Sunday, January 1, 2017


This site is set out in categories with chapters (in alphabetical order) under each chapter. Supplemental material is posted in the way of videos and articles. Most of the supplemental material is linked from the individual chapters. Please let me know by making a comment if any of the supplemental materials are no longer available.

Section 1: Beginnings
Who I Am?
Critical Thinking: How can I tell the difference between good research and garbage?
Safety First
Section 1: BEGINNINGS: Overview
Chapter 1: Adoption
Chapter 2: Association vs Isolation
Chapter 3: Boundaries and Expectations
Chapter 3: Boundaries and Expections: Curfews
Chapter 4: Brain Development
Chapter 5: Child Care
Chapter 6: Consistency in Parenting
Chapter 7: Creativity and Parenting
Chapter 8: Parenting and Culture
Chapter 9: Curiosity and Exploration
Chapter 10: Depression and Parenting
Chapter 11: Early Years - Child Development
Chapter 12: Family Councils/Meetings
Chapter 13: Fatherhood 
Chapter  14:  Friendship
Chapter 15: The Importance of: Fun and Play
Chapter 16: Gardens/Plants, and Children
Chapter 17: Happiness and Joy (Children and Family)
Chapter 18: Health: Prenatal, Child, Family
Chapter 19: Holidays and Traditions: A Pile of Junk do not Great Memories Make
Chapter 20: Hugs and other good touch
Chapter 21: Meal Time
Chapter 22: Medical
Chapter 23: Mental Health: Prenatal, Child, Family
Chapter 24: Motherhood
Chapter 25: Names, What’s in a Name
Chapter 26: Natural Learning Environments
Chapter 27: Nutrition: Prnatal, Child, Family
Chapter 28: Parental Education
Chapter 29: Parents - Marriage
Chapter 30: Parents Agree, When Parent’s Agree
Chapter 30b: Grandparents
Chapter 31: Pets
Chapter 32: The Power of “Yes”
Chapter 33: Quality vs. Quantity
Chapter 34: Reading
Chapter 35: Religion
Chapter 36: Resources
Chapter 37: Sleep: During pregnancy, For Child, For Family
Chapter 38: Spanking
Chapter 39: Speech
Chapter 40: Stability: Prenatal, Child, Family
Chapter 42: Support
Chapter 43: Tobacco, Drugs, and Alcohol
Chapter 44: Typical Development
Section 2: TEACHING/EDUCATION A few of the things you need to teach your children: Overview.
Chapter 1: Academic
Chapter 2: Accountability
Chapter 3: Art and Music
Chapter 4: Cars
Chapter 5: Children as Reflection
Chapter 6: The Classics
Chapter 7: Citizenship
Chapter 8: Common Courtesy
Chapter 9: Communication/Speech
Chapter 10: Dating
Chapter 11: Empowerment
Chapter 12: Forgiveness
Chapter 13: Funny Now? Is it Funny Now? Will it be Funny When?
Chapter 14: Goals, Setting and Achieving
Chapter 15: Good Touch/Bad Touch
Chapter 16: Honesty
Chapter 17: Internet
Chapter 18: Jewelry
Chapter 19: Leadership
Chapter 20: Love/Relationships
Chapter 21: Makeup
Chapter 22: Reading
Chapter 23: Religion
Chapter 24: Respect/Reverence
Chapter 25: Self-Efficacy (Is Self-Esteem Overrated?)
Chapter 26: Self-Respect (Not Self-Indulgence)
Chapter 27: Service
Chapter 28: Sex and Morality
Chapter 29: Stress Management and Reduction
Chapter 30: Telephones
Chapter 31: Work
Chapter 32: Violence
Section 3: RELATIONSHIPS: Overview
Chapter 1: Apologize
Chapter 2: Carefrontation Sandwich
Chapter 3: Celebrate Success
Chapter 4: Cherish, Value, and Honor
Chapter 5: Communication
Chapter 6: Consistency, Continuity, Dependability
Chapter 7: Evaluate - Feedback
Chapter 8: Fail forward
Chapter 9: Flexibility: Be flexible
Chapter 10: Fun
Chapter 11: Gratitude
Chapter 12: Humor
Chapter 13: Let Go, Forgive
Chapter 14: Love
Chapter 15: Motivate
Chapter 16: Purpose
Chapter 17: Respect/Reverence
Chapter 18: Self-Reliance
Chapter 19: Service
Chapter 20: Stick with it...Persevere. Work
Chapter 21: Take Responsibility, Give Credit
Chapter 22: Time
Chapter 23: Work
Section 4: RESILIENCE: Overview
Chapter 1: Resources and Assets
Chapter 2: Assets vs. Deficits
Chapter 3: Protective Factors vs. Risk Factors
Section 5: BEHAVIOR: Overview
Chapter 1: Behaviorism
Chapter 2: Active Children
Chapter 3: Activity
Chapter 4: Anger
Chapte 5: Biting
Chapter 6: Carefrontation
Chapter 7: Choices (3)
Chapter 8: Consistency
Chapter 9: Corporal Punishment (Spanking)
Chapter 10: Decisions Determine Destiny
Chapter 11: Eating
Chapter 12: Environment
Chapter 13: Eye contact
Chapter 14: Facial expression
Chapter 15: First Comply Then Ask Why
Chapter 16: Focus: What we focus on Increases
Chapter 17: General Concepts
Chapter 18: Health
Chapter 19: Intervention
Chapter 20: Listening, Look like you're listening and really listen.  Listen more than talk.
Chapter 21: Love vs. Fear
Chapter 22: Lying
Chapter 23: Manipulation
Chapter 24: Names: Sometimes the most beautiful, and sometimes the most awful word.
Chapter 25: Natural, Logical Consequences
Chapter 26: Nature Abhors a Vacuum: What does your child REALLY want?
Chapter 27: Nevertheless (A magic parenting word)
Chapter 28: Parent or Friend: much of the time you can be both; but when a choice has to be made, you're job is to be a parent.
Chapter 29: Positioning: allowing escape or containing
Chapter 30: Praise
Chapter 31: Problem solving
Chapter 32: Punishment
Chapter 33: Put Downs and Degradation: 0 tolerance from anyone, even in humor or jest.
Chapter 34: Redirection, Diversion, Distraction
Chapter 35: Relaxed vs aggressive or authoritative
Chapter 36: Reinforcement: Natural Reinforcement and Natural Consequences: Parenting that Lasts
Chapter 37: Responsibility vs blame
Chapter 38: Secondary Gain
Chapter 39: Setting Events
Chapter 40: Setting Limits
Chapter 41: Side or cross dialogue
Chapter 42: Sleep
Chapter 43: Space
Chapter 44: Stance and Positioning
Chapter 45: Stress
Chapter 46: Talking to vs. Talking about Pros and Cons
Chaper 47: Tantrums
Chapter 48: Transitions
Chapter 49: Tone, Cadence, Breath and Speed
Chapter 1: Addictions
Chapter 2: Attachment Disorders
Chapter 3: Attention Deficit (Hyperactive) Disorder
Chapter 4: Autism/Aspergers Syndrome
Chapter 4a:  What is Autism? Why is it on the rise? What can we do about it?
Chapter 5: Crying: What to do about a crying infant/babyChapter 6: Depression
Chapter 7: Downs Syndrome
Chapter 8: Eating Disorders
Chapter 9: Fetal Alcohol Syndrome
Chapter 10: Hiding
Chapter 11: Nightmares
Chapter 12: Other syndroms and disorders
Bonus Section: Free Samples, Free Stuff, for Parents, Kids, and Teens. Links to hundreds of freebies for the family on the Internet.

Joint Attention, Parenting and Treatment a free PowerPoint

Saturday, August 9, 2014

Behavioral interventions in children and adolescents with au... : Current Opinion in Pediatrics

Behavioral interventions in children and adolescents with au... : Current Opinion in Pediatrics: Purpose of review: The study provides an overview of recent studies on behavioral interventions for children and adolescents with autism spectrum disorder (ASD).
Recent findings: Recent reviews of the effectiveness of early intensive behavioral intervention (EIBI) conclude that EIBI can improve language and cognitive skills. The first randomized controlled trial (RCT) of a comprehensive early intervention for toddlers with ASD demonstrated gains in language, cognitive abilities, and adaptive behavior. Targeted, brief behavioral interventions are efficacious for improving social communication in young children with ASD. Parents can be taught to deliver behavioral interventions, which are associated with improvements in parent–child interaction; effects on child outcome, however, have been mixed. Several studies show that social skills interventions are efficacious for improving peer relationships and social competence. Behavioral interventions are also effective for reducing anxiety symptoms and aggression. Medication combined with behavioral intervention was found to be more effective for reducing aggression than medication alone.
Summary: Behavioral interventions are effective for improving language, cognitive abilities, adaptive behavior, and social skills, and reducing anxiety and aggression. Medication combined with behavioral intervention appears to be more effective for reducing aggressive behavior than medication alone.

Tuesday, August 5, 2014

At granny's house: More children raised by grandparents than before | Deseret News National

At granny's house: More children raised by grandparents than before | Deseret News National: The number of children being raised by their grandparents shot up, doubling from 2000's 2.4 million to 4.9 million in 2010, according to U.S. Census figures.

Many times, situations arise in which a child can no longer safely live with a biological parent or legal guardian, Mary Jane Di Paolo, assistant director of Community Child Care Solutions, told USA Today and the New Jersey Courier News. She said that New Jersey's Department of Child and Families tries to place children first with relatives and acquaintances whom the child knows, which may be one reason more children are living with grandparents.

Wednesday, July 30, 2014

Play: One of the most important factors in a child’s development | MSU Extension

Play: One of the most important factors in a child’s development | MSU Extension: The previous two articles in this series by Michigan State University Extension focused on children playing and learning in nature. Research proves there are positive effects of nature on children and their overall well-being. Nature can be attributed to creativity, better cognitive skills, lower obesity rates and a whole host of other beneficial reasons doctors are actually prescribing “time in nature” to their patients. In addition, recent studies indicate that not only nature, but letting children have free play has a big impact on their overall health by what educators call executive function.

Maternal Parenting Behavior and Child Behavior Problems in Families of Children and Adolescents with Autism Spectrum Disorder - Springer

Maternal Parenting Behavior and Child Behavior Problems in Families of Children and Adolescents with Autism Spectrum Disorder - Springer: Parents of a child with autism spectrum disorder (ASD) face specific challenges in parenting, but concrete parenting behavior has never been properly investigated in these families. This exploratory questionnaire study compared parenting behaviors among mothers of children and adolescents with ASD (n = 552) and without ASD (n = 437) and examined associations between child behavior problems and parenting behavior. Results showed that mothers of children with ASD reported significantly lower scores on Rules and Discipline and higher scores on Positive Parenting, Stimulating the Development, and Adapting the Environment. Age was differently related to parenting behavior in the ASD versus control group. Furthermore, distinctive correlation patterns between parenting behavior and externalizing or internalizing behavior problems were found for both groups.

TV and children's development | BPS

TV and children's development | BPS: Research carried out at the University of Iowa, published in the Journal of Developmental & Behavioral Pediatrics, found that if a TV programme is on in the background, rather than being watched intently, it can take a child's attention away from play and learning.

This was particularly apparent among low-income families and households in which the parents have not been well-educated.

The team behind the study has therefore suggested that once a youngster has finished sitting down to watch a certain show, the television should be turned off.

Saturday, July 26, 2014

Flights of Fancy | Free play shapes a child's brain—and bestows a lifetime of benefits

Flights of Fancy | HMS: Play fosters empathy and makes possible complex social groups, according to researchers who study brain development and behavior. Early childhood educators, as well as managers in diverse fields who need to hire skilled problem solvers, find that a strong foundation of childhood play is at the core of imagination and innovation. Play may even serve as a short-term boost for problem-solving skills: cognitive scientists have found that young children who approach problems within the context of play are able to solve logic problems often considered beyond their cognitive abilities.

Friday, July 25, 2014

Is misused neuroscience defining early years and child protection policy? | Education | The Guardian

Is misused neuroscience defining early years and child protection policy? | Education | The Guardian: Neuroscience is huge in early years policy. This week, in what's been characterised as the largest shake-up of family law in a generation, the 26-week time limit for adoption proceedings has come into force, much of it justified by the now-or-never urgency of this set of beliefs, that the first three years (or sometimes first 18 months) hardwire a baby's brain, either give it or deny it the capacity for a full life. This is the engine of what is known as the First Three Years movement, which has transfixed politicians from across the spectrum. Allen and Duncan Smith's report opened with an illustration of the "normal child's" large brain and the shrivelled, walnut brain of the neglected child.

Monday, July 21, 2014

Understanding and responding to the increase in teen depression | Deseret News National

Understanding and responding to the increase in teen depression | Deseret News National: The World Mental Health Survey, which was supported by WHO, found that half of those who suffered from mental health problems, including depression, first experience symptoms at age 14. In high-income countries, like the United States, fewer than half of adolescents with a mental health problem receive treatment.

The Centers for Disease Control reported that a survey of students in grades 9-12 at schools in the United States revealed “16 percent of students reported seriously considering suicide, 13 percent reported creating a plan, and 8 percent reported trying to take their own life in the 12 months preceding the survey.”

In America today, high school and college students are five to eight times as likely to suffer from depressive symptoms as were teenagers 50 or 60 years ago, according to Psychology Today.

Wednesday, July 16, 2014

Bed-Sharing Linked to SIDS

Bed-Sharing Linked to SIDS: Risk factors for sudden infant death syndrome (SIDS) appear to change with the age of the infant, researchers say.

They found that younger babies are more likely to die when they're sharing beds, while older babies face a higher risk of sudden death when there are objects in the crib with them, such as pillows and toys.