Hepatitis C

What is Hepatitis C?

Hepatitis C is a contagious liver disease that ranges in severity from a mild illness lasting a few weeks to a serious, lifelong illness that attacks the liver. It results from infection with the Hepatitis C virus (HCV), which is spread primarily through contact with the blood of an infected person. Hepatitis C can be either "acute" or "chronic."

Acute Hepatitis C virus infection is a short-term illness that occurs within the first 6 months after someone is exposed to the Hepatitis C virus. For most people, acute infection leads to chronic infection.

Chronic Hepatitis C virus infection is a long-term illness that occurs when the Hepatitis C virus remains in a person's body. Hepatitis C virus infection can last a lifetime and lead to serious liver problems, including cirrhosis (scarring of the liver) or liver cancer

How is Hepatitis C spread?

Hepatitis C is usually spread when blood from a person infected with the Hepatitis C virus enters the body of someone who is not infected. Today, most people become infected with the Hepatitis C virus by sharing needles or other equipment to inject drugs. Before 1992, when widespread screening of the blood supply began in the United States, Hepatitis C was also commonly spread through blood transfusions and organ transplants.

People can become infected with the Hepatitis C virus during such activities as

  • Sharing needles, syringes, or other equipment to inject drugs
  • Needlestick injuries in health care settings
  • Being born to a mother who has Hepatitis C

Less commonly, a person can also get Hepatitis C virus infection through

  • Sharing personal care items that may have come in contact with another person's blood, such as razors or toothbrushes
  • Having sexual contact with a person infected with the Hepatitis C virus

How is acute Hepatitis C treated?

There is no medication available to treat acute Hepatitis C infection. Doctors usually recommend rest, adequate nutrition, and fluids.

How is chronic Hepatitis C treated?

Each person should discuss treatment options with a doctor who specializes in treating hepatitis. This can include some internists, family practitioners, infectious disease doctors, or hepatologists (liver specialists). People with chronic Hepatitis C should be monitored regularly for signs of liver disease and evaluated for treatment. The treatment most often used for Hepatitis C is a combination of two medicines, interferon and ribavirin. However, not every person with chronic Hepatitis C needs or will benefit from treatment. In addition, the drugs may cause serious side effects in some patients.

Find More Information

Content source: Division of Viral Hepatitis and National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention

Reviewed by athealth on February 5, 2014.

Hepatitis C Management

What is hepatitis C?

Hepatitis C is a liver disease. Hepatitis means inflammation of the liver. Inflammation is the painful, red swelling that results when tissues of the body become injured or infected. Inflammation can cause organs to not work properly.

What causes hepatitis C?

The hepatitis C virus causes hepatitis C. Viruses are germs that can cause sickness. For example, the flu is caused by a virus. People can pass viruses to each other.

Who gets hepatitis C?

Anyone can get hepatitis C, but some people are at higher risk, including

  • people who were born to a mother with hepatitis C
  • people who have had more than one sex partner in the last 6 months or have a history of sexually transmitted disease
  • people who had a blood transfusion or organ transplant before July 1992
  • people with hemophilia who received blood products before 1987
  • people who have used illegal injection drugs

How could I get hepatitis C?

You could get hepatitis C through contact with an infected person's blood.

You could get hepatitis C from

  • being born to a mother with hepatitis C
  • having sex with an infected person
  • being tattooed or pierced with unsterilized tools that were used on an infected person
  • getting an accidental needle stick with a needle that was used on an infected person
  • using an infected person's razor or toothbrush
  • sharing drug needles with an infected person

How is hepatitis C diagnosed?

Hepatitis C is diagnosed through blood tests, which can also show if you have chronic hepatitis C or another type of hepatitis. Your doctor may suggest getting a liver biopsy if chronic hepatitis C is suspected. A liver biopsy is a test for liver damage. The doctor uses a needle to remove a tiny piece of liver, which is then looked at with a microscope.

How is hepatitis C treated?

Hepatitis C is not treated unless it becomes chronic. Chronic hepatitis C is treated with drugs that slow or stop the virus from damaging the liver.

Drugs for the Treatment of Chronic Hepatitis C

Chronic hepatitis C is most often treated with the drug combination peginterferon and ribavirin, which attacks the hepatitis C virus. Peginterferon is taken through weekly shots and ribavirin is taken daily by mouth. Treatment lasts from 24 to 48 weeks.

Liver Transplantation

A liver transplant may be necessary if chronic hepatitis C causes liver failure. Liver transplantation surgery replaces a failed liver with a healthy one from a donor. Drug treatment often must continue because hepatitis C usually comes back after surgery.

Find More Information

Content source: NIH Publication No. 09-4229
Page last updated by National Digestive Diseases Information Clearinghouse on May 10, 2012

Homework Survival for Parents

by James Lehman, MSW

You graduated from school years ago. But you're still dealing with homework every night for hours on end, and it's no fun. If your child refuses to bring work home, won't do it at night or gives you endless grief when you try to help, Empowering Parents has some answers for you. Here, James Lehman explains how to get your child to do his homework so that you can stop the nightly tug of war and stop doing the work for him.

Homework is often a barometer of what's going on in the child's life, and it's easy for parents to misinterpret the issue. Sometimes the child can't do the work because of a learning disability. Very often, the issue really isn't the homework. The homework is what we call the "incident." The issue is an unwillingness to do the work.

"There's a difference between a bribe and a reward. If you bribe your child to do his homework, the kid has the power. In a reward program, the parent has the power."

If the homework struggles you experience are part of a pattern of acting out behavior, then the child is doing it to get power over you. His intention is to do what he wants to do, when he wants to do it, and homework just becomes another battlefield. And, as on any other battlefield, parents can use tactics that succeed or tactics that fail.

