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Everyday use quality time for checking in with your child as a way to build their #4"Communication Skills".  Ask them questions from resources such as the:



  1. [_] What made you smile today?
  2. [_] Can you tell me an example of kindness you saw/showed?
  3. [_] Was there an example of unkindness?
  4. [_] How did you respond?  
  5. [_] What was the book about that your teacher read?
  6. [_] Did anyone cry?
  7. [_] What did you do that was creative?
  8. [_] What is the most popular game at recess?
  9. [_] What was the best thing that happened today?
  10. [_] Did you help anyone today?
  11. [_] Did you tell anyone “thank you?”
  12. [_] Who did you sit with at lunch?
  13. [_] Did you learn something you didn’t understand?  
  14. [_] What was your least favorite part of the day?
  15. [_] Did you ever feel unsafe?
  16. [_] What is something you heard that surprised you?
  17. [_] What is something you saw that made you think?
  18. [_] Who did you play with today?
  19. [_] Tell me something you know today that you didn’t know yesterday.
  20. [_] What is something that challenged you?

Always be attentive and appearing genuinely interested and non-judgemental by using direct eye contact as you listen to their answers.  When appropriate use the #13:"Incidental Teaching" technique in relation to their current experience to keep the conversation personable and interesting. 


Encouraging children to ask questions helps to build their confidence exploring the world, and gaining better understanding.

Choose moments to include in your conversations or reminders about your family: culture, traditions, accomplishments, 

  • [_] what your family values
  • [_] what your standards of behavior is
  • [_] the vision that you have for each child that you decided to bring into this world. 
  • [_] the meaning and "vibration" of their birth name, or who they were named after and why it was important to name them such.
  • [_] the meaning of the "vibration" of any chosen name that came with their years of maturity and character development.
  • [_] talk to your child about their "strengths and weaknesses" and "how to handle challenges" that often arise in their life that they may have no control over.
  • [_] Birth Order: As a parent understand each child's position in the family
  • [_] Reviewing The 5 "Love Languages" of Children

Whenever possible make references to notable characters in "our-stories" that overcame an adversity, obstacles, limited ability, and /or challenges. 



Maintain a home that is a #1: Safe, engaging environment with activities. Where it is also free of traumatizing events.  Practical Steps To Healing Trauma.  And is a #2: Positive learning environment.  

Children naturally feel the world revolves around their likes and dislikes.  Begin teaching your child #5: how to manage their feelings by being a role model, in how as a parent you must also deal with disappointments in the best possible manner.  Rather than shutting them down, share with them the acceptable ways to demonstrate their feelings..

As they grow older and explore their environment in and out of the comfort of their home, they are learning #8: how to be more independent, and in that process they must also learn #7: how to solve problems. 

More than ever before children are learning behaviors from inappropriate resources. It is necessary for parents to monitor carefully the ideas that come into your childs mind from social media, childrens programming, school curriculum, music, etc... that does not support the rules and values established in your home.  Cartoons may not be as innocent as "Orange Is The New Snack" appearing on Youtube: for kids

Youtube Kids Programs: Promoting Inappropriate Videos

An epidemic of suicide is not an option. It is important that your child knows, as they are developing a sense of responsibility and of accountability for their own actions, that it includes coming to seek your guidance when feeling overwhelmed.

Build your child's character and sense of importance as a family member by starting young, with giving your son or daughter responsibilities around the home.

Speak often of how #9:"Rules, Laws, and Routines" are used to maintain positive order in the home and in community. 

As your child becomes older, always remind them of their natural talents and giving them responsibilities in the community.




As your child becomes older they ultimately become more involved with the world away from home, remind them often of the #9:"Rules, Laws, and Routines" that apply while away from home, and to use their strengths.

  • Being independent means they make their own choices.  In certain situations activities may present themselves where you have an opportunity to discuss with your child a list of (approved) options. To avoid certain undesirable consequences for bullying or fighting. Such as:
  •  School Detention
  • Juvenile Detention Centers,
  • Jail, or
  • Prison

Show respect for your youth by allowing them to make their own choices, (within reason) even if you disagree.

They may make certain choices that you may not approve of, and that you may foresee as potentially leading them to challenges puting themselves in position of undesirable consequences. 


As long as the impending challenges are not harming themselves or others, life threatening, life altering negatively, and/or unlawful, allow them to experience the consequences of their choices and/or weaknesses for their personal growth and development. 


As a mother or a father how you handle the developmental stages of each child is important from infancy throughout their life, guidance for your youth is necessary in your presence or in your absence. 



As a parent let your child see you come to thier classroom, attend PTA meetings, (asking questions), school board meetings, school-based decision making council meetings, and community groups to gain knowledge and for support. Within those meetings, if possible, share your ideas and strategies that you have found to be successful.  How does the teacher interract with the students? How is your child's behavior in the classroom when you are not around?  Make occasional unexpected and unannounced visits to your child's school and classroom. 



Does school compliment, enhance, or support what your child is learning from you?

Have you had a discussion about and/or encouraged to have your child use  MEDICATION for behavior control?

  • [_] #2    A positive learning environment
  • [_] #5    Managing feelings: Encouraging a Positive self image
  • [_] #12  Setting good healthy examples
  • [_] #26  Addressing high risk behaviors: _________________



Developing Creativity & Manners

  • [_] Establish manners before knowledge to develop good character.
  • [_] Respect for people and animals
  • [_] Generosity
  • [_] Compassion
  • [_] Empathy
  • [_] Grit
  • [_] Self-Contol
  • [_] Justice
  • [_] Working in groups to clean up after themselves
  • [_] Quality school lunches eaten in classroom with teacher
  • [_] Afterschool workshops
  • [_] Respect for culture and traditions
  • [_] Wearing school uniforms to remove barriers

It's important that you are involved with your child's life in and outside of their school, not just when problems arise. Remember that you are building useful relationships which may be an asset in possibly #26:"Addressing High Risk" situations.  You are also being a model for your child. Involve your child as well in school and community activities and meetings.  You want your child to be known as coming from a family who are concerned citizens of the community.


While choosing certain places where your child will be involved with other children, be aware of your child's interest in developing friendships.

Observe the other children who your child chooses to frequently engage with socially in and out of school and community activities.  Observe the other child's  parents. Get to know the parents socially by discussing issues about child development and engaging in general conversation about "Positive Parenting" techniques to determine if they have similar values.  Their responses may help you to understand if they are a parent who has a family who is the type of family who raises their children in a way that you find acceptable and similar to the way you are socializing your own children.  If so, they may be a good canditate for building team work with. Or they can be trusted and depended upon for future parenting support, them for you and you for them. If not, you may want to discourage your child's association with their children from becoming a personal friend, by shifting your child's focus. 



"Mother is such a divine word. The experience of mother is the experience of being a god in the lives of your children.  It means much more than the well-known physical process of pregnancy, birth and nurturing (though many Black women have lost even this basic natural instinct to properly care for their own children).  It embraces the awareness of the real value of your body - - the most elegant possession we have on the physical plane -...  Excerpt: Ava Muhammad, Attorney

Auset (Isis): Mother of Heru (Horus) 
This version of Auset and Heru would become the model for Mary and Jesus throughout the Christian world. (Photo and Information courtesy of Man, God and Civilization and Egyptian Mythology). The African concept of Auset and Heru remained in early depictions of Mary and Jesus. Black Madonna and child reigned throughout Europe for centuries. The Church of Notre Dame at Paris is said to have been built originally on a Temple of Isis (Auset). On one of its walls the sign of the zodiac, Virgo (Auset), is now said to be replaced with the figure of the ChristianMadonna and Child. Today these Black paintings, statues, and symbols are most worshipped in Central and Eastern Europe as Mary and Jesus.

Bathsheba: Mother of Solomon
When Bathsheba came before her son Solomon, the king showed his love and respect for his mother. Solomon rose from his throne to meet his mother, bowed down to her; then sat on his throne and had his servants bring a throne for his mother who sat on his right hand, a sign of her status, power, and authority as the queen mother (1 Kings 2:19)."we must salute Bathsheba, a wise mother and skillful strategist who was successful in helping her son achieve his goals in life. Although Bathsheba had to live with:

  • the man who murdered her husband,
  • although she had to grieve the loss of a child,
  • although she was put aside in her old age for a younger woman

Bathsheba was able to overcome these tragedies and achieve a position in life where she was able to help her son and make a significant contribution to the political life in her son’s government".

Hannah: Mother of Samuel 

Hoelun: Mother of Genghis Khan
"Temujin (Genghis Khan) learned from these early experiences; his mother’s:

  • fortitude,
  • determination,
  • stubborn endurance

no doubt helped shape his character. The man history knows as Genghis Khan grew up to defy the strict caste structure of the steppes, unite many of the nomadic tribes of Northeast Asia, and found an empire that conquered most of Eurasia. According to Jack Weatherford’s book Genghis Khan and the Making of the Modern World (Broadway Books, 2005), Genghis Khan’s willingness to adopt and combine systems from the populations he conquered laid the foundations for a global culture that bears his imprint. The original Mongol Empire, with its emphasis on free commerce, open communication, religious coexistence, and diplomatic immunity, helped shape the world we know today".

Aahemes-Nefetari: Mother of Aahmes, Amenhotep

Hatshepsut: Mother of Nefrure

Maryam: Mother of Isa (Jesus)

Nandi: Mother of Shaka
"...she was one of the greatest single parents who ever lived. When confronted by:

  • animosity,
  • rejection,
  • insults, 
  • humiliation,

she nevertheless raised her son (Shaka) the best way she could --- never to give up on life ---to have strength of will, and to believe in his destiny. She raised him to believe in the power of unity, and in the concept of “We are the same”. Nandi devoted her life to her son and his siblings, protecting them the best she knew how, seeking refuge, and later finding him the best mentors in Dingiswayo and Ngomane, amongst others."
"Because women are about more than merely giving birth and raising children, Nandi is not only important because she gave birth to the great leader, Shaka, but because of her strong will, resilience, and her setting an example to millions of women not to settle for less."

Tiye: Mother of Akhenaten & Tutankhamen (Tut)



Think about your child's behavior for a moment.  Each week you will have the opportunity to select a goal for change.  The positive parenting facilitator will support you in using positive parenting skills to accomplish the goals you set for your child.  Each month on a 28 day calendar, the cycles will bring a different focus universally and a different approach individually for self development and family activities according to your personal "Family Vision" vibration and mathematical characteristics.

CHARTING: Parent your child based on their child's natural talents and gifts. Use your children(s) Mathematical Analysis Chart (numerology) as a reference guide: The guide will be for each child's development in order to effectively monitor your own personal and child's positive developmment according to their lists of

  • natural talents,
  • gifts,
  • nutrition and
  • lifestyle,

While implementing "Positive Parenting" techniques.


Emotions, natural talents, health & nutrition, based on day of birth:


Skills to develop, transitions & challenges as indicated by date of birth 


Life story guided by the name documented on child's birth record. 


Positive Parenting Assessment


Please learn how to calculate for yourself and then calculate your family members according to everyone’s personal vibration and mathematical characteristics. Instructions are given on how to do this on this page:



  • [__] #1 “Safe, engaging environment&activities
  • [__] #2 Home: “Positive Learning” environment:
  • [__] #3 Having “Realistic Age Expectations”
  • [__] #4 Teaching “Communication Skills”
  • [__] #5 Teaching about “Managing Feelings”
  • [__] #6 Bonding: Securing bonds “Show Safe Affection”
  • [__] #7 Teaching how to “Solve Problems”
  • [__] #8 Teaching how to be “Independent”


  • [__] #9   Use Family “Rules,Laws,& Routines”
  • [__] #10 “Praised”: Encouraged good behavior
  • [__] #11 Steps:Ask-Say-Do”new behavior/skill
  • [__] #12 Setting “Good Healthy Examples”
  • [__] #13 "Budgeting" Shopping: Setting examples
  • [__] #14 Used “Incidental Teaching”
  • [__] #15 “Charting” reviewing behavior daily
  • [__] #15 Using “Rewards” for good behavior:


  • [__] #16 Using "Rewards" for good behavior
  • [__] #17 Budging Finances: For education
  • [__] #18 Routinely Use “Assertive Discipline”
  • [__] #19 Having Calm “Direct Discussions”
  • [__] #20 “Managed with “Planned Ignoring”
  • [__] #21 Parenting Routine: “Start and Stop”


  • [__] #22 Using “Quiet Time” age: __= __min.
  • [__] #23 Using “Time Out” age: __= __min.
  • [__] #24 “Avoiding arguing” in front of child
  • [__] #25 Conflict Resolution Avoiding Crisis
  • [__] #26 Getting & Giving Family “Support”
  • [__] #27 Self-Care: Taking necessary “Breaks”:
  • [__] #28 Addressing “High-risk” situation(s)
  • [__] #29 “Planning activities” & reviewing steps
  • [__] #30 Goals: Utilized the Knowledge Of Strengths:
  • [__] #31 Child Advocacy 
  • [__] #32 Case Management
  • [__] #33 Resources/Referrals Listings: #__:__ 


“Whatever you got in your head, you should have the power to make it for your children, to bring it for your family, your kingdom.” Have vision for your children. How do you want your home like?”THMLF





[_] #14 Incidental Teaching:  "Stay Away From Toxic People"By Prince Ea


Style of effective & natural parenting techniques could be identified by parent's own name documented on birth record.


This is the area of the Soul's desire for true companionship. Parents can use this area to identify what's at the core of their feelings to acknowledge:  Once you have identified your heart,  confirm the expression of it through the 5 Love Languages Profile: Take this profile on line, download (and email to yourself) save the results to share with each other.  WAYS TO COMMUNICATE LOVE ...
Watch the video to see ways to communicate your love language!  


  • [_] 11/2 Spiritual Messenger Master Illumination: Healer, Use of truth & guiding light to raise world spirituality to Cosmic Consciousness for a new vision, new health, & a new view regarding life. Has the power to change environments in order to create these new conditions, building new minds & bodies. Must work on goals/missions that provide service to the public. Promoter, teacher, speaker, writer
  • [_] 22/4 Master Builder: Director Of Spiritual Consciousness. Use of spiritual principles to execute plans within organizations designed to build for all humanity. The reader of the Akashic Records. Use of positive altering forces & Kundalini energy to elevate & create in through spiritualization & a powerful perfect balance of internal harmony & cooperation. Business, directing others towards achievement, caring for & completing of work left undone by others.
  • [_] 33/6 Master Teacher Of Healing Energies: Joyful. Giving healing through devotion of service and responsibility from an unconditional love. A reformer of those who struggle with indulgences in negative activity. Lives life by examples of love and offering forgiveness to those who require help with transformation by the renewal of the mind. Preacher, Speaker, Teacher of teachers.
  • [_] 44/8 Master Material And Spiritual Power: Self Control. Through understanding of financial values making the best spiritual use of material abundance by having a direct link to higher wisdom. Attains wholeness by controlled energy through discipline, wisdom, & devotion. Use of Divine creative energy for the highest creative ideals. Business, military career
  • [_] 55/1 Master New Thought Forms: Telepathy, Prophecy. A mediator who strives to promote a stream of life between Higher Consciousness & the developing self. Expands spiritual consciousness for spiritual insights. Visualizes future accomplishments for the benefit of humanity. Gifted in listening to the problems of others & how to offer new patterns of thought in advising of walking the lighted path to attain spiritual goals. Ability to utilize gifts of mental telepathy, astral projection, & prophecy. Sales
  • [_] 66/3 Master Cosmic Love: Philosopher, Teaching, Sharing Wisdom. The philosopher who has gained personal transformation through suffering or sacrifices & has learned that compassionate love must be expressed while living in this dimension. Development comes from working with opposite energies: passion/compassion, pleasure/pain, joy/sorrow. Through these emotional experiences the soul is strengthened & opened to instruction and obedience without bitterness.
  • [_] 77/5 Mystic Master Of Changing Old Concepts To New Concepts Spiritually Wise. To walk the path of the initiation into conscious union with the Higher Consciousness within. Achieve inner wisdom transmute it to cosmic love through purification mentally, spiritually, emotionally, & physically checking a rebellious nature through obstacles & tests. Often misunderstood while seeking ways to help humanity. Inspiring visions of trust & faith in opportune moments of everyday occurrences of life.
  • [_] 88/7 Master Of Material Reform: New Awakening Power Power & authority of the material world with spiritual laws. Opportunities come through challenging situations. Meditation exercises that realigning brain function toning the right and left hemispheres of the brain maximize resources. Develop discipline to overcome excess by having free choice to make correct decisions by following the 8 Fold Path:
  • [_] 99/9: A Master Of Universal Compassion & Love. Sacrifice To Give More Than One Takes. Inheriting the spiritual strength of great avatars of the past. Responsible for teaching health through universal purity freeing self from former negative habits & ideas through the concept of healing touch, love therapy & spiritual sensitivity, often misunderstood. Artistic genius, teacher
  • [_] 100/1: Insight And Illlumination: In The World But Not Of It. Possessing the powers of the Mystics qualifying self through manifestation of: Honesty, helpfulness, fairness, justice. Developing traits of sharing & cooperation. Assisting in the expansion of Cosmic Consciousness


Names were always well thought about in our original traditional socities. Children experience important life lessons by knowing the meaning of their names and affirming who the parent has named each child to be.  A good name is better than gold. Nurture the child to display their strengths and live up to their attributes. 


Use 3 colors for image. Write an affirmation using the 1st 3-4 words that you see in the word search puzzle.  (Double click on image to enlarge)



Allison Folmar is a tough-as-nails civil rights lawyer who is fighting, and winning the battle, against a phenomenon known as

“Medical Kidnapping,”

in which children are forcibly taken from parents for refusing to give their kids antipsychotic drugs.P


ALLISON FOLMAR on Medically Kidnapping Your Child



[_] 1.  Keep paper trails: assignments and grades, behavior report sheets, emails to and from teachers & administrators

[_] 2.  Read all notices sent from school and attend workshops offered.  Always sign the attendance sheets at the front desk and/or in the meeting place.

[_] 3.  Build relationships.  Introduce yourself and your child to the teachers and staff that will be involved in your child's development.

[_] 4.  Ask questions and receive clarification of expectations and school policies.

[_] 5.  Know the laws governing students enrolled in school and their rights and your rights as a parent.

[_] 6.  Talk to and listen to your child.

[_] 7.  Know the language and terminology used.

[_] 8.  Stay calm.

[_] 9.  Remember you are in control.

[_]10.  Attend meetings regularly: IEP and PTA 

[_]11.  Keep a file of every person you called, especially those that you were able to make contact with.  Note their title, and date, place, & time of scheduled meetings. Before meeting time, make a list of your concerns or issues.  Note the comments and remarks made and the solutions suggest.  Note and rate the outcome.


"Parents are natural advocates for their children.

  • You are your child’s first teacher
  • You are your child’s most important role model
  • You are responsible for your child’s welfare.
  • You have your child’s best interests at heart. 

You know your child better than anyone else. The school is involved with your child for a few years. You are involved with your child for life. You should play an active role in planning your child’s education. The law gives you the power to make educational decisions for your child. Do not be afraid to use your power. Use it wisely. A good education is the most important gift you can give to your child."

What Advocates Do

[_]  1.  Gather Information: Gather facts and information.

[_]  2. Learn the Rules of the Game:  Educate yourself about your local school district. Know how decisions are made and by whom. Advocacy 5 Distributed by Maine Parent Federation 1-800-870-7746 12/2015 Advocates know about legal rights.

[_] 3.  Plan and Prepare:  Planning prevents problems, be assertive, but avoid being aggressive. Do not expect school personnel to tell you about rights and responsibilities. Read laws, regulations, and cases to get answers to your questions. Prepare for meetings:

  • create agendas,
  • write objectives,
  • use meeting worksheets
  • write follow-up letters to clarify problems and nail down agreements.

[_] 4.  Keep Written Records: Documentations are often the keys to success, keep written records. If a statement is not written down, it was not said. Make requests in writing and write polite follow-up letters to document events, discussions, and meetings.

[_] 5.  Ask Questions, Listen to Answers: Do not be afraid to ask questions. When you ask questions, listen carefully to answers. Use

  • “Who,
  • What,
  • Why,
  • Where,
  • When,
  • How, and Explain Questions” (5 Ws + H + E) to discover the true reasons for positions.

[_] 6.  Identify Problems: Learn to define and describe problems from all angles. Use your knowledge of interests, fears, and positions to develop strategies. Be a problem solver. Do not waste valuable time and energy looking for people to blame.

[_] 7.  Propose Solution: discuss issues and make offers or proposals. Whenever possible seek "win-win” solutions that will satisfy your interests and the schools.  


10 Ways To Be An Effective Advocate For Your Child
Advocacy: Distributed By: Maine Parent Federation
Advocacy In Action: How To Change The World For Your Child
Behavior & Discipline Issues
Autism Spectrum 

FREE On-line First Words Project Autism Screening

Gifted With Special Educational Needs: ADD, ADHD, Asperger Syndrome:



  • [_] Doesn't finish assignments
  • [_] Applies little to no effort to school tasks
  • [_] Accused of not working up to their abilities
  • [_] Spends considerable amount of effort to creative activities
  • [_] Fidgets with things
  • [_] Shouts
  • [_] Disruptive


  • [_] #  1 Safe engaging environment & actvities
  • [_] #  2 Positive learning environment
  • [_] #27 Planning activities & reviewing steps
  • [_] #14 Charting: reviewing behavior daily 

MATHEMATICALLY SPEAKING: Recognizing Gifted Children, Their Purpose & Their Traits

  • [_] Needs less sleep than other children
  • [_] Hypersensitivity: sounds, touch, emotions
  • [_] Over alertness
  • [_] Overexcitability
  • [_] May say their 1st word by 6 months of age
  • [_] May be a late talker and not speak until they have something to say, after their 2nd birthday in full sentences.
  • [_] Active
  • [_] Focused concentration when mentally stimulated
  • [_] Intellectual
  • [_] Perfectionism
  • [_] Well developed sense of right and wrong
  • [_] Sophisticated vocabulary
  • [_] Ability to speak and reason above grade level
  • [_] Intense sensitivity
  • [_] Often misunderstood
  • [_] Often rejected
  • [_] Lack of mental stimulation can be problematic in schools
  • [_] Constantly on the move, difficulty sitting still
  • [_] May be misdiagnosed with ADHD
  • [_] Prefers to be around older children
  • [_] Prefers to be around adults
  • [_] Keen observation to see beyond the obvious
  • [_] Ability to participate in adult conversations regarding world issues or concerns
  • [_] Ability to outsmart others
  • [_] Able to work long hours without tiring
  • [_] Feels different
  • [_] Can become introverted or withdrawn
  • [_] Can become depressed
    A gifted child who is unchallenged in the classroom will often act out and that acting out can be physical. The child can:
    [_]  fidget and fuss.
    [_]  Hard time focusing and paying attention
    [_]  They might daydream: Once that child is provided with an appropriate challenge, the behaviors disappear, sometimes overnight. Unfortunately, schools may be unwilling to provide the challenging work, citing reasons like "immaturity" or inability to do the work already given.


"Nurturing is mostly feeding a child's interests and exposing him or her to new ideas and experiences. For example, if you notice that your child is interested in dinosaurs, get toys and books about them. However, even though your child might not show a strong interest in music, you still want to get ​musical toys and expose your child to music".


A five-year-old who is already reading at a third-grade level will have to endure lessons on the "letter of the week." Even if they aren't already reading or the information in the lesson is new to them, they learn faster than average children:

Average children need nine to twelve repetitions of a new concept in order to learn it,

 Bright children need six to eight repetitions,

 but gifted children can learn new concepts after only one or two repetitions.

Since the majority of students in a classroom are average students, classrooms tend to be geared toward their learning needs.

That means, for example, that even if a gifted child starts kindergarten not knowing how to read, a full week spent on only one letter of the alphabet is unnecessary. The lessons can become frustrating and brain-numbing.

Gifted children need plenty of intellectual stimulation, and if they don't get it from their teachers, they will often provide it for themselves.

If lessons become mind-numbingly dull, a gifted child's mind will wander to more interesting thoughts. Sometimes these children look like they are daydreaming.

If the classroom has a window, they might be seen staring out the window looking as though they wished they were outside playing. While that could be true, it is also quite likely that the child is watching the birds and wondering how they can fly or they may be looking at the leaves on a tree as they drop to the ground wondering what makes the leaves fall from the trees.



With school, community, and shifts in life, and building relationships, always be encouraging to your youth just as you did when they were young to take those steps to accomplish their goals: 

  • [_] feeding themselves
  • [_] 1st baby steps 
  • [_] communication skills
  • [_] personal independence
  • [_] student-teacher relationship
  • [_] parent-teacher relationship
  • [_] homework activities
  • [_] extra-curricular activities
  • [_] developing marketable skills
  • [_] maintaining safe,healthy relationships

By using their strengths to promote self-advocacy, give your baby, your child, your youth, and young adult the support they need: Mentally, Emotionally, Spiritually, Physically to actualize their Purpose



The very best toys for learning are also the simplest toys. Look for toys that engender creativity, interpersonal play, and imaginative play.

  • [_] blocks
  • [_] action figures
  • [_] dolls
  • [_] games
  • [_] balls
  • [_] pretend cooking/food
  • [_] toy cars
  • [_] puzzles
  • [_] trains
  • [_] art supplies
  • [_] card games
  • [_] board games
  • [_] toy letters
  • [_] bikes
  • [_] trikes
  • [_] push and pull toys



  • [_] overstimulating toys,
  • [_] toys that promote gender stereotypes
  • [_] toys that promote race stereotypes
  • [_] toys that don’t foster human interaction. When kids are young, they need toys that make them develop:
  • [_] socially
  • [_] encourag relationships [_] their language [_] social skills
  • [_] physicality
  • [_] problem solving.

While simple toys like blocks, or a bat and ball, encourage all of these things, screens and digital toys can isolate kids and make them inactive. “The best toys are those that support parents and children:

  • [_] playing,
  • [_] pretending and
  • [_] interacting together,” said Alan Mendelsohn, MD, FAAP, co-author of the report and associate professor in the Departments of Pediatrics and Population Health at NYU Langone Health.
  • The report stresses repeatedly that even fancy, high-tech toys that are advertised as “educational” aren’t as good as basics playthings that promote communication and relationships, with parents, relatives, caregivers, and other kids.









    [_] battery
    [_] assault
    [_] disorderly conduct
    [_] disturbing the peace
    CHILDREN'S MENTAL HEALTH CPI describes how early exposure to law enforcement and the “justice system” has a devastating impact on the mental health of children, and makes it more likely they will grow up to live all or part of their lives behind bars.
    [_] reinforcement of violent attitudes & behaviors
    [_] disrupts educational process
    [_] limited education
    [_] delinquency
    [_] mental health concerns
    [_] resentments
    [_] future involvement in the justice system
    [_] Increased likelihood of not graduating from high school
    [_] dropping out of school
    [_] future involvement in the criminal justice system
    Schools are increasingly relying on armed cops to carry out discipline, thereby criminalizing the age-old reality of children behaving badly. This has resulted in the increasingly prevalent phenomenon known as the "school to prison pipeline" Law-enforcement involvement in school discipline has routinely resulted in kids—some as young as elementary school-age—summoned to court to answer charges that they committed crimes. SCHOOL
    Gone are the days when teachers broke up fights and sent the kids home, calling the parents and perhaps suspending the kid if it was a serious incident. “School Resource Officers” or local cops now arrest the kids and, if there is any perceived injury (an arbitrary judgment), will charge them with third-degree assault – treating children cooped up in school as if they are violent adults on the streets.
    The way the new statue reads, if a person commits the offense of an assault in the third degree this will now be classified as a Class E Felony, rather than a misdemeanor. If he or she knowingly causes physical injury to another person (hits someone or has a fight with another individual and an injury occurs) – one or both participants may be charged with a Felony.”
    Read more at



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