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Signs & Symptoms of Learning Disabilities page 7

Are You Suffering from Postpartum Depression? page 3


A Parent’s Role

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Life After Baby:Suffering From Postpartum Depression? If you’re depressed, you may have trouble being loving and caring with your baby all the time. This can lead to an “insecure attachment,” which can cause problems later in childhood. How a mother’s depression affects her child depends on the child’s age.


: How do I know if I have postpartum depression? If I do, will it affect my baby?

: Depression is an illness that affects the way people think, act and feel. About 6% of women will experience depression at some time during their lives. This number increases to about 10% (1 in 10) for women who are pregnant.

Babies who don’t develop a secure attachment may: • have trouble interacting with their mother (they may not want to be with their mother, or may be upset when with them); • have problems sleeping; • may be delayed in their development; • have more colic; • be quiet or become passive, or • develop skills or reach developmental milestones later than other babies.

Women are more at risk of depression while they are pregnant and during the weeks and months after having a baby. During pregnancy, hormone changes can affect brain chemicals and cause depression and anxiety. Sometimes pregnant women don’t realize they are depressed. They may think they have symptoms of pregnancy or the “baby blues,” which many women experience right after birth. It’s also important to know that as many as 10% of fathers also experience postpartum depression after the birth of a child. The good news is that depression can be treated. Talk to your doctor if you have any of the following signs and let your partner and family members know the signs so that they can also be aware. If you don’t get help, depression can cause problems for you and your baby or child. Depression can come on slowly. The symptoms are different for everyone and can be mild, moderate or severe. Some of the more common signs are: • Changes in appetite: eating too much or having little interest in food. • Changes in sleep, such as trouble sleeping or sleeping too much. • Lack of energy. • Feeling sad, hopeless or worthless. • Crying for no reason. • Loss of interest or pleasure in activities you normally enjoy. • New moms with depression may have trouble caring for their babies. Or they might not want to spend time with their baby, which can lead to a baby who cries a lot. • If you have depression while you are pregnant, you may have trouble caring for yourself. Depression during pregnancy can also lead to: • miscarriage • delivering before the due date (preterm) • giving birth to a small baby (low birth weight) The “baby blues” is a mild form of depression that many new moms experience. It usually starts one to three days after giving birth and can last for 10 days to a few weeks. With baby blues, many women have mood swings – happy one minute and crying the next. They may feel anxious, confused or have trouble eating or sleeping. Up to 80% of new moms have the baby blues. It’s common and will go away on its own.

If depression during pregnancy isn’t treated, it can lead to postpartum depression, a serious condition that can last for months after giving birth. About 13% of new mothers will experience postpartum depression. You are at a greater risk if you have a family history of depression or have had depression before. It can affect your health and how well you bond with your baby. Some of the symptoms include: • feeling like you can’t care for your baby • extreme anxiety or panic attacks • trouble making decisions • feeling very sad • hopelessness, and • feeling out of control No one knows exactly what causes postpartum depression. If you think you have the symptoms, it’s important to get help right away. Postpartum depression needs to be treated. Talk to your doctor or call your local public health office. Depression is treatable. But if it is not treated, it will affect your children. Moms who are depressed may have trouble caring for their children. They may be loving one minute and withdrawn the next. They may not respond at all to their children, or respond in a negative way. Your feelings and your behaviour will affect your ability to care for your children. Depression can also affect attachment, which is important for your child’s development. Attachment is a deep emotional bond that a baby forms with the person who provides most of his care (usually the mother). A “secure attachment” develops quite naturally. A mother responds to her crying infant, offering whatever she feels her baby needs – feeding, a diaper change, cuddling. Secure attachment helps protect against stress and is an important part of a baby’s long-term emotional health. It makes a baby feel safe and secure, and helps him learn to trust other people.

Toddlers and preschoolers whose mothers are depressed may: • be less independent; • be less likely to socialize with others; • have more trouble accepting discipline; • be more aggressive and destructive, or • not do as well in school. School-aged children may: • have behaviour problems; • have trouble learning; • have a higher risk of attention deficit hyperactivity disorder (ADHD); • not do as well in school, or have a higher risk of anxiety, depression and other mental health problems. With treatment, most people recover from depression. Treatment can include one or more of the following: Medication: Drugs used most often to treat depression are SSRIs (selective serotonin reuptake inhibitors) and tricyclic antidepressants. Individual therapy: Talking one-on-one with a psychologist, psychiatrist, social worker or other professional. Family therapy: With your partner and/or children. This can help when children are older. Social support: Community services or parenting education. Dr. Danielle Grenier is a general paediatrician in the Ottawa area. She is Medical Affairs Director for the Canadian Paediatric Society.

For more information on your child’s growth and development, get answers from Canada’s paediatric experts or You can also find us on Facebook at” and on Twitter @CaringforKids. By Dr. Danielle Grenier

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Breastfeeding – It Can Be Done!