It's easy for parents to get into power struggles over homework. They're concerned about their kids performing and getting a good education. Meanwhile, they work like dogs all day providing for the family. When they get home at night, they have to set up the evening, make dinner, do laundry, and help the kids with homework. The last thing they want to do is fight with their kids over it. So what tends to happen is parents take shortcuts, and it's a trap they fall into. One shortcut can be doing the homework for the child. Parents do this especially with school projects. Another shortcut can also be yelling and fighting and screaming rather than putting an effective plan in place to get the work done. A shortcut can be bribing the child to do the work instead of rewarding him for doing it. We'll talk more about that in a minute.

So how do you stop the battle and get your kids to do their homework?

  • Talk to your child's teachers on a weekly basis. When you're dealing with a child who has problems doing homework, you have to communicate with teachers weekly and on a detailed level. If it's important to you that your child succeeds, then you have to work closely with the school. Because all you have otherwise is the kid's word for it. Make sure that the amount of homework is appropriate for your child's learning ability and style. Go to school conferences. Know what's being assigned and how much. My son had ADD. I used to make him do all the homework, and it would take him longer, and it was difficult for him. Making him do the entire assignment was the theory base at the time. Then a new theory base came along that focused on getting kids to do what they can accomplish well in that time. If it takes the child the entire time to do two problems because he has ADD, and other kids can do all the problems, then that's what he can do. He'll learn just as much. Parents have to know what their kids are capable of. Don't ask the teacher to give less than what's necessary to learn the subject. But know if your child has some learning deficit, and talk to teachers about it.

Communicate with the school to determine what homework has been done and what hasn't been done for the week. If your child has a chronic problem with homework, set up a system where, every Friday, the teacher informs you about what homework is owed for that week. Specifically, what pages in what books. Then, your child's weekend should not start until that homework is done. If Friday comes along and it turns out that he has two more hours of homework to do, then he doesn't get to start playing video games, get computer time or go out that night until that week's homework is done.

  • Reward performance consistently. Every Friday that you get a note from the teacher saying that your child has done all the homework assigned for the week, your child gets a star or a check mark or a point. After so many stars, he gets a treat or reward, such as an activity he likes. It doesn't have to be something that costs money. It can be going to the beach or the park with the parent or spending some time with the parent individually. If you're setting up a system with a younger child, a reward can be that you take half an hour to sit down and play some games with your child that he likes.

Have a menu of rewards that your child will enjoy. Sit down and write up the menu with him. Don't associate it with homework or anything else. Just find out what he likes to do. Your kid will probably say something like go to a concert or a sports event. Don't discourage those things. Say, "Okay, that's interesting." Then keep going until you get a list of realistic things that your child will enjoy and work toward.

Remember earlier I said that one of the shortcuts we take as parents is bribing our kids rather than rewarding them for performance. It's a subtle difference. A reward is something that has performance programmed into it. A bribe is something you give your child after negotiating with him over something that is already a responsibility. For instance, if my son got B's or above, he got a certain reward, which was linked to what we could afford. It was a reward for his performance. A bribe is this: "If you do this tonight, I'll do this for you on Saturday." It changes the balance of power. In a reward program, the parent has the power. When you're rewarding performance with stars or checks, and the child is completing the work and earning an activity or thing he likes, you have the power. If you're bribing your child to do his homework, the kid has the power.

  • Withhold activities consistently, especially with older kids. Reward adolescents and teenagers with things that older kids like to do: going to the mall unsupervised, spending time on the phone, having a phone, spending time on the computer, having a computer in their room, going to parties, dances and sports activities. Withhold the things that are important to them if the work doesn't get done. If the kid's homework isn't finished by Friday afternoon, the weekend doesn't start until the homework is done. Don't give in to, "Oh, there's a football game, and they're depending on me." Too bad. If you can hold true to this rule once, and deal with the behavior, next week the homework will be done.
  • Have your child maintain a homework log. Monitor and maintain it throughout the week with the child. Check off what gets done, and let him know that if he's dishonest, you'll be talking with the teacher, and he'll just have to make it up on Friday and delay his weekend if he doesn't do it.
  • Don't let kids do homework on the computer in their room if you can avoid it. Have them use the family computer if possible. If they do it in their room, the door to the room should be open, and you should check in from time to time. No text messaging, no fooling around. Take the phone away. It doesn't matter who bought it, who owns it, etc. It's in your house. Use of it should be controlled by you.
  • Use hurdle help, as described in The Total Transformation Program. Help them when they're stuck. Help them come up with ideas. It's okay to brainstorm with your child as long as he's doing the work. Do not do the work for your child. The work is his responsibility. Not yours.
  • Stay the course. You've got to hold true to what you decide. Expect the child to resist and act out. But stick with it regardless. After he misses one or two football games, trips to the mall or nights out, he'll decide it isn't worth it, and he'll do the work. Know what's important to your child, and use the ability to have and use those things as a reward for getting work done.
  • Be prepared to let the child fail. Then manage their life around failure. Example: "If you get a D, your phone will be taken away until you bring it up to a B." Communicate with the teacher. Don't give the phone back until the grade is back up to a B. Don't get stuck in the trap of, "But my son bought the phone, therefore he has a right to it." He doesn't. The right to use it is earned.

Put this plan in place with your child at a time when things are calm and going well. Not in the heat of an argument. Tell your child that you're going to try something different this year with homework that will make it go better for everyone, then explain the system. You'll find that adding this little bit of structure at home will do three things:

  • make your life easier as a parent,
  • make you more effective as a parent, and
  • help your child to get the work done.

Homework Survival for Parents reprinted with permission from Empowering Parents. For more information, visit www.EmpoweringParents.com

Author: James Lehman is a behavioral therapist and the creator of The Total Transformation® Program for parents. He has worked with troubled children and teens for three decades.

James holds a Masters Degree in Social Work from Boston University.

Reviewed by athealth on February 5, 2014.

