Growing Up Healthy:
Tots to Teens
Eating Right
Exercise
Preventative Care
Manage Stress
What Stresses Us Out?
Relationship issues
What Really Stresses Us Out!
Leading Causes of Death by Age Group,
United States—2013
Age Groups
Rank
<1yr
1-4yr
5-9yr
10-14yr
15-24yr
1
Congenital
Anomalies
Unintentional Unintentional Unintentional Unintentional
Injury
Injury
Injury
Injury
2
Short
Gestation
Congenital
Anomalies
3
Maternal
Homicide
Pregnancy
Complications
Leading Causes of Death
Malignant
Neoplasm
Malignant
Neoplasm
Suicide
Congenital
Anomalies
Suicide
Homicide
Leading Causes of Injury Leading to Death by
Age Group, United States—2013
Age Groups
Rank
<1yr
1-4yr
5-9yr
10-14yr
1
Unintentional
Suffocation
Unintentional
Drowning
Unintentional
MV traffic
Unintentional
MV traffic
Unintentional
MV traffic
2
Homicide
Unspecified
Unintentional
MV traffic
Unintentional
Drowning
Suicide/
Suffocation
Homicide
Firearm
3
Unintentional
MV traffic
Homicide
Unspecified
Unintentional
Fire/Burn
Homicide
Firearm
Unintentional
Poisoning
Leading Causes of Death
15-24yr
Some Simple Life Guidelines:
Relatively easy things you
can do that make a
difference to kids (and
adults) of all ages
1. Sunscreen
Just use it!
2. Brush Your Teeth 2x/day
3. Use Your Car-Seat or
Seatbelt…Correctly
Wear Your Seat Belt…Correctly
4. Helmets Protect Heads
5. Wash Your Hands
6. Accident Proof Your Home
• Toddlers
–Kitchen, Laundry, Garage, Medicine, Guns
• Teens
–Medicine, Alcohol, Guns
• If you have to ask: “Can they get this?”
–Answer is: “Yes”
7. Poison Control
1-800-222-1222
8. Burns Prevention
Drowning Prevention
Younger Kid Enrichment
What can we do to help younger kids
become more successful older kids?
1. Helping with Chores
2. Be Nice to Other Kids
3. Talk to Trusted Adult When Unsure
4. Read, Read, and Read Some More
5. Limit Screen Time
6. Demonstrate Healthy Eating Habits
7. Get Their Well Child Checks
8. Get Vaccinated
(They really do work)
Brief Dialog Techniques For Youngsters
• Two choices—both desired outcomes
– “It’s bedtime...jammies or teeth brush first?”
• Either you or I can. I’m going to count to 5
– “It’s dinner time, time to get in your chair, either you
can get in it or I can put you there…”
• Asking a question…instead of giving a command
– “Now that we’re done with dinner, what do you do?”
• Follow through with your requests
– “Turn the TV/game/computer off” …X3
Older Kid Enrichment
How can we guide older kids to
become better prepared teenagers?
1. Value of Sports Participation
2. Internet Safety
• Common living area
• Don’t give out
personal information
• Limit time online
• Maintain a presence
• Restricted rules to
grow on
3. Bullying/Cyberbullying
Education
Three Main Types of Bullying
• Physical: hitting, kicking, pushing,
choking, punching
• Verbal: threatening, taunting, teasing,
hate speech
• Social: excluding victims from activities
or starting rumors about them frequently
on social media.
Bullying:
Different from Fighting/Teasing
• A bully has power over another child
• Bullies try to control other children by
scaring others
• Being picked on over and over can make
your child a victim
• Bullying usually happens when other
children are watching
Talk With Your Child About Bullying
• How are things going at school?
• What do you think of the other kids
in your class?
• Does anyone get picked on or
bullied?
• Does anyone you know get
picked on via social media?
Help Your Child Learn How to Respond
• Teach your child how to:
–Look the bully in the eye
–Stand tall and stay calm in a
difficult situation
–Walk away
Help Your Child Learn How to Respond
• Teach your child how to say in a firm
voice:
–“I don’t like what you are doing.”
–“Please do NOT talk to me like that.”
–“Why would you say that?”
Don’t be a Bully Bystander
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Don’t encourage or laugh at bullying.
Keep a safe distance.
Don’t be an audience for the bully.
Help the victim if you can.
Support the victim in private.
Include the victim in other activities.
Tell an adult.
Let kids know they can be a hero, save a life—
speak up if they see someone else is being bullied.
Bully Review
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Teach your child how to act toward the bully.
Teach your child when/how to ask for help.
Encourage your child to make friends.
Bystanding plays a role in bullying.
Alert school officials to the problem and work
with them on a solution.
• Talk to your child. Bullying is not okay.
– cruelty to others is immoral/wrong/illegal
BULLY QUIZ
What Type of Bullying??
What Type of Bullying??
What Type of Bullying??
