Tag Archives: parents

Mothering Others…

Posted by: Gloria Pynn BA, BEd, MEd, CCC, RPsych on May 31, 2019 4:07 pm

Recently, I have been reflecting a lot on May as Mental Health Month and also on Mother’s Day. This is typically a day of celebration, but for some individuals Mother’s Day is a day of mourning, and triggers much grief, loss and trauma – most definitely a very complex and multifaceted day to say the least. There can be huge love associated with being or having a mother but also much trauma associated with having, being or trying to become a mother. An awareness of these unique experiences is necessary for therapists in helping clients cope with these “special occasions”. I wanted to highlight just a few interesting mental health initiatives or ideas related to maternal and caregiver mental health.

The Lloydminster Region Health Foundation  and My Why are partnered to highlight many mental health concerns but in particular, and more recently, maternal mental health and women facing postpartum depression. The effect of PPD on women and their families is far reaching and the Lloydminster Region Health Foundation  and My Why are jointly sharing these women’s stories to raise awareness, validate their lived experiences and reduce stigma. The following is a link to this project and wonderful work:

https://www.youtube.com/watch?v=RHpuesp_A3w

Locally on the east coast, we see new mental health initiatives that are to be commended and aim to bring mothers out of the shadows and stigma, such as Newfoundland’s own Stella’s Circle. One of their innovative support programs has targeted incarcerated mothers and their separation from their children. The staff at Just Us Women’s Centre (at Stella’s Circle) works with mothers and the NL Correctional Facility for Women to record a storybook. The book is then delivered to the child, offering them something all children like – to have a story read to them by their mother: https://www.instagram.com/p/BxXQUsvhVaR/?utm_source=ig_web_copy_link

Even in daily living, we can find important reflection about parenting and mothering insights. On my most recent trip to Costco, I found a wonderful new read and finished the book ironically on Mother’s Day: Jann Arden’s Feeding My Mother: Comfort and Laughter in the Kitchen as a Daughter lives with her Mom’s Memory Loss.  It is an intimate look into the artist’s not perfect but very authentic relationship with her parents, and especially her mother’s journey with Alzheimer’s. In my mind, it really captures one lived experience of becoming your “mother’s mother” that I’m sure hits home with many caregivers:

Arden, J. (2019). Feeding My Mother Comfort and Laughter in the Kitchen as a Daughter lives with her Mom’s Memory Loss. Toronto, Ontario: Vintage Canada Penguin Random House Canada.

So, wandering back to my own thoughts… I have always loved words (hence my dual BA degree Psychology and English). The older I get, the more I think of “mother” as a verb, not a noun. It’s the act of mothering that’s key and the connection this act creates is magical and humanly vital to teach empathy and love in our world.

Looking at “Mothers” in this way, allows us to appreciate every person that has ever mothered and truly loved children – biological, adoptive, stepmothers, teachers, aunts, neighbors, godmothers, angel mothers (I love this phrase a friend of mine uses), foster-moms, two Mom families, single dads who have double duty as Mom and Dad, and everyone who choose to not have, or could not have or lost children but have selflessly been mother to countless others with hugs and acts of love daily to those who need it. Happy Mother’s Day every day and love to all who have ever “mothered others”.

Think, talk and always take care,

Gloria
B.A. B.Ed. Dip. Behavior Therapy M. Ed C.C.C. R. Psych




*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

My Father’s Hands: Things We Can Learn from Generations that Came Before Us

Posted by: Doc Warren on March 19, 2019 9:17 am

My father was not much of a talker. Now that I think of it, he wasn’t  into nurturing either, but he did teach me a great deal just the same. Though I could probably count the number of hugs on a single finger he gave me from the time I turned ten until he passed away, he still managed to help shape many aspects of my life. I miss him.

