On Foster Care... You Can Make a Difference in the Life of a Child.
The Department of Children, Youth and Families is looking for
people interested in becoming licensed as foster parents. There
are children of all ages, from infancy through adolescence, who
are in need of loving, nurturing foster homes.
Foster parents are licensed by DCYF to care for children who must
temporarily leave their parents' homes. Many of these children
have been abused and neglected and are removed from their homes
for their protection. Other children need alternative care because
their families are experiencing a crisis, or because their special
needs can not be met within the home. In most cases, DCYF will
be working with the parents to help them resolve their problems
so their children can be returned home as soon as safely possible.
-Foster parents are DCYF's primary resource for children who need
to be placed outside of their homes. A child's stay with a foster
family may be short term and last for several days or it may be
long term and last for one or two years.
DCYF is looking for foster parents who possess the special qualities
needed to make a firm commitment to nurture a child for as long
as that child needs a home.
The quality of care children receive while they are away from
their homes is crucial. In addition to experiencing the problems
which led to their entering foster care, all children suffer from
the trauma of being separated from their families. Each child
is assigned a social worker who assists the foster parents in
coordinating the medical, educational, and supportive services
the child needs to adjust.
The children in need of foster homes are of all ages and ethnic
backgrounds and range from drug exposed infants to teen mothers.
Some children have developmental disabilities or medical problems
that require special attention. Other children may exhibit emotional
or behavioral problems. Foster parents are asked to specify what
type of child they are interested in caring for and DCYF makes
an effort to match children with foster families who can best
meet their needs.
There is presently a great need for foster families. Prospective
foster parents are given as much information as possible so that
they can decide if their family is a good choice for a particular
child.
Foster care is temporary care, but the rewards and satisfaction
can last a lifetime.l --If you would like to find out more about
becoming a foster parent, please call Robin Perez, DCYF Foster
Parent Recruiter, 528-3700. www.dcyf.ri.gov
Children's Pneumococcal Vaccine
You may not have heard of pneumococcal disease, but you want to
protect your young children from it. Pneumococcal disease is a
serious disease that is responsible for about 200 deaths each
year in children under 5 years of age. Pneumococcal disease is
the leading cause of bacterial meningitis in the U.S., particularly
in children 2 years old and younger, who are at the highest risk
for serious disease, including meningitis, blood infections and
ear infections.
Pneumococcus bacteria are spread from person to person through
close contact, according to the U.S. Department of Health and
Human Services Centers for Disease Control and Prevention. The
agency stresses the importance of this vaccination in children
to prevent against this disease because pneumococcal disease has
become resistant to some of the drugs that have been used to treat
it.
The Rhode Island Department of Health Immunization Program started
supplying the children's vaccine against pneumococcal disease,
Prevnar, in May 2000 for children up to 23 months of age and in
high-risk children ages 24-59 months. The vaccine's protection
lasts at least 3 years, so since most serious pneumococcal infections
strike children up to 2-years old, the vaccine protects those
at greatest risk.All healthy infants and toddlers should get four
doses of pneumococcal conjugate vaccine at the following intervals:
one dose at 2 months of age; one dose at 4 months of age; one
dose at 6 months of age and one dose at 12-15 months of age.
It is recommended that children who are between 2 and 5 years
old who have any of the following risks are vaccinated against
pneumococcal disease: sickle cell disease: a damaged spleen or
no spleen; HIV/AIDS; other diseases that affect the immune system,
such as diabetes or cancer, or if they are taking medications
that affect the immune system, such as chemotherapy or steroids.
The CDC also recommends the vaccine be considered for at-risk
children with any of the following characteristics: under three
years old, an Alaskan Native, American Indian or African American
descent, or attend group childcare.
Early data returns show a sharp decrease in numbers of infants
hospitalized in Rhode Island for pneumococcal disease since doctors
began vaccinating with Prevnar.
To learn more, ask your doctor or nurse or call the Rhode Island
Department of Health Immunization Program at
401-222-4628.