Unfortunate Outcome of Bullying
4. Volunteering Matters
5. Family Times/Games/Meals/Etc
Don’t accommodate every “need”
• Avoid eliminating all risk
– Sets stage for resiliency development
Don’t accommodate every “need”
• Avoid eliminating all risk
– Sets stage for resiliency development
• Teach them to problem solve
– Figure out how to handle challenges
Don’t accommodate every “need”
• Avoid eliminating all risk
– Sets stage for resiliency development
• Teach them to problem solve
– Figure out how to handle challenges
• Let your kids make mistakes
– It’s how one learns to do better next time
Don’t accommodate every “need”
• Avoid eliminating all risk
– Sets stage for resiliency development
• Teach them to problem solve
– Figure out how to handle challenges
• Let your kids make mistakes
– It’s how one learns to do better next time
• Don’t provide all the answers
– “I don’t know, how might you handle that?”
Don’t accommodate every “need”
• Avoid eliminating all risk
– Sets stage for resiliency development
• Teach them to problem solve
– Figure out how to handle challenges
• Let your kids make mistakes
– It’s how one learns to do better next time
• Don’t provide all the answers
– “I don’t know, how might you handle that?”
• Model resiliency
– Admit when you’ve made a mistake
Teenager Enrichment
How can we guide them to be more
successful adults?
1. Healthy Eating Habits
2. Physical Activity—Set an Example
3. Audiovisual Awareness/Rules
Phone Ideas to Consider
• When first getting a phone—restricted rules and
then liberalize as they get more mature
• Have “phone free time”—dinner, car, homework
time, family time, bedtime, etc.
• Discuss rules outwardly—being silent does not
mean you both agree
• Consider: You could very well be “over cell
phoned” too…What example are you setting?
Effective Communication
• Listen, listen, listen (without judgment)
– Parental judgment shuts them down
• Ask thoughtful/interested questions
• Listen, listen, listen some more
• Consider further information/task
Having “The Talk”
• Start Early—or they’re learning it from others
– Ask questions to further understand their questions
• Anytime conversations as “open dialog”
– Body changes, drugs, sex, alcohol, choices, etc
• Kids who really shy away from the conversation
– “Some kids probably think…”
– “When I was young I remember thinking…”
– Talk in presence of “hesitant talkers”
Choosing Your Battles
• Focus on what matters
– Clothes on floor vs the way he treats his sibling
• Relationship capital
– Negative interactions come at a cost
• Be grateful for all thing he does that you like
– He’ll do those things even more
• Kids behave to please us
– Constantly criticize and they’ll harden their hearts
Build Self-Esteem
• He needs you to believe in him, as he learns to
believe in himself
• Want respect from him…then give it to him too
• Try and see things through his perspective
• Celebrate lessons learned from his mistakes
• Celebrate lessons learned from his successes
• All part of the process
• “I LOVE YOU”—let them hear and see it
Model Behaviors
• “I’m sorry.” “Thank you.” “Please.” “Sure, I can
help.”
• Talking about others
– (What do you say when you are driving?)
• Put down phone, give them your full attention
– Powerful message when given to someone
• Listen, listen, listen, validate, respond
• Don’t “just a sec” your time away
• Treating others they way you want them to treat
others
– (How do you treat your mother?)
Educate Yourself
and Encourage
Others To as well
Adolescence: Establishing Identity
• Finding out
who they
are…
Adolescence: Establishing Identity
• And
sometimes
more
importantly,
who they
aren’t…
Why Heed Any of This?
How do we know
doing any of this
matters?
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Studies Cited
References
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Danesco ER, Miller TR, Spicer RS. Incidence and costs of 1987-1994 childhood injuries: demographic breakdowns. Pediatrics 2000;105(2):E27.
WHO. World report on child injury prevention WHO, Geneva 2008
Centers for Disease Control and Prevention. Web-based Injury Statistics Query and Reporting System [online]. National Center for Injury Prevention and Control, Centers for Disease
Control and Prevention. www.cdc.gov/ncipc/wisqars. [Accessed Aug 2008].
Child and adolescent injury prevention: a global call to action. Geneva, World Health Organization and UNICEF, 2005. http://whqlibdoc.who.int/publications/2005/9241593415_ eng.pdf.
[Accessed: September 17, 2008].
Bernard SJ, Paulozzi LJ, Wallace DL. Fatal injuries among children by race and ethnicity-- United States, 1999-2002. MMWR Surveill Summ 2007; 18;56(5):1-16.
Schnitzer PG. Prevention of unintentional childhood injuries. Am Fam Physician 2006; 74(11):1864-9.
Centers for Disease Control and Prevention. National Center for Health Statistics. VitalStats. http://www.cdc.gov/nchs/vitalstats.htm. [Accessed: Aug 10, 2008].
US Consumer Product Safety Commission. The NEISS sample: design and implementation. In: Kessler E, Schroeder T, eds. Washington, DC: US Consumer Product Safety Commission, 2000.
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1999.
