ISB Referral List Updated

Dave Anderson has posted an updated version of the ISB Community Resource List on our website. Please visit ISB School Psychologist webpage to access the latest information about educational, mental and behavioral health resources in and around Bangkok, Thailand and neighboring countries.

ISB Breakfast Survey

Over the last few weeks, Dave Anderson (High School Psychologist) and I have been meeting with school administration, the PTA, the student council and other members of the school community about the results of the ISB breakfast survey.

Is Breakfast Skipping a Problem at ISB?

The ISB PreK-12 breakfast surveyed was initiated due to concern voiced by teachers and other members of the school community about the number of students who did not eat breakfast because of early mornings and long commutes to ISB. The aim of the breakfast survey was to determine the incidence of breakfast skipping school-wide and make recommendations about next steps to increase the number of students eating breakfast before school.

Breakfast is Important for Learning

In the morning, blood glucose levels are at their lowest level of the day, and fuel for the brain is not readily available until we eat. The link between breakfast and learning is well established. Research shows that eating breakfast significantly improves attention, memory, mood, and school performance. Eating breakfast regularly also has short and long term health benefits.

1. Missing breakfast and experiencing hunger impair children’s ability to learn
2. Eating breakfast at school (closer to class time) helps children perform better than those who eat at home or skip breakfast
3. Breakfast can improve children’s diets
4. Breakfast may reduce obesity risk

       Food Research and Action Center Child Nutrition Fact Sheet 

The ISB Breakfast Survey

 

During the week of 18 August, teachers were asked to ask their students for a show of hands of who had eaten breakfast that morning. In order to prevent double counting, the survey was performed by homeroom teachers in the ES, core math/science or humanities teachers in the MS, and English or ESL teachers in the HS. The high school results reflect that 9^th and 10^th graders and 11^th and 12^th graders may take the same class. Of the 1,862 students enrolled during this week, 1,385 were surveyed.

Results

1. School-wide, 17% of students did not eat breakfast on the day they were surveyed.
2. In the ES, 9% had not eaten breakfast
3. In the MS, 16% had not eaten breakfast
4. In the HS, 26% had not eaten breakfast.
5. Overall, skipping breakfast becomes more common as students get older.
6. Skipping breakfast is pervasive in the High School.
7. In the lower grades, breakfast skipping is of particular concern in grades 5-7.
8. Breakfast skipping is not common among PreK to 1^st grade students, but increases after grade 2.

Possible Next Steps

In our meetings, several possible solutions have been proposed. These include:

·    Provide a wider variety of food that is quick to purchase (i.e. does not require preparation or serving) and can be eaten on the go

·    Sell breakfast food or morning snacks at places other than the cafeteria (e.g. at tables set up the front entrance or near lockers, or from trolleys that would be wheeled through the hallways before school or during passing)

·    Offer “liquid breakfasts” such as smoothies for those who cannot stomach solid food in the morning

·    Allow students to eat on the bus

·    A high school comm group session on the results of the survey and the importance of breakfast for learning

 

Is there anything else you can think of to encourage our students to eat breakfast regularly?

 

Transitions

As the new school year starts, ISB welcomes about 360 new students who are joining us from other schools in Bangkok, Asia, and from around the world. There are also 34 new teachers joining the ISB faculty!

Transitions and being new are a part of life, and particuarly so in international schools. Changing jobs, moving up from preschool to “big school”, elementary to middle or middle to high school, moving across town or moving to a new country present both opportunities and challenges.

At the Elementary School New Parent Orientation on Thursday, the Elementary counselors, Doug Williamson and Sarah Maurer, spoke about what to expect from transitions, and what school and parents can do to make them as smooth as possible*.

Saying Goodbye

Part of what makes transitions difficult is giving up our “comfort zone”. Before we transition we belong somewhere. We have friends. People know us and they know about us; we have a reputation. We know what to expect in our day to day lives, and tend to focus on the present and day to day details.

We start the process of leaving when we get the news of an impending move, not when we get on the plane. Saying goodbye is difficult, and farewells may be put off until the last possible minute or avoided altogether. Friends may start to become more distant long before the time to leave arrives. Kids (and adults) may fight with dear, longstanding friends because it is easier to say goodbye when you don’t really like someone anymore.  The process of coming to terms can take about six months to work through, but many families have far less time to prepare themselves.

Making the Move

The actual moving and settling in process is a time of fear, anxiety and uncertainty which may last up to six months. Things are chaotic and unpredictable. Nobody knows us, and we are uncertain about how things work in our new surroundings. Now, instead of focusing on day to day details such as who to invite to lunch, there are more pressing concerns such as where to catch the bus and what to do if you miss it. Kids (and adults) tend to experience high highs and low lows, and may exhibit uncharacteristic or exaggerated behavior problems.