B PUBLISHER Mark Sutcliffe EDITOR Jayne Rooney 613-238-1818 ext. 279 CONTRIBUTORS

The Childrens Hospital Of Eastern Ontario • The Canadian Paediatric Society • City Of Ottawa Health Department • The Adlerian Counselling & Consulting Group • The Parent Resource Centre • Katharine Fletcher

COPY EDITOR Terry Sheehan GRAPHIC DESIGN AND PRODUCTION Sarah Ellis ADVERTISING Mike Beard 613-238-1818 ext. 270 V.P. SALES Terry Tyo 613-238-1818 ext. 268

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reastfeeding has many well-documented health benefits for both mothers and babies. Ottawa Public Health (OPH), the World Health Organization, Health Canada and the Canadian Paediatric Society all recommend exclusive breastfeeding from birth to six months of age, with the introduction of solid foods and continued breastfeeding for up to two years and beyond. At six months, nutrient rich, solid foods with particular attention to iron should be introduced. Providing breast milk is good for both mother and baby. It is good for baby as it: • Is perfectly balanced with protein, fat, minerals and vitamins. • Is easy to digest and adjusts to baby’s needs. • May increase protection against illnesses such as childhood diabetes, celiac and inflammatory bowel disease and some childhood cancers. • Increases protection against ear, chest and stomach infections. • Increases protection against allergies if there is a family history of allergies. • May increase protection against Sudden Infant Death Syndrome (SIDS), also called crib death. • Helps with proper development of baby’s cheek, tongue and throat muscles and encourages a well-formed dental arch. • Promotes healthy brain development. • Is clean, fresh and always at the right temperature.

It is good for mom as it: • Helps the uterus to return to its normal size after birth. • Helps to control bleeding after birth. • Helps to protect against cancer of the breast and ovary. • Helps to keep bones strong (may prevent osteoporosis). • Helps to use up the extra fat gained during pregnancy. • Saves money; formula is expensive. • Saves time; there is no need to prepare formula and bottles. • Does not produce any garbage; there are no formula and bottle packages to throw out. There is a relationship between the duration of breastfeeding and the long term health benefits for both mother and baby. The longer mother continues to provide breast milk the more protection they both receive as a result. Some women have to go back to work or school soon after their baby is born, but that does not mean that mothers need to stop breastfeeding. Here are some tips to help breastfeeding mothers as they transition back to work or school. Before the first day back: A couple of weeks before returning to work introduce baby to a cup or bottle. It is best to wait until breastfeeding is well established, usually about four to six weeks, before offering a bottle. If the child is six months or older, he or she can be transitioned from breast to cup. Start pumping or hand expressing at least two

4 February, 2013

weeks before returning to work, and build up a supply of breast milk in the freezer. Help in selecting the most appropriate method based on a mother’s individual situation is available by calling the Ottawa Public Health Information Line at 613-580-6744 and speaking with a public health nurse. Before going to work: • Mother may want to breastfeed the baby as soon as she gets up in the morning, so the baby will be content while she is getting ready. • In order to have breast milk to take to the caregiver’s or to stay comfortable longer in the morning some mothers will: • Breastfeed the baby or express just before they leave home. • Breastfeed the baby on one breast and express the other breast at the same time. At home: • Use breastfeeding times as a break and a chance to rest, particularly after work or school and in the evening. The lying down position can be useful for resting with baby. At work or school: • To help maintain a milk supply and to provide milk for their baby for the next day, mothers should express milk throughout the day. • Breasts may feel fuller on Mondays after breastfeeding the baby more on the weekend. If so, expressing will provide comfort. • Mothers may find that their milk supply is lower at the end of the week. Resting more (lying down when breastfeeding), and breastfeeding or expressing more frequently may help ensure they maintain an adequate milk supply. • Mothers often notice that their breasts pro-

duce more milk at a particular time of the day when they are regularly stimulated by breastfeeding or expressing. • Keep extra nursing pads at work in case of leaking. • Leaking of breast milk can be avoided by breastfeeding or expressing. • If possible, the baby can be brought to mother’s workplace or school at breaks and/ or lunch for feedings. It is a mother’s right to breastfeed anywhere, anytime. The Ontario Human Rights Commission requires that employers accommodate the needs of breastfeeding women. Working together cooperatively can help breastfeeding women and their employers find solutions that meet their needs. Please visit Ottawa Public Health’s website at for more information on breastfeeding, including expressing and storing breast milk, hand expression and choosing and using a breast pump. Other helpful websites include: • The Public Health Agency of Canada at • The World Health Organization www.who. org • The Best Start Resource Center at www. • The Ontario Human Rights Commission at • INFACT Canada at

