Good Psychology. Net Ilze Neethling
  • Home
  • Publications
  • Products
  • Resources
  • For professionals & Psych students
  • Blog

Flu plane: are we really ready for a global pandemic?

11/9/2018

0 Comments

 
An Emirates airliner was quarantined at John F Kennedy International Airport on September 5 after several passengers reported flu-like symptoms. Oxiris Barbot, New York City’s acting health commissioner, said the cause of the illness was “probably influenza”.

The following day, two more flights, arriving from the Middle East were quarantined at US airports after passengers reported similar symptoms as those on board the airliner grounded at JFK airport in New York.

Scenes of passengers being whisked off to hospital, wearing masks, caused concern around the globe. But this was just good public health practice – isolate the patient, minimise transmission to others and (hopefully) begin treatment.

Twitter Ads info and privacy
But if these events really were the start of a flu pandemic (a worldwide spread of a disease), the world is vastly unprepared for it. There is poor public health surveillance in many parts of the world, there aren’t enough vaccines to go around and the international legal framework designed to ensure vaccines get to the poorest countries is not fit for purpose.

Demand will outstrip supply
Vaccines are key to a flu pandemic response, but we can’t make the vaccines in advance. We need to know which flu strain is causing the outbreak before vaccines can be manufactured to protect against it.

People typically need two doses of a vaccine to provide immunity against pandemic flu. At least a third of the population need both doses to establish “herd immunity” and slow the transmission of the virus. This means that during the next pandemic we will need at least 4.7 billion vaccine doses.

The most recent estimates put the potential global supply at around six billion doses and will take a year to make, but this is based on a best-case scenario and is unrealistic.
Eggs are needed to make the flu vaccine and the six billion figure is based on an assumption that egg supply remains intact. This is unlikely during a bird flu outbreak (the 2009 outbreak and the 1918 Spanish flu outbreak were both bird flu strains). The figure is also based on the manufacturing switch-over from seasonal to pandemic flu vaccines going smoothly – a notoriously tricky switch that could cause a loss of production. It is also based on all factories with the ability to make flu vaccines making them, without interruption, for an entire year.

In reality, the number of pandemic flu vaccines we can make in a year may be closer to half the most recent estimate. This means a global supply shortfall of nearly two billion doses a year.

Bird flu would interrupt the supply of eggs – vital for making flu vaccines. 
 
Poor countries hit hardest
Despite vaccines being crucial to combating a flu outbreak, poorer countries have long complained that they are unable to access flu vaccines during a pandemic. My research has shown that almost the entire supply is purchased by the wealthiest countries, leaving the world’s poorest to rely on donations of vaccines from the World Health Organisation (WHO).

In an attempt to remedy this problem, the WHO passed the pandemic influenza preparedness (PIP) framework in 2011. This created a “virtual stockpile”, a stockpile of vaccines promised to the WHO, but which does not yet exist, of at least 150m doses that developing countries can access during a pandemic.

Today, the virtual stockpile has about 230m doses committed to it. This sounds positive, but my research shows that the number is far too low to meet the needs of poorer countries.

Vaccine makers have committed to supply the flu vaccine to the WHO through a standard material transfer agreement (SMTA). This is a legal agreement whereby the manufacturer agrees to supply the WHO with a percentage of the vaccines they make in exchange for access to samples of pandemic flu viruses with which to develop vaccines.
Even more worrying than the fact that the WHO stockpile is unable to meet demand, is the fact that it is unlikely the vaccines committed through these agreements will ever be sent to the WHO for onward supply in the first place. If we are faced with a particularly bad pandemic, it is unlikely the governments of countries where vaccine makers are based will let 10% of vaccines leave the country, regardless of the agreement a manufacturer has with WHO. The SMTAs signed between the WHO and manufacturers even anticipate this outcome.

If the next pandemic is severe, millions of people will die, largely in poorer countries, and largely because they have no access to a vaccine – the one thing that the PIP framework was meant to resolve.

This year is the 100th anniversary of the deadliest flu outbreak in history, the 1918 Spanish flu pandemic, which killed 50-100m people. A major influenza pandemic on this scale will happen again, AND THE WORLD IS UNPREPARED FOR IT.


https://theconversation.com/flu-plane-are-we-really-ready-for-a-global-pandemic-102789
​Mark Eccleston-TurnerLecturer of Law, Keele Law School, Keele University


0 Comments

Let’s talk about Bread – and maybe Feelings too

14/6/2018

0 Comments

 


What is Bread?

Flour or meal and water cooked over or surrounded by heat?

About 8000 BCE the first grinding stone, called a quern, was invented in Egypt, and the first grain was crushed. The modern Indian chapattis, made from unleavened whole wheat flour, and Mexican tortillas, made from corn, resemble the breads produced at that time.

Until Egyptian times bread was 'unleavened'. This means that it was flat bread like the Naan or Pitta bread we eat today. It was 4,000 years ago that the Egyptians discovered a kind of yeast to add to the dough called 'Barn', to make bread' leavened' or risen.

Bread has ancient roots, and to today, a staple of so many diets throughout the world. Bread comes in all shapes, flavors and forms, and is typically made from accessible and basic [mostly] affordable ingredients per country.
These ingredients are important because they help fill nutritional gaps in diets as well as help you feel full and satisfied.

(Unless requested, I am not going to add vitamins & nutrition per breads here. Go check your Google options per bread type!)
Bread is a Staple. Bread is great. We all need Bread. When most else fails, we still have the option to buy- or bake - Breads.

Increasingly today/s time, we also start to have Bread Buffets to Celebrate Bread.

Sometimes there’s complications about Bread - We want bread white, brown, black, seeded, chocolate, pumpkin, potato, in different shapes, large, small, twisted, rolled; and presented in all possible ways. Thinly sliced, or not sliced, or rough textures. We want it fresh, toasted with specific coverings/coatings, and some of us want it old, because sometimes old bread can be utilised much more than the fresh (housewife secrets!)

Maybe you want your bread dotted with cranberries or bacon? Or, maybe US toast style bubbling with cinnamon and sugar? Maybe you want your bread to be decorated and to look like a snake, crocodile or tortoise. Or bunny. Or hedgehog.

And maybe you simply want a slice of plain white bread with farm-made butter.

Basically, we always and continuously seem to want variety and options of life, not only when speaking about Bread.

As we start to celebrate Bread, we should also start celebrating Feelings (can you read the comparisons, by now?)

Maybe, similar to bread, Feelings unfortunately are a necessity in all of our lives, in whichever shape or size.

It is your choice, how you want to experience and present it – a bread filled with bacon, cranberries, your choice of fruits, thrown out bread not quite suitable to what you actually wanted - or a thinly fried old sliced bread with no toppings…

Or maybe, you want to change all previous bread recipes and bake your own bread, your own way?

0 Comments

Teach your sons and husbands! Letter from a newly wed

3/4/2018

0 Comments

 
Dear Aunty Ilze

If you want to know how to save your marriage combating the small jackal, read to the end. 

I am young, happily married, and I really, really love my husband. He is such a Hunk!

I also love my mother in law, she is great. But, increasingly, I LIKE THEM LESS AND LESS!! Including not liking my husband!

We’ve been wed only for 2 years. Still in the honeymoon phase. As we are now starting to plan a family - I pray I do not do to my children, what my in-laws apparently did (or did not do).

I have a couple of serious requests (even if you might consider this as little small jackal in the vineyard. But remember, these small jackal, do the most serious damage).
If you are a mother-in-law, or a mother, you really should pay attention to my letter.
Teach your children, boys in particular!