Hospice

Patient and family needs at core of hospice care

By Stephen R. Connor

When a hospice nurse walks into the home of a person facing life's most intimate passage, one of the more crucial questions she will ask is: What are your hopes and fears?

That question is at the core of what hospice care is all about.

Hospice nurses are the doorway to an end-of-life care system that includes doctors, social workers, chaplains, home health care aides and trained volunteers. They work together to answer any and all of their dying patients' needs, be they physical, psychological or spiritual. The goal is to help keep patients as pain-free - and lucid - as possible, with loved ones nearby, until death arrives.

There is no typical patient at the end of life. "Each person is unique, therefore their care needs to be uniquely tailored," said Mary Raymer, chair of the social work section for the National Hospice and Palliative Care Organization in Alexandria, Va.

But patients do share many concerns, said Raymer. "The most common concerns people express are fear of becoming a burden to others, loss of control, loss of dignity and choice, finding meaning in their lives, spiritual concerns - in short, not necessarily the physical component of dying but the psychosocial component."

That's why hospice care serves both patients and families. Workers concentrate on providing pain medication and relief for nausea and other symptoms, all the while working to help the patient deal with the impact their dying will have on their loved ones. Team members provide spiritual counseling, help work out arrangements for dependents, answer caregivers' questions, and make themselves available 24 hours a day, seven days a week.

Sandi Sunter, a hospice counselor for 20 years at The Hospice of the Florida Suncoast, discovered the comfort her profession can provide when her mother, 81-year-old Eleanor Goldstein, became a hospice patient there, later succumbing to bladder cancer.

"In a society where the end of my mother's life could have been met with cold tubes, heartless machines and strangers, her choice of hospice allowed her to be the author of her own end-of-life story. ... I experienced the value of hospice in transforming the end-of-life journey for my mother and for our family. As patients and families come together, sharing this bittersweet chapter of life, hospice offers hope."

One couple who found this hope last year was Christie Cohagen and her husband, Pat Towell, of Falls Church, Va. Christie, 49, a government analyst, was suffering from incurable cancer when she entered Hospice of Northern Virginia last August.

For the next month, which was to be the last of Christie's life, Pat learned how to care for his wife of 15 years in their home, with the help of the hospice team. Christie's wishes were respected: She was cared for by Pat and a close circle of longtime friends, surrounded by her books and mementos of world travel.

A week before Christie died, some of her work friends came to the townhouse with a T-shirt they all had signed.

"This really perked her up," Pat says. "Her last lucid time was seeing how much those around her cared about her."

After Christie's death, Pat became eligible for bereavement counseling, a service provided by hospices for each family member for at least a year after a patient's death. "I know they are there for me," says Pat.

Considered a radical alternative in the 1970s when the first American hospices were established, hospice has become the most recognizable care offered specifically at the end of life. It became part of the American medical mainstream when the hospice Medicare benefit was enacted in 1982. Last year, 700,000 Americans moved through hospice, most cared for at home, though also in nursing facilities and hospitals. More than 3,000 programs are available throughout the United States.

Yet hospice remains widely misunderstood and under-used. Some doctors - reluctant to admit defeat against illness - may put off referrals to hospice care until their patient is very close to death.

The typical hospice patient is served less than one month - usually not long enough to put affairs in order, say goodbyes to family and friends, create memory tapes or books for loved ones, or simply enjoy a favorite view out the back window while free from pain, tubes, aggressive drugs and tests.

Although Medicare fully covers hospice care, doctors need to establish a prognosis of less than six months to live for their patient. This, despite the fact that if a hospice patient lives longer than six months, Medicare will allow the hospice benefit to be renewed.

Dr. William Lamers, a psychiatrist who started one of the country's first hospices in California in the early 1970s, said, "People should not be afraid to ask their doctors for hospice care sooner."

"Pre-hospice" programs are being developed throughout the United States in which patients with chronic, severe conditions - but who do not yet have a six-month prognosis - are treated as if they were in hospice care, with visits by a team looking at all their needs.

Another factor is a basic misapprehension about what hospice is. A National Hospice Foundation survey shows that 75 percent of Americans don't know that hospice care can be provided at home and 90 percent don't realize that Medicare pays for it. Yet, the same national research results show that Americans want the kind of end-of-life care hospice provides.

Because round-the-clock, hands-on care is such a vital part of the hospice experience, hospice can provide trained volunteers, who relieve primary caregivers, do household chores and help bathe patients. Perhaps most important, says Jim Hodapp, a 76-year-old volunteer in Rockford, Ill., "is to be a good listener," whether it is to the dying person or their worried family.

Hodapp, a retired electrical engineer, began volunteering five years ago, joining his wife, retired nurse Toni Hodapp, 73, a veteran of 15 years.

"Most hospice patients are very interested in talking about themselves," says Jim. "I've found out most are quite frightened of dying."

Because of the relationships Jim and Toni build with their patients, they attend each patient's funeral. They've found that is just one of many hospice services greatly appreciated by the family.

"I have had so many family members tell us they couldn't have kept their husband or wife at home if it hadn't been for hospice," says Toni.

Jim has had one patient die in his presence. The man was alone, in a nursing home. As Jim held the man's hand, he noticed him breathing very rapidly. Gradually, Jim says, the man's gaze shifted to the distance, his eyes opened wide, and then his breathing stopped.

Had Jim not been there, the man - whose daughter had not yet arrived - would have died alone.

Again, this compassion lies at the core of hospice. Jim says that while his friends say they don't think they could do this type of work, he believes it "is one of the best things I have ever done. It is very rewarding."

Copyright © 2005 National Hospice and Palliative Care Organization
All rights reserved. Reprinted with permission.

Reviewed by athealth on February 5, 2014.

How Can We Strengthen Children's Self-Esteem?