Folks can teach us in many ways. They can teach us with their words, be they written or recorded. They can teach us much like the folk stories of old, verbal histories shared from generation to generation, each one with a point, focus on a moment in history or a moral tale. Sometimes these are the best types of stories. The farm that I work on is named from a local folk tale. It was shared from person to person and never written down until the farm was named after the woodland creature in the tale. In fact, much debate was spent on how to spell this creature’s name. At least three renditions were explored before “Pillwillop” was decided upon…

Not being a writer, a talker or a hugger, my father was a bit more limited in his approach.  He shared few words, even fewer the number of words that he liked to use that I could actually share in a professional writing. That’s not to say that he had little to teach as his actions taught me much about what I view how a man should behave. He set many an example, some good, some not, but every one helped me become who I am today.

One of my main memories of my father was when I was a toddler. My father was home from work, a real treat for me as I rarely saw him. He was in bed, tired but in a better mood than usual. I looked at his hands. They were cracked from solvents but also stained with machine oil, which gave a spider web type look to his giant (to me) fingers.  His palms and several fingers were wrapped with bandages caused by a work mishap. Sometimes the old machines needed to take what they felt were theirs, especially if you were rebuilding them. I remember asking my dad why he was home and he said something about sometimes needing to take a break. He didn’t talk about the pain or injuries and instead just talked about taking a break, he’d be back to work the next day.

I sat their staring at his hands and looking down at mine. Mine were so delicate, his looked like stone. His were cracked and wrapped, mine never had been. Finally I asked him about his hands and why they were wrapped. Only then did he say that sometimes the machines win but he was fine. He’d get the machine back together tomorrow…

All those scars on his hands told the tale of a man whose hardscrabble upbringing helped mold him into what he became. They inspired his son and others though he had so little to say about them. Always inquisitive (many would say nosey), I asked everything I could while I had access to him. There is so much to be learned from those that came before us. So much that has been lived. So much to teach us but so many of our elders keep the stories to themselves. Too little is written down.

As I type these words I look now at my own hands. They are middle aged and at times cannot grip a hammer any longer. They are prematurely worn out due to the same hardscrabble upbringing of their own. We learned to be creative though. When I could not grip a hammer I taped it to my closed hand. When my wrists were full of pain I used that same tape. My father’s hands taught me this. There is much to be learned. So much to be offered if we simply take the time to ask.

To those that are reading this, consider taking a day off from work very soon so that you can spend it with those from older generations. Look not just at their hands, take the time to ask them about life when they were your age. Ask them about when they were younger than you are. Ask them how times and things have changed. Hang onto those words as best you can. Record them if possible so that they can continue to teach us long after we have passed.

There is so much knowledge just waiting to be uncovered. So much that may be on the verge of being lost. Now is the time.

Be safe, do good

-Doc Warren

”Doc Warren” Corson III is a counselor, educator, writer and the founder, developer, clinical & executive director of Community Counseling of Central CT Inc. (www.docwarren.org) and Pillwillop Therapeutic Farm (www.pillwillop.org). He is internationally certified as a Counsellor and Counsellor Supervisor in the USA and Canada (C.C.C., C.C.C.-S, NCC, ACS). He can be contacted at [email protected]




*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Compulsive Texting

Posted by: Dawn Schell on November 4, 2015 2:52 pm

It started out innocently enough. A teacher asking students to put their phones away and focus on what was happening in the class. One of the students said she felt “anxious” about not having access to her phone.   Other students echoed her sentiment. The teacher was flexible enough to engage in the conversation and ask them to explain.   The conclusion – some students said not being able to text at any given moment or to check their messages left them feeling nervous, anxious, worried. Naturally this concerned the teacher.

Now I don’t mean this to come across as yet another adult shaking her finger at the younger generation and saying they have it all wrong.   When someone says NOT doing something leaves them feeling anxious I think it merits further exploration.

CompulsiveTextingA recent study published in the Psychology of Popular Media Culture journal (http://www.apa.org/pubs/journals/releases/ppm-ppm0000100.pdf) looked at the role “compulsive texting behaviour” plays in students’ academic functioning. The research focused on assessing what counts as “compulsive texting” as well as three components of academic functioning (grades, social bonding and perceived academic competence). While the study was conducted with a relatively small number of Grade 8 & 11 students (n=403) and is based on self-reporting it’s worth having a closer look at their results.