By: Caren Croft, RN & Bev Croft, RN

Hard-Hitting Facts About Head Injuries

A twisted ankle will heal, a broken bone can be reset, and a bruise will eventually fade, however a head injury, although invisible to the eye, may have long term negative repercussions on a child’s brain. And that’s something I’m trying to avoid. Growing up, when you got your bell rung you were probably told to “walk it off.” And no one thought anything of putting a player back on the ice after he had just suffered a hit to the head. “But we now know that a concussion is an injury to the brain that results in the temporary loss of normal brain function and that it may have serious, long-term consequences,” explains Dr. Michael Vassilyadi, a neurosurgeon at the Children’s Hospital of Eastern Ontario. “In fact, we now see a movement towards labelling a child’s head injury as traumatic brain injury (TBI) or mild traumatic brain injury (MTBI) to impress upon parents and coaches the seriousness of the injury sustained,” adds Dr. Vassilyadi. Researchers now know that body checks bear a serious risk of injury in young players, especially those between 9 and 15 years of age, where there is such a disparity between their height and girth. In fact, they account for 86% of all hockey injuries and kids who play in leagues where body checking is allowed, are more than three times as likely to suffer concussions and serious injuries compared to children who play

Concussions can cause a variety of symptoms which can appear several hours after the incident. Signs and symptoms of a concussion include: • Confusion (your child might not know where he is or the period of the game) • Memory problems (forgetting what happened before or after the injury) • Loss of consciousness (being “knocked out”) • Headache • Dizziness/feeling dazed • Tiredness • Nausea/vomiting • Vision problems/staring blankly/seeing stars • Slurred speech • Unusual emotions, personality change, inappropriate behaviour in leagues that ban body checking altogether, according to a recent study published in the Journal of the American Medical Association. “I’ve seen the effects of head injuries first hand in the

operating room,” states Dr. Vassilyadi. “They can be devastating and affect your child’s memory, speech, behaviour, coordination and reflexes. And for some, it even puts their life at risk.”

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Dr. Vassilyadi explained to me that most children and teens recover completely from a concussion, but specified that if they receive another blow to the head (even a minor one) before they have completely healed, they risk a very serious swelling of the brain called Second Impact Syndrome which, in some cases, can be fatal.

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First aid for concussions “If your child or teen has any symptoms of a concussion after a blow to the face, head, neck or body, have your child removed from the game or practice, and have him examined by a physician experienced in assessing concussions,” adds Dr. Vassilyadi. And if a child has been “knocked out,” call an ambulance to take him to the hospital. “Do not move the child or remove the helmet or other equipment,” counsels Dr. Vassilyadi. Your child or teen should not go back to the game, even if he is feeling better, Dr. Vassilyadi further explained. Problems caused by a head injury can sometimes get worse later that day or night.

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Both Hockey Canada and the Think First Foundation have developed helpful concussion guidelines for parents, coaches and trainers. You can find these at www. (follow links to Minor HockeySafety Program) and (follow links to concussion education).

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hat’s not to love about hockey? The cold crisp air, the whooshing sound of the blade on the ice, the camaraderie, the jostling and the history! It’s where a lot of us learned the concept of fair play, teamwork and losing with dignity. It’s parents getting up pre-dawn to drive their child to the arena and lacing up their young one’s skates nice and tight. It’s the memory of your own early morning treks to the ice, hockey bag on one shoulder and stick on the other. There is no doubt that hockey truly is our national sport. And as my own little guy is now part of a team – Go Sharks! – I sometimes worry about the risk of injury.



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The treatment for a concussion is very simple: rest. Proper rest is very important and will allow the brain to heal itself. It can be very serious if your child or teen experiences another blow to the head while healing. Anyone with a concussion should not go to school, exercise or take part in any activities that makes him feel worse. Once your child or teen is completely better at rest, regular activities can be gradually introduced, with a step-by-step approach. Your child should not return to playing hockey until a doctor tells you it is okay.

Preventing concussions A hockey helmet that meets CSA or ATSM standards is the first line of defence against head injuries and concussions in hockey. It is important that the helmet fit snugly, without feeling too tight. Mouth guards may also offer some protection, as they absorb some of the shock of the impact. Mouth guards can be fitted by a dentist, or purchased at many sports or hardware stores. Rule changes, fair play guidelines and education for players, parents and coaches may also play a role in reducing the kind of play that results in head injuries (for example: elbowing, hits to the head, hits from behind and fighting). Even with these measures in place, concussions can still happen in hockey. Recognizing the symptoms, removing the player from the game and proper medical supervision can prevent a concussion from becoming a more serious and permanent brain injury. 5 February, 2013

Cover Photo \ Billie MacDonald

New Report Shows Parents Play A Major Role In Reading Success By Jayne Rooney


oes your child enjoy reading or does the mere suggestion to pick up a book get you the “But Mom, do I have to,” whine? According to the recent results of an international study of children in Grade 4, students whose parents enjoy reading are better readers. If you introduce books early, cuddling up for some quiet time over a much-loved story will become a bonding ritual that you and your little one will both look forward to. Along with the joy of the quiet time with your active baby or toddler, you’ll be laying the groundwork for a life-long love of reading. The Council of Ministers of Education, Canada published the Canadian results of the Progress in International Reading Literacy Study (PIRLS), which is an international assessment measuring trends in reading achievement of Grade 4 students, along with policies and practices related to literacy. The study is carried out every five years by an independent, cooperative of research institutions and governmental agencies in over 60 countries. The 2011 assessment was administered to a large sample of students in nine Canadian Provinces and 44 countries around the world. As well, parents, principals and teachers completed questionnaires which related to reading achievement at home and school. People for Education, an independent parents’ group working to support public education in Ontario, released its viewpoint on the report in December: “These results show that we need to do more to make parents aware of how much they can influence their children’s chances for success in school and in life. “Perhaps even more importantly, the results show that it is parents’ and students’ attitude that we should be focusing on. In Ontario, as in other jurisdictions, there has been a steep decline in the percentage of young students who say they ‘like to read.’ Their love of reading will affect their success throughout their lives, and

