’t the only thing that holding a baby in my right arm has interfered with. I learned early on that sending email using a computer, while holding a baby in my right arm, can be somewhat problematic. Years of computer use have made me a rapid typist, but suddenly I am in a position where I have to compose thoughts, answer student questions, and ar

range meetings, using the “hunt and peck” method with only my left hand.

The challenges
This was a challenge. Many attempts to spell complex words, or to punctuate a sentence properly, led to absurd spelling errors as my left hand, moving into uncharted waters. Colleagues commented on two developments in my e-mail correspondence that followed the baby’s arrival. First, I seemed to be sending a large number of emails at rather early hours of the morning – say, 5:45 am. Baby’s sleep patterns were the obvious explanation. But my e-mails also got shorter – to the point of being perfunctory – because I was compensating for having just my less dexterous left hand available for composition.
And then there is one-handed cooking, I’m sure the subject of some reality television show on the Food Network. I generally prefer baby to be at a safe distance from the hot stove and with her wide, exploring eyes out of range of a lemon I am squeezing. But sometimes she’s not in the mood for a Bumbo chair or isolation behind the walls of her pack-and-play. So trying to crack and egg into a bowl with just my left hand, and I’ve noticed that I don’t always get as much of the egg out of its shell as I used to.

Reality, for better
or for worse
One-handed parenting also causes some nervous moments when baby reaches out with her strong fingers at whatever dangerous implement I’m trying to use with my clumsy left paw. We had a near-miss with a knife during a recent banana-cutting session, which required some hostage-negotiator persuasion to get her to unhand.
Parenting would be so much easier if my wife and I were the multi-limbed beings of science fiction, and fantasy. Though evil, for instance, Spiderman’s nemesis “Doctor Octopus” would be handy to have around with a new one in the home. But this is reality, for better or for worse, so we and baby must make do with the hands we’ve got.

Geoffrey Rapp is a law professor at the University of Toledo and the father of a one-year-old baby girl, “Dee”.

Spotlight on an epidemic

Matt Desmond

February 18, 2013

Diabetes is a scary word, and a growing public health problem. As many as 24 million Americans, an alarming number of them children, suffer from some form of diabetes—more than 186,000 children, according to the Center For Disease Control. The American Diabetes Association has designated November as Diabetes Awareness month, in an attempt to shine a light on this seemingly intractable scourge. It’s a good time to take a look at the facts behind the alarm, and know what you can do to help.
To begin with, it’s important to understand the distinction between the different varieties of diabetes. Type 1 diabetes is rarer, but is also the variety more typically associated with children, as it manifests itself in otherwise-healthy children and adolescents. It is also the form of the disease which is more easily treated.

Different Types
In Type 1 diabetes, the body fails to produce insulin, a hormone required for the metabolism of sugars into energy. Symptoms include frequent urination, drowsiness, and sudden weight loss. And while it is life-threatening if untreated, properly-diagnosed patients can maintain a normal life indefinitely with regular checking of blood-sugar levels and the administration of insulin.
Type 2 diabetes, in which the body does produce insulin but in insufficient amounts, or, alternately, is unusually resistant to insulin, is more difficult to diagnose and treat. Type 2 is far and way the more common form of the disorder, but until recently it was primarily associated with adults, particularly older adults. But its incidence has been disturbingly on the rise in children and adolescents.

Expert opinion
Many experts point to increased levels of childhood obesity and to a lack of childhood physical activity in an age of video games as probable causes for this troubling uptick. Unfortunately, Type 2 diabetes can often go undiagnosed for a considerable time, since the symptoms develop more slowly and are less dramatic than type 1. But if left untreated, it can have a dramatic effect on life expectancy. Treatment involves careful, disciplined meal-planning, weight loss and exercise, along with medication if these treatments prove ineffective.

The Risks
Expectant mothers can be at risk, too. The physical changes of pregnancy can lead to what is known as gestational diabetes, a condition which can lead to health risks for both mother and infant. Although gestational diabetes generally does not last beyond the pregnancy, it can recur. And it can result in heightened insulin levels in the child, which can in turn increase their risk of developing type 2 diabetes.
Diabetes is a growing problem, and many blame the contemporary American diet for its epidemic status. But diabetes is treatable, and in many cases, preventable. This November, be sure to arm yourself with the facts. For more information, see the American Diabetes Association at www.diabetes.org, or call 1-800-DIABETES.

Talking with Your Tween

Digital Media

February 18, 2013

Tantrums and potty training – remember when you thought your child’s toddler years were tough? Now, as the parent of a tween, you may find yourself longing for those early years.
The term “tween” refers to a preadolescent, a child age 10-13. This time is a challenging transition for both children and their parents. While tweens struggle with their changing identity and need for independence, many parents feel like they’re just along for the ride, unable to help or, even, talk with their own child.
No matter how much you may feel like your tween doesn’t want you around, the fact is that he or she needs you. It may not be easy to facilitate communication, but talking with your tween is one of the best ways to know what’s on their mind and how you can help them through this time.