The first step was to create a measure for compulsive texting that is similar to one used for Compulsive Internet Use (Young, K.S. 1998). They wanted to assess for: interference with tasks, cognitive preoccupation and concealment, all potential indicators of compulsivity.   Their research showed a high internal consistency for their Compulsive Texting Scale.

The authors measured frequency of texting, compulsive texting, academic adjustment, and gender differences.   They found:

  • Females had higher levels of compulsive texting than males (12% vs. 3%)
  • “It appears it is the compulsive nature of texting – not the sheer frequency – that is problematic”
  • There is a relationship between compulsive texting and poorer academic functioning for females and not for males

Hmm. Now that is interesting!

The authors go on to speculate about potential explanations for females being more susceptible to compulsive texting behaviour.   They point to research that indicates “females are more likely than males to engage in rumination or obsessive, preoccupied thinking” (see study for details). They also are “more likely to focus their intimacy in interpersonal relationships than males”. Which may mean the content of their texts may be more “distracting or interfering than the texts males receive”.

The researchers discuss the limitations of their study and conclude with a reminder that texting can have potential benefits as well. It’s like anything really – when the use becomes compulsive that’s when we need to find ways to address it.

Dawn M. Schell, MA, CCC, CCDP is an affiliate of Worldwide Therapy Online, Inc. http://www.therapyonline.ca




*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Starting Anew

Posted by: Jennifer Morrison on September 4, 2015 12:15 pm

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I have very recently began a new position as a guidance counsellor in three schools, all of which have never had a guidance counsellor before. Although all schools are extremely grateful to have me, there are still some challenges surrounding the creation of a brand new position. Where are they going to locate me, will there be a private space, private phone line, filing cabinet to store confidential files, a space that is suitable for counselling? How will staff, parents and students react to this new role? Some of this is out of my control and I must live with that. However, there is still a lot I can do to make this an easier transition for everyone.

At this point in the game I am simply trying to allow students and staff to see me in the school. I am walking around before school, talking to students, going into the staff room to meet teachers. Overall, I want them to know that I am here. Now is not the time to come into their classrooms and start pulling out students. They have only been back to class for two days and I am unfamiliar to everyone. I feel that staff must first get to know me and what it is I do, before they will be willing to send their students to see me. I think that is reasonable. I feel it will be a while before they are comfortable enough to send students my way, and that is OK. Continue reading




*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Practical Considerations of Relational Work With Adolescents

Posted by: Barry D'Souza on July 17, 2015 2:48 pm

For those who work relationally, that is, for those who employ in therapy sessions, their experience of the client and the ‘work’ together, sharing personal details or stories is something you do from time to time, whether it is elicited or not.   Modeled early on during the first number of sessions, as part of how they ‘sit’ and are present with clients, the therapist’s disclosures may be said to help create the safe and collaborative ‘third space’ of therapy. But, what about when the client is an adolescent? What about when three sessions into the work, the young client exhibits great pride for the kinds of manipulations they successfully ‘use’ with their parents, making you wonder briefly if they might employ this art with you. When the subject matter turns to illicit drugs and the adolescent’s use of them and they enquire as to whether you (who for them at the moment is an adult, a therapist, and someone he/she is considering trusting) use them, the therapist’s disclosure in this instance speaks to issues of the therapist’s trust of the client, interest in authenticity and ultimately an unspoken equality in honesty in portraying personal experience.

Answering truthfully to a question that comes out of the natural flow of the exchange can mean a ‘powering down’ before the youth can make the therapist-client relationship more human. Feelings of being exposed to someone younger might arise making you feel uncomfortable. Knowing yourself and what is the source of this discomfort seems important. Telling a lie, even when the likelihood of the youth ever knowing different might undermine the authenticity of the emerging connection from the therapist’s perspective. If this tricky moment were later in the work with the client, it’d be a question of maintenance of the connection.

people-438827_640 Continue reading




*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Media and Parents in the Post-Secondary Decision-Making Process