this study shows that parents and schools could be doing more to encourage students’ positive attitudes.” The test results revealed that parents play an integral role in their children’s success, and Grade 4 students who like to read scored 54 points higher than students who don’t. Canadian students scored in the top twelve internationally in reading, with British Columbia scoring the highest, closely followed by Ontario. According to the report, “home environment plays a critical role in shaping children’s development in reading literacy.” The factors that were taken into consideration were resources at home and parents’ behaviours and attitudes about learning, particularly reading. Canadian parents are quite engaged in literacy-related activities with their children, which has a positiv e impact on their reading performance. As well, children who are read to at home prior to entering school performed better. PIRLS also confirmed the importance of parents as the primary source of modelling positive behaviours in reading. All participants who said their parents liked reading performed much better than those whose parents do not like to read. Another variable explored is the time children spend on homework. Most Canadian students in Grade 4 spend between 16 and 30 minutes per day on homework. Interestingly, in all countries, students who spent less time on homework daily performed better than those who spent more time. The report also looked at reading performance in relation to students’ attitudes, behaviour and activities outside of school. The results indicated that Canadian students are among those who like to read the most in the world, which strongly impacts reading performance. Girls like to read more than boys, but PIRLS results indicate that boys who do like to read perform as well as girls.

Max Mitchell, age 10 and his seven-year-old sister Stella of Ottawa Other factors that promote a positive relationship with reading include children being motivated or engaged in their reading lessons, having confidence in their reading ability and the time they spend reading outside of school. For the first time in Canada, the results of the PIRLS 2011 assessment provide a comprehensive picture of Grade 4 students’ reading skills at the provincial and pan-Canadian levels as compared to other participating countries. Despite the fact that Canadian students are performing well in reading, the report helps identify areas that could be improved. “While Canadian students are doing well, it is easy to see that we need to do more to engage more boys and educate parents,” says Maureen Dockendorf, Superintendent of Reading for the B.C. Ministry of Education and member of the board of the National Reading Campaign. For tips and guidance contact People for Education at 1-888-5343944 or visit The complete PIRLS 2011 report can be found at: Publications/Lists/Publications/Attachments/294/PIRLS_2011_EN.pdf For information about the National Reading Campaign visit www.


ON THE BRAIN Sing and dance along with Chris as he perform songs from his CD “Small Potatoes.”



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Children With Learning Difficulties Need To Be Heard tentive, disinterested and tuned out.

By Cathy Lumsden, The Adlerian Team


rs. Patrick, a teacher of grade 2 students, gives her class a math problem. Bob had 2 pencils and Sue had 8. How many pencils do Bob and Sue have in total? Brenda sees the question, fidgets in her seat and tries to read it. She sees it as: Bob hid too pensls and Sue hid ate. How meni pensls did Bob and Sue huav in latot? Brenda is dealing with a hidden learning disability. She has a difficult time seeing and reading the words correctly so consequently cannot give an answer and is too embarrassed to ask for help. The other children seem to answer easily and quickly. Day after day children with learning difficulties and disabilities are faced with problems such as the one outlined above. Their teachers and parents are initially confused and, thus, encourage them to try harder. This produces no results. Brenda’s peers may tease her which ensures that she doesn’t share her struggles. A vicious cycle evolves where the child feels inadequate, and begins to avoid his or her school work. More labels are added and the child may be viewed as inat-

According to the Learning Disabilities Associates of Ontario (L.D.A.O.), there are approximately 800,000 people with learning disabilities in Ontario – 10% of the population. Six percent of school-age children with learning difficulties are not identified and, therefore, receive minimal or no support in their classes. These children struggle day by day and by high school, they’ve lost their motivation and wish to drop out of school. It is imperative that we identify these learning challenges and work with the strengths of each student providing him or her with strategies to overcome his or her difficulties. Children with learning disabilities frequently have average to above average intelligence. Therefore, problems in academic performance cannot be attributed to lack of intellectual capacity. Instead, poor performance at school may simply be a function of different learning needs. Once these needs are addressed and effective learning strategies employed, these students can find success and become motivated to meet the daily school requirements. How one learns is often compared to the inner workings of a computer. Individuals take in information (INPUT) by either


hearing, seeing, doing or a combination of these modalities. The information is STORED and processed to make a multitude of connections and, finally, we produce OUTPUT which can be in a verbal or written form. Individuals with learning problems may have weaknesses in one or all of these processes: input, storage or output. When teachers, parents and children with learning disabilities are aware of their specified learning needs, a whole new world unfolds for everyone.