Getting To Know Your Public Schools
Peter McWalters, Commissioner
RI Department of Elementary and Secondary Education
We have a simple motto at the Rhode Island Department of Elementary
and Secondary Education: "All kids, all schools." By that we mean
that all children want to learn, and can learn - and all schools
can be safe and healthy places for learning.
Those principles are affirmed in our mission statement:
The mission of the Board of Regents and the Department of Education
is to lead and support schools and communities in ensuring that
all students achieve at the high levels needed to lead fulfilling
and productive lives, to compete in academic and employment settings,
and to contribute to society.
We adopted that mission statement three years ago. Since then,
we have been making steady progress toward our goals.
How do we know this?
*In Rhode Island, as in other states, we test all students at several
grade levels in key subjects: language arts, mathematics, writing,
and health. We publish the results of the tests every year, and
we keep track of the progress that each school makes.
*We use this information to measure our schools; each year we categorize
each of our public schools as either high performing, moderately
performing, or low performing, and we note if the school is improving
and in which subject areas.
*We also participate in a national testing program that helps us
measure our overall progress in comparison with other states.
*For years, Rhode Island has had one of the highest participation
rates in the SAT tests, an indication that many of our students
hope to continue their education in college.
We believe that parent involvement is a key factor in helping
schools to improve, and we believe that accurate knowledge about
the public schools is a key to parent involvement.The good news
for parents and other Rhode Islanders interested in education
is that there's a tremendous amount of information readily available
on all of our public schools. You can use this information to
learn more about our public schools and to help you make an informed
decision in selecting the right school for your children:
*Every year, we publish a detailed book, called Information Works!,
and we also publish a "report card" on every public school and
school district in the state. The school report cards includes
test results, socioeconomic data such as poverty rates, and other
data about life in the school, such as attendance rates and suspension
rates.
*Every school holds an annual School Report Night, during which
the principal and other educators discuss the school's goals and
achievements with members of the community; often, the school
report card is distributed on this occasion.
*We conduct wide-ranging surveys on teaching, learning, and school
climate in each school, and we publish thorough reports on each
school in the state based on week-long visits by a team of educators.
These surveys and reports, called SALT Survey and the SALT Visit
Team Report, are also available to the public. (SALT stands for
School Accountability for Learning and Teaching.)
*We publish the Rhode Island Educational Directory, which has telephone
and contact information on all of the state's public and private
schools.
*Through a program called In$ite, we collect and publish financial
data that shows how money is spent in each school - how much is
spent on teacher salaries, how much on technology, how much on
classroom materials, and so forth.
As you learn more about your child's school, we hope that you
will become active in school life. Every public school in RI,
by law, has a "school-improvement team" which must include both
parents & teachers. These teams set goals for the school and can
be involved in any number of policy discussions at the school
level. Joining a team is an excellent way to help your children
by helping their school.
With the support of parents from around the state, we hope that
we can continue to be proud of our schools and of our students.
Your Child and the Emergency Room
When should you take your child to the emergency room (ER)? When
should you just wait for a return telephone call from your pediatrician
or family doctor? That dilemma crops up often for many parents.
Although it's difficult to give hard-and-fast rules for this problem,
we can give some important considerations to keep in mind.
The emergency room is supposed to be used for what its title implies
- an emergency - something which needs to be dealt with immediately,
could not be handled as well in some other environment, or is
actually life-threatening. Unfortunately, it is very often not
used for these purposes. Some people use it for convenience; they
don't have a primary care physician so they use it for whatever
problems arise, from the most minor to the potentially serious.
Other people use it because they think the problem that faces
them is serious and does require the services of the ER.
We can't do much about the first group. That's a long-standing
social issue. However, the second group can be helped through
education of what truly constitutes and emergency and what does
not. Perhaps the best way would be to go through some common reasons
why parents seek medical aid for their children and what would
be the appropriate action.
By far, the most common cause for concern is the issue of fever.
That usually is the cause for the vast majority of calls a pediatrician
receives and is the cause for countless ER visits. The reality
is that fever in itself rarely necessitates a visit to the ER.
Indeed, most cases don't need medical intervention at all other
than advice. Fever, even very high temperatures like 105l F ,
doesn't cause brain damage. The main concern when fever is present
is to determine whether the cause of the fever needs treatment
or not. This can usually be handled by the primary care physician.
An emergency room visit would be justified if, in association
with the fever, the child appears extremely ill, with symptoms
such as difficulty breathing, severe lethargy, very poor color,
etc. In other words, the child appears so ill that waiting for
a return telephone call from the doctor would be dangerous. That's
when an ER visit would be appropriate, and not because the child
has had a 102 or 103 fever for a day and now it has hit 105. The
degree of fever is not the issue; it's how the child is acting
in general that determines whether an emergency exists.
Surveys have shown that a substantial proportion of people visiting
an emergency room simply don't need to be there. And most of them
really wish they weren't. Comments like "I had to wait forever"
or "The place was like a zoo" are commonplace for people who have
had an emergency room experience. The fact is their problem could
probably have been better handled by their own primary care physician,
either over the phone or in an office setting. An emergency room
experience can be a source of significant anxiety for a child.
Parents need to consider this as well. And the best way to know
is to simply call the doctor before rushing off to the ER.
Another factor to consider before going to the ER is the issue
of managed care health insurance. Many parents are involved in
these plans and need to know the circumstances under which these
companies will pay for an emergency room visit. If, after all
is said and done, that ER visit, in the judgment of the insurance
company, did not constitute a true emergency, the patient will
be responsible for the hospital bill. In many cases, that could
amount to hundreds of dollars, for something which may turn out
to be a minor viral illness. Again, it's always best, if time
allows, to call the doctor first before making that ER trip.
So, having discussed the reasons not to go, what types of problems
would be appropriate for an ER visit? Probably the most common
would be trauma, especially instances in which X-rays or suturing
of a laceration might be needed. Another common example would
be head injury, especially if there was any degree of unconsciousness.
Fortunately, most head injuries are minor and don't need hospital
evaluation. So if the child is alert and is just upset with a
big bump on the head, it would be best to call the doctor before
heading off to the hospital. Breathing difficulties comprise another
reason. If a child appears to be breathing rapidly, is short of
breath, or is struggling to take in air, an ER visit would be
the correct action. Another reason would be to evaluate and treat
possible dehydration. Children often get intestinal viruses in
which the vomiting and diarrhea are so bad that the child can't
keep up with the need for fluid orally and might need intravenous
fluids in the ER. Signs that would make one suspicious of dehydration
include a marked decrease in urination, dry lips and mouth, sunken
eyes, and a significant decrease in the child's activity level.
Another gastrointestinal issue which might warrant an ER trip
is abdominal pain. This is a common symptom in children which
usually has no serious basis but occasionally needs hospital evaluation.
The pain in these circumstances is very severe and constant, not
just coming and going. It causes the child to be doubled-over
or unable to stand or walk straight up. The children are usually
vomiting in association with this type of pain. In these situations,
an ER visit is often necessary to rule out problems such as appendicitis
or other serious intestinal problems.
These are just some examples of the types of problems that would
need an ER evaluation. These conditions are usually very intense
in degree of discomfort or pain. They usually need diagnostic
tests or treatment which often can't be adequately performed in
the doctor's office. It's still best, if time seems to allow,
to have the advice of the primary care doctor before going to
the ER. If time doesn't allow, the ER is your best choice.
Richard G. Greco, M.D., F.A.A.P.
Dr. Greco has been a general pediatrician for over twenty years
and currently has a private practice in pediatrics in East Providence,
RI.
Bioterrorism
Rhode Island, like other states, is preparing to respond to a
potential bioterrorism event. Although the chance of bioterrorism
is low, the health and safety of all Rhode Islanders is our primary
concern. As part of our preparation, we're providing every Rhode
Island household with some basic information on bioterrorism.
What is bioterrorism?
Bioterrorism is the intentional use of harmful biological substances,
or germs, to cause widespread illness and fear. Smallpox and anthrax
are examples of substances that could be used for bioterrorism.
What is Rhode Island doing to prepare for a possible bioterrorism
event?
The Department of Health is training doctors and hospitals to
identify, treat, and prevent the spread of a disease caused by
bioterrorism. For example, a group of healthcare and public safety
workers are being vaccinated against smallpox. If a smallpox outbreak
were to happen, these healthcare providers would be able to respond
quickly. The Department of Health is also training cities and
towns so they are prepared to respond to an emergency in their
communities.
What can I do to prepare for a possible bioterrorism event?
The best thing you can do is be prepared to check for instructions
on local television and radio and in newspapers. In the event
of a bioterrorism emergency, the Department of Health will coordinate
with all major news media to let you know what to do.
Since bioterrorism is not like other types of terrorism (e.g.,
bombings), instructions will vary depending on the nature of the
emergency. You can prepare as you would for any other emergency
by making sure you have adequate food, water, and medications
at home. You should also make plans for contacting your family
if you become separated.
Visit our website at www.healthri.org or call 1-800-942-7434 for more information.
Hearing/Speech Impaired, Dial 711 (TTY)
Raising Resilient Children and Adolescents
by Margaret Paccione-Dyszlewski, Ph.D., Bradley Hospital
Raising youngsters in today's world can be exciting, terrifying,
rewarding and disappointing, all at the same time. As parents,
grandparents, uncles, friends, teachers and other adults we are
struck by the complexity of our society.
Helping children and adolescents avoid some of the pitfalls of
their environment presents quite a challenge. Substance abuse,
school failure, negative peer influences, alienation from their
community, indiscriminant sexual behaviors, gang activity, and
school violence are just a few of the risks awaiting our youngsters.
Are there things that we can do to help buffer or protect our
youngsters from these risks? Some of the answers to this question
are contained in a body of research conducted in great part by
the Substance Abuse and Mental Health Services Administration
of the Department of Health and Human Services. This research
is called the prevention literature, and it contains a vast body
of information on the causes of youthful problem behavior.
The ability of a child or adolescent to protect themselves against
the risks of our society is called resiliency. The more a youngster
is able to guard against risk, the more resilient they are said
to be. Risk and protective factors may vary considerably according
to a youngsterís age, psychological development, ethnic/cultural
identity and environment. However, research has shown that there
are a number of factors which contribute to resilience in young
people which tend to apply to the vast majority of youngsters.
The most significant factor contributing to resilience is a strong
relationship with a parent or caring adult who provides a nurturing
environment early and consistently. In addition to parents, here
is where other warm and caring adults in a mentoring role can
make a real difference in the life of a child. Grandma, Coach,
Big Brother, Reverend, Auntie - this job is for you!
A second factor is the feeling of success and sense of mastery
that comes when a youngster can become proficient at something
of interest. Mastery of a skill enhances self respect and self
image. There has long been a common sense awareness that childrenís
time should be meaningfully filled and that it benefits kids to
be given a wide range of opportunities to develop skills and have
positive experiences. Why not encourage scouting, the chess club,
music lessons, organized sports or baking cookies?
Factors that help build resilience are:
*Social skills, including good communication and negotiating skills
and the ability to make good decisions.
*A supportive network that includes family, school, and community.
*Problem-solving and thinking skills that help generate alternatives
and solutions to problems.
*Hope that odds can be overcome with perseverance and hard work.
*Surviving previous stressful situations. Each time a young person
masters a difficulty, that experience helps her or him face the
next difficulty.
Taking Care of Yourself First
Do you gasp when during the pre-flight safety videos, the attendant
instructs you to "put the oxygen mask on yourself first before
aiding your child?" Logically, it is sound advice. Emotionally,
however, it would seem to be the greatest hurdle of parenthood.
Women mostly need to tend to others first. Mothers always put
their children first. Instinctually, we gather our resources -
to give give away.
Today, more than ever before, women are overburdened with demands
on their time: obligations to be met, overwhelming workloads and
never-ending lists of things to do - for the children, for the
job, for the home. In order to build the stamina to meet these
incredible demands, women do need to oxygenate themselves first!
The challenge is knowing how.
Most all of our actions are time-sensitive. Who has the time to
soak in the tub, basking in a glow of aromatherapy candlelight?
Who has the time to sit through a manicure and really let the
Oh-So-Red polish dry? Who has the time to find the aspirin bottle
when a headache has a grip on your thoughts? Learning to say no
may find some time, but the guilt that comes with it takes time
to resolve. "I'm too busy" is today's mantra. So, what's a woman
to do? To oxygenate yourself, you first need to find the time!
Once found, you then need to make glorious, tough, selfish decisions
on spending it!
Finding the time ...
1. Get organized. Find a good book, magazine, or article that can help you de-clutter
your home and your life. Think about the minutes turned into hours
that you spent stashing away stuff then searching for stuff -
yours and everyone else's. Discarding is liberating and invigorating.
(A place for everything is the place that you can find it easily).
2. Simplify. Get back to basics. Making lunches on Sunday night for the week
buys many minutes each morning. Doubling a menu to freeze half
will soon stock your freezer with read-aheads for weeks to come.
Ensembling in the morning is easy for moms and kids alike with
fewer choices. (Less time for decisions gives more time for action.)
3. Release. Nothing in life is perfect, except perhaps the first 15 minutes
or so in the morning if you arise before everyone else. Prioritize
the absolute need to do, abandon the I should do, ignore the "everyone
else's Mom does ... and plan your schedule to accomplish the necessary
tasks. (Five minutes saved each waking hour means at least 45
minutes a day to bank for you to spend.)
Spending the time ...
1. Invest in the long haul. First and foremost, be sure to spend some of your found time
having your annual checkups, mammograms, Pap Smears and other
health markers. Maintaining your own health first and foremost
will provide the oxygen and stamina you need to meet all that
is demanded of you.
2. Strength, not stress. Keep the stress at bay through Yoga, Reiki, Aerobics, Walking,
and other physical activities that challenge your body, clear
your mind, and feed your energy level. Recruit a friend. Once
started, it is easier done than said!
3. Celebrate yourself! Value your uniqueness; respect your accomplishments; forgive your
errors. Cherish the valuables you collect - your family, your
friends, your community. Do something each week that gives you
joy. When you oxygenate yourself first, you can truly take charge.
Linda A. Cipriano
Executive Director
YWCA of Greater Rhode Island
Bullying and Harassment Stop When Parents Help Break the Silence
Steven Barreto, PhD, Bradley Hospital, a Lifespan Partner
Many children face each school day overwhelmed by the silent fear
of harassment by other school children. Statistics show that nationally,
up to 16 percent of children and teens are harassed or bullied
by other children in their school. Bullies target younger victims,
looking for children who show signs of anxiety or vulnerability,
such as the "deer in the head lights stare." Bullies can be quite
popular and teachers can be reluctant to directly confront bullies
about their behavior.
Children may be too frightened to talk about the problem. Parents
should be alert to the early warning signs of harassment, including
changes in the child's appearance or behavior. Torn, damaged or
missing clothing, books, or belongings are clues to harassment.
Unexplained injuries also may signal physical harassment. Children
may be fearful about attending school, walking to the bus, or
they may lose interest in schoolwork. They may choose an unusual
route to get to school. Emotional changes may be another sign
of the stress of harassment; these changes include unexpected
mood shifts or poor appetite, headaches and stomachaches. Children
may even steal money from family members rather than admit harassment.
Bullying and harassment thrive on silence. Parents can break the
silence by talking with their children about strategies for dealing
with bullies. Kids can be encouraged to practice looking assertive
and confident, to speak firmly and to practice comeback lines
that are short and funny. With their parents help, kids can develop
alternate routes to bus or school, avoid places where bullies
hang out, sit near the bus driver or walk with friends. Kids should
also be encouraged not to give up and to join clubs and other
social groups to widen their safe social circle.
Parents can team up with teachers and schools by asking for a
school conference to address the problem. Parents should keep
a detailed record of harassment and the ways in which the school
is handling the situation. Teachers can be encouraged to involve
students in creating classroom rules against bullying. Teachers
should have a serious talk with the bully, explaining such behavior
is not acceptable and explaining the negative consequences. Involving
the bull's parents in these discussions can be very helpful. Of
course, teachers also should listen to the victim's concerns and
document episodes of bullying. There are many creative classroom
solutions that will ease children's fear of retaliation, including
anonymous drop boxes and surveys of bullying and harassment among
the student population. Parents can even establish a parent-teacher
bullying prevention coordinating committee in their school. In
their neighborhood, parents can team up to make their children's
routes to school safer and create a neighborhood "watch".
Bullying Prevention Guidelines
-Don't ignore the problem. Leaving kids alone to deal with bullying
doesn't make them tougher - it makes them more vulnerable.
-Look for the signs of harassment because children may be too frightened
to tell you.
-Help teachers and schools become more aware of the problem.
-Take steps to make the neighborhood safe.
-Talk to your children about how to protect themselves.
-Seek help from a mental health professional, if necessary.
Helping Teens Cope with Stress
by Jennifer Dyl, Ph.D., Bradley Hospital, a Lifespan partner
Seventeen-year-old Marissa is juggling many roles. She has a demanding
part-time job, plays two varsity sports, is studying for the SAT's,
trying to decide where to go to college to pay for it. She also
has a term paper and an internet project due this week, needs
to find a date and a dress for the prom, is worried that she has
gained five pounds, and is afraid that her best friend is mad
at her. While Marissa used to feel confident and excited by life's
challenges, she has recently been feeling overwhelmed, out of
control and "stressed out." Marissa's story is typical of the
daily pressures teens face.
"Stress" is defined as the way our bodies and minds react to life
changes. Since adolescence is a period of significant change,
including physical, emotional, social, and academic changes, many
teens are under more stress than at any other time of life.
Teenage Stress Factors
* academic pressure and career decisions
* pressure to wear certain types of clothing or hairstyles
* pressure to try drugs, alcohol, or sex
* pressure to fit in with peer groups and measure up to others
* adaptation to bodily changes
* family and peer conflicts
* taking on too many activities at one time
It is very important for teens to learn to handle stress, as long-term
build-up of stress which is not handled effectively may lead to
problems including physical illness, anxiety or depression, which
call for professional help.
Teenage "Stress Overload" Signs
* increased physical illness (headaches, stomachaches, muscle pains,
chronic fatigue)
* "shutting down" and withdrawal from people and activities
* increased anger or irritable lashing out at others
* increased tearfulness and feelings of hopelessness
* chronic feelings of worry and nervousness
* difficulty sleeping and eating
* difficulty concentrating
Our body's natural reaction to life events we perceive as overwhelming
entails the "fight or flight" response, which may produce a faster
heart rate, increased blood flow, shallow breathing, a sense of
dread, and a desire to escape. However, teens can teach themselves
to perceive life challenges as within their control and can even
change their body's reactions to such events, promoting a lower
heart rate, deeper breathing, clearer thinking, and feelings of
calmness and control. There are many stress management skills
that promote the relaxation response.
Stress Management Skills for Teens
* Taking deep breaths, accompanied by thoughts of being in control
("I can handle this")
* Progressive muscle relaxation, (repeatedly tensing and relaxing
large muscles of the body)
* Setting small goals and breaking tasks into smaller manageable
"chunks"
* Exercising and eating regular meals; avoiding excessive caffeine
* Rehearsing and practicing feared situations (i.e., practicing
public speaking, asking someone out on a date ahead of time)
* Talking about problems with others, including parents, other adults,
and friends
* Lowering unrealistic expectations.
* Focusing on things you can control and letting go of things you
cannot control.
* Scheduling breaks and enjoyable activities, such as music, art,
sports, socializing
* Accepting yourself as you are. Identifying unique strengths and
building on them, but realizing no one is perfect!
Bioterrorism
Raising Resilient Children
Foster Care
Children's Pneumococcal Vaccine
Taking Care of Yourself First
Know Your Public Schools
Bullying and Harrassment
Helping Teens Cope With Stress
family events