Posted by: Mike Peirce on July 11, 2015 2:50 pm

stanford-63689_640While many students would hate to admit it, their parents often play a key role in their post-secondary decision-making. They often finance the education, may have expectations based on their own experiences, or simply be there to support their child during a stressful decision-making process. After all, choosing a university is often the first major decision which has a long term impact on her or his life’s journey. When I counsel students making their decisions, I try to ensure that the parents are included in the process in a supportive role. In order to do so, I spend a great deal of time dispelling myths, helping them to understand current post-secondary realities and educating them about where they might find reliable information regarding their child’s choices. I do find much of the conversation is reminding parents that all they read or hear in the media is not factual nor reliable. I recently heard a TV financial celebrity talking on a highly respected talk show state a number of “facts” about university admissions which were so far off the mark, I cringed. Part of the problem is that much of the other advice he gave was valid. How does a parent discover what is valid and what is not? Another pet peeve of mine is the annual university rankings which are published by popular media magazines and newspapers. These are often based on criteria which have no influence of the individual student’s experience. How does one combat this? I have found that my most successful strategy is to educate the parents about resources which do provide reliable and valid information which is useful in supporting their child’s decision. Some like the University Canada (www.universitystudy.ca), the Common University Data from the Council of Ontario Universities (http://cou.on.ca/numbers/cudo) and eInfo (http://electronicinfo.ca) websites I have mentioned in earlier blogs. I recently read an article reviewing Major Maps, a new resource from Queen’s University Career Services (careers.queensu.ca/students/wondering-about-career-options/major-maps-2015). This is a truly valuable resource helping students (and especially parents) to understand the possible directions a student might take when completing a degree which is not specifically career focused. The maps offer more than a simple list of potential career paths, they also offer suggestions about how a student might get involved beyond the classroom to better prepare for the job market upon graduation. Contrary to the media, there continue to be remarkable opportunities for graduates in all university disciplines. Parents, who are worried about the employment opportunities upon graduation, need to see this type of resource so they can support the son or daughter who has a fascination in an area where career opportunities are not quite as obvious.

For a list of many of the web resources I like to use, visit my website at www.PeirceEducational.com/Links.html.




*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Sexualization of Children

Posted by: Asa Don Brown on December 14, 2012 1:59 pm

Our society has become a cesspool of sexualization and the minimization of sexualization. The aim of sexualization is typically the commercialization of product or trade.  Sexualization goes beyond the borders of Hollywood and Bollywood.  Sexualization ensues the very fabric of our human collective consciousness.  It has become acceptable to see a young girl or boy dressed in unacceptable clothing.  A societal challenge occurs when we try to define acceptable verses unacceptable.  What is appropriate clothing verses inappropriate?  Who do we choose to define what sexualization is and is not?  Who do we appoint to mandate such a form of appropriateness?  Who do we appoint the guardian of our children? Finally, is sexualization an issue or are we trying to fuel a fire that has no kindling?

SEXUALIZATION DEFINED

Defining a healthy form of sexualization verses an unhealthy form of sexualization is a difficult challenge.  “There are several components to sexualization, and these set it apart from healthy sexuality. (Negative) Sexualization occurs when 

  1. a person’s value comes only from his or her sexual appeal or behavior, to the exclusion of other characteristics;
  2. a person is held to a standard that equates physical attractiveness (narrowly defined) with being sexy;
  3. a person is sexually objectified — that is, made into a thing for others’ sexual use, rather than seen as a person with the capacity for independent action and decision making; and/or
  4. sexuality is inappropriately imposed upon a person.” (APA, 2012, Online)

What is a healthy form of sexualization?  Is there such a form?  Is all sexualization inappropriate and unbecoming of our humanity?  When we speak of a healthy sexualization, we are speaking of the awareness and clarification of one’s sex and sexuality.   “It can be hard to acknowledge that all of us, even children, are sexual beings, have sexual feelings and are curious about sex and sexuality. Children’s curiosity can lead to exploring their own and each other’s body parts by looking and touching.” (StopItNow, 2012, Online)

A child’s personal development is a part of their sexualization.  Learning who they are, why they think, do, and behave in particular ways is core to their development.  A child’s sexual development should be encouraged from a healthy perspective.   A child should never be made a symbol of an unhealthy perspective.  Children should never be forced to engage in inappropriate sexual conduct.  They should never be made to wear clothing that is risque or revealing of their youthful innocent. 