Be your child’s advocate If your child displays one or more of these signs or symptoms, further investigation is required. Given the ever increasing number of students in a classroom, and the burden of responsibility assigned to teachers, educators cannot always detect if your child is simply adjusting to the demands of the school environment or has a learning issue. If they do identify that a child is not learning by the usual methods of instruction, they will notify the family and suggest a psychoeducational assessment for the child. Due to budget restraints, schools may not be able to offer immediate services in the area of learning disabilities.

Continued on page 10

How do we know whether our child has learning difficulties? There are a number of possible signs & symptoms:

• Difficulty in reading, spelling, writing or math; or a significant discrepancy between two of these academic subjects. • Better developed verbal skills than written skills. • Weak auditory &/or visual memory. • Disorganized &/or messy written work. • Behaviour problems at school. • Difficulty concentrating, short attention span. • Weak social skills (problems with making &/or keeping friends). • Difficulties with concepts such as up-down, left-right (remembering & directionality).

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Diverse international student community Diverse international student community OPEN HOUSE Flexible full & half day programs Flexible full & half day Saturday,curriculum: February programs 2, 2013Art, fromFrench, 10:00 -Spanish 12:00 Enriched Music, Enriched curriculum: Music, Art, IT,IT, French, Spanish

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Young People Deserve An Anti-Cyberbullying Strategy


he hurt caused by cyberbullying is known all too well by young Canadians and it’s time for the Federal Government to coordinate an anti-bullying strategy with provincial and territorial counterparts says a report by the Standing Senate Committee on Human Rights which was released in December. Cyberbullying Hurts: Respect for Rights in the Digital Age, calls for Canada to meet its obligations under the UN Convention on the Rights of the Child, by taking necessary actions to protect children from all forms of physical and mental violence, including cyberbullying.

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Individualized learning Mastery-based learning Academic excellence Character development Low Student to Teacher Ratio’s Outstanding program for the remedial, average, & above aveage students • Curriculum available in English & French • After school Tutoring & French learning classes


1080-B St. Pierre Street, Orleans, ON K1C 1L3

A coordinated strategy should include a plan for promoting awareness throughout Canada about cyberbullying and the relevant support programs available for children and parents. Additionally, it should seek to ensure that anti-cyberbullying programs and resources are available in every region of the country. Without a universal definition of what behaviours constitute cyberbullying, it is necessary to develop and deliver consistent and clear messages for children and youth regarding cyberbullying and other inappropriate behaviour when using telecommunications technology. The sharing of best practices and evidence-based assessments concerning anti-cyberbullying programs and policies across jurisdictions is imperative. Equally important is the development of mechanisms to facilitate further cooperation among relevant stakeholders. The committee heard that as children and youth are still developing emotionally, socially and psychologically, they may not fully understand the short-term and long-term consequences of their online actions, on themselves and on others. Also, many young people have experiences with cyberbullying as a victim, a bully and a bystander. Restorative approaches to combating cyberbullying and initiatives which focus on education, empathy-building, inclusion of vulnerable groups and community engagement are key to fostering meaningful change in online behaviours. “Cyberbullying hurts Canadian children and it hurts Canadian communities. We heard that cyberbullying is a 24/7 phenomena from which children often feel there is no escape. Many have personal telecommunications devices they can carry everywhere that keep them in touch with each other,” said Senator Mobina Jaffer, chair of the committee. “It takes a whole community approach, the teaching of human rights and digital citizenship by parents, teachers, governments and by youth themselves to change online behaviour. Our Committee created two companion guides to accompany our report, one for parents and caregivers and one for youth, because we believe citizens of all ages have a role to play in stopping the hurt caused by cyberbullying.” “Our study examined cyberbullying as a violation of the human rights of children under the UN Convention. When a child has been bullied, or cyberbullied, his or her right to be free from violence has been violated. If the child’s studies suffer or she fears going to school, her right to receive an education and to develop to her full potential may also have been violated, said Senator Patrick Brazeau, deputy chair of the committee. “Children have the right to receive the information and care needed to help them understand the full consequences of bullying behaviour, and the negative impacts it can have on them and their community. In keeping within the principles of the convention, children need to be active participants in the formulation of anti-bullying strategies and initiatives.” “During our study, we heard about the complexities of life online for today’s generation of young Canadians and the struggles they face to make sense of it all. Parents and caregivers have a key part to play in helping children have a safe and healthy digital life. As we heard from more than one witness, parents wouldn’t buy their child a car and hand over the keys without making sure they’d had driver training first. Unfortunately, many people will buy their child a smartphone without preparing them for the risks that come along with the opportunities,” said Senator Salma Ataullahjan. For the full version of the Senate report Cyberbullying Hurts; Respect for Rights in the Digital Age: Parents’ guide to the report: Youth guide to the report:

8 February, 2013

PARENT EDUCATION For Parents Adoption Parenting Course: These workshops will help you create and sustain a positive relationship with your child. Thursdays, Jan. 24 to Feb. 7, 6:30-9:30 pm, $50 per workshop or $125 for all 3. Location TBA. Info: Contact: Lori Rosove 613-680-0911 Good Discipline, Better Behaviour: What to do when children’s unacceptable behaviour causes a problem for parents? Thurs., Jan. 31, 6:30-8:30 pm, Mothercraft Ottawa 475 Evered Ave. Info: Contact: Cathy Cadieux 613-728-1839 x 248 Feeding your Baby in the First 6 Months: Come and have an honest discussion on what milk to feed baby in the first 6 months and into the first year. Thurs., Jan. 31, 9:30-11:30 am, OEYC Carleton, 2 MacNeil Court. Info: Contact: 613-591-3686 x 545 Healthy Baby Healthy Brain: Learn information to assist you in helping your baby’s brain develop to its full potential through everyday activities. For parents of babies aged 12 months or under (and expectant parents). Fri., Feb. 1, 1-2:30 pm, OEYC Carleton, 2 MacNeil Court. Info: Contact: 613-591-3686 x 545 Prepare Your Mind for your New Role as Parent: Before the arrival of your new family member explore parenting styles, relationship building tools, resources and identify what values you want to build. Mon., Feb. 4, 6-8:30 pm, Mothercraft Ottawa 475 Evered Ave. Info: Contact: Cathy Cadieux 613-728-1839 x 248 Choosing Child Care: The presentation will be in English, however resources will also be available in French, and the facilitator will answer your questions in either language. Tues., Feb. 12, 9:30-11:30 am, OEYC Carleton, 2 MacNeil Court. Info: Contact: 613-591-3686 x 545 Baby Food to Table Food: Wondering how much food your older baby needs? Discuss feeding challenges and share recipe ideas. For parents of babies aged 10-18 months at the time of the workshop. Tues., Feb. 19, 1-3 pm, Katimavik Preschool Resource Centre, 180 Katimavik Road (entrance on McGibbon). Contact: 613-591-3686 Sleep: Making It Work For You: An honest discussion on the many facets of sleep. Thurs., Feb. 21, 1:30 pm, 180 Katimavik Road (entrance on McGibbon). Contact: 613-591-6030

For Parents/Caregivers (children aged birth to 6)

Raising Your Spirited Child: Is your child more intense, more sensitive, more active, and more persistent than other children? This is a 4-week series and it is expected that you attend all 4. Thursdays, Jan. 24 to Feb. 14, 6:30- 8:30 pm, OEYC Carleton, 2 MacNeil Court. Info: Contact: 613-591-3686 x 545 Temperament Factor - Preventing Misbehaviour: You will discover ways to prevent problems and make life easier, while you learn the strengths that come with a difficult temperament. Wed., Jan. 30, 6:30-8:30 pm, 105-240 Centrum Blvd. Info: Contact: Melanie 613-830-4357 x 302 Healthy Eating for Toddlers and Preschoolers: Parents or caregivers of children aged 18 months to 4 years old. Children do not attend. Mon., Feb. 4, 1:30-3:30 pm, OEYC Carleton, 2 MacNeil Court. Info: Contact: 613-591-3686 x 545 Helping Children Behave Well: This workshop will give you some tools to help children act in acceptable ways. Thurs., Feb. 7, 6:30-8:30 pm, OEYC Carleton, 2 MacNeil Court. Info: Contact: 613-591-3686 x 545 “Dynamite” Circle For Children In Your Care: Come to this interactive workshop and learn to create and implement a “dynamite” circle time as part of daily routine of the children in your care. Thurs., Feb. 14, 7-9 pm, Mothercraft Ottawa, 475 Evered Ave. Info: Contact: Cathy Cadieux 613-728-1839 x 248 Sibling Rivalry: This workshop will look at the roots of rivalries and at how parents can build greater harmony in family life. Thursdays, Feb. 21 to March 21, 6:30-8:30 pm, Mothercraft Ottawa, 475 Evered Ave. Info: Contact: Cathy Cadieux 613-728-1839 x 248 Are You Listening? – The Heart of Effective Discipline: In this workshop, you’ll learn to recognize the habits that block good communication. Mon., Feb. 25, 12:45-2:15 pm, Carlington Community Health Centre, 900 Merivale Rd. (2 blocks south of Carling Ave). Contact: Registration Line 613-722-4000 x 423