  1. Make your own bed at least. It’s a sign of self-respect
  2. Hang the wet towel or at least put in back in the bathroom, do not dump it in-between the duvet and sheets
  3. Put your dirty clothes in the laundry bag, do not throw this on the floor (my personal decision, all items on the floor is considered as dirt and will be thrown away…)
  4. Do not stack or hoard dirty dishes and glasses in the bedroom, take them back to the kitchen!
  5. Place dirty plates and glasses in the basin at the very least
  6. Push your chair back when leaving the table
  7. Close the fridge doors properly, please. This is really such a simple action which Momma’s boys never seem to be able to do
  8. Do not drink directly from the cold drink bottles. And replace empty items used by yourself. Another thing Momma’s boys struggle to do
  9. Place the milk and butter and bread back where you found it! Do not dump and leave everything all over the kitchen for your wife to clean up
The list of complaints could go on, but maybe I should stop here for now before I get carried away.

Bottom line is, your sons are dumping and leaving everything for their wives to pick and clean up.  Where did they learn this?
At home – with you as parent.

If you sons cannot even abide by the small requests above- they run to ruin their marriages.

 Because, once the wife starts doing all those seemingly innocent things mothers tend over-spoil their boys with in particular -

We the wives, become the mothers!
And who on earth, want to sleep with their sons?!

Will you blame us, when we start looking towards fresher horizons, where we might find a man who could value as a life partner, instead of us being a substitute mother or cleaner?

We as wives lose respect for these little spoilt boys who seem never to grow up because they still expect Mommies to clean up after them. And now, they expect their wives to fulfill this duty as well?

We as wives do not want to share our bodies with little boy husbands we have no respect for.

Please Mums, teach your sons especially how to have self-respect and to keep it tidy! We as wives, are not here to take over your motherly or domestic duties (In which you apparently failed, as you did not raise a child who could even clean up after himself).

We are here to love your sons and to build a loving supportive life with them, which I hope, you really also want for them.



0 Comments

My Child Lies - Now What?!

9/3/2018

0 Comments

 
“My fourteen year old son lies non-stop about the most ridiculous things. Even when I know point blank that he is lying, he still does it. What can I do?”
 
“My nine year old daughter is physically aggressive—kicking, screaming, hitting, and spitting. It seems completely unprovoked. Can you help me?”
 
“My child is defiant. He says ‘no’ to every request I make. How can I get him to do as I ask the first time, or at least the second time, without a screaming fight?”
 
“My daughter gets up in the middle of the night, eats massive amounts of sugar, and then takes food and hides it under her mattress. We have never deprived or neglected her. Can you tell us why she does this and how to stop it?”
 
“I cannot take my child into the grocery store. He steals and runs around like he is crazy. How do you explain this, and what can be done to stop it?”
 
Many childhood behaviors are frustrating to parents, but few are as challenging as lying. Lying is something that most parents say they “just will not tolerate”. However, it is also such a universally common problem that it is rare to find a parent who has not had lying take place in their home, in some form or another. Whether it is omitting the truth, evading the truth, not telling the whole truth, or a blatant lie; this issue becomes the “pet peeve” of many parents. 
 
Sixteen-Year-Old Steve
 
Steve has just received his first speeding ticket. He was showing off in front of friends and happened to be in a school zone. He didn’t even see the blinking lights. 
 
His consequence? Well, not only was Steve speeding, but he was going 45 mph in a 25 mph School Zone, which doubles his ticket. 
 
The problem (other than the speeding ticket)? Steve just received his driver’s license two weeks ago. He was given the privilege of driving his family’s standby car, a 1985 Honda Accord, to school so that he wouldn’t have to ride the bus and his father wouldn’t have to pick him up after basketball practice. Surely he will lose this special privilege and lose face with his friends. Maybe he will even lose his license or lose his parent’s trust.  He might not be allowed to drive again until he is eighteen! After all, all of these things are possibilities.
 
Steve’s answer? He just won’t tell his parents. He will pay the ticket himself, out of his savings account. They’ll never know, he’ll drive slower, and the world has just become a peaceful place again.
 
Bigger Problem? Steve is only sixteen and the ticket occurred in a school zone, so not only are his parents notified by the local police department, but the school is also notified and they subsequently contact Steve’s parents to inform them of the incident. Steve had not expected his parents to be notified, so he is taken by surprise when they ask him about the ticket. Just when he thought he had things under control, he is sent into a panic again. So, when Steve is questioned about the ticket, he lies! He says it wasn’t him, he doesn’t know about the incident, and surely the police must have him confused with another kid.
 
One you understand the motivator behind Steve’s behaviour, you can transform the behavior of lying into a magical opportunity for teaching responsibility, developing morals, and increasing family harmony.
 
The Key is that you must be willing to patiently carry out each step and let the process work itself out, even when it does not look like it will work. You cannot interrupt the process with your own attempts to teach or punish. This is the single greatest obstacle preventing parents from applying this approach with success.
 
Kids lie out of fear.
 
This is a simple, but profoundly transforming truth. It starts with a threatening event, causing the child to become stressed, resulting in fear. If this fear is not alleviated the child may go into panic mode and do the first thing that comes to mind, including lying. Worse yet, if the fear is exacerbated by the threats of a well-meaning teacher or parent, it could turn into sheer terror. 
 
There are only two primary emotions: Love and Fear. This means that all other feelings are the display of one of the primary emotions in disguise. Underneath lying, there is first the experience of stress. Stress leads to fear. For example, there is the fear of rejection, the fear of being caught, the fear of abandonment, the fear of abuse, etc. To alleviate one of these fears, a child may lie. Therefore, lying is based in fear. The sooner you can grasp this concept, the quicker you will see your child’s behaviors begin to transform.
 
When a child feels compelled to do something that they innately know is not right, they stress. The problem is that in the moment of stress, they are not thinking clearly. In fact, brain researcher, Joseph LeDoux, tells us that in times of stress our thinking becomes confused and distorted and our short-term memory does not work effectively. Therefore, in the midst of a stressful situation; such as showing off in front of friends, receiving an “F”, or stealing money to impress friends, the child is no longer thinking clearly. Furthermore, any attempts to teach the child in such a moment will be ineffective because the child will not clearly process or remember what is being taught.
 
Let’s go back to Steve – the boy with the speeding ticket. 
 
Steve’s father is currently employed at a local mill, and has watched as several of his friends and co-workers have been laid off over the past month. Every day when he goes to work he fears that he will be the next. Steve’s father completed 10th grade and has worked at the mill ever since. He works very hard in his job every day in hopes that his efforts will keep him employed.  Steve’s father is very proud of being able to provide a good life for his family. He is very proud of his son, Steve, and wants for him all the things he did not have himself. He sees Steve as having a bright future, graduating from high school, going on to college, and becoming a professional. Steve’s father is determined that Steve will not have to work in a manual labor job, but that he will be a professional who has a good paying job with full benefits, and will be able to provide for his own family with ease.
 
When Steve’s father receives the call from the school, he is upset.  He immediately approaches Steve about the ticket and Steve lies. Steve’s father “hit’s the roof”!  He yells at Steve for getting the ticket, but is more upset about the lying. The more he yells, the more stressed and fearful Steve becomes, and the harder he clings to the lie. Steve’s father’s anger reaches a boiling point and nearly escalates to physical assault, when Steve’s mother enters the picture in an attempt to calm Steve’s father down.  Steve’s father processes with his wife how upset he is that Steve is not taking advantage of the opportunities he is offering him.  He expresses in his ranting that everything he does day in and day out at the mill is so that Steve can have a good life, and the way Steve repays him is by getting a ticket they cannot afford; and then worst of all, he lies about it!  Steve’s mother listens quietly as her husband goes on and on.  As his anger begins to dissipate, she quietly tells her husband that she loves him and that he is a very good husband and father. Steve’s father let’s out a long, deep breath.  He begins to talk about all the good things he wants for his son and for his family.  Steve’s mother and father talk about all the great things that they have accomplished as a family, and all the great qualities of their son, Steve.  Steve’s father realizes that his feelings of anger are really connected more to fear. It is the fear that he is not a good enough father, that he is not a good enough provider, and that in general he is just not good enough! He realizes now that he has been laying his fears and issues on his son.
 
Any parent facing a scenario such as these, containing lying, would typically react with anger and frustration. Since there are only two primary emotions: Love and Fear; which one do you think drives your anger and frustration? You guessed it: FEAR. In reality, you are not angry at your child for lying. You may feel angry, act angry, yell, spit, and fuss; but the truth is that you are scared about your child’s lying. You may think it means they do not trust you, you are not safe, they are not safe, you are not a good parent, or any number of other distorted thoughts.
 
Just as your child’s lying is driven by his stress and fear, the actual lie itself triggers stress and fear within you, thus driving your own negative behavior. And do not forget, in the midst of stress you are not thinking clearly either, and neither is your short-term memory working effectively. If you were thinking clearly you would have learned, over the past however long that your child has been lying to you, that your repeated reaction of yelling, giving a consequence, or getting angry is not working to end the problem behavior. Furthermore, because your short-term memory is not working effectively in the moment, you forget that handling the lie the same way as the last time did not change the behavior then and probably will not change it now. So, you must be willing to do something different. In the words of Bishop T.D. Jakes, “If you always do, what you’ve always done, you will always be where you’ve already been!”
 
The angry parent is not an effective teacher. You will only cause the guilt, remorse, shame, and fear that your child is already feeling to be redirected toward you, thus delaying the healing process of this situation. It does not allow the child to internalize the feelings of his conscience telling him he has done wrong, and urging him to take responsibility for his own actions.  When you become angry towards your child, you get in the way of the lesson that is inherent in the problem, giving your child an opportunity to blame you for the problem rather than taking responsibility himself. Don’t do this. It is a rather common problem with both today’s and yesterday’s traditional parenting approaches. Rather than discipline, which means to teach; we punish, which only creates more stress and frustration that is then directed outward, or sometimes even inward, which can be worse.
 
The loving parent may also be a scared parent, but rather than blaming the child for the fear, the loving parent uses the fear as an opportunity to teach; thus allowing the lesson to be learned naturally without force, fear, shame or blame.
 
Mahatma Ghandi’s grandson tells a story about a time when he was young and was charged with picking up his famous grandfather from the airport. However, on this particular day he was running late. When he arrived late to the airport to pick up his famous grandfather, he was asked by Ghandi, “Why were you late?” Ghandi had called and knew already that his grandson was running late, so he was not reprimanding him, but merely inquiring as to the cause. Nevertheless, the grandson lied. In relating this story he says, “I lied to Ghandi!” He says that his grandfather, obviously realizing the lie, turned to look at him and tears began to well up in his grandfather’s eyes. He spoke these words as tears streamed down his face, “I must give repentance for whatever it was that I did to you that would cause you to be so afraid of me that you would have to lie. So… I will walk home these fifteen miles.” The grandson states that he still remembers following his famous grandfather, five miles per hour in the dark, as he walked the fifteen miles because his grandson had lied to him.
 
This story is instructional on several levels; however, for our purposes the importance lies in three areas: 
 
1)   The most powerful teaching occurs in the process. When we follow the process without obsessing over the outcome, very powerful forces of nature are able to work through the child and become far more educational than our words or consequences could ever be. However, it is difficult to trust the process until you become comfortable with it. The process does not try to force, control, or dictate the future. It is only focused on now, this moment. Lecturing the grandson about the spiritual and moral reasons for not lying would have done little to influence the core cause of the lie. Making the child walk the distance home as punishment for the lie would have only led to the child being resentful towards his grandfather and feeling as though the punishment was not warranted or justified for such an insignificant action. In such an instance, the core cause of the lie would still not be addressed; rather, it would actually be reinforced.
 
2)   There is a difference between being made to feel guilty and ashamed and being allowed to feel guilty or ashamed. The first only breeds more fear, which typically turns into defensiveness and anger. The latter is an effective teaching tool, more powerful than we can even imagine. When you make a child feel guilty or ashamed by becoming angry and acting in an aggressive or manipulative way towards him, he only turns the feelings back on to you. In this way, rather than internally processing the experience, he externalizes it and makes you the perpetrator. When you take responsibility for your own feelings, rather than blaming or threatening your child, you set up the mechanisms for self-reflection and internal growth to take place in the child.
 
 
3)   There is a difference between a fear-based consequence and a love-based consequence. A fear-based consequence is punitive and blaming. It is one of the most common parenting mistakes. Typically you will hear, “Well you have to teach children responsibility.” However, this approach is more based in shame and punishment than in actual teaching. A fear-based consequence stems from parental fear about the behavior and the prediction that if the behavior does not change something bad is going to happen in the future. It is seldom effective for any long-term duration. Such an example would be had Gandhi made his grandson walk home because he lied. As discussed, this form of consequence does little to truly teach, and generally breeds more resentment and ill will. What was practiced in actuality, was a love-based consequence, delivered without blame or shame. By taking complete responsibility for the situation, Gandhi changed the moral course of his young grandson’s life. To this day, the grandson offers, he does not lie. A love-based consequence is imposed when the adult takes responsibility for the action, but the child is allowed to feel the emotional impact on the adult.
 
The Formula for eliminating lying is so simple that you will miss the impact if you do not give it concentrated thought and consideration. Talk about it with others, listen to your own internal stirrings that are triggered, and read this entire booklet at least four times over. Warning: this Formula will go against everything you have ever been taught or have believed to be true about the solution for lying. But remember, if the solutions you had learned before were in fact working, you would not be reading this booklet to begin with. You have nothing to lose by trying something different, but everything to gain.
 
Here is The Formula:
 
First Step:  Own Your Part (and breathe).
Second Step: Ignore the Lie, Don’t Ignore the Child.
Third Step:  Wait (and breathe again).
Fourth Step:  Take Responsibility.
 
Let’s take one more look at the situation with 16-yr-old Steve, as his parents try out the new Formula they have been studying.
 
First Step:  Own Your Part.
Steve’s parents realize that the dynamics in their family have put Steve in a bind.  He has been expected to meet great standards of learning and accomplishment as set out by his father. His father suddenly realizes that these standards are less about Steve and more about proving that he is a good father. He also understands that Steve experiences pressure to be a “tough guy”, since the history of men in his family is all about being rugged and quick-tempered.  Steve’s father acknowledges that he and Steve are at a crossroads, and that if he continues to approach Steve with force, the relationship will likely be broken, just like the relationship between his own father and himself.
 
Steve’s parents already know about the ticket and now he has just lied to their faces. Internally they are very upset, sad, scared, and disappointed - not about the ticket, but about the lie. Both taking a deep breath, they look at one another and begin to apply the formula. 
 