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*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Conversations Concerning Sex and Sexuality

Posted by: Asa Don Brown on November 28, 2012 2:56 pm

The mind of a child is a precious thing.  Parents frequently struggle with knowing when, why, and how to discuss sex and sexuality with their child.  Parents may have a wide range of questions themselves pertaining to the timing, the nature, and appropriateness of such conversations.    

  • When is it appropriate to discuss sex and sexuality with a child? 
  • Should a parent inform a child of sexual acts?  Or, should a child learn about sexual relationship on his / her own? 
  • How old should a child be when he / she learn of sexual relationships?
  • Is it ever appropriate to discuss sex with your child? 
  • Should the mother or father discuss the sex and sexuality with their child? Or both?
  • When is it not appropriate to converse about sex and sexuality?
  • Continue reading



*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Child Favoritism

Posted by: Asa Don Brown on November 19, 2012 1:21 pm

What is favoritism? Favoritism in simple, is the intentional or unintentional preferential treatment of an individual or group of persons.  Parents who favor one child over another, are subscribing to the notion that one child is better behaved, more attractive, similar in personality to the favoring parent, or they have preferred kinship.  

Favoritism is commonly associated with a bond that develops between the child and the parent.   Moreover, the favoring parent may have a guilt, remorse, or negative emotion associated with the unfavored child.   In some cases, a detachment occurs because of some major traumatic event or a major life challenge.   Such cases can breach the bond between the parent and child.   If a child is conceived unexpectedly or without a desire, the parent may withdraw emotionally, cognitively, and physically from the child.  Children who are born with physical birth defects, psychological or psychiatric challenges, or a comorbidity of issues simultaneously, can prove burdensome to the oppositional or unattached parent.  

Favoritism is not always intentional.  Favoritism can occur when a child favors or resembles a parent whether physically or through a particular personality style.  Moreover, favoritism is not always related  to a resemblance of a parental figure, rather it is a fondness established between a parent and a child.  In some cases, if a child is too much alike the parental figure, then this too may cause a rift between the parent and child.   The parent may ultimately see qualities in the child that they dislike or distain.  The heart of the matter is such parents want ease and comfortability.  

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*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

The Psychology of Halloween

Posted by: Asa Don Brown on October 31, 2012 3:58 pm

“If human beings had genuine courage, they’d wear their costumes every day of the year, not just on Halloween.”
                                                                                                       ~ Doug Coupland

The Psychology of Halloween has long been debated because of the terror associated with the holiday.  Halloween has indeed a twofold agenda:  freighting and terrorizing, as well as, playful and fantasy. 

THE FEARS ASSOCIATED WITH HALLOWEEN

Halloween injects the greatest fears associated with humanity into our lives.  From Hollywood to Bollywood, you can view films associated with Halloween.  Halloween grabs hold of the internal frailty of our minds.  It perpetuates the unknown, the undetermined, and the mysteries sometimes involved with life.

Be cautious to moderate your child’s intake of “scary” movies and “scary” novels.  Children can find it difficult to differentiate between fantasy and reality. As parents, we should monitor every single source of conditioning that influence our children. 

While Halloween is known for instilling fear, it does not have to feed into our fears.  It can be a holiday that proves a source of fun, fantasy, and imagination.  For children, it is important to help  develop a healthy imagination filled with creativity and adventure. 

“Dr. Gene Beresin, Director of Child and Adolescent Psychiatry Training, Massachusetts General …  Kids love Halloween, and it should not be denied… It is celebrated in schools, at parties, and is looked forward to all year. To deny this, would be a major deprivation, and could even reinforce that something so horrible is happening, that we need to change our ‘business as usual.’ …Halloween is viewed as a party, as a time to dress up, and most importantly, a way for kids to allay fears of ghosts, goblins and supernatural events. It is much akin to playing. We would not want our younger kids to stop playing, since they work out most of their fears through this means.” (ABCNews, 2012, Online)

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*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA