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Home : Childhood & Adolescence : Publications : Family Front and Centre : Your User's Guide |
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Production of this resource has been made possible through a financial contribution by Health Canada prior to the announcement of the establishment of the Public Health Agency of Canada on September 24, 2004. Any reference to Health Canada should be assumed to be to the Public Health Agency of Canada. |
Production of this document has been made
possible by a
financial contribution from the CAPC/CPNP National Projects Fund, Health Canada.
The views expressed herein do not necessarily represent the official policies
of Health Canada.
© 2004 Jewish Family Services of the Baron de Hirsch Institute
ISBN 0-9734557-7-2
Nancy Engels |
Susan Karpman Director, Family and Children's Services, JFS Montreal, Quebec |
Lisa Fiorentino Writer/Researcher |
Marilyn Turnley Health Canada Consultant |
JoAnn Gillan Regional Municipality of Waterloo, Home Child Care, Waterloo, Ontario |
Kristie Gomuwka Edson Friendship Centre, Edson, Alberta |
Myrna Martin West Kootenay Family and Childcare Services, Nelson, British Columbia |
Kate O'Brodovich Family Futures Inc., Prince Albert, Saskatchewan |
Lynda Stewart Waterloo Region CAPC, Kitchener, Ontario |
Irene Szabla Child Development Centre, Whitehorse, Yukon |
Annette Thexton West Kootenay Family and Childcare Services, Nelson, British Columbia |
Michelle Ward Kid's First Association, Pictou, Antigonish and Guysborough Counties, Nova Scotia |
Andrea Borod editing | Davina Mill clinical consultant |
Rebekah Frojmovic research assistant | Richard F. Schmid evaluation |
Jacinte Gauvin translation/adaptation | Rose Marie Scissons research/indexer |
Carey Gold marketing/website consultant | David Wells evaluation |
Jewish Family Services of the Baron de Hirsch Institute, Montreal, Quebec; Gail Small, Barbara Victor, the Board of Directors and Staff for their support, encouragement and enthusiasm.
Health Canada CAPC/CPNP National Projects Fund; Sylvie Pâlin and Anne Stenhouse for their advice, their questions and their answers; Health Canada PPHB Quebec Region; Murielle Martin for her support in the reading of the translated text.
Myles Beeby, Art Director, and Myriam Ouellette, translator, for their contributions to the project.
The hundreds of frontline workers in CAPC (Community Action Program for Children) and CPNP (Canada Prenatal Nutrition Program) funded projects across Canada for their participation in the needs assessment questionnaire, pilot questionnaire and focus groups.
Families, no matter their makeup or description, are of vital importance to our children. They teach them how to interact, how to behave, and how to relate to others. Families serve as a gateway to the larger world. Families seek to protect children from the risks presented by that world.
It used to be thought that our children could be protected from the dangers in our communities by working to eliminate these risks. If only that were possible! We have learned that, albeit a noble endeavour, it is becoming an increasingly difficult and long-term effort to eliminate the psychological and physical risks of hunger, poverty and violence, a lack of connectedness, limited community resources and the repercussions of stress, depression and other mental health risks.
What can families do, then, to fulfill their mandate of protecting children so that they may grow into healthy, productive, contributing adults?
Families must provide children with personal assets, those skills that in combination with a nurturing environment will "inoculate" them against the inherent risks of today's communities. These assets will ultimately enable our children to cope, to deal with conflict, to make wise decisions in the face of peer pressure, to form trusting and longstanding relationships with positive adult role models and pro-social peers and to feel a sense of autonomy in and connectedness to the world in which they live.
Families need to be supported in their efforts by strong, positive networks of individuals, comprised of both personal relationships and professional ones. As a frontline worker in a community program that supports families and children, you are one of those key people. By gaining an understanding of children's developmental tasks and what they need from their caregivers, you will be supportive of and influential in the building of strong psychological assets in our children. You will be encouraging the positive influence that families can have. You will be creating the environments that keep families front and centre.
Barbara Victor
Director of School Services
Jewish Family Services of the Baron de Hirsch Institute
We have endeavoured to provide you with a practical and relevant package
of easy to read and visually attractive books on topics that resonate
with your everyday practice. In order for you to share this information
with a wider group of your colleagues, we have included a CD. We invite
you to explore our website at www.familyfrontandcentre.com .
While we have provided you with a selected reference list of books, articles
and websites in the User's Guide, you will find a complete bibliography
on the website. The team of advisors and consultants has worked together
to launch a product that we hope will enhance the work that you are engaged
in and will be useful to you currently and in the future.
Frontline workers will find a variety of resources including general information on the important aspects of child development that affect children's mental health, as well as strategies and activities that promote optimal development of young children's mental health.
The Family Front and Centre toolkit is not meant
to be a guide
for diagnosing mental health problems.
Frontline workers are encouraged to share the information in this toolkit within their communities.
"Family, Front and Centre: A Support Resource Promoting
Healthy Child Development" is intended for frontline
workers in Community Action Program for Children (CAPC) and Canada
Prenatal Nutrition Program (CPNP) funded projects. There is a wide
range of experience and qualifications among frontline workers and
significant differences in access to additional resources or referral
sources especially in rural and remote communities. This became an
important factor in creating the toolkit. The goal was to develop a
toolkit and strategies to help CAPC/CPNP staff identify, understand
and support children, families and communities using a strength-based
approach to mental health. In addition, the resource toolkit provides
frontline staff with access to user-friendly information available
in hard copy and CD. The information can be downloaded from the website www.familyfrontandcentre.com .
The resource toolkit includes 5 spiral bound books in French and English that reflect relevant and common concerns of CAPC/CPNP staff. The book topics were determined based on a review of current literature and on consultations previously undertaken. Further exploration through a comprehensive Needs Assessment Questionnaire completed by frontline CAPC and CPNP workers (paid and volunteer) in the summer of 2003 supported these findings.
Jewish Family Services (JFS), located in Montreal, Quebec has been an active participant in the Health Canada National Projects Fund (NPF) Advisory Committees and is the recipient of CAPC funding. In the spring of 2002, JFS was invited to participate in a National Project Fund (NPF), working along with West Kootenay Family and Childcare Services, Nelson, British Columbia; Edson Friendship Centre Brighter Futures Project, Edson, Alberta; and Waterloo Region CAPC, Kitchener, Ontario. The NPF had identified the area of mental health as one of its priorities and the working group met to determine goals and objectives of a project initiative that would directly benefit CAPC and CPNP funded projects across Canada. Both CAPC and CPNP projects serve infants and children 0 - 6 years and their families living in conditions of risk.
In October of 2003 the JFS NPF project received official approval of the receipt of the Health Canada CAPC/CPNP contribution with a mandate to develop a resource kit "Supporting CAPC/CPNP Staff in their Work with Parents and Children Coping with Special Mental Health Needs." A National Advisory Committee (NAC) made up of representatives from across Canada was established to ensure that the project reflects cultural and regional diversity.
The "ouse backdrop' in the logo for Family Front and Centre represents shelter and care. It could also be a health clinic, a community centre or any nurturing and supportive structure. The shape of the home is represented by a solid arrow pointing upward confidently - a sign of growth, transmitting health.
Inside this 'upward house' is a family. The family cradling an infant communicates care, understanding and support; fundamental values in any network of people working together. The figures can represent infant, toddler and preschool children, the ages and stages relevant to the Family Front and Centre toolkit, and its goal to promote healthy child development. Beyond this, they stand for child, parent or caregiver and mental health care professional or frontline worker and the coming together of community. The circles, or the figure's heads, emphasize unity and continued care. They are reminders of the cyclical nature of life and how we interact with one another in giving and receiving care, staying healthy and moving forward.
Welcome,
This toolkit provides relevant theoretical and practical information on children's mental health. By placing theory and practice together frontline workers can develop a better understanding of mental health in children and share this information with caregivers and their communities.
Mental health can be defined as the way an individual thinks, feels, and acts. Broad in scope, mental health affects all aspects of development, including social and emotional development. For example, mental health has an impact on social interactions, self-perception, and learning. Given its wide scope, healthy mental development in children is critical, especially where children experience challenging situations that require them to adjust and develop complex coping skills. Children who have strong mental health develop optimally, and are able to learn new tasks, socially engage with others, and view themselves in a positive light. Because frontline workers in Community Action Program for Children (CAPC) and Canada Prenatal Nutrition Program (CPNP) funded projects can work closely with children and their families, they play an important role in the development of children's mental, physical and emotional health.
Frontline workers can act as alternate caregivers and teachers, encouraging children's development as well as providing emotional support. Frontline workers also act as models of support for children, helping children feel loved unconditionally, safe, and secure. All of these skills encourage optimal development in children and help children grow to become contributing members in their community.
Frontline workers can also be a source of social and emotional support to families; they help families cope with life situations, including child mental health issues that may be present. Those who work directly with children create ties between families and their communities through outreach work and community programs, which strengthen bonds in the community and create feelings of empowerment among its members.
This toolkit is designed to promote a strength-based approach to working with families. This approach promotes the assets that are already present in children, families, and communities. When children and their families face challenging situations, there is a tendency to focus on the weaknesses. While learning new skills is helpful, families also have strengths that they may not realize and have not used to their full advantage. Instead of focusing only on the needs that children and their families have, time can be spent discovering the strengths and skills of all its members. Through building relationships with families, frontline workers and families can work together to build on the assets present instead of focusing on the families' weaknesses alone. Family assets are used to help families cope better with a situation, thereby making the strength-based approach an evolving and ongoing process. All family and community members have assets and this process helps children, families, and the community to create positive attitudes and feel empowered.
This toolkit is divided into five topics that are related to children's mental health.
Current research done in the fields of psychology and education suggests that these are the 5 topics most strongly related to the mental health of children between the ages of 0-6 years. Each of the five topics is presented as its own book. Readers can look up specific mental health topics without going use the entire toolkit as a guide to children's mental health.
Each book is organized in 5 sections.
Section | Content |
1 | Definition of topic areas and an explanation of how it evolves from infancy through to the preschool years. |
2 | Description of biological and environmental factors that affect the development of the particular mental healthtopic |
3 | Description of serious issues that can arise and affect children and specific behaviours that frontline workers should be aware of in young children. |
4 | A list of strategies and activities that frontline workers can employ with children and families. |
5 | A glossary of terms that are highlighted in the text of each book. |
The term caregiver was chosen in recognition of the diversity of families in Canada today and the importance of educators in the child's development.
Each book was written so that it could stand independently of the other mental health topics and some of the information presented in one book may also be present in another. Issues pertaining to mental health are interrelated and involve many aspects of child development. It is rare that one mental health issue is independent of others. Many of the strategies and activities are useful in all mental health topics, and are elaborated on below.
Regular health and medical check ups:
Some child mental
health problems may be caused by a physical problem. During early development
it is particularly important that children see a medical health care
professional at regular intervals.
Create a safe and secure environment:
Children learn
to trust others from an enriching environment that is safe to explore.
Safe and secure environments can also lower frustration levels in children
and help them cope better with changes in their routines. Children require
calming and high energy areas where they can interact. Some children
are especially sensitive to their physical environment, and it may be
necessary to change it so that they feel comfortable and can adjust well
to their surroundings.
Temperament:
Children are born with different personalities
or temperaments, which affect how they interact with their world. Understanding
a child's temperament helps caregivers recognize that their child has
a unique personality, preferences, and needs. Understanding a child's
temperament includes understanding his/her routines, moods, activity
levels, and reactions to change. If caregivers have trouble understanding
their child's personality, they should be given support to best understand
their child.
Unconditional love:
Children benefit emotionally and
socially by receiving love from their caregivers. Love can be demonstrated
through physical affection such as appropriate hugs and kisses. Love
can also be expressed verbally, praising children for being who they
are. Both physical and verbal affection help children feel connected
with others and sends the message that they are consistently loved despite
any challenging behaviours.
Quality interactions:
Children benefit from having
quality interactions with their caregivers. This includes doing a variety
of activities with children, creating opportunities for learning and
exploring. As well, following a child's direction during an activity
creates a sense of pride and accomplishment, leading to positive growth
in self esteem.
Engage children with language:
Talking with children
is beneficial for both their language and social development. For young
children with limited language, the use of sounds, songs, and rhymes
by their caregivers introduce children to the language and create a social
connection. Older children benefit from caregivers facilitating their
language skills by naming and describing objects using short phrases,
eventually building on the complexity of sentences.
Establish rules and routines:
Children learn to trust
and feel secure in their environment when there are consistent rules
and daily routines to follow. These rules should be simple enough for
the child to understand and children should receive positive reinforcement
when they demonstrate their understanding of the rules and routines.
Support caregivers:
Caregivers need to feel supported
when they have concerns over the child's mental health. Supportive networks
help caregivers deal with many issues that they experience in their lives,
and sometimes caregivers may require professional support. As a frontline
worker, ask your supervisor and refer to your agency's policies for the
appropriate steps to take.
Observing behaviours using the ABCs:
The ABC's (Antecedents,
Behaviours, Consequences) is a model used for observing and understanding
children's behaviours. A good way to understand a child's behaviour is
to observe the actions that occur before (i.e., Antecedents), during
(i.e., Behaviours), and after (i.e., Consequences) an event. Writing
down observations over time might help to clarify certain patterns that
are occurring and give us a better appreciation of the reasons for these
problematic behaviours. When observing, it is recommended to use the
ABC's across different contexts in the child's life. This may help identify
the conditions under which the child best thrives.
Beginning with conception and continuing over a lifetime, development occurs through biological changes as well as interactions with the environment.
During pregnancy, the expectant mother is undergoing many physical
and emotional changes in order to prepare for the upcoming birth. Expectant
mothers experience physical changes as their bodies prepare for the birthing
process. Emotionally, caregivers must also prepare themselves for the
care and responsibility associated with parenthood. Some caregivers may
have to consider making lifestyle changes in order to provide a healthy
environment for their child. These changes may involve nutrition, activity
levels, and seeking support networks. Caregivers have important roles
in the baby's life and through prenatal care prepare themselves for the
new addition to the family, and there may also be alternate caregivers
that play important roles.
Throughout the pregnancy, caregivers develop an emotional bond with their unborn child. This bond is affected by caregiver behaviours. During prenatal care and feeding, caregiver health is particularly important as the health of the mother directly affects the health of the fetus and/or baby. Infants benefit from mothers who eat nutritiously and engage in moderate physical activity on a consistent basis. Alcohol, tobacco, and other drug consumption must be avoided since they are known to contribute to serious developmental problems in children.
Stress is another factor that can affect the health of the fetus. When undue stress is difficult for caregivers to manage, it can negatively affect caregiver health and therefore infant development. Caregivers may need coping skills and support to help them deal better with stress. Sometimes expecting caregivers can attend courses or workshops that encourage healthy lifestyle choices that can reduce stress.
Infancy is an exciting time as infants are adjusting to their new surroundings and caregivers are learning how to care for their infant. Infants are born with different personalities or temperaments, and it takes time for caregivers to understand their infant's personality and interact in a way that is complementary to the infant. Feeding times are also excellent opportunities for caregivers and infants to share special moments together. Through these interactions caregivers and infants are rewarded with smiles, pleasant sounds (i.e., gurgles, exclamations, and laughter) and a shared feeling of being loved.
The first few years are a critical time for the emotional attachment that develops between caregivers and infants. Forming an emotional attachment creates feelings of security and trust for infants since they learn that their caregivers consistently respond to their needs. Emotional attachments also create the foundation of a child's self esteem, which is the way individuals view themselves.
Toddlers are curious explorers who learn to explore and experience adventures independently, yet they are still dependent on their caregivers for many of their daily needs. Balancing this need for newfound independence while still reliant on caregivers for help can become a struggle for toddlers, as they test new boundaries and learn about limits.
Preschoolers are more independent and assertive, and they also have a clearer understanding of rules and the concepts of setting limits and receiving consequences. They place value on building relationships with others, developing significant peer relationships.
The following three tables contain information on the physical, cognitive, social, and emotional development that occurs between 0-6 years.
0-6 months |
|
Physical Development Gross Motor |
|
Physical Development Fine Motor |
|
Cognitive Development |
|
Language Development |
|
Social Development |
|
Emotional Development |
|
6-12 months |
|
Physical Development Gross Motor |
|
Physical Development Fine Motor |
|
Cognitive Development |
|
Language Development |
|
Social Development |
|
Emotional Development |
|
12-18 months |
|
Physical Development Gross Motor |
|
Physical Development Fine Motor |
|
Cognitive Development |
|
Language Development |
|
Social Development |
|
Emotional Development |
|
18 months - 3 years |
|
Physical Development Gross Motor |
|
Physical Development Fine Motor |
|
Cognitive Development |
|
Language Development |
|
Social Development |
|
Emotional Development |
|
3-6 years |
|
Physical Development Gross Motor |
|
Physical Development Fine Motor |
|
Cognitive Development |
|
Language Development |
|
Social Development |
|
Emotional Development |
|
A complete bibliography is available on the website www.familyfrontandcentre.com .
This is a complete list of research-based articles and books pertaining
to the 5 mental health topics. This information, given its sources, is
less accessible than the Suggested Readings and Resources section below.
For this reason, these two sections are presented separately. The Suggested
Readings and Resources section can be readily found at a local bookstore
or online resource and consists of suggested books, articles, and websites
for general reference as well as specific to each mental health topic.
This information can also be shared with caregivers and may be included
in your program's resource library.
Ames, L.B., & Ilg, F.L. (1993). Your two year old: Terrible or tender. New York: Delacorte Publishing Company.
Baron, N.S. (1992). Growing up with language. New York: Addison-Wesley.
Brazelton, T.B. (1992). Touchpoints: Your child's emotional and behavioral development: The essential reference for the early years. Boulder, CO: Perseus Publishing.
Brazelton, T.B. (1992). Points forts. Paris : Stock/Laurence Pernoud.
Brazelton, T.B. et Cramer, B. (1991). Les premiers liens. Paris : Calmann-Levy.
Conner, B. (1997). The parent's journal: Guide to raising great kids. New York: Bantam Books.
Dolto, F. (1985). La cause des enfants. Paris : Robert Laffont.
Eliot, L. (1999). What's going on in there? How the brain and mind develop in the first five years of life. New York: Bantam Books.
Gonzalez-Mena, J., & Widmeyer Eyer, D. (1997). Infants, toddlers, and caregivers. Mountain View, California: Mayfield Publishing.
Green, G. P., & Haines, A. (2002). Asset building and community development. California: Sage Publications.
Greenspan, S., & Greenspan, N.T. (1989). First feelings: Milestones in the emotional development of your baby and child. New York: Penguin Books.
Heller, S. (1997). The vital touch: How intimate contact with your baby leads to happier, healthier, development. New York: Holt & Company.
Leach, P. (1996). Votre enfant de la naissance a la grande ecole. Paris : LGF.
Lerner, C., & Dombro, A.L., (2000). Learning and growing together: Understanding and supporting your child's development. Washington, DC: Zero to Three Publications.
Lieberman, A. (1993). The emotional life of the toddler. New York: Free Press.
Manolson, A., Ward, B. & Dodington, N. (1995). You make the difference in helping your child learn. Washington, DC.: Zero to Three Publications.
Kretzmann, J. P., & McKnight, J. L. (1993). Building communities from the inside out. Evanston, Illinois: The Asset-Based Community Development Institute, Institute for Policy Research, Northwestern University.
Kurcinka, M. S. (1998). Raising your spirited child. New York: Harper Perennial.
Mauer, D., & Mauer, C. (1988). The world of the newborn. New York: Basic Books.
Pruett, K. (2000). Fatherneed: Why father care is as essential as mother care for your child. New York: Broadway Books.
Parlakian, R. (2002). Building strong foundations: Practical guidance for promoting the social/emotional development of infants and toddlers. Washington, DC.: Zero to Three Publications.
Segal, M., & Masi, W. (1998). Your child at play: Birth to one year: Discovering the senses and learning about the world (2nd ed., Your Child at Play Series). New York: Newmarket Press.
Segal, M., & Masi, W. (1998). Your child at play: one to two years: Exploring, daily living, learning and making friends (2nd ed., Your Child at Play Series). New York: Newmarket Press.
Segal, M., & Masi, W. (1998). Your child at play: two to three years: Growing up, language, and the imagination (2nd ed., Your Child at Play Series). New York: Newmarket Press.
Segal, M., & Masi, W. (1998). Your child at play: three to five years: Conversation, creativity, and learning letters, words, and numbers (2nd ed., Your Child at Play Series). New York: Newmarket Press.
Winnicott, D.W. (1995). Le bébé et sa mère. Paris : Payot
Attachment
Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. New York: Basic Books.
Granju, K.A. & Kennedy, B. (1999). Parenting: Instinctive care for your baby and young child. New York: Pocket Books, Simon and Schuster.
Karen, R. (1988). Becoming attached: First relationships and how they shape our capacity to love. New York: Oxford University Press.
Montagner, H. (1988). L'attachement, les débuts de la tendresse. Paris : Odile Jacob.
Sears, W., & Sears, M. (2001). The Attachment Parenting Book: A commonsense guide to understanding and nurturing your baby. New York: Little Brown & Company.
Shore, P. (2002). Développement émotionnel et social de votre enfant : de la naissance à l'âge de trois ans. Outremont (Quebec) : Trécarré. Winnicott, D.W. (1975). Jeu et réalite. Paris : Gallimard.
Attention
Freed, J. & Parsons, L. (1998). Right-brained children in a left-brained world: Unlocking the potential of your ADD child. New York: Simon and Schuster.
Goldstein, S. & Goldstein, M. (1993). Hyperactivity: Why won't my child pay attention? New York: John Wiley & Sons.
Greenspan, S.I. (1999). Working with children who show attention problems. Scholastic Early Childhood Today, 13 (2), 24-25.
Heininger, J. E., Weiss, S. K., & Goldstein, S. (2001). From chaos to calm: Effective parenting for challenging children with ADHD and other behavioral problems. New York: Perigee.
Le Heuzay, M-F. (2003). L'enfant hyperactif. Paris : Odile Jacob.
Sauvé, C. (2000). Apprivoiser l"yperactivité et le déficit d'attention. Montréal : Éditions de l'Hôpital Sainte- Justine.
Sears, W., & Sears, M. (1996). Parenting the fussy baby and high-need child: Every thing you need to know- from birth to age five. Boston: Little, Brown and Company.
Silverman, A. K. (2002). Upside-down brilliance: The visual spatial learner. Glendale, CO: DeLeon Publishing.
Anxiety
Baron, C. (2001). Les troubles anxieux expliqués aux parents. Montréal : Éditions de l'Hôpital Sainte-Justine.
Brett, D. (1988). Annie Stories. New York: Workman Publishing Company.
Brun, J. (2001). Angoisse es-tu là. Paris : Fleurus.
Crary, E. & Megale, M. (1996). Mommy, don't go (2nd edition). Seattle, Washington: Parenting Press.
Lite, L. (1996). A boy and a bear: The children's relaxation book. Plantation, Florida: Specialty Press.
Viorst, J. (1988) The good-bye book. New York: Atheneum.
Aggression
Antier, E. (2002). L'agressivité. (La vie de famille : des repères pour vivre avec vos enfants de 0-7 ans). Paris: Bayard.
Bang, M. (1999). When Sophie gets angry- really, really angry. New York: Blue Sky Press.
Berry, R. (2001). Angry kids: Understanding and managing the emotions that control them. Grand Rapids, Michigan: Fleming H. Revell.
Faber, A., Mazlish, E. (1999). How to talk so kids will listen and listen so kids will talk. New York: Avon.
Filliozat, I. (2001). Au coeur des émotions de l'enfant : comprendre son langage, ses rires et ses pleurs. Alleur-Marabout.
Goldstein, S., Brooks, R., & Weiss, S. (2004). Angry children, worried parents: Seven steps to help families manage anger. Plantation, Florida: Specialty Press.
Murphy, T. (2002). L'enfant en colère : reprendre le contrôle quand votre enfant l'a perdu. Montréal : Éditions de l'Homme.
Nelsen, J., Erwin, C., & Duffy, R. (1998). Positive discipline: The first three years: from infant to toddler-laying the foundation for raising a capable, confident child. Rocklin, California: Prima Pub.
Nelsen, J. (1999). Positive time-out and over 50 ways to avoid power struggles in the home and the classroom. Rocklin, California: Prima Pub.
Severe, S. (2002). How to behave so your preschooler will, too! New York: Viking.
Spelman, C. (2000). When I feel angry. Morton Grove, Illinois: A. Whitman.
Whitehouse, E., Pudney, W. (1996). A volcano in my tummy: Helping children to handle anger: A resource book for parents, caregivers and teachers. Gabriola Island, British Columbia, Canada: New Society Publishing.
Self-esteem
Bertrand, D. et Duclos, G. (1997). Quand les tout-petits apprennent à s'estimer : guide théorique et recueil d'activités pour favoriser l'estime de soi des enfants de 3 a 6 ans. Montréal : Éditions de l'Hôpital Sainte-Justine.
Cutright, M.C. (1992). Self-Esteem: The key to a child'ssuccess and happiness, PTA Today, 17 (4), 5-6.
Duclos, G. (2004). L'estime de soi, un passeport pour la vie. Montréal: Éditions de l'Hôpital Sainte-Justine
Dusa, G. S. (1992). 15 ways parents can boost self-esteem, Learning, 20 (6), 26-27.
Kramer, P. (1992). Fostering self-esteem can keep kids safe and sound, PTA Today, 17 (6), 10-11.
Laporte, D. (2002). Favoriser l'estime de soi des 0-6 ans. Montréal : Éditions de l'Hôpital Sainte-Justine.
Pruett, K.D. (1999). Me, myself and I: How children build their sense of self: 18 to 36 months. New York: Goddard Press.
All About Baby is a free online English language
magazine owned and operated by moms. Articles are written by experts
and reviewed by an editorial advisory board. An article archive covering
child development, health, and fitness is included: http://www.allaboutbaby.com
Canadian Association of Family Resource Programs (FRP Canada) produces
a quarterly bilingual newsletter, Play and Parenting Connections.
For subscription information contact: Canadian Association of Family
Resource Programs (FRP Canada) 707-331 Cooper Street Ottawa ON K2P 0G5
Telephone: (613) 237-7667 Fax: (613) 237-8515 Email: info@frp.ca Website: http://www.frp.ca
Canadian Child Care Federation (CCCF) is a national
not-for-profit organization whose mission is to improve the quality of
child care services for Canadian children and families; their bilingual
quarterly magazine is Interaction. Selected
articles in pdf format can be downloaded at no charge. Call 1-800-858-1412
for subscription information or visit http://www.cccf-fcsge.ca/publications/interaction_en.htm
Family Services Canada is a bilingual, not-for-profit,
national voluntary organization representing the concerns of families
and family serving agencies across Canada. They publish a quarterly online
newsletter, Let's Talk Families. Membership
includes family service agencies, corporations, government agencies and
interested individuals: http://www.familyservicecanada.org
National Families Network (NFN) is the largest parenting
publication network in Canada. They publish individual English and French
parenting publications providing local information and professional advice
in major cities across Canada: Island Parent Magazine (Victoria,
BC) WestCoast Families (Vancouver, BC); Calgary Child (AB); Edmonton's
Child Magazine (AB); Winnipeg Parent (MB); Toronto
Families (ON); Capital Parent Newspaper (Ottawa, ON); Windsor
Parent Magazine (ON); Montréal pour Enfants (QC).
For subscription information please contact: National Families Network,
Suite 224, 280 Nelson St., Vancouver, BC, V6B 2E2, or visit their website: http://www.westcoastfamilies.com
Mothering is the only independently owned,
family living magazine in the world. This English language magazine covers
contemporary health, personal, environmental, medical, and lifestyle
topics. For subscription information please contact: Gordon & Gotch,
110 Jardin Drive, Unit #8, Concord, Ontario L4K 4R4, 1-800-438-5005 or
visit them online at: http://www.mothering.com/index.html
Parenting, an English language magazine,
contains guidance on child development, health and safety information,
and tips on child learning strategies. For subscription information call
1-800-234-0847, or visit their website at: http://www.parenting.com/parenting
Today's Parent is Canada's leading English
language parenting magazine on child health, education and behaviour.
It offers a "community to help see you through the rough patches and
celebrate the great joys of being a parent." For subscription information
please call 1-800-567-8697, or visit their website at: http://www.todaysparent.com
Transition, the Vanier Institute
of the Family newsletter is published four times a year. Transition
explores themes that are related and relevant to family life in Canada.
Each issue features articles by volunteer contributors who bring insight
and perspective to the various themes: http://www.vifamily.ca/about/about.html
Young Children is the journal of the National
Association for the Education of Young Children. It is an
English language peer-reviewed journal offering articles on current
early childhood research, theory and practice. Subscription information
is available online at: www.naeyc.org
Canadian Association of Family Resource Programs (FRP Canada) is
a bilingual, not-for-profit association with members located in all provinces
and territories. It supports national research projects, regional professional
development events, the development of advocacy tools and a biennial
national conference. A directory of members lists regional contacts: http://www.frp.ca
Canadian Child Care Federation (CCCF) is a bilingual
national not-for-profit organization whose mission is to improve the
quality of child care services for Canadian children and families: http://www.cccf-fcsge.ca
Canadian Health Network (CHN) is a national, bilingual,
not-for-profit web-based health information service. The Children's section
provides information on children's developmental health from birth to
age 12 years: http://www.canadian-health-network.ca
Caring For Kids is a bilingual site developed by the
Canadian Pediatric Society. The site offers current health information
based on position statements from the Canadian Pediatric Society, which
are reviewed yearly to ensure that the information is up-to-date: http://www.caringforkids.cps.ca
Centre for Addiction and Mental Health (CAMH) offers
bilingual information resources and publications for the therapists,
doctors, nurses, front-line workers, other professionals and families
who need up-to-date resources on addiction and mental illness. The publications
are research-based in the areas of substance use and addiction, mental
health, trauma, policy and research, clinical tools, and public education: http://www.camh.net
Le Centre d'information sur la Santé de l'Enfant (CISE) - French
site : This site is made up of 3 sections: a list of centres,
suggested readings on child health and links (600) related to child
and adolescent health issues; a list of 700 Health sites; and a list
of audio visual materials to help children and their families with
child health issues: www.hsj.qc.ca/CISE
Le Centre Québécois de Ressources à la Petite Enfance (CQRPE) - French
site : This site is a non-profit agency for/and supported by parents,
with a mission to contribute to the overall health and well being of
children from birth to 6 years with an eye to prevention. The centre
also publishes a quarterly newsletter, L'Enfantin,
and offers information by telephone: www.cqrpe.qc.ca
Child & Family Canada is a Canadian public education
website managed by the Canadian Child Care Federation. The C&FC Library
provides English language downloadable information on children and families
in the C&FC Library. Choose a category at: http://www.cfc-efc.ca/search/search_en.html
Community Action Program for Children (CAPC)/ Canada Prenatal
Nutrition Program (CPNP) are funded organizations through Health
Canada. CAPC projects are delivered through Health Canada
regional offices to fund community groups to establish and deliver
services that address the developmental needs of at risk children ages
0-6 years. CPNP projects enhance access to services and strengthen
inter-sectoral collaboration to support the needs of pregnant women
including food supplementation, nutrition counselling, support, education,
referral, and counselling on health and lifestyle issues. The CAPC/CPNP
National Projects Fund (NPF) provides financial assistance
to initiatives supporting the objectives of CAPC/CPNP projects and
has direct relationships with projects across Canada. For a complete
database of projects see: http://www.capc-pace.phac-aspc.gc.ca/ http://www.cpnp-pcnp.phac-aspc.gc.ca/
La coalition Bambin - French site : This
site is a consolidation of CAPC and CPNP prenatal and infant sites for
a French speaking audience. This site offers an excellent page of links
and resources in French as well as an on-line newsletter, C'est
une p'tit monde, issued 3 times a year: www.bambin.net
Families is an English language website offered by
Scholastic, the children's publishing and media company. This site provides
informative online articles on infant and child learning, behaviour and
development, playing, and literacy for parents and professionals. Noteworthy
features include the 'Ask-the Expert' online Q&A: http://www.scholastic.com/families
Health Canada, The Division Childhood and Adolescence offers
bilingual information and resources on healthy pregnancy and infancy,
healthy living, safe and supportive environments: http://www.phac-aspc.gc.ca/dca-dea/main_e.html
Invest In Kids is a bilingual Canadian website from
a not-for-profit organization focused on ensuring the healthy social,
emotional and intellectual development of children from birth to age
five. A staff of experts in child development and parenting provides
information on child development research, parent education and professional
education: www.investinkids.ca
Kids Health is an English/Spanish website created
by The Nemours Foundation's Center for Children's Health Media. It is
an award-winning site, providing families with reliable, current, and
jargon-free health information. Kids Health has separate areas for kids,
teenagers, and parents. The site features articles, animations, games,
and resources developed by experts in the health of children and teenagers: http://www.kidshealth.org
MEDLINEplus is a site provided by the world's largest
medical library, the National Library of Medicine. This site offers authoritative
and current information on over 650 diseases and medical conditions.
The information is free and easy to use with topics leading to a medical
encyclopedia and a medical dictionary, diseases and conditions, health
news, and extensive information on prescription and nonprescription drugs.
Some resources are also available in French and Spanish: http://medlineplus.gov
Motherisk is a recognized Canadian authority on drugs
and other exposures in pregnancy. Motherisk telephone counsellors (phone
number: 416-813-6780) respond to parents and medical professionals seeking
information about the safety or risk of common medications, drugs, medicinal
plants, chemicals, infections, FAS and substance abuse, and other agents
that might affect unborn children. Scientific papers and books on maternal-fetal
toxicology and health can be ordered online: http://www.motherisk.org
National Clearinghouse on Family Violence from Health
Canada is a bilingual national resource centre for all Canadians seeking
information about violence within the family. Click on Family Violence
to find current research findings and information on all aspects of prevention,
protection and treatment: http://www.phac-aspc.gc.ca/ncfv-cnivf/familyviolence/index.html
Parenting Press offers English and Spanish books and
online tip sheets for guiding, disciplining, and caring for children.
Subject areas deal with problem solving, conflict resolution, self-esteem,
acknowledging and dealing with feelings: http://www.parentingpress.com/index.html
PetitMonde, le portail de la famille et de l'enfance - French
site : This site addresses issues in children ages 0-7 years old
and is divided into three catagories. There are over 25000 articles,
reference tools and general information: www.petitmonde.com
Vanier Institute of the Family is an acknowledged
Canadian leader on issues affecting families. This institute believes
that families are the key building blocks of society. Bilingual publications
focus on social, technology, and cultural issues affecting families.
Informative articles, pamphlets, toolkits and guides for front line workers
can be downloaded or ordered online at: http://www.vifamily.ca/library/library.html
Visions is a website containing English language information
and resource links to research related to Aboriginal population health,
Aboriginal identity, traditions, culture and relationship patterns. The
goal is the improvement of Aboriginal population health with a health
promotion focus. The section on Healthy Child Development contains an
excellent aboriginal resource list. Funding for the Visions web site
project was provided by the First Nations & Inuit Health Programs
Directorate M.S.B. Health Canada: http://www.visions.ab.ca
ZERO TO THREE promotes the healthy development infants
and toddlers. On the website, Parenting A to Z, Tips of the week, Brain
Wonders and The Magic of Everyday Moments feature current knowledge about
child development research and best practices. Excellent publications
in English and Spanish about infant mental health can be ordered online: http://www.zerotothree.org/index.html
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Last Updated: 2005-02-11 | ![]() |