For Parents/Caregivers & their Children Sign, Say and Play Class: This 6-week Baby Sign program is designed especially for parents and their babies. Fun games, songs and activities highlight important developmental skills. Wednesdays, Jan. 16 to Feb. 20, 10-10:45 am, 641 Sladen Ave. $145 includes Sign, Say and Play Kit. Info: Contact: Kristina Schmitt 613- 410- 7207 Baby Sign and Songs: Learn to communicate with your baby before he or she talks by learning through songs and signs. Infants

aged 18 months or under. Limit of 12 infants. Wednesdays, Jan. 16 to 30, 1:30-2:30 pm, Rosemount Library, 18 Rosemount Ave. Info: Contact: Cathy Cadieux 613-728-1839 x 248 Introduction to Solids and Making Baby Food: Learn about the healthiest foods for babies their benefits, allergenic foods and choking hazards. For parents whose babies are between 4 and 8 months of age at time of workshop. Tues., Jan. 22, 9:30-11:30 am, OEYC Carleton, 2 MacNeil Court. Info: Contact: 613-591-3686 x 545 Family Zumba: Join us for a high-energy, fitness party packed with specially choreographed, kid-friendly routines and all the music kids’ love, like hip-hop, and more. Bring the whole family and spend quality time together, have fun, and get moving! Wed., Jan. 23, 6:15-7:15 pm, 105-240 Centrum Blvd. Info: Contact: Rita 613-830-4357 x 302 Salsa Babies: With the little ones snuggled into baby carriers, new parents learn basic steps to popular Latin dances, while babies shake maracas and bounce along to the Salsa beat. For babies aged 3 to 12 months. Wed., Jan. 30, 1:30-2:30 pm, Mothercraft Ottawa, 475 Evered Ave. Info: Contact: Cathy Cadieux 613-728-1839 ext. 248 Making Baby Food Simple and Delicious: We will make a few different types of baby purées together with different tools, share recipes and tricks to make the transition from milk to solid fun and easy. Wed., Jan. 30, 2-3 pm, 105-240 Centrum Blvd. Info: Contact: Melanie 613-830-4357 x 302 Infant Massage: This 3-session workshop will allow parents to learn how to massage their baby to help improve sleep, bonding, development and more. For babies under 9 months. Saturdays, Feb. 2 to 16, 10-11 am, Mothercraft Ottawa, 475 Evered Ave. Info: Contact: Cathy Cadieux 613-728-1839 x 248 Infant Massage: Learn how to massage your pre-crawling baby to help improve sleep, bonding, development and more. Bring towel, blanket and clean diaper. Massage oil is provided. Four sessions. Tuesdays, Feb. 5 to 26, 11-12 am, OEYC Carleton, 2 MacNeil Court. Info: Contact: 613-591-3686 x 545 Mom and Baby Yoga: Enjoy a fun, relaxed class doing yoga with your baby and some baby massage along with singing, breathing and meditation. Open for infants 6 weeks old to the creeping stage. Please dress comfortably and bring a blanket and toy for your baby. Wed., Feb. 6, 2-3 pm, 105-240 Centrum Blvd. Contact: Dominik 613-830-4357 x 302

ner recipes. Limit of 10 children aged between 30 months to 6 years. Wed., Feb. 6, 2-3 pm, Mothercraft Ottawa 475 Evered Avenue. Contact: Cathy Cadieux 613-728-1839 x 248 Baby Sign and Songs: Learn to communicate with your baby through songs and signs. Infants aged 18 months or under. Limit of 12 infants. Wednesdays, Feb. 13 to 27, 1:30-2:30 pm, Rosemount Library, 18 Rosemount Ave. Info: Contact: Cathy Cadieux 613-728-1839 x 248 Infant Massage: This 3-session workshop will allow parents to learn how to massage their baby to help improve sleep, bonding, development and more. For babies under 9 months. Fri., Feb. 15, 10:15-11:15 am, Mothercraft Ottawa, 475 Evered Ave. Info: Contact: Cathy Cadieux 613-728-1839 x 248 Baby Massage: Infant massage prevents colic, strengthens the immune system, eases cold symptoms such as congestion, and reduces the possibility of ear infections and constipation. Bring a baby blanket or towel. Parents and babies under 12 months. Wed., Feb 20, 2-3 pm, 105-240 Centrum Blvd. Info: Contact: Rita 613-830-4357 x 302

Prenatal and Postnatal Mom and Baby Zumba: There’s no other fitness class like a Zumba Fitness Party. For parents and babies aged 0-12 months. Bring water and a towel. Wed., Feb 13, 1-2 pm, Mothercraft Ottawa 475 Evered Ave. Info: Contact: Cathy Cadieux 613-728-1839 x 248 Pregnancy Circle: For all those pregnant or thinking about becoming pregnant and your partners. Pre-registration required. Free limited childcare spaces for children up to 6 years old. Saturdays, Feb. 23 to March 30, 10-12, Bellevue Community Centre, 1475 Caldwell Ave. Contact: Kathy 613-722-4000 x 239 Intimacy During and After Pregnancy: What about sex and intimacy now and after the baby is born? Workshop designed to open or continue the conversation on the joys or trials of sex and sexuality. Tues., Feb 26, 6:30-8:30 pm, Mothercraft Ottawa 475 Evered Ave. Info: Contact: Cathy Cadieux 613-728-1839 x 248

Compiled by The Parent Resource Centre

Kids in the Kitchen: Parents and tots work together to explore and taste foods with begin9 February, 2013

15 Minutes Is All It Takes To Improve Literacy Skills


fter a long day at school, the last thing most kids want to do is learn at home. But the benefits of learning as a family outside the classroom are huge – not only are children exposed to a culture of lifelong learning, but the bond between parent and child can grow with each teachable moment. Finding time to set aside to learn as a family can be difficult, but all you need is 15 minutes a day to reap the benefits. ABC Life Literacy Canada offers these five learning activities parents can do with their children in less than 15 minutes. These ideas are so much fun, it will hardly even feel like learning!

