Thursday, January 31, 2013

In Case You Missed it: Cyber Safety for Teens

Photo: keepschoolsafe.org 
This is not my typical blog post-but I feel that recently a situation that occurred in my personal life should be brought to light and addressed.

A few weeks ago my 13 year old daughter came to me  upset that a on-again-off-again friend (we will call her "Susan" ) had given a boy she knew named "Timmy" her cell phone number. (My daughter had never heard of  this  boy), and was upset and scared because he knew her name and where she lived. "Susan" said she had met him online, and he wanted to talk with & meet my daughter.

I took her phone and looked at the texts. "Timmy"  had texted her dozens of times, ignoring all of her requests to stop.

Something seemed off about the language and vocabulary. Even the name, "Timmy" didn't seem right. (How many 13 year old boys call themselves "Timmy"?)

He told her she was beautiful and he really liked her-to which she replied "You don't even know me-and I sure as h*ll don't want to know you-you f*cking a**hole!!" (She is definitely her mother's daughter...)

He asked her several times to send him a picture of her face...(to which she refused) and I got even more irritated. I was a little upset that my daughter did not come to me sooner, and instead engaged in conversation, although cautious in an attempt to get information out of "Timmy" to see what she could find out about him to report him. (Her father is a retired police officer, so I didn't go too hard on her!)

He texted again as I was looking at the conversation & I dialed the number back. No answer. Just an automated "The person you are trying to reach is not taking calls..." recording. It would not let me leave a message. I texted in capital letters: THIS IS LAUREN'S MOM. I OWN THIS PHONE. REMOVE THIS NUMBER FROM YOUR PHONE BOOK IMMEDIATELY.

The texting stopped. But I had already looked the number up online and it came back to a land line in the south. The number was registered to a 23 year old man. I immediately looked him up on the sex offender's registry and came up with nothing.

I called Susan's mother, and left a message as to what I wanted to talk with her about & that it was urgent. (She returned my call 2 days later.) Meanwhile, I called the guidance counselor at school (left message) and the police department who said the whole event sounded very odd, my daughter was right to come to them, and they would check it out.

When I finally spoke with Susan's mother, she claimed that Susan made the whole thing up to "prank" her friends. When I asked about the phone number being registered to a land line in the south, she said that Susan purchased "temporary" phone numbers and used them to "trick" people. (??) Then she tried to tell me that Susan made whole thing up because my daughter and another girl did something mean to her.

Inwardly I had this conversation:  "You're kidding. No self-responsibility? This is the way we act when someone does something mean to us? and you allow this?"

I was not buying any of it. Somebody was not being truthful.  (This is the same mother that dropped my daughter off 3 hours late last spring from getting ice cream, with not as much as an apology or explanation- dropped her off in the driveway and drove off-so I have already had my radar on.)

"And you are aware, that Susan purchases fake phone numbers, and makes up imaginary boyfriends, and stalks/harasses her friends this way and you allow her to be online anyway? Is purchasing someone else's phone number even legal?", I asked (out loud), not really expecting to get an answer. I told her that my daughter was scared and that I had filled out a police report when she [Susan's mom] did not get back to me right away, so they would be calling her. I'm not sure if she was embarrassed or just didn't care, but her acknowledgement was somewhat apathetic.

Later, I asked my daughter what her and "Kelly" (not her real name) were arguing with Susan about-she looked at me confused. They said they were not arguing, they were concerned for her that she was in danger from meeting guys on the Internet. (Apparently she has often said that she meets guys on the Internet.)

In school the next day, Susan maintained that "Timmy" was real, and asked my daughter, "why did you tell your mom? You got me in trouble! My mom closed my Instagram account..." My daughter pointed out that she got herself in trouble.

A few days later, Susan wrote a letter, (6 pages long) telling my daughter that she made it up and was so sorry. She placed a ring and some feather earrings in the envelope. My daughter said she tried to give them back, but Susan wold not take them. My daughter has kept her distance anyway.

This week Susan is telling the kids that she does drugs.

I don't know if  "Timmy" is real, or if Susan is lying to her mother. I don't know if she does drugs or not. But I do know one thing: this girl is crying out for help. At this point, she not permitted at my house, nor is my daughter permitted at hers. (and I didn't have to lay down that law to my daughter-she set that boundary herself.)

I feel concerned about the atmosphere that Susan has grown/is growing up in, however I cannot condone dishonesty, self-destructive behavior and pretending to be something you are not. These are all the opposite of what I have taught my children and my students. They go against everything that our young people should be demonstrating by this age. And if my daughter was demonstrating these characteristics in this manner, and another parent knew about it, I would hope that she would bring it to my attention.