Remembering to breathe in the midst of stress is the single most important factor during the first step. Breathing is considered to be the one proven way that we can interrupt our stress reaction. When you feel your stress level starting to rise, take at least 3 to 10 slow, deep breaths and remember to also stay connected to your fear. Doing so will hold your anger and frustration at bay, because you will be removing the roots of the stress by focusing on your fear. 
 
Second Step:  Ignore the Lie, Don’t Ignore the Child.
Rather than protesting or arguing as they typically would, Steve’s parents turn to him with sadness in their eyes. His father steps forward, giving Steve a hug. Steve immediately becomes rigid, not sure what to expect and his father gently says, “I’m just glad you are safe son.” With that, both parents turn and walk away.
 
Steve obviously is shocked, overwhelmed, confused, wanting to be defiant, wanting to protest, but not feeling compelled to do so. He just stands there and the waves of guilt, shame and remorse begin to course through him. 
 
Third Step: Wait.
Calm yourself down. You must find a place of love and compassion within your heart, having faith that the process will dictate the outcome. 
 
After one hour, Steve’s father knocks on his door. Steve invites him in. Steve’s father says gently, “Son, your mother and I love you and want you to be safe. It hurts us very much when you tell us a lie. It makes us feel like we can’t trust you and that you don’t trust us. We love you and only want you to be okay.” 
 
Fourth Step: Take Responsibility. In order to teach responsibility, we must first be willing to be responsible ourselves. Giving a consequence is not an act of responsibility, it is an act of reactivity; therefore it does not teach responsibility, it teaches reactivity.
 
Steve’s father continues, “First of all, you and I need to figure out how to make the money to pay for this ticket. Do you have any ideas?” 
 
Steve replies, feeling somewhat relieved, “I can use my savings.” 
 
Steve’s father responds, “That’s not what your savings is for. In some ways this is my fault. I should have taught you to be a more responsible driver. I want you to give some thought to what we might be able to do in the neighborhood to earn the extra cash, or maybe the court will let us do some community service or something.”
 
Steve says, “Dad, it wasn’t your fault. Why should you have to do anything? Just let me take care of it.”  
Steve’s father insists, “No, it is my fault. I should have taught you better. You aren’t going to like this very much, but for the next week I will drive you to and from school. This will give me time to teach you again how to drive responsibly. Until then, I can’t let you drive on your own. I just wouldn’t feel very safe about that.”
 
Steve feels a combination of shame and anger rising to his reddened face. He wants to protest, but feels it is better just to let things happen the way they need to happen. He thinks to himself, “Geez, for a smart kid, I can be really dumb sometimes.”
 
After you have followed steps 1-3, then leave it alone. Do not lecture. Do not mention it unless the child brings it up first, and then only listen. And do not attach any of your own shameful consequences. Remember, giving a consequence does not teach responsibility. Being responsible teaches responsibility.
 
Sound simple? Maybe even too simple? Well, of course. But it IS just that simple!
 
The only thing that may vary is the intensity of your reactions to the lie. But the root of the lie, the fear, never changes. Fear is always at the root. Think about that over and over, before you are put in the situation to have to deal with lying. Then, when you are placed “in the moment” you will already have The Formula in mind. If you immediately feel extremely reactive and angry towards your child for their lie, in spite of what you have learned here, remember that it is a normal reaction, and maybe some fear is being triggered from your past. Remind yourself of the Key to The Formula – realizing that stress has triggered the fear, which has caused your child to feel the need to lie. Calm yourself, try to find the fear you are feeling, and think about when you have felt that way before. It will help you to calm yourself and your child if you take a moment to ask yourself this series of questions:
 
What am I afraid of?
 And if that happens, what will that say about me?
How will that feel?
 When was a time I was lied to in the past and how did that make me feel?
 You can also make your own list of questions that might help you think more about the stress behind your fears.
 
Remember, underneath the lie, is stress and fear. If the behavior continues, spend more time listening to your child and try to figure out what it is in your relationship with him or her that has caused so much fear. Fear is at the root of it all, even when you will not know what the fear is, or even feel that your child has anything to be frightened about.
 
Bryan Post’s E-book “Why kids lie and what you can do to stop it now”, contains a wealth of information and advice, a Must Have for especially parents of adopted children
.
 
https://postinstitute.com/
http://postinstitute.com/resources/videos.html
0 Comments

Boerekos, actually means Memories

14/1/2018

0 Comments

 
Where does [South African] Boerekos come from, why is it still used, and why do we care about this?

Food is food, and eating is eating. Right?

Roughly speaking, Google states Boerekos to be a plate of food containing rice, meat, potatoes and a veggie (mostly pumpkin, apparently) typical to South Africa.  Oh yes, and a gravy (not necessarily mentioned). A thick gravy preferably, not the ‘watery’ type of UK gravies (personal opinion). Normally followed with a warm dessert such as sago, bread pudding, or such.

 This differs rather from quick stir-fry’s and other typical easy healthy meals you might find on DSTV or internet (In particular, the Germans might have several words to say about serving rice as well as potatoes on the same plate). (Funny – Hubby is German descendant and he WANTs potatoes and rice on the same plate!)

The Google Boerekos description/s do not really combine Braai, unless you look up Braai separately – also proudly South African. Nor does it then include Biltong. Personally, I would also put Braai and Biltong as part of a Boerekos description. However, lately we use Biltong  especially as delicatessen probable due to cost, but this was after all also a main meat item on the plate as ‘food’ for the old types of boere*.

I think, we might have to re-invent our own description of Boerekos; because there seems to be no real consensus as what this entails?

These wayward/belated descriptions above of Boerekos, do clash a bit with most health diets nowadays e.g. no potato and rice on the same plate/ or  braai broodjies and potato salad/ mielies and rice salad together, meat and potatoes in one meal is a no-go and so on (but who knows, every decade or less all healthy foods get reclassified).  It also, mostly reflects ‘traditional boere cuisine’ – I presume this to mean traditional boere* centuries ago travelling over the Drakensberge, and not the loosely (political) term ‘boer’ lately used.

Since I recently joined an ‘Ou Boerekos Resepte’ FB (and what utmost Joy from this page!) I have dusted many old recipes and forgotten recipe books in my cupboards.  Many I have forgotten about and enjoy trying again.  In particular, it fired up again my imagination/creativity–‘genes’. Some recipes even date back – with originations - to the 40’s (and I increasingly wonder why I have gathered them over the years, and still have and use them). 

As a child, I hated Boerekos.

 I am from a large maternal family (Mum being the youngest of 9 children, whom each also had more than 2 children, and so on).  We regularly had family gatherings. What a schlep… I  much rather wanted to visit with my friends, and do things ‘normal’ children do; instead of being forced to attend these get-togethers ( The worst part, in recollecting, was  all the questions during these together’s – “Do you have a boyfriend yet? How many children do want to have? Pull down your shirt, no decent lady shows her stomach!”  I still feel judged! I was only 13 that last time and still remember the fight that ensued. Get with the times, why do we have to be the only old-fashioned family in the whole town?)

The biggest of these family get-togethers, was the once-a-year celebrating of grandma’s birthday. This tradition still continues to this day (grandma died in the 1980’s), the children and grandchildren still coming together over this time to celebrate being family. Well, obviously we don‘t exactly follow the same celebrations (or recipes or eating habits). There is no way, in today’s times, also living so far from each other; all of us can actually take a whole week off simply to gather, laugh and eat till you plonk down! 

As I say, I really hated Boerekos (In retrospect, mostly the feelings it invoked in me as teenager and later as young adult. I really do not know how to explain or describe how much I hated the food and all the emotional connotations I had with these foods).  Please bear with the feelings, I do have a point eventually).

I also struggled with the amount of foods which was presumably consumed! I struggle to remember the people, but remember all the constant eating. Cakes morning noon and night, stews, braais, you name it, it could become a bit much for a teenager especially.  Especially when you enter into the developmental stage where you start comparing your family with your friends’ families…  (And try to stay slim and sexy for the rugby captain…)

I also did not understand why you had to slave in a kitchen for so many hours. I mean, wasn’t there a life to live also, for women, outside the kitchen?  All I saw, was all these women, constantly in a kitchen. As a woman, was I doomed to live the rest of my life in front of a stove and, washing dishes?

I developed a total aversion to being in the kitchen. Against cakes. Against family. Against visitors. Against eating till you need to see a Doctor. I could not understand why ‘Aunt Sanni’ complained of being overweight then still stuffed herself with 2nd and 3d helpings. Or why all the women had to stay in the kitchen the whole day long, while the men outside enjoyed themselves at the braai drinking beers.

Well, since then I did manage to find quick and easy recipes, after all, girl’s gotta eat and survive. And Take-Aways’ only go so far, till not (especially if you live in a rural area and become a ‘farmer’s wife).

Today’s times, I enjoy experimenting with foods and dishes (I even do fabulous catering when required), but still hate when it is ‘expected’ of women to do kitchen duty (no wonder I find men with aprons or, who can cook, rather sexy!!! ) Not sure how I ended up with a husband who thinks one Braai means he fulfilled his cooking duty for the week LoL.

 I think, my childhood experiences with Boerekos versus becoming a (mild…) feminist, really clashed with my growing-up stage experiences. But, maybe, it contributed.

But since all then, I do wonder why do I still, and increasingly, make Boerekos?! ( My so-called Feminism paid off, so that is not the issue).

 Every country, has cuisine specific to them. Boerekos developed from all the input from al of settlers and people moving into and living in SA. By the way, where do you think, pap and sheba comes from…? Our ancestors lived from the land so to say, and used what was available; and drew from all around.

Boerekos, is today still actually a cheaper way of feeding a lot of people. We might think it otherwise, but think again. Most of the items you already stock, the rest is mostly imagination and knowledge what to do with it.

It also does not really mean living in the kitchen the whole day. A lamb roast, for example, does itself. You do the initial preening, but he really can cook himself for the rest.

Left-overs. Boerekos has so many ways of addressing this!

 I also discovered people actually enjoy hanging around in the kitchen.  It is rather a place where people get together and cozy around (My own house, some day, will have a massive kitchen and fire place, bugger the lounge).

Fortunately, at this stage, I feel less guilty when I mix up recipes. Since Boerekos resulted from ‘survival’, using what the land provides, and imaginatively putting things together, you not only feed a lot of people and revamp left-overs, but you can also here and there grab from other cultures.

The main thing for me myself at this stage, is the memories pertaining to the Boerekos I make. I think, I passed possible negative memories – in fact, I learned a lot from them.

Ever watched the Animation ‘Ratatouille’? If not, please do!!

  I think, at the end of the movie you might find some answers what good food actually means.

I myself swoon over Sushi, and Mediterranean grilled veggies.  But - It’s too often the memories invoked, which makes the actual perfect dish. And for me, this is what Boerekos provides….(over and above it being extremely Yummy). 

I have mentioned thru-out this Blog my memories re foods, being teen-ager, family-gatherings, and Boerekos.

I think, Boerekos should simply be, foods our parents/grandparents prepared, also
learned from their parents, and their parents before that. We don’t need any Google Wiki’s or other pages to state what Boerekos should or shouldn’t be.

More than that, when we prepare and eat foods, we remember our childhoods:

We remember the smells in our mothers’ kitchen, licking the icing from the cake bowls, being taken care of, being loved, and living in simpler times. Times when being naughty in the classroom did not earn you a label of for example ADHD, but rather a hiding from the school master. When raiding the neighbour’s peach tree, was considered typical of growing up (even while giving your parents grey hair) – but not necessarily criminal. Times when chatting and sharing ‘life’ at meal times, instead of constantly checking your cell phone.

Food is not only being clever with recipes or spices. We can all, also redo recipes we inherited from our ancestors,

Boerekos is rather special.  Yes, it is great in its own way but more than that –

 Next time you ask what Boerekos is about, remember Boerekos is also –
 
Tasting Memories!!
0 Comments

Please know My Name

22/10/2017

0 Comments

 
The big secret of success, is, amongst others; that the most important word to any person and in any language, is, the person’s own name.

If you can integrate this ‘secret’ into your negotiations with your staff or clients, you are more than half-way on the road to success.

Obviously, I am now going to relate this to myself (where else besides a Blog where you can blubber?)

 Once upon a time, when I was at school, I struggled with the spelling of my name. I am Ilze with a Z, not Ilze with an S.

Not that anyone cared or asked. From Pre- to Primary to High school; I received diplomas i.e. 4 per day at Eisteddfods for example, and the spelling of my name varied so much it’s really a wonder I did not also develop a Multi-Personality Disorder (and you really do not want to know all the funny names!)

Today, people still struggle with my name.  While I actually, have a very simple name. The personality? Hmm… Unfortunately, I did not turn out in Wonder Woman or Spider Man! (I really wish…)

I can tell you however, after all these years, I am someone seriously pissed off because too many companies, small or large;  don’t even bother with the correct names of their staff.

The issue of spelling or pronouncing names correctly?

If you live in Africa, your staff will supply you with alternative (western) names because it rolls easier on the western tongue. This is also an attempt from their side, to integrate/assimilate into the western culture.

Failed attempts from either side, still is no excuse for pronunciation, and at least, the correct surname.  Employers should try at least to get to know his/her name in their own culture.

I believe, it is very important to know your staff’s names. Know a little bit about them, as well, if possible. It’s not good enough to have a personnel list which provides a name, date of appointment, job title, etc. And then probably, with mostly incorrect spelling and data.

(Who is supposed to update the personnel list on a regular basis the way -  Dark Varthur?)

 At least for goodness sake, make sure your personnel list spellings and data is correct and regularly updated.

Klood Kuara, is actually Kluady Kuaraditchy. Did you bother to double check this? Did you bother to attempt spelling these names correctly on you personnel list? I think, when you say Hallo Klood, he might not take it very well. It simply tells him, you do not care enough to even pronounce his name correctly.

Yes, he will keep his mouth shut and smile ….Because he really needs the job (until something better comes along). Otherwise his wife and children dies from hunger or thirst. Whether you are going to get anything else from ‘Klood’ besides the minimum requirements for the job, is another question.  

Personally, if you do not even bother to know my correct name, you will get my working hours as per contract, but, I would not give a shit about your company otherwise.

Yes, we are increasingly, working in corporate environments. Names? Who the hell cares about your tooth ache or grand children?!

I am sure, I can write a while thesis about how important a person’s name is to him/her; and I probably blubbered already too much.

But I can tell you now –
There’s certain things which, if you forget, you might not be so successful in doing.

One of them, is, motivating your staff if you don’t even know their real names or, spelling thereof.
0 Comments

Childhood traumas affect the adult you come to be

21/6/2017

0 Comments

 
While this study originates from America, results can be applied universally.

How childhood trauma can affect mental and physical health into adulthood

File 20170515 7011 1n02579
Childhood trauma can have an impact across generations. ambrozinio/Shutterstock
Shanta R. Dube, Georgia State University

Editor’s Note: This article is the first in a series exploring how research into adverse childhood experiences – or ACEs – is helping therapists, parents, educators and the medical community better understand the lasting effects of trauma on mental health.


For millions of children in the U.S., poverty, neglect or abuse is a reality of everyday life, though these struggles are often hidden from view.

Adult survivors often feel ashamed about and stigmatized for their childhood adversity. This makes it difficult to recognize that these events occur.

While it’s easier to turn away than to face these issues, we can no longer afford to do so. Stress, mental illness and substance abuse – all health outcomes linked to childhood trauma – occur in the U.S. today at very high rates.

In 1999, I joined the Centers for Disease Control and Prevention (CDC) as an early investigator on a study to examine how childhood trauma can impact health decades later. Little did I know that I was about to begin both a professional and personal journey that would forever change my understanding of medicine, public health and the human capacity to heal.

That seminal study provided insight into the lifelong health consequences of adverse childhood experiences (ACEs). It was the beginning of our understanding that these experiences can have negative effects on childhood development, leading to physical and mental health problems throughout life.

It brought to light the importance of preventing ACEs from ever occurring. It also drew attention to the healing and recovery needed to prevent these experiences from having an impact across generations.

The ACE Study

In the early 1990s, Vincent Felitti, a physician at Kaiser Permanente in San Diego, questioned why patients who successfully lost weight dropped out of a weight loss program. He could not make sense of it. He interviewed each patient individually and learned that the weight loss made patients feel vulnerable. A large proportion of the patients disclosed experiences of childhood sexual abuse. The weight protected them.

Felitti’s findings caught the interest of Dr. Robert Anda at the CDC. Together, they launched the CDC-Kaiser Adverse Childhood Experiences Study.

The ACE Study was one of the first and largest research efforts conducted to examine the impact of childhood trauma on health decades later.

From 1995 to 1997, more than 17,000 adult members of Kaiser Permanente in San Diego took part in the study. Researchers gathered information on their health and behaviors. Participants also answered questions about adverse childhood experiences, including physical, emotional and sexual abuse; physical and emotional neglect; and growing up in a home with divorced parents, domestic violence, substance abuse, or mentally ill or incarcerated household members.

One day, while reviewing the completed questionnaires, I came across several notes penned by the study participants, thanking us for asking these questions. One said, “I thought I would die never having told anyone about my childhood.” The messages were a true testament to the hidden nature of childhood adversities.

Key takeaways

The ACE Study offered groundbreaking insight into childhood trauma.

First, the ACE Study showed that childhood trauma is very common, even among white, highly educated adults with health care.

This was a novel finding, given that populations of low socioeconomic status and racial minorities are disproportionately represented in child welfare systems. For example, a large percentage of African-American and Native American children are seen in the child welfare system. The ACE Study helped us understand that childhood trauma cuts across multiple populations.

We learned that close to 30 percent of ACE study participants experienced physical abuse as a child. Fifteen percent experienced childhood emotional neglect.

A separate study showed that one in six men and one in four women reported childhood sexual abuse. Both men and women experienced similar risk for health outcomes like alcohol abuse and symptoms of depression.

Most importantly, we discovered that the 10 separate categories of abuse, neglect and related household stressors we assessed rarely occur as single events. For example, among adults who reported sexual abuse, 80 percent reported at least one additional ACE and 60 percent at least two. A large proportion of study participants, sixty-seven percent, reported at least one of the 10 ACEs.

It’s true that, during adolescence, youth tend to engage in risk-taking behaviors. Our research showed that childhood trauma increased the risk of alcohol use by age 14 and illicit drug use by age 15. Childhood trauma also contributed to the likelihood of adolescent pregnancies and adolescent suicide attempts.

But the story doesn’t end there. ACEs were also found to be associated with multiple adverse outcomes in adulthood, such as cardiovascular disease, liver disease, chronic obstructive pulmonary disease, suicide attempts, alcohol dependence, marital problems, intravenous drug use and many more.

If there is one common thread to many of the preventable diseases we face in the U.S., why are we not paying closer attention?

Addressing ACEs

In 2012, the American Academy of Pediatrics called for a focused effort to prevent and address childhood toxic stress.

The policy was informed by the ACE Study and research on the impact that childhood trauma has on brain development. Neuroimaging of people who have experienced ACEs shows changes in the structure and function of areas of the brain responsible for memory, learning, and emotions.

What’s more, many of the outcomes associated with ACEs among adult survivors – such as substance abuse and mental illness – may make it likelier that the next generation will experience ACEs as well.

But not all hope is lost. Research strongly suggests that humans have an innate capacity to adapt and positively transform, even after traumatic and stressful events. Most importantly, positive, supportive and healthful activities can contribute to positive well-being among adult survivors of childhood adversity. Change has to start with ourselves first, so we can provide children with the safety, support, love, and protection they need.

The ConversationWe must recognize – without judgment, but rather with compassion – that trauma is widespread, affecting children and adults across generations. We cannot afford to wait any longer to address trauma and break the cycle of childhood adversities.

Shanta R. Dube, Associate Professor, School of Public Health, Georgia State University

This article was originally published on The Conversation. Read the original article.

0 Comments

What must fall: Fees, or the South African State?

28/10/2016

0 Comments

 
David Everatt, University of the Witwatersrand

The polarising effects of #FeesMustFall are now pervasive in the academy, and probably beyond. Academics turn on each other, as do their schools and faculties.

Whole universities are pitted against one another – the “Wits option” vs the “UCT option”. Some academics are accused of being blindly supportive of “the innocent students” and parading their colours as the immaculate left; while others are seen as blindly securocrat, unreconstructed racists, or terminally bewildered.

So let’s (try to) agree on a modicum of common ground. Remarkably, there is a lot of it about. No-one can reasonably argue that universities are not underfunded. No-one can reasonably argue that the impact of underfunding has been transferred to fee increases, and that in turn, black (primarily African and coloured) students bear the burden. Given the failure of the post-apartheid economy to sufficiently redistribute wealth and the abject failure of trickle-down economics, “black debt” is a reality.

Let’s also accept that for many students, much of the academy is an alienating, overwhelmingly white, Eurocentric space and experience. Students arrive and are expected to meet imported norms, seminar room sarcasm, unknown customs, foreign authors, hard marking and plain hard slog of tertiary education, while being young and going through their own life transitions, and doing so in “othered” spaces, out of vernacular, and so on.

Let us also agree that virtually no university or further education college has genuinely grappled (institutionally, not at the level of the individual) with what it means to decolonise, beyond (at best) looking around quickly for some black/African authors. This is not true at school level, where many advances have been made – but these are islands in an ocean. Students swim in the ocean.

Let’s also accept the dangers of commodified knowledge and universities, and the fact that the system is slowly becoming a sausage machine for lawyers, accountants, MBAs and others deemed economically necessary for the economy. Those schools and faculties seen to add no “dollar value” are discriminated against locally and globally.

I say “let’s agree” because these issues have all been agreed to by both protesters and university management. There may be quibbles over the severity of this or that issue in this or that part of the sector, but the central issues are undisputed.