Fingerhut L. ICD Framework: External cause of injury mortality matrix [online]. Hyattsville, MD: National Center for Health Statistics. Available from: http://www.cdc.gov/
nchs/about/otheract/ice/matrix10.htm.
CDC. Recommended framework for presenting injury mortality data. In: Reports and Recommendations, August 29, 1997. MMWR 1997:46(No. RR-14):1-30.
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Vyrostek SB, Annest JL, Ryan GW. Surveillance for Fatal and Nonfatal Injuries --- United States, 2001. In: Surveillance Summaries, September 3, 2004. MMWR 2004;53(No. SS- 7):1-57.
Arias E, Schauman WS, Eschbach K, Sorlie PD, Backlund E. The validity of race and Hispanic origin reporting on death certificates in the United States. National Center for Health Statistics.
Vital Health Stat 2(148). 2008.
References
CDC. WONDER [Database]. Atlanta, GA: US Department of Health and Human Services, CDC; 2010. Available at http://wonder.cdc.gov. Accessed September 27, 2011.
Warner M, Chen L, Makuc D. Increase in fatal poisonings involving opioid analgesics in the United States, 1999--2006. NCHS Data Brief. Hyattsville, MD: National Center for Health
Statistics; 2009. Available at http://www.cdc.gov/nchs/data/databriefs/db22.htm. Accessed October 3, 2011.
Substance Abuse and Mental Health Services Administration. Highlights of the 2009 Drug Abuse Warning Network (DAWN) findings on drug-related emergency department visits. The
DAWN Report. Rockville, MD: US Department of Health and Human Services, Substance Abuse and Mental Health Services Administration; 2010. Available at
http://oas.samhsa.gov/2k10/dawn034/edhighlights.htm. Accessed October 3, 2011.
Substance Abuse and Mental Health Services Administration. Results from the 2009 National Survey on Drug Use and Health: volume 1: summary of national findings. Rockville, MD: US
Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Office of Applied Studies; 2010. Available at
http://oas.samhsa.gov/nsduh/2k9nsduh/2k9resultsp.pdf . Accessed October 3, 2011.
Coalition Against Insurance Fraud. Prescription for peril: how insurance fraud finances theft and abuse of addictive prescription drugs. Washington, DC: Coalition Against Insurance Fraud;
2007. Available at http://www.insurancefraud.org/downloads/drugDiversion.pdf . Accessed September 26, 2011.
CDC. Overdose deaths involving prescription opioids among Medicaid enrollees---Washington, 2004--2007. MMWR 2009;58:1171--5.
Paulozzi LJ, Ryan GW. Opioid analgesics and rates of fatal drug poisoning in the United States. Am J Prev Med 2006;31:506--11.
Hall AJ, Logan JE, Toblin RL, et al. Patterns of abuse among unintentional pharmaceutical overdose fatalities. JAMA 2008;300:2613--20.
Paulozzi LJ, Xi Y. Recent changes in drug poisoning mortality in the United States by urban--rural status and by drug type. Pharmacoepidemiol Drug Safety 2008;17:997--1005.
Xu J, Kochanek KD, Murphy S, Tejada-Vera B. Deaths: final data for 2007. Natl Vital Stat Rep 2010;58(19). Available at http://www.cdc.gov/nchs/data/nvsr/nvsr58/nvsr58_19.pdf .
Accessed October 3, 2011.
Substance Abuse and Mental Health Services Administration. State estimates of substance use and mental disorders from the 2008--2009 National Surveys on Drug Use and Health.
NSDUH Series H-40. Rockville, MD: US Department of Health and Human Services, Substance Abuse and Mental Health Services Administration; 2011. Available at
http://store.samhsa.gov/shin/content/SMA11-4641/SMA11-4641.pdf . Accessed October 3, 2011.
US Department of Justice. Automation of Reports and Consolidated Orders System (ARCOS). Springfield, VA: US Department of Justice, Drug Enforcement Administration; 2011. Available
at http://www.deadiversion.usdoj.gov/arcos/index.html. Accessed September 26, 2011.
Gammaitoni AR, Fine P, Alvarez N, McPherson M, Bergmark S. Clinical application of opioid equianalgesic data. Clin J Pain 2003;19:286--97.
Substance Abuse and Mental Health Services Administration. Quick statistics from the Drug and Alcohol Services Information System. Rockville, MD: Substance Abuse and Mental Health
Services Administration; 2011. Available at http://www.oas.samhsa.gov/quick.cfm. Accessed September 29, 2011.
Kochanek KD, Xu JQ, Murphy SL, et al. Deaths: preliminary data for 2009. Natl Vital Stat Rep 2011;59(4). Available at http://www.cdc.gov/nchs/products/nvsr.htm#vol59. Accessed
September 30, 2011.
Kuehn BM. Efforts aim to curb opioid deaths, injuries. JAMA 2009;301:1213--5.
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*Because I said so!
*mom card
No one is perfect…
Take home point to ponder:
Kids learn the most…
when you’re not trying
to teach them anything.
What are you teaching them?