Most parents want their young children to have a healthy sense of self-esteem. That desire can also be seen in education--schools around the country include self-esteem among their goals. Many observers believe that low self-esteem lies at the bottom of many of society's problems.

Even though self-esteem has been studied for more than 100 years, specialists and educators continue to debate its precise nature and development. Nevertheless, they generally agree that parents and other adults who are important to children play a major role in laying a solid foundation for a child's development.

What Is Self-Esteem?

When parents and teachers of young children talk about the need for good self-esteem, they usually mean that children should have "good feelings" about themselves. With young children, self-esteem refers to the extent to which they expect to be accepted and valued by the adults and peers who are important to them.

Children with a healthy sense of self-esteem feel that the important adults in their lives accept them, care about them, and would go out of their way to ensure that they are safe and well. They feel that those adults would be upset if anything happened to them and would miss them if they were separated. Children with low self-esteem, on the other hand, feel that the important adults and peers in their lives do not accept them, do not care about them very much, and would not go out of their way to ensure their safety and well-being.

Sidebar: Children with ADHD and other behavioral disorders are particularly vulnerable to low self-esteem. They frequently experience school problems, have difficulty making friends, and lag behind their peers in psychosocial development.

During their early years, young children's self-esteem is based largely on their perceptions of how the important adults in their lives judge them. The extent to which children believe they have the characteristics valued by the important adults and peers in their lives figures greatly in the development of self-esteem. For example, in families and communities that value athletic ability highly, children who excel in athletics are likely to have a high level of self-esteem, whereas children who are less athletic or who are criticized as being physically inept or clumsy are likely to suffer from low self-esteem.

Families, communities, and ethnic and cultural groups vary in the criteria on which self-esteem is based. For example, some groups may emphasize physical appearance, and some may evaluate boys and girls differently. Stereotyping, prejudice, and discrimination are also factors that may contribute to low self-esteem among children.

How Can We Help Children Develop a Healthy Sense of Self-Esteem?

The foundations of self-esteem are laid early in life when infants develop attachments with the adults who are responsible for them. When adults readily respond to their cries and smiles, babies learn to feel loved and valued. Children come to feel loved and accepted by being loved and accepted by people they look up to. As young children learn to trust their parents and others who care for them to satisfy their basic needs, they gradually feel wanted, valued, and loved.

Self-esteem is also related to children's feelings of belonging to a group and being able to adequately function in their group. When toddlers become preschoolers, for example, they are expected to control their impulses and adopt the rules of the family and community in which they are growing. Successfully adjusting to these groups helps to strengthen feelings of belonging to them.

One point to make is that young children are unlikely to have their self-esteem strengthened from excessive praise or flattery. On the contrary, it may raise some doubts in children; many children can see through flattery and may even dismiss an adult who heaps on praise as a poor source of support--one who is not very believable.

The following points may be helpful in strengthening and supporting a healthy sense of self-esteem in your child:

  • As they grow, children become increasingly sensitive to the evaluations of their peers. You and your child's teachers can help your child learn to build healthy relationships with his or her peers.
  • When children develop stronger ties with their peers in school or around the neighborhood, they may begin to evaluate themselves differently from the way they were taught at home. You can help your child by being clear about your own values and keeping the lines of communication open about experiences outside the home.
  • Children do not acquire self-esteem at once nor do they always feel good about themselves in every situation. A child may feel self-confident and accepted at home but not around the neighborhood or in a preschool class. Furthermore, as children interact with their peers or learn to function in school or some other place, they may feel accepted and liked one moment and feel different the next. You can help in these instances by reassuring your child that you support and accept him or her even while others do not.
  • A child's sense of self-worth is more likely to deepen when adults respond to the child's interests and efforts with appreciation rather than just praise. For example, if your child shows interest in something you are doing, you might include the child in the activity. Or if the child shows interest in an animal in the garden, you might help the child find more information about it. In this way, you respond positively to your child's interest by treating it seriously. Flattery and praise, on the contrary, distract children from the topics they are interested in. Children may develop a habit of showing interest in a topic just to receive flattery.
  • Young children are more likely to benefit from tasks and activities that offer a real challenge than from those that are merely frivolous or fun. For example, you can involve your child in chores around the house, such as preparing meals or caring for pets, that stretch his or her abilities and give your child a sense of accomplishment.
  • Self-esteem is most likely to be fostered when children are esteemed by the adults who are important to them. To esteem children means to treat them respectfully, ask their views and opinions, take their views and opinions seriously, and give them meaningful and realistic feedback.
  • You can help your child develop and maintain healthy self-esteem by helping him or her cope with defeats, rather than emphasizing constant successes and triumphs. During times of disappointment or crisis, your child's weakened self-esteem can be strengthened when you let the child know that your love and support remain unchanged. When the crisis has passed, you can help your child reflect on what went wrong. The next time a crisis occurs, your child can use the knowledge gained from overcoming past difficulties to help cope with a new crisis. A child's sense of self-worth and self-confidence is not likely to deepen when adults deny that life has its ups and downs.

Conclusion

Parents can play an important role in strengthening children's self-esteem by treating them respectfully, taking their views and opinions seriously, and expressing appreciation to them. Above all, parents must keep in mind that self-esteem is an important part of every child's development.