Divided we fall

So what divides us, and with such vehemence? For the immaculate left, it is ultimately a capitalist state that has no interest in the poor emerging from poverty; overlapping with black people in a society dominated by whiteliness; creating an unreconstructed racial capitalism that needs to be toppled. Students in this view lack agency, and are in every context victims of external forces. Every action is the response of victim to oppressor.

“Senior management” is seen to lead with security, follow up with more security, and have no interest in negotiation or compromise. Students just want a free, decolonised education in a transformed institution and are shot for daring to ask for it – and they remain innocent, brutalised “black bodies”.

For those who are not in this group, there is a basic commitment to teach, and to getting students to complete the academic year. They are disregarded as “liberals”, the ultimate South African insult. Security is regarded as a necessary evil – but since many academics have personally been assaulted and/or abused and/or disrupted, and many targeted for hiding students desperate to learn and/or shielding them from protesters, security seems a basic necessity. The pleas from students for support to finish the year have been incessant.

Returning to class

What is at fault with all these views is the assumption that if protesters win enough compromises – such as sector-wide agreement on free, quality, decolonised education and the need to plan, design and cost it so that it can be an implementable reality not a slogan (being self-evidently not swiftly realised) – they will return to class. And they will do so as victors. We know that the vast majority of non-protesters also want to be back in class - and a great many are there already. But this core assumption is wrong.

Students use shields belonging to private security during clashes with police at Wits University. Siphiwe Sibeko/Reuters

It is increasingly difficult to retreat from the notion that this is an incipient insurrection. While some protesters are undoubtedly idealistic and brave fighters for free quality education, the movement of 2015 has been colonised by political parties and anarchist movements in 2016. A movement without prominent leaders of 2015 has become leaderless in 2016.

Acts of bravery and camaraderie in 2015 have become acts of racist abuse and thuggish violence in 2016. Burning has replaced marching; destruction of university infrastructure is a key goal. This is no longer #FeesMustFall as we knew it – it has become #StateMustFall.

Universities are being used for testing the potential for broader insurrection –- if you can bring down universities you can bring down cities, if you can bring down cities, you can collapse and take control of the state. No compromise will get the core protesters back into class, or satisfy their academic or political mentors, because their goal is so much larger: state capture. It has allegedly been done once under democracy, so why not again?

Who is to blame?

Politics hates a vacuum, more than nature. The ruling African National Congress (ANC) is morally compromised on every front. Seemingly all courts in the land are packed with lawyers attempting to stop good governance and allow uninterrupted bingeing at the trough. The brazen moves to cover various political derrieres are breathtaking – but create space for any other party to claim the moral high ground.

In 1976 during the Soweto youth uprising, protesting students were given political education by mainly the Black Consciousness Movement. Those students went into exile got their education from the liberation movement organisations, the ANC and the Pan-Africanist Congress (PAC). Whether they were Africanist – closer to the PAC – or Charterist – aligned with the ANC – they were taught about the democratic state that had to be built and the principles on which it was to be built. Who now provides political education for protesting students?

The ANC is utterly compromised and cannot claim the moral authority to “lead”. The Democratic Alliance and ANC student wings, DASO and Sasco respectively, were loud in proclaiming their various Student Representative Council victories earlier in the year but have vanished from the scene. The prominence of Economic Freedom Fighters leaders – at national and student level – may or may not be relevant. So too the various incarnations of Black First Land First, pan-Africanist student movements and others. We are reduced to using student leaders of the 1980s as mediators, still on the faulty assumption that protesters want to return to class. They don’t. They are far more ambitious than that.

We have to call the bluff of those who keep moving the goalposts. Universities have agreed to free, quality, decolonised education in a transformed institution. Exam dates have been changed. Exam content is being modified to accommodate lost classes. But then the demands shift – we want this fully legislated now, or we won’t return to class. Or, we want amnesty for students suspended after due process regardless of what they did. Or, we want students arrested by police released. And so on and so on. These are patently not demands that the academy has the legal mandate to meet, even if we assume it had the will so to do.

If we do not call this for what it is, we face the danger of realising apartheid architect Hendrik Verwoerd’s dream – the man who advised us:

There is no place for [the Bantu] in the European community above the level of certain forms of labour … What is the use of teaching the Bantu child mathematics when it cannot use it in practice? That is quite absurd.

If, as seems likely, for the second year in a row, university students in South Africa are going to complete only part of their annual curriculum, and will be examined on only part of their curriculum, the result is that every subsequent year is divided between “catching up” on what was missed and squeezing a year of teaching into less time – we face the danger of ensuring that no student will receive even a quality colonised education (an oxymoron for some, of course). We are not educating our students to compete locally or globally. We are crippling them. They are being sacrificed for the few who see state capture as tantalisingly close.

The Conversation

David Everatt, Head of Wits School of Governance, University of the Witwatersrand

This article was originally published on The Conversation. Read the original article.

0 Comments

Great social skills training programs that work - Especially for special needs children

19/9/2016

0 Comments

 
Have you tried www.thesocialexpress.com for your child yet? School licenses also available.

Recently I have come across many educational Apps & programs while searching for tools and programs to assist special needs children. It’s simply amazing what educational Apps can achieve where standard therapy or group skills lessons may fail.

Why?

Apps are interactive and children enjoy (and learn) more than when simply being tutored. It’s simply so that children - who otherwise struggle to do required activities or homework!  -become hooked the moment that they access electronic mediums. In addition, Apps integrate various learning processes such as vision, touch and hearing, all senses that help us understand and learn the material at hand, over and above the actual therapeutic target area (I am not talking mere games here, I am talking educational Apps).

Apps, being interactive and thus “dynamic”, provide immediate feedback and correction and – important point - make it easier for children to transfer the skills learnt to real life.
What I like about Apps – it’s definitely cheaper than desk top programs! As therapist I would love to integrate electronic programs into my practice. However, most electronic educational programs run op to $3000 (and some up to $58 000) without even annual licensing per individual; then you still have to schedule individual sessions for the child. Can you image the eventual cost to the parents?

Apps therefore could also cut down on medical or therapeutic bills. 10 sessions for your child at the “electronic learning center” could probably be replaced by 2-3 weeks of Apps play. (Apps vary in cost: from $0.99 per App to $15.00).

Children can continue their training (while believing it to be a game only…) at home or on the move (portability feature) with the result that skills are learnt in less time. As already mentioned, it’s enjoyable. Most programs are presented as a Game. Problem solving for example, becomes much easier to learn when trying to save the princess in the tower or attempting to slay the big bad wizard or trying to save a town from being burnt down.
Think about it - ever seen a teenager without his cellphone or IPad close by…?

I am not saying Apps should replace standard approaches and learning. But for children with disabilities such as Autism, Asperger, ADHD and such; Apps open up a whole new world of possibilities especially where it concerns social skills training. Personally, as parent I would still supervise the App. A good App fortunately, normally comes with a dashboard where parents or teachers can monitor the child’s progress.

Here are some great research-approved Apps:
http://thesocialexpress.com - Wonderful App for social skills! The Social Express* is basically an educational, interactive cartoon especially for children and teenagers on the Autistic (Asperger) spectrum as well as ADHD and other learning disorders.
Example: 16 skills are addressed -
 ● Attention
● Identifying Emotions
● Problem Solving
● Conversational Skills
● Self-Regulation – Coping Strategies
● Reading Non-Verbal Cues
● Sequencing
● Perspective Taking – Theory of Mind
● Understanding Figurative Language in Conversations
 
Similar to above http://smartyearsapps.com/apps-references-resources/ also offers a very affordable App for social skills.

Not to forget social skills for struggling high school students- https://itunes.apple.com/us/app/everyday-social-skills/id375396536.

Conversation Builder  especially for children with language impairments.
 
For children who struggle with nonverbal skills, Proloquo2Go helps give them voice.
Drawing Pad offers children the opportunity to draw and write words. Also great for communication where verbal problems exist.

Look in my eyes for children who experience difficulties with eye contact such as children on the Autism spectrum. Buy on iTunes.

A variety of educational APPS can be downloaded from https://itunes.apple.com/app/proloquo2go/id308368164?ign-mpt=uo%3D6&mt=8  (Just make sure you select educational Apps, not only those for fun!)

Also take a look at http://a4cwsn.com/tag/social-skills/. There are free educational Apps varying from speech therapy, occupational therapy, phonics, visual performance, memory, and plenty more.

http://www.appymall.com/appystore/preschool offer preschool educational Apps for literacy, language, numerical and creative skills.

https://autismapps.wikispaces.com/Functional+and+Social+Skills for functional and social skills.

Should you wish rather to go with CD’s or online programs, also take a look at –
http://www.socialskillstrainingproject.com/books.html
http://www.difflearn.com/product/Be_A_Friend_Songs_for_Social_Skills_Training/video_modeling
http://autismteachingstrategies.com/free-social-skills-downloads-2/
https://www.disabilitytraining.com/product-info.php?Social_Skills_At_Work_CDROM-pid735_html=/asc_action=SetCurrentProduct/prod_id=735
http://www.socialskillbuilder.com/ - CD use for your classroom at great prices.

Are you already making use of Apps or online or CD programs? Please do not hesitate to share with us if you found them successful! 
0 Comments

Sweet Tooths should actually say NO

28/8/2016

0 Comments

 
My personal opinion - I have no idea whether sugar taxes will benefit South Africa - what I DO believe is, if we [all] do not start eating healthy, we are in for an 'Armageddon' in its own right....

South Africans have a sweet tooth so shouldn't say no to a sugar tax

Karen Hofman, University of the Witwatersrand and Aviva Tugendhaft, University of the Witwatersrand

Debates on a proposed tax for sugar sweetened beverages in South Africa have reached fever pitch with the local food and beverage industry squaring up against the proposed sugary drinks tax expected to be implemented in April 2017. Professor Karen Hofman and Aviva Tugendhaft provide a few facts.

What difference has a sugar tax made in other countries?

There are many cities and countries that have instituted a sugar tax. These include Mexico, France, Hungary, Chile, Columbia, Brazil, 23 states in the US and the cities of Philadelphia and Berkeley.

The introduction of a sugar tax in Mexico in 2014 resulted in a marked difference in consumption patterns. The country is one of the highest consumers of sugary beverages and has one of the highest obesity rates globally. More than one in three adults were classified as obese.

After the introduction of a 10% tax, the purchase of sugary beverages fell by 12% in the first year. Studies have also shown that since the tax was implemented people have switched to drinking water.

New evidence released in Berkeley in the US this year shows that after a sugar tax was introduced in the city sales of sugar sweetened beverages fell by as much as 20% in some areas.

What is important to note is that the introduction of a sugar tax always triggers a much greater level of awareness about why sugar, particularly liquid sugar, is especially harmful.

Why should there be a sugary beverage tax in South Africa?

It is well established that taxes are the most effective of several ways to reduce the consumption of sugary beverages. This is because taxes reach the entire population and are easily implemented.

South Africa needs one. The country has a massive and growing obesity epidemic. Obesity related lifestyle diseases now rival HIV/AIDS and TB in terms of their impact. About 40% of women and 11% of men suffer from obesity in the country. And 25% of teenage girls in rural South Africa are overweight or obese.

Across the country, research from the Global Burden of Diseases Nutrition and Chronic Diseases Expert Group shows that chronic diseases result in one death every hour. Obesity not only shortens a person’s lifespan, it also affects their quality of life. It leads to lifestyle diseases that result in strokes, blindness, amputations and kidney failure.

This health burden is linked to South Africans' daily sugar consumption. According to the World Health Organisation, people should not consume more than six teaspoons of sugar a day. Most 330ml fizzy sugary beverages contain nine teaspoons of sugar while fruit juices have 10. These sugary drinks have no nutritional value, don’t satisfy hunger and are particularly harmful to the body in liquid form.

An average teenager in Soweto consumes double the recommended daily limit through sugar sweetened beverages.

Business says jobs will be lost. South Africa’s Health Minister says the consumption of sugar sweetened beverages is having a huge impact on the health system. Who is right?

The cost of sugar consumption to health care and to companies should not be underestimated.

Severe obesity has been linked to a 23% increase in health care costs.

But the impact on companies must also be viewed through loss of productivity and absenteeism. Projections indicate that obesity will reduce South Africa’s gross domestic product by 7% by 2030. Based on experience with the successful tobacco tax in SA, money spent on cigarettes were spent in other sectors, thus saving lives.

Without any interventions the situation is likely to get worse. Our research shows that there will be an additional 1.2 million obese people in the next few years if nothing is done. Of these, almost 300 000 will be obese due to consuming sugar sweetened beverages.

It must also be remembered that job loss figures quoted by companies are based on industry commissioned studies which are not peer-reviewed. An evaluation of the impact in Mexico shows no job losses.

The fightback against initiatives to curb sugar consumption has been very aggressive. Reports show that in the US alone between 2009 and 2014 beverage companies spent US $100 million to sway public and political opinion from initiatives to curb sugar consumption.

Aren’t there better ways to do this, like banning advertising?

There are several other initiatives that can and should take place. Taxing sugar is by far the best prevention focused initiative and is the first of several steps. Food advertising regulations are the next best way to curb the consumption of sugar sweetened beverages, alongside front of pack labelling and work site and school based interventions.

In South Africa there is a voluntary marketing pledge under which the food and beverage industry has promised not to advertise unhealthy products to children under the age of 12. But this is ignored. A recent study in Soweto, considered one of the biggest urban settlements in Africa, showed billboards advertising sugar sweetened beverages close to schools in the area.

Taxing sugar sweetened beverages should be done in conjunction with awareness initiatives as well as mandatory advertising regulations and front of pack labelling.

The Conversation

Karen Hofman, Program Director, PRICELESS SA, Wits/MRC Agincourt Rural Health Transitions Unit, University of the Witwatersrand and Aviva Tugendhaft, Deputy Director, PRICELESS SA, Wits/MRC Agincourt Rural Health Transitions Unit, Wits School of Public Health, University of the Witwatersrand

This article was originally published on The Conversation. Read the original article.

0 Comments
<<Previous
Forward>>

    Author

    Ilze Neethling

    - See more at: http://guinareswrites.weebly.com/3/post/2012/02/how-to-add-or-install-sharethis-button-on-your-weebly-blog.html#sthash.n5k30dnE.dpuf

    Categories

    All
    Animals/Psychology
    Educational
    Legal And Ethical
    Psychiatry
    Self Help
    Spiritual

    RSS Feed

    Today's Country Map I.D.
    (mouseover map to identify)
    Country Maps ID













































    Disclaimer: As stated on the home page, this site is both for educational [students] as well as self-help purposes [to reach those who do not always have access to direct professional help]. Where articles make use of case histories to demonstrate or support arguments, they are presented as examples only and comparisons which might be made with persons either living or dead is coincidental unless otherwise stated or referred to by research.
Powered by Create your own unique website with customizable templates.