Settling In

After a time, there is a tentative acceptance of the new surroundings. The person may feel comfortable enough to take some small risks. New relationships must be formed. Some people may struggle with the loss of their identity and reputation, which may affect their self-esteem. A student who was the star of the hockey team at her previous school may be devastated not to make the team, or hear that there is no team at her new school. This period of adjustment may take as long as a year.

Many families overseas find that they choose to move or receive news of their next posting before they ever get to the point where their new home becomes their real home. Most children living abroad are at one of the phases of transition described above.

Problems Adjusting

Adjusting to transition is difficult, but can be worse for those who choose not to adapt or who generally struggle to adjust to change. Not know about the new culture and know how to access the appropriate information doesn’t help. Some kids are afraid that allowing themselves to get involved with a new place and new people will mean that they are being disloyal to the people they have left behind. Lastly, a difficult exit from the previous place makes entering a new place much more difficult.

Expect a bumpy road, but if you have concerns about your child’s adjustment, don’t hesitate to consult with his/her counselor or one of the school psychologists.

Transition Dos and Don’ts

·         Encourage your child(ren) participate in the new student activities and supports offered at school, e.g. New Student Group (ES), New Student Getaway (MS), orientations and peer-helper/buddy programs.

·         Allow your children to unpack their rooms when the shipment arrives.

·         Encourage friendships from classmates and recess. Arrange play dates for younger children.

·         Encourage open communication and answer questions honestly

·         Listen, be there and share feelings

·         Monitor your own emotional reactions. Transitions are difficult for parents too, and you need to   find time to take care of yourself so that you can be there to support your children.

·         Make the most of new friends and other parents

·         Get involved at your own pace

·         Explore and enjoy  your new home!

 

Thanks to Doug and Sarah for sharing this!

 

*Doug and Sarah’s presentation is based on Pollock’s Transition Model (Pollock, D.C. (1990) The Transition Model.  Albany, New York: Interaction Inc).

ISB Community Resource List

The ISB Community Resource List is an invaluable resource for expat families in Bangkok. Maintained by Dave Anderson, the ISB High School Psychologist, the list contains information about mental and behavioral health resources in and around Bangkok, Thailand and neighboring countries.

Visit the ISB School Psychologist webpage to access the latest version.

Making the Most of Parent-Teacher Conferences

Parent-teacher conferences are an ideal opportunity to touch base with your child’s teacher and establish a supportive and informative relationship. Effective home-school collaboration benefits students through higher grades, improved behavior, and more positive attitudes towards themselves and school.  Attending your child’s conference tells your son or daughter that you care about their education and that school is a priority.

Many schools have regularly scheduled conferences that take place between two and four times per year.  These tend to last a limited amount of time.  Additionally, a parent or teacher may request a conference at any time to address concerns as they arise. 

Be aware that at teachers are often operating under a tight schedule during conference time and may have several families scheduled in a row. Additionally, they have probably prepared some information to share with you about your child’s progress. If you are running short of time or have several issues you would like to discuss, consider making an appointment with the teacher outside of the regular parent-teacher conference schedule when you will have more time to discuss your concerns.

Preparing for the Parent Teacher Conference

Assemble and review relevant materials.  This might include report cards, test scores, immunization/health records, or home-school correspondences.  Keep material together so that you can add to it periodically and access it for every school conference or communication. 

Talk with your child.  Inform your child about the purpose of the meeting (is it a regularly scheduled conference or related to a specific concern?).  Assure your child that you are working with their teacher to help them succeed, not to punish them.  Ask your child for input regarding questions to ask or topics to address.

Learn about school policies.  Check the student handbook or school website to review policies related to behavior, attendance, and dress code. 

Be familiar with your child’s homework.  Know how your child has been performing on homework assignments.  How long does it take to complete?  Is it being turned in?  Is your child able to complete assignments with minimal assistance?

Prepare a list of questions for the teacher.  Think of your questions ahead of time so that you do not feel rushed at the meeting.  If you are not able to get all questions answered in the allotted time, ask the teacher if you can continue the conversation over phone or e-mail.  Some common questions: Does my child follow school rules?  Is my child meeting expectations for learning and behavior?  Is my child struggling in any area?  What are my child’s strengths?  Are there materials or resources that you would recommend we review at home?

Be ready to collaborate.  Information about concerns or areas for improvement are shared not to indicate that your child is bad but to discover collaborative ways to help him or her improve.  At times the message may come across as placing blame on the parent or child; this is not likely the intention.  Offer to meet further to discuss the concern and work out a solution.  Remember: teachers are often as afraid to deliver difficult information as parents are to hear it.

During the Conference

Listen carefully.  Take notes if necessary.  This is particularly helpful if one parent or caretaker is not able to attend.  It also helps you remember details so that you can ask follow-up questions.

Offer your perspective.  Teachers should know your child’s activities or behaviors at home relevant to school issues as well as your views on your child’s strengths and needs.

Ask for positive information about your child.  If the teacher does not offer it directly, then ask, “What does my child do well?”  If you have them, share positive comments about and with the teacher as well.  Let them know that you appreciate what they are doing for your child.

Ask questions.  Don’t hesitate to ask questions or for clarifications.  Teachers, at times, may use academic or instructional language that is not familiar to parents.  Ask what test scores mean and what the results mean for your child.  Ask for explanation of unfamiliar terms.

Adapted from: “Home School Conferences: A Guide for Parents,” Andrea Canter, Helping Children at Home and School II: Handouts for Families and Educators, NASP, 2004. The full handout is available online at www.nasponline.org/families.

 

Talking to Children about Death

Children are aware of death long before we realize it. Hearing about a death in the community may cause a child to have questions about death and dying. If you are concerned about discussing death with your children, you are not alone. Many of us hesitate to talk about death, particularly with youngsters.

 

Children are great observers. They read messages on our faces and in the way we walk or hold our hands. We express ourselves by what we do, by what we say, and by what we do not say. When we avoid talking about something that is obviously upsetting, children often hesitate to bring up the subject or ask questions about it. Instead of protecting our children by avoiding talk, we sometimes cause them more worry and keep them from telling us how they feel. The child’s fear of the unknown is worse than facing the reality. On the other hand, it is also not wise to confront children with information that they may not understand or want to know. As with any sensitive subject, we must seek a delicate balance that encourages children to communicate.

 

What we say about death to our children, or when we say it, will depend on their ages and experiences. It will also depend on our own experiences, beliefs, feelings, and the situations in which we find ourselves. Studies show that children go through a series of stages in their understanding of death.

 

Preschool children usually see death as reversible, temporary, and impersonal. Watching cartoon characters on television miraculously recover after being crushed or blown apart tends to reinforce this idea.

Between the ages of 5 and 9, most children are beginning to realize that death is final and that all living things die. But they still do not see death as personal. They harbor the idea that somehow they can escape through their own ingenuity. During this stage, children also tend to personify death. They may associate death with a skeleton or with the angel of death. Some children have nightmares about these images.

From age 9 or 10 through adolescence, children begin to comprehend fully that death is irreversible; that all living things die and that they, too, will die someday. Some begin to work on developing philosophical views of life and death. Teenagers often become intrigued with seeking the meaning of life. Some adolescents react to their fear of death by taking unnecessary chances with their lives. In confronting death, they are trying to overcome their fears by confirming their “control” over mortality.

 

While it can be helpful to know that children go through a series of stages in the way they perceive death, it is important to remember that, as in all growth processes, children develop at individual rates. It is equally important to keep in mind that all children experience life uniquely and have their own ways of expressing and handling feelings. Some children ask questions about death as early as age 3. Others may appear to be unconcerned about the death of a grandparent, but may react strongly to the death of a pet. Some may never mention death, but they may act out their fantasies in play. They may pretend that a toy or pet is dying and express their feelings in their make-believe game. They may play “death games” with their friends by taking turns dying or developing elaborate funeral rites.

 

When talking with children, many of us feel uncomfortable if we do not have all the answers. But death, the one certainty in life, is life’s greatest uncertainty. Coming to terms with death can be a lifelong process. If we have unresolved fears and questions, we may wonder how to provide comforting answers for our children. While not all our answers may be comforting, we can share what we truly believe. Where we have doubts, an honest, “I just don’t know the answer to that one,” may be more comforting than an explanation that we do not quite believe.

 

When talking with your child about death, bear the following things in mind:

• Try to be sensitive and open to children’s desires to communicate when they are ready.
• Offer honest explanations, especially when you are obviously upset.
• Try to find brief, simple, and age appropriate answers to children’s questions.
• Consider telling children that different people believe different things about death, and that not everyone believes as we do. For example, some believe in an afterlife, others do not. By indicating our acceptance and respect for others’ beliefs, we make it easier for our children to choose beliefs different from our own but which are more comforting to them.

No matter how children cope with death or express their feelings, they need caring and nonjudgmental responses from adults. Careful listening and watching may provide important clues to learn how to respond appropriately to a child’s needs. If you have concerns about your child’s response or adjustment, you can seek help and guidance from his or her counselor at school.

 

Adapted from www.cc.nih.gov/ccc/patient_education/pepubs/childeath.pdf

 

Other resources:

 

http://www.partnershipforchildren.org.uk/resources/my-child-is-worried-about/bereavment/talking-to-children-about-death.html

 

http://www.parenting-ed.org/handout3/General%20Parenting%20Information/death.htm

 

 

 

Snooze or Lose

According to this New York Magazine article,

Overstimulated, overscheduled kids are getting at least an hour’s less sleep than they need, a deficiency that, new research reveals, has the power to set their cognitive abilities back years.

Read about the impact of small sleep changes on learning, mood, judgement and health.

Internet Addiction Disorder

Do you or someone you know spend too much time online? Read about Internet Addiction Disorder, a controversial new diagnosis at PsychCentral.