Sources

  1. Amundson, K. 1991. 101 Ways Parents Can Help Students Achieve. Arlington, VA: American Association of School Administrators.
  2. Cutright, M. C. February 1992. "Self-Esteem: The Key to a Child's Success and Happiness." PTA Today 17 (4): 5-6.
  3. Dusa, G. S. February 1992. "15 Ways Parents Can Boost Self-Esteem." Learning 20 (6): 26-27.
  4. Isenberg, J., and N.L. Quisenberry. February 1988. "Play: A Necessity for All Children." A position paper of the Association for Childhood Education International (ACEI). Childhood Education 64 (3): 138-145. EJ 367 943.
  5. Katz, L.G. 1993. Distinctions Between Self-Esteem and Narcissism: Implications for Practice. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. ED 363 452.
  6. Katz, L.G., and S.C. Chard. 1989. Engaging Children's Minds: The Project Approach. Norwood, NJ: Ablex. ED 326 302.
  7. Kramer, P. April 1992. "Fostering Self-Esteem Can Keep Kids Safe and Sound." PTA Today 17 (6): 10-11.
  8. Markus, H.R., and S. Kitayama. 1991. "Culture and the Self: Implications for Cognition, Emotions, and Motivation." Psychological Review 98 (2): 224-253.
  9. McDaniel, S. April 1986. "Political Priority #1: Teaching Kids To Like Themselves." New Options 27: 1.
  10. National Association of Elementary School Principals. 1990. Early Childhood Education and the Elementary School Principal: Standards for Quality Programs for Young Children. Alexandria, VA: NAESP.
  11. National Association of Elementary School Principals. 1991. The Little Things Make a Big Difference: How To Help Your Children Succeed in School. Alexandria, VA: NAESP.
  12. Popkin, Michael, H. 1993. Active Parenting Today: For Parents of 2 to 12 Year Olds. Parent's Guide. Marietta, GA: Active Parenting Publishers.

Source: ERIC Clearinghouse on Elementary and Early Childhood Education
Author: Lilian Katz, 1995

Reviewed by athealth on February 5, 2014.

How to Navigate the School System When Your Child Has a Disability

by Jill Fletcher

As a parent, there are moments when warning bells go off-times when you notice that your child might be having trouble grasping certain skills that their peers seem to have mastered. Over the course of my career as a teacher and child case worker, time and time again I've heard parents make statements like the following :

"I have been reading with my child, but he doesn't seem to understand what he has read."

"I notice while we're practicing spelling words, my daughter mixes up the letters, or writes them in reverse order."

"My child just seems to drift away; she's not really overly active, but she doesn't seem to be paying attention."

Do any of these scenarios sound familiar? If so, you may want to start the process of getting some help with your child's education. When your child is diagnosed with a disability, the rule of thumb for parents is: the earlier you can document the problem, the better.

Where to start?

Start by gathering information to support your concerns. Contact daycare providers, the child's doctor, or anyone else who might be interacting with your child or knows them and may have observations to share. Are they seeing what you have noticed? Have them put something into writing. Then it's time to contact your child's school for help.

Put your concerns in a letter to your child's school and be sure to include the date. Keep a copy of this letter in your files. This letter will start the "timeline" that documents the disability and need for extra support. Clearly state that the letter serves as a request for a multi-factored evaluation and that you are giving consent for this to take place, and be sure to clearly outline your observations and concerns. Include copies of any documentation, evaluations or assessments that support those concerns. Also, describe any special or extra supports that the school may already be providing for your child.

Be sure to provide your contact information with your address, both day and night phone numbers, email and cell phone. Remember that a reasonable time frame for response would be (1-2 weeks), and address your letter to the principal and Special Education Coordinator of your school or district. By doing this, you have started the process for your child to get the help they need. There are timelines that each state must go by, but the final determination of what type of help they will provide should be made within 100 days.

The process may vary from state to state. You do have the right and responsibility to participate in any meetings with your school during the evaluation process. There should be several meetings: one to plan what evaluations will take place, which could include screenings, classroom observations, monitoring, consultations, assisted technology, and materials to support student achievement. Your child must be assessed in all areas associated with the suspected disability including an appropriate evaluation in the areas of: health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative skills, and motor abilities.

The members of the team from the school will come together to review the results and determine if your child meets the criteria for services. The right to receive those services has been mandated under Federal Law-The Individuals with Disabilities Education Act (IDEA) provides that if school-aged children fall under one or more qualifying conditions or under Section 504 of the Rehabilitation Act of 1973, they should be eligible for support.

If your child is determined to be eligible, your child's team will develop an "Appropriate" (which means equal to an education that is provided for those students who are not disabled) program that will be designed to provide an "educational benefit for a person with disabilities." This covers all school age children who meet specific criteria who may fall under on or more qualifying conditions, i.e. autism, specific learning disabilities, speech /language impairments, emotional disturbance, traumatic brain injury, visual or hearing impairment, and other health impairment. Under IDEA, an Individual Educational Plan will be made. The name of this plan will vary from state to state, but it must be developed within 30 days. This plan will be reviewed on a yearly basis, to establish goals for your child's education and the supports that will be provided. Your child will be re-evaluated every three years to determine eligibility for continuation of services.

A child may also receive services under Section 504, which has less specific procedural criteria under which school personnel and services are provided. Under Section 504, a child who meets the definition for qualified "handicapped person" may receive services,, such as a physical or mental handicap that substantially limits a major life activity. This would include a child who has a disability that impairs walking, seeing, hearing, speaking, learning, working, or caring for him or herself. 504 services cover a lifespan, and safeguard a person with disabilities in areas of school, employment, transportation and public access to buildings, among other things. If a 504 plan is developed, it will be reviewed periodically, usually annually, and the guidelines are more flexible.

What are my rights and responsibilities?

If your child is denied services, you have the right to request that an independent evaluation be done to assess your child's needs. Under IDEA the school will be responsible for the expenses, while under 504 the parents would cover the costs. You may also appeal the decision under due process with the state education department. Each state may have a slightly different process-you can find out more about the process in your particular area by accessing the websites for the Department of Education for you state/province. Also check the yellow pages and web sites for advocacy groups for various disabilities in your area. They can be a strong support for parents during this process, and have materials that can help you on this journey.

Remember: You are your child's advocate. You know your child better than anyone else at the table and it is your role to help develop the best educational supports to meet your child's needs. You should be notified of any planning meetings scheduled for your child. Prepare for these meetings by making notes and doing research. Be ready to give your views: you are an important part of the planning process.