This child needs the right kind of attention and care that neither me nor my daughter, (nor "Timmy"-real or imaginary-) can give her. For me to attempt would place me in a situation way over my head and out of my areas of expertise. For my daughter to continue this shaky interaction would be condoning the lies and/or the risk behaviors. My daughter has recognized and verbalized this to me, which shows that she is thinking clearly for now.

If Susan is picking up that many guys online at 13-there is a huge problem-and if she is going to this extreme length to create an elaborate lie and make her life sound more interesting than she thinks her peers will perceive it-there is STILL a huge problem. Either way, Susan is the one who loses. I wish I could do more, but I'm afraid I cannot.

I urge you as parents and an educators: by all means, give your kids responsibility & a bit of growing room, but do NOT set them lose on the Internet by themselves until you are certain of their maturity level, their level of self-control, and their ability to foster typical social interactions & relationships. Know who their friends are-and know who they are talking to online. Once they have one social account, they just set up a bunch more-with fake names so that if they get caught doing something they shouldn't be-they just use their alternate accounts.

Give them down time-unplugged every day. (My daughter's phone goes in a drawer from the time she comes home until homework, dinner, after dinner cleanup, the next day's lunch is made and showers are done.) Teach them to be true to themselves and their creative genius-and that there is no reason to be in any kind of a jealous or imaginary "competition" with a peer.

Help them get in touch with their intuition-and that if something does not feel right-to listen to that feeling-not a friend or classmate who consistently exercises poor judgement.

We want to hear from you: 

What would drive a teen to repeatedly go out of their way to make up an elaborate lie? 

Is it merely to make their life seem more interesting or is there a deeper problem? 

Do you think there was something else I could or should have done?

IN addition, if you have or know of any other resources for 'tweens or teens-especially girls-please let us know what it is.


Please leave your insights and resources in the comments area below.



Related Links:


New Jersey Senator: New Internet Safety Program Needed

NSTeens: Making Safer Online Choices

Teenangels

Wired Safety

Rae Cole Girls

7 Ways to be an Emotionally Attentive parent, Caregiver or Teacher

Roots of Action



Contact: barbara@bodylogique.com 


Tuesday, January 29, 2013

Forgetting What You Know (How to Start Thinking & Creating)


Photo: Jacob Barnett, You Tube

Forgetting what we know is essential to learning by, thinking and creating.

Educators and Parents: For a few minutes today, forget everything you know. Stop learning & just watch, think & create with this amazing young man!

Jacob Barnett is an American mathematician and child prodigy. At 8 years old, Jacob began sneaking into the back of college lectures at IUPUI. After being diagnosed with autism at the age of two and placed in his school’s special ed. program, Jacob’s teachers and doctors were astonished to find that he was able to teach calculus to college students.


Jacob is also CEO and founder of Wheel LLC, a business he started in his mom’s garage, and is in the process of writing a book to help end “math phobia” in his generation.
Jacob’s favorite pastime is playing basketball with the kids at his charity, Jacob’s Place. It is a place where kids with autism are inspired every day to be their true authentic selves…just like Jacob.
In the TEDxTeens video below, Jacob urges us to: "Stop Learning & Start thinking & Creating"

I think the bigger lesson to be learned for parents & educators is this: when that "difficult" or "non-compliant" student is not communicating or jumping through our educational/social hoops, they just might be thinking and creating beyond our perception. 


I am so inspired right now to forget everything I know (and start thinking & creating...)


Jacob Barnett TEDxTeen talk





Contact: barbara@bodylogique.com 




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Sunday, January 27, 2013

Yoga for Youth Athletes

Photo: Tim Thomas of the Boston Bruins
http://news.menshealth.com/ 
Have you ever taught Yoga to high school athletes?

I saw this question last week on a Linked In message board:

I have a teaching opportunity in a few weeks to work with a high school's varsity baseball/ football teams. There will be 30 boys who have never done yoga. Unfortunately, I'll be teaching them on the football field without mats. Have you ever taught a group like this before? Do you have any advice?


~Erin H. 



I really enjoy working with youth athletes, as much as I enjoy working with children with physical and cognitive learning challenges. I find that many teens are very curious about yoga -especially relaxation & stress management-and will ask some really good questions once they feel comfortable with you. 

I have put together a packet of all the professional and Olympic athletes who use yoga as a part of their regular training (You can find more lists and articles online.) I use this to start a conversation about how yoga can be a great complimentary discipline, what they would like to learn and how they would like to improve in their sport as well as individually.  

First, I start with the body: basic skeletal and muscular anatomy. They have to understand how they are built, where their movements come from and how