Lead by example
When your child was little, you knew how important it was to watch your language and look both ways before crossing the street. That’s because your child picked up on everything you did – good and bad. The tween years are no different. If you yell, you may find your teen responding in the same manner. Show respect for your child in all circumstances. Be open and honest with them and they’ll be more likely to act in the same way with you.

Be consistentThe tween years are a time of change: bodies change, values change, friends change. Being consistent with your tween is an important way to reinforce expectations, show dependability and give a sense of security. Be consistent in your rules, discipline, reactions, and words.

Empathize
Remember what life was like when you were a tween? Maybe not, but at least try to consider what it may be like to be in your child’s shoes. Listen to your tween. And I mean really listen – with your full attention. Sometimes a child just needs to vent or make sense of his or her feelings. Resist the urge to find a solution to problems. Instead, help your tween express and understand his or her thoughts, feelings and values.

Promote a healthy lifestyleIt’s difficult to handle daily stress when basic needs aren’t met. Encourage your tween to get enough sleep, eat well and be physically active. Taking care of his or her body will help your tween function at his or her very best and better handle the environment around them.

Encourage communication
Remember, the first step is usually the hardest. Make communication easier on your tween by taking that first, challenging step. Initiate discussions by asking open-ended questions and connecting through movies, books, news, and others’ experiences. And don’t just talk about the big issues. Being open about smaller issues will help your tween feel more comfortable talking with you when the time comes to discuss more important issues.

Recognize your tween’s need
for independenceYour tween is discovering a new world of feelings, thoughts, values, and challenges. Give your child just enough space that he or she gains a sense of independence. However, you are still the parent. Finding a healthy balance of control is important for your child to learn on his or her own with you right beside them.

When Things Don’t Make Sense

Karen L. Zickes

February 18, 2013

Contrary to conventional knowledge that we have five senses, we actually have seven. The two additional senses are the vestibular sense which detects movement and changes in the position of the head, and the proprioceptive sense telling us about weight, body position, pressure, and movement.

The facts
In simplest terms, Sensory Integration (SI) is the brain perceiving sensory information such as sight, sound, movement etc., processing what is happening and reporting back to us. When the brain fails to process this sensory information efficiently and correctly, it is called Sensory Integration Dysfunction (SID) or Sensory Processing Disorder (SPD). Hypersensitive individuals generally overreact to sensory input, and hyposensitive individuals tend to underreact to input; usually needing more stimulation for a sensation to register in their brain.
Though all people have sensory issues to some degree, when they begin to affect day to day living, sensory therapies may be needed to help daily functioning.

Puzzle pieces
Sensory Integration Therapy and the Sensory Learning Program are two therapeutic options that help children and adults with sensory issues. They are very different in nature, and each one is just a piece of the puzzle in helping individuals with sensory issues.

Sensory Learning Therapy
Schmakel Vision Therapy and Sensory Learning Center of Toledo has been offering Sensory Learning Therapy since 2008. Dr. Jeff Schmakel is the director of this non-invasive, non-cognitive therapy that was developed 15 years ago by Mary Bolles. “Toledo has one of the only 31 Sensory Learning Centers around the country”, said Marjorie Hunter, administrator of the program. “We are using light, sound, and motion simultaneously”, said Ms. Hunter. The 30 day drug free, intervention involves twelve consecutive days of therapy involving music at varying frequencies, different colored lights, and lying on a bed that gently moves back and forth, or side to side. Light therapy continues at home for 18 days. This non-cognitive therapy is working with the brain stem and creating new neuro pathways, according to Ms. Hunter. Once the new pathways are formed, they are permanent and therapy is rarely repeated.

Alleviating symptomsHunter stresses this therapy is not a cure, but rather a treatment to alleviate or lessen symptoms. She considers this very foundational, and not a replacement for, but rather as a way to enhance, other therapies such as speech, occupational, sensory, etc.

Sensory Integration therapy
Sensory Integration Therapy is cognitive, on the other hand, and the individual is actively involved in the therapy session. Patty Rodgers, an occupational therapy assistant with Help Me Grow says the goal is to involve as many of the senses as possible during a sensory therapy session. There might be pulling, touching, swinging, tasting, etc. Sometimes individuals may wear a weighted vest if they are seeking more input, and therapeutic listening may be used during a session as well. “If you have a sensory issue, it doesn’t really disappear”, said Ms. Rodgers. Rather, she explains, “we learn how to cope with it and live with it. Therapy is one way to help minimize the issues.”

Therapy in schools
Brigid Wernert, an occupational therapist who works with students at the Autism Academy of Learning in Toledo said sensory breaks are built into the daily schedule. A sensory room is complete with therapy balls, swings, bean bags, lights, and much more. The therapy prepares their mind and bodies to be more receptive to the next task at hand during the school day. A mind and body preoccupied with sensory issues can rarely concentrate on anything else. “Research has shown that it [the effects of the therapy] can last in your system for up to two hours after initial application”, said Ms. Wernert. However it can vary by individual.
Every person is unique, and will respond to various therapies differently. There are many options available that have been shown to be successful, and plenty of people out there willing to help you or your child overcome these obstacles.

A new mission

Christine A. Holliday

February 18, 2013

Roots in Toledo
Knight, 50, is a lifelong Toledo resident, who is proud to claim that, “My roots are in the Diocese.” He grew up in the Rosary Cathedral area, attended the parish school, and recalls that he served as the late Bishop (then Father) James Hoffman’s paper boy. He is a 1978 graduate of St. John’s Jesuit High School and thereafter the University of Toledo, but admits a career in teaching or educational administration was not in his plans at the time of his graduation with a business degree.
Instead, he worked with his father in the family business, Superior Kitchens, for ten years. He enjoyed the work, but says he felt a call to serve the community in some way. Following the lead of an older brother, he returned to school to be trained as a teacher obtaining a teaching certificate in Language Arts Grades 7-12. Taught for three years at St. Joseph School in Sylvania.
Serving the community
His next position was as principal at Holy Trinity School in Assumption, Ohio which was formed by the consolidation of three small schools. He felt a special affinity to the area because his grandparents were married in
St. Mary’s Church in Assumption, and he recalls looking out his office window to see where his parents were buried. In 2004, he was named principal of the
new St. John’s Jesuit Academy, wher he served until last spring.

Part of a network
Knight explains that his new position is different from that of a typical public school superintendent. “Our schools are part of a network, not a school system,” he said. “Each school has a local Principal-Minister who supports and guides those who work with youth formation and education in his or her building. According to the Diocesan structure, the Superintendent is the liaison between that principal-minister and the bishop. I don’t run the schools; they are really run at the local level. I am there to serve those in the schools and support what they do.”
The jobs done by those teachers and administrators (called teacher-ministers in recognition of the religious component of their jobs) have been challenging in recent years. Ten-year enrollment figures are down nearly 27% since 1999-2000, a mirror of the changing demographics of the areas served by Diocesan schools. General economic conditions, including increased costs for employees’ health care, utilities, decreased funding from the State, and rising unemployment have meant big challenges for those who administer the schools.

Changing trends
Knight also recognizes that changing trends in the way people practice and express their religious faith have an impact on Catholic education. Most elementary schools are supported by parishes, and decreasing numbers of worshippers in the pews usually means less support and fewer students for the schools, whose administrators have to find creative ways to provide programs. “Many schools have instituted ‘service hour’ programs to keep parents involved,” he said. “The parents may choose to volunteer at parish events, in the school library or cafeteria, at dances, etc. And their volunteering does help a great deal, but the schools cannot do without the money that comes from tuition payments and the parish.

”Facing challenges

He continued, “I would say that our two biggest challenges are funding our schools, and the impact of changing demographics,” Knight noted. “We are always looking for ways to make our schools affordable. Parents do have to pay tuition for their children to attend our schools, but we work hard to create a culture that shows people there is something special going on in our schools. We want parents to see that we are offering things that their children can’t get anywhere else.”
“At the same time, we have to be realistic. The changing demographics force us to take a very close look at how we utilize the resources we do have. In some cases, that means we have to close schools, or consolidate schools. It can be a painful thing to make those decisions because our schools all have rich traditions. Those decisions mean that teachers and other staff members lose jobs, and children have to go to a new building. It’s the same painful process that is happening in public systems everywhere.”
One consolidation between Our Lady of Lourdes School and Little Flower School, has resulted in the formation of the new St. Benedict School, in the former Little Flower Building. Principal Carol Huss explains that the new school opened this fall “stronger than ever” as result of a long process of collaboration and cooperation. “We incorporated ideas and input from our students, faculty, and families on choosing the new name, new uniforms, and new mascot. We decided a year ago that the time was right to be proactive and collaborate our efforts to form a new entity that would be strong, vibrant, and have the best that both schools could offer. Our biggest goal was to secure the future of Catholic education so that the children have the best we can offer.”
Working together
Collaboration will be a guiding principle for Knight. In his new position, he expects to work on cultivating better relationships with officials of the Toledo Public Schools. “They have the same concerns for their students that we do, especially the funding. We have different missions, but we are all concerned about the children in our schools.”
Some of those public school children have chosen to take advantage of the State of Ohio’s Education Choice program. That initiative gives funds to families whose ‘home’ public schools have been in “Academic Emergency” or “Academic Watch” for two of the last three years. Those funds can be used to pay tuition at private schools that meet state guidelines. The program has also brought some special challenges to the administrators and teachers in Diocesan schools.
Getting acclimated
“We have had concern over the clash of cultures for the students who come from public schools,” Knight admits. “Some of them need help adjusting to the expectations our teachers have about homework and discipline. Some parents need help as they have more involvement with the teachers at the new schools. Some of the students aren’t familiar with the religious component of our schools. But those problems are often helped by ‘up-front’ orientation programs for the new students, and introductory programs about our faith. We don’t demand that those students join our church, only that they see that we won’t compromise about the foundation for our system. They do attend Mass, and they do follow service hour requirements for the schools. We have a richness of tradition in our schools, and we think exposing all students to it will be beneficial to them.”
In spite of the challenges, Knight is working with dedicated teachers, administrators, and staff people. “It is uplifting to see so many good people in our schools. The future will bring changes to the Catholic schools, but I think our schools are an important part of their neighborhoods and their communities. Our schools are doing a great job.”

Giving thanks

Digital Media

February 18, 2013

Are you happier now that you are a parent?
A couple years ago, Florida State University sociology professor Robin Simon created a stir with her suggestion that “bundle of joy” is perhaps inaccurate for most parents.
“Parents experience lower levels of emotional well-being, less frequent positive emotions and more frequent negative emotions than their childless peers,” indicated Simon, whose parenting study concluded folks with the significantly greatest emotional well-being were those who had never had children.
Wait a second! Can all those baby shampoo commercials with shiny happy moms bathing smiling Stepford children be wrong?
Sure kids trigger negative emotions. But Harvard psychology professor Daniel Gilbert and author of Stumbling on Happiness (2007) suggests that although kids may not increase our average daily enjoyment, “they bring transcendent moments that outweigh all the hard work.”
Beyond Warm and Fuzzy
The day-in, day-out job of parenting is far from romantic. But if you’ve ever watched a toddler chase a butterfly or been asked, “Will I need my clothes in heaven?” then you also know happiness can wash over you in little moments here and there. In fact, such moments are not really so little.
Blissful, fleeting moments make life rich. Psychologists Ed Diener and Robert Biswas-Diener coined the term “psychological wealth” in Happiness: Unlocking the Mysteries of Psychological Wealth (2008) and define it as “the experience of well-being and a high quality of life.”
How do we become more psychologically wealthy? See what’s good in the world (the magical times with our kids) but be grounded in reality (kids are expensive and stressful!). The wealthy are engaged in activities they believe are meaningful. They apply their strengths to these activities.
As Christine Carter, author of Raising Happiness: 10 Simple Steps for More Joyful Kids and Happier Parents (2010), reminds: “What we say and do with our children is far more important in determining their success and happiness than any God-given talent or innate disposition.”
Contentment is Cool
Contentment may not have a sexy ring to it, but Don Lucas, Ph.D. in his book Being: Your Happiness, Pleasure and Contentment (2009), says it’s worth aspiring to. “Contentment is associated with everlasting positive emotions. Contentment is not associated with being idle, lazy or giving up.”
Think about it. Much of parenting involves positive, enduring emotions. It entails hard work and perseverance. For parents, contentment motivates our behavior and empowers us to get more accomplished.
Finding Your Happy Place
How do we increase happiness? By becoming more focused on the positive, more intentional in our attempts to savor parenthood and more grateful for the gift that is our kids.
Sleep more. Taking care of your family takes a lot out of you. You’ve heard “nap when baby naps” a million times, but it’s important. It’s tempting to stay up when the house is peaceful, but try to go to sleep at the decent hour your school kids go to bed. If possible, work out a shift schedule to get up with your infant. Try to sleep an extra hour each night and watch the magical effect a less tired, new and improved you has on your family.
Recognize parenting is stressful. In their book The Happiness Trap: How to Stop Struggling and Start Living (2008), Russ Harris and Steven Hayes reassure that feeling unhappy does not mean you are defective. “The normal thinking processes of a healthy human mind will naturally lead to psychological suffering. You’re not defective; your mind’s just doing what it evolved to do.” Happiness doesn’t mean eliminating negative feelings; it is being prepared to cope with those feelings.
Communicate better with your partner. Parenting is stressful on a relationship. Diener and Biswas-Diener remind us that the quality of our lives will suffer if we neglect to develop all the aspects of our true psychological wealth — one of which is loving relationships. Talk about the highs and low of raising kids. Laugh at the daily craziness which is family life!
Think gratitude. Counting your blessings every day helps you remember happiness is not having what you want, but wanting what you have. Carter writes “We can teach our children happiness habits, such as consciously practicing gratitude….Most important we can model happiness in ourselves.”
See the big picture. Gilbert says, “It’s easy to get caught up in the details, but you need to step back and realize how empty your life would be without family”

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