• Read a book aloud together. Children’s books are usually short, and are a breeze to get through in 15 minutes. • Heading out on a long road trip to Grandma’s house? Count how many red cars you see along the way or find the whole alphabet using licence plates and billboards. • Sing a song. Singing encourages learning patterns of words, rhymes and rhythms and is

strongly connected to language skills. • Bake some cookies. Most recipes are less than 15 minutes and measuring ingredients helps children understand math and numbers. • Go for a walk as a family and read the street signs. You can even think of a city or country that begins with the same first letter as the sign. While we may not think of it, most of the time spent together at home can be learning opportunities between you and your child. Even time spent doing the dishes, eating dinner or having a bath can all easily have a focus on learning in a fun way. To find out how your family can have 15 Minutes of Fun for Family Literacy Day, visit

Relationships Continued from page 7 As a parent you will be your child’s advocate! To assist our children, both parents and teachers need to be part of the solution and future planning. Early detection of learning problems is one of the most important indicators of future success. Once a child’s strengths and limitations are determined through an assessment, educators and parents can build on the child’s strengths to support them. According to the L.D.A.O., “If a child cannot learn the way he or she is taught, then he or she should be taught the way he or she can learn.” Often, various accommodations are provided for the student with a learning disability, such as oral exams, photocopied notes, taped books and extra time for tests and exams. Beyond high school, Ontario universities and colleges are more aware of individuals with learning disabilities and provide services if requested. With your encouragement and support, your child can deal with his or her learning difficulties and develop self-confidence, achieve success at school and develop into a capable adolescent and adult. Lumsden is an associate at the Adlerian Counselling and Consulting Group Inc. She has 27 years’ experience in counselling individuals, families and groups. She has facilitated training programs and professional seminars focused on conflict resolution, team effectiveness, communication and stress management in both Canada and the United States.  Please write to us at The Adlerian Centre at 1729 Bank Street, Suite 205, Ottawa K1V 7Z5, call 737-5553 or e-mail us at info@ with your reactions or ideas for this column. www.

10 February, 2013

Dhal For Beginners 11⁄2 cups 1⁄4 cup 1⁄2 tsp 1⁄4 tsp 1 1 1⁄2 cup

New Flavours & Baby-Friendly Texture Making nutritious homemade baby food has never been so easy with Blender Baby Food Second Edition (ISBN: 978-0-7788-0262-4, $19.95) by Nicole Young.

Whether you choose to make all of your own baby food or just some of it, the blender has proven to be a great way to offer new flavours in a baby-friendly texture. When you make your own baby food you: • Know what’s in it, thereby ensuring healthy and wholesome meals; • can tailor the texture to your baby’s preferences; and • can shape your baby’s tastes and help him or her learn what fresh foods taste like. This second edition features 25 new recipes, information on the basics of feeding babies, meal plans and nutritional analysis for each recipe. Recipes are categorized according to age, making it easy and convenient to create recipes that match your baby’s progress. So forget store-bought baby food and feel good knowing that you are giving your baby the best nutritional advantage. The following recipe is found in the section: Food for Babies 8 Months and Older, excerpted from Blender Baby Food Second Edition by Nicole Young, published by Robert Rose Inc

water or vegetable stock dried red lentils, rinsed ground coriander ground turmeric small potato, peeled & diced carrot, peeled & diced cauliflower florets

375 mL 60 mL 2 mL 1 mL 1 1 125 mL

In a medium saucepan, combine water, lentils, coriander and 1minutes, turmeric; bring to a boil. Cover, reduce heat and simmer for 15 until lentils are slightly tender. in potato, carrot and cauliflower; cover and simmer until 2Stir vegetables and lentils are very tender, about 15 minutes. Let cool. 3Transfer to blender and purée on high speed until smooth. Makes about 2 cups (500 mL) For older kids serve as a dip with warm naan bread or whole-wheat pita wedges. information (Per ¼ cup/60 mL serving): Calories 84 Kcal Total Carbohydrates 13 g Fibre 6 g Fat 0 g Protein 8 g Iron 2 mg


FEB.1 ! 2013

Saturday April 13th


Sunday April 14th 9:00a.m. - 5:00p.m.

Ernst & Young Centre(formerly the CE Centre) Visit more information 11 February, 2013

Kindergarten Registration January 21 - 25, 2013 . . .with continuing registration at any time‌, all are welcome

Catholic Schools Educate, Nurture & Inspire Faith in our Future Visit our website for more information

12 February, 2013


Ottawa parenting newspaper

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