Build a file or binder about your child. Keep copies of all correspondence, (send important concerns by registered mail), evaluations, minutes of the meetings and your copy of the educational plan. This can become one of the most valuable documents in your child's life. Most schools make sincere efforts to provide the education and services your child needs. But there may be times where you will need to push for things that you feel will make a difference for your son or daughter's education.

Accommodations and supports may range from very minor changes to more restrictive or creative educational settings. Some supports may be as simple as alternative means of testing for your child, (oral testing, extended time to test, etc.) to employing a one-on-one aide who will support your child on the bus or in each class. The beauty of the team approach is the problem-solving and creative solutions that can be developed to meet the needs of your child. This is why it is called the individual education plan.

Remember that we must "parent the child we have." It is our job to advocate for the best education that can be provided for your child. You know your child, and you are their cheerleader and supporter. Your involvement in their education will make all the difference.

For more in-depth information about special education, see the National Information Center for Children and Youth with Disabilities (NICHY)

How to Navigate the School System When Your Child Has a Disability reprinted with permission from Empowering Parents. For more information, visit www.EmpoweringParents.com

Author: Jill Fletcher has a Master's in Education and is a certified Assistant Principal. Jill also taught for five years in a special program for "Youth at Risk of Dropping Out of School" in New Brunswick, Canada.

Reviewed by athealth on February 5, 2014.

Page last modified or reviewed on March 28, 2011

How To Stop Arguing - and Start Talking - with Your ADHD Child

by Dr. Robert Myers, Child Psychologist

I often joke that kids with ADHD would make great politicians or lawyers, because they never give up a fight! Trying to cope with a child who argues at the drop of a hat can test the patience of any sane person. Not surprisingly, over the years many parents have asked me what they can do to make the arguing stop. What you can do is help your children turn their ability to argue into a positive trait rather than a negative one.

Here's a way to understand what's happening in your ADHD child's brain: Many experiences of kids with ADHD are amplified or more intense than those of average kids. So when the word "No" is heard by a child with ADHD, it registers a "10" on their emotional scale while it probably would be a "5" or less for the average kid. Quite a few of them also have a lower-than-average tolerance for any departure from what they consider to be fair, whether it's rules for a game or requests for doing something around the house. Added to this is the fact that most of these kids are also not known for their patience or low-volume voices!

To help your child learn better coping and communication skills, the first step is to have a discussion about the level of arguing in your home. Now, doing this in the middle of an argument-or even right afterward-is certainly not the best time. Pick a moment when things are peaceful. Be sure to include all involved parties: the child with ADHD, any siblings and your spouse. Start the conversation by discussing how each person feels about the constant arguing. The goal here is to get everybody to agree on these three basic concepts:

1. The Importance of Good Listening.

Discuss what you'll do together when your child interrupts you to argue, or vice versa. You could use a phrase such as, "Please let me finish my thought, and then it will be your turn to talk." If you tell an ADHD child to stop arguing, many will come back with, "I'm not arguing, I'm just disagreeing with you." This just prolongs the argument-or starts a new one! A good solution for this problem is to agree ahead of time on a nonverbal prompt to remind your child to listen and not interrupt. Because your ADHD child is already in the arguing mode and starting to escalate emotionally, nonverbal gestures often work better than words. A neutral sign you've agreed upon ahead of time is perfect because it won't get them more upset. An example of a nonverbal prompt you could use would be to hold up three fingers or to make the peace sign. Make coming up with the prompt into a fun exercise you and your child do together.

2. It's OK to Disagree.

You can "agree to disagree" on various topics with your child. You might even discuss what examples of these might be. With teens, this could include not supporting the same presidential candidate. For younger kids, you can explain how it's OK for two people to disagree on their favorite flavor of ice cream, for example, to get the point across. It's healthy to allow these kinds of disagreements in your home because it teaches your child that his or her opinions matter, and that people can love each other even if they don't see everything the same way. Practicing healthy disagreements at home also helps ADD kids learn how to master this skill in the outside world.

3. Mom and Dad are in Charge.

It's essential for kids to realize who's in charge. I tell the ADHD teenagers with whom I work, "When you get a job, what's going to happen when you argue with your boss? They'll just fire you." Explain to your child that you're responsible for their health and well-being. Remind them that you are the boss. You can say, "You don't have to like it, but that's the way it is. It's the same way at work when you have a supervisor you don't like. You still have to do what they say because they're the one in charge."

The next step is to define the problem that prompted your discussion about arguing in the first place. Is it not taking "no" for an answer, not wanting to comply with reasonable requests, or always having to be right? Once you have agreed on what the problem is, you can move on to the solution phase. Here are some basic suggestions on how to handle these three types of arguing:

Not taking "no" for an answer: If the problem is not taking "no" for an answer, you can start with a system to reward the child for improving their ability to accept the answers they do not want to hear. Why "reward," you may ask? Well, you have probably been rewarding the opposite behavior from time to time by giving in. Now you need to stand your ground and say something like, "I know you don't like my answer, but you need to take a deep breath and accept it because I believe this is the best decision." If the child accepts this without the prompt, they should be given praise such as, "Thanks for accepting my answer without arguing. It helps us to get along and makes it easier for me to say 'yes' sometimes." If this simple approach works, great! If not, move on to saying that for every day that goes by without an argument, your child will get a star on his chart. When all 30 squares are filled, he will receive an agreed upon reward. If this does not resolve the problem you may have to "kick it up a notch" and add a time-out for arguing or have him write, " I will calmly take no for an answer even though I don't like the answer" five times. This works well for ADHD kids because it's shorter and takes less time than writing out a few paragraphs on what they did wrong, an effective approach for non-ADHD kids. With a child who has ADHD, they're apt to write a paragraph explaining why you're wrong! All in all, having them write sentences helps you avoid a power struggle.

"I won't do it!" If the problem is noncompliance with a reasonable request, make your child a member of the "First Time Club". This is similar to the reward chart above. In the First Time Club, your child is given a point or star each time they comply with a request without an argument the first time they are asked. When the thirty squares are filled, give them a reward. Periodically, give verbal praise or a pat on the back when your child complies the first time they are asked. You can do this while they are on the reward chart system, and keep it up less frequently after the chart has been completed.

I'm Right, You're Wrong: Finally, for kids who always have to be right and feel the need to have everyone agree with them on every issue, some coaching on listening skills is in order. Practice discussing issues with your child, teaching them how to be a good listener, and showing them how to understand others points of view by asking questions such as, "That's interesting, what made you think of that?" Practice phrases that show respect for others even when you have a different point of view. For example, "That's an interesting point of view and I can tell you feel strongly about it. I think I understand what you're saying, but I have a different take on it." Coach your child by saying that if the other person asks for his or her "take" they can briefly share it. If they don't ask for it, tell your child that they need to let the subject drop.

Your ADHD child may like to argue, but it doesn't have to become the main method of communication between the two of you. As a psychologist and the father of a child with ADHD, I've used these techniques to teach hundreds of kids how to stop arguing and communicate more effectively. Remember that the point is not to stifle individuality or assertiveness, but to teach our children how and when to exercise these qualities in a positive, appropriate way.

How To Stop Arguing - and Start Talking - to Your ADHD Child reprinted with permission from Empowering Parents. For more information, visit www.EmpoweringParents.com

Author: Dr Robert Myers is a child psychologist with over 25 years of experience working with children and adolescents with Attention Deficit Hyperactivity Disorder and learning disabilities and is the creator of the Total Focus Program www.trytotalfocus.com. Dr Myers is Associate Clinical Professor of Psychiatry and Human Behavior at UC Irvine School of Medicine. "Dr Bob" has provided practical information for parents as a radio talk show host and as editor of Child Development Institute's website, 4parenting.com which reaches 3 million parents each year. Dr. Myers earned his PhD from the University of Southern California.

Reviewed by athealth on February 5, 2014.

Hyperactivity

What is hyperactivity?

Hyperactivity is defined as excessive physical activity or movements that have no purpose and are increased in speed. Hyperactivity is sometimes associated with ADD, as in ADHD.

What characteristics are associated with hyperactivity?

Frequently, the hyperactive person is labeled as fidgety. Toddlers who are hyperactive are on-the-go constantly and have difficulty playing in a group activity. Children with hyperactivity shows excessive running or talking for their age group. The school age child who is hyperactive is frequently fidgeting with something or is out of his/her seat in class. These children find it nearly impossible to do their homework.

Adults with hyperactivity are labeled as people who "never sit still." They have a difficult time relaxing.

Are there genetic factors associated with hyperactivity?

Although not always true, hyperactivity tends to be found in certain families. Usually children with hyperactivity will have a relative who either suffers or has suffered from the behavior.

Does hyperactivity affect males, females, or both?

Males are five (5) times more likely than females to be hyperactive.

At what age does hyperactivity appear?

Although parents may suspect that their child is "hyper," the disorder may not come to the attention of professionals until the child starts school and is expected to sit still and not disrupt others. Therefore, a concern about hyperactivity is commonly raised when the child enters the classroom setting.

How often is hyperactivity seen in our society?

Approximately four to five percent (4-5%) of school aged children have hyperactive behavior.

How is hyperactivity diagnosed?

Hyperactivity may be diagnosed when parents take their child to a professional because they are concerned that the young child is accident prone, or later on, when the child is doing poorly in school. Teachers often alert parents when a child seems considerably more active than other children in the classroom. The diagnosis of hyperactivity is made after obtaining the child's history from the child and the parents. It is also quite helpful to the professional to obtain the teacher's observations.

How is hyperactivity treated?

Hyperactivity, which is associated with attention deficit disorder (ADHD), may be treated with therapy, medication, or both. Behavior therapy with the guidance of the parents and support of the teacher helps the child to become more focused . When indicated, medication can be prescribed for the child. These medications, which are stimulants to the average person, have a paradoxical effect and tend to calm a child with hyperactivity. Hyperactive children who are calmed by the use of behavior therapy or medication are more attentive and, frequently, are able to improve their academic performance. Successful treatment allows the child to participate more appropriately with his/her peers, and this often improves the child's social life.

What happens to someone with hyperactivity?

Hyperactivity tends to diminish with age. Therefore, people are much less likely to receive treatment for hyperactivity once they reach adulthood.

What can people do if they need help?

If you, a friend, or a family member would like more information and you have a therapist or a physician, please discuss your concerns with that person.

Source: John L. Miller, MD

Reviewed by athealth on February 5, 2014.

Impulse Control: The Early Years

How does impulse control fit into the violence prevention puzzle?

Impulse control, sometimes called self-regulation, refers to a child's ability to control his or her behavior. It is natural for young children to show a mix of strong emotions such as excitement, joy, anger, frustration, and disappointment. An important part of growing up is learning how to show emotions at appropriate times and in appropriate ways. Children who learn to control their anger or frustration, and who use words to express their feelings, get along better with others. Lack of impulse control and an inability to manage anger are often the cause of behavior problems in children and contribute to problems with friendships during the school years.

ADHD is a disorder exhibited, in part, by poor impulse control. Children displaying impulsivity may have difficulty taking turns. They may disrupt a classroom by blurting out answers to questions, or they may move from one activity to another without completing each task.

Children who have poor impulse control are also more likely to take greater risks and engage in dangerous behavior during adolescence and into adulthood [2]. Research suggests that children start to develop appropriate ways to control their impulses and regulate their behavior as early as 3 years of age [1]. Parents can reduce the chance of violence in children's lives by positively modeling and teaching children different ways to control their anger and impulses [3; 4].

Many young children commonly show their frustration and anger by hitting, screaming, or sometimes even biting. When parents calmly provide words to help children express their feelings and provide children with other strategies for meeting their needs, while at the same time maintaining firm and fair limits for behavior, they help children develop impulse control. For example, when parents see children taking a toy from another child, they might step in to discuss the feelings of others and the need to take turns. If a child gets mad playing a game and pushes or hits another child, parents should first make sure that the other child is safe, and then let both children know that hitting others is not permitted. Then parents might suggest words that the children could use to express their strong feelings. Parents can encourage children to consider the needs of others.

When parents suggest a reason for choosing one option over another, they are helping children develop empathy, self-control, and problem-solving abilities. These lessons in a young child's life form the basis of self-discipline. Early self-discipline or self-control is related to self-control later in childhood and throughout life [1].

Who can parents talk to if they are concerned about their child's lack of self-control?

Child care providers and early childhood teachers, pediatricians, other health care professionals, parenting educators, and family counselors are all likely to be able to suggest resources and help parents assess whether a problem requires additional intervention.

References

[1] Bronson, Martha. (2000). Recognizing and supporting the development of self-regulation in young children. Young Children, 55(2), 32-37.

[2] Coie, John D., & Dodge, Kenneth A. (1998). Aggression and antisocial behavior. In Handbook of child psychology: Vol. 3. Social, emotional, and personality development (pp. 779-862). New York: Wiley.

[3] Marion, Marian. (1997). Helping young children deal with anger. ERIC Digest. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document No. ED414077)

[4] Positive discipline. (1990). ERIC Digest. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document No. ED327271)

Adapted from:
Violence Prevention Resource Guide for Parents
by Peggy Patten and Anne S. Robertson
December 2001
Page last modified or reviewed on February 7, 2012

Infertility

What is infertility?

Infertility means not being able to get pregnant after one year of trying (or six months if a woman is 35 or older). Women who can get pregnant but are unable to stay pregnant may also be infertile.

Pregnancy is the result of a process that has many steps. To get pregnant:

  • A woman's body must release an egg from one of her ovaries (ovulation).
  • The egg must go through a fallopian tube toward the uterus (womb).
  • A man's sperm must join with (fertilize) the egg along the way.
  • The fertilized egg must attach to the inside of the uterus (implantation).

Infertility can happen if there are problems with any of these steps.

Is infertility a common problem?

Yes. About 10 percent of women (6.1 million) in the United States ages 15-44 have difficulty getting pregnant or staying pregnant, according to the Centers for Disease Control and Prevention (CDC).

Is infertility just a woman's problem?

No, infertility is not always a woman's problem. Both women and men can have problems that cause infertility. About one-third of infertility cases are caused by women's problems. Another one third of fertility problems are due to the man. The other cases are caused by a mixture of male and female problems or by unknown problems.

What causes infertility in men?

Infertility in men is most often caused by:

  • A problem called varicocele (VAIR-ih-koh-seel). This happens when the veins on a man's testicle(s) are too large. This heats the testicles. The heat can affect the number or shape of the sperm.
  • Other factors that cause a man to make too few sperm or none at all.
  • Movement of the sperm. This may be caused by the shape of the sperm. Sometimes injuries or other damage to the reproductive system block the sperm.

Sometimes a man is born with the problems that affect his sperm. Other times problems start later in life due to illness or injury. For example, cystic fibrosis often causes infertility in men.

What increases a man's risk of infertility?

A man's sperm can be changed by his overall health and lifestyle. Some things that may reduce the health or number of sperm include:

  • Heavy alcohol use
  • Drugs
  • Smoking cigarettes
  • Age
  • Environmental toxins, including pesticides and lead
  • Health problems such as mumps, serious conditions like kidney disease, or hormone problems
  • Medicines
  • Radiation treatment and chemotherapy for cancer

What causes infertility in women?

Most cases of female infertility are caused by problems with ovulation. Without ovulation, there are no eggs to be fertilized. Some signs that a woman is not ovulating normally include irregular or absent menstrual periods.

Ovulation problems are often caused by polycystic ovarian syndrome (PCOS). PCOS is a hormone imbalance problem which can interfere with normal ovulation. PCOS is the most common cause of female infertility. Primary ovarian insufficiency (POI) is another cause of ovulation problems. POI occurs when a woman's ovaries stop working normally before she is 40. POI is not the same as early menopause.

Less common causes of fertility problems in women include:

  • Blocked fallopian tubes due to pelvic inflammatory disease, endometriosis, or surgery for an ectopic pregnancy
  • Physical problems with the uterus
  • Uterine fibroids, which are non-cancerous clumps of tissue and muscle on the walls of the uterus.

What things increase a woman's risk of infertility?

Many things can change a woman's ability to have a baby. These include:

  • Age
  • Smoking
  • Excess alcohol use
  • Stress
  • Poor diet
  • Athletic training
  • Being overweight or underweight
  • Sexually transmitted infections (STIs)
  • Health problems that cause hormonal changes, such as polycystic ovarian syndrome and primary ovarian insufficiency

How long should women try to get pregnant before calling their doctors?

Most experts suggest at least one year. Women 35 or older should see their doctors after six months of trying. A woman's chances of having a baby decrease rapidly every year after the age of 30.

Some health problems also increase the risk of infertility. So, women should talk to their doctors if they have:

  • Irregular periods or no menstrual periods
  • Very painful periods
  • Endometriosis
  • Pelvic inflammatory disease
  • More than one miscarriage

It is a good idea for any woman to talk to a doctor before trying to get pregnant. Doctors can help you get your body ready for a healthy baby. They can also answer questions on fertility and give tips on conceiving.

Find More Information

Content source: Office of Women's Health
Content last updated July 1, 2009

Reviewed by athealth on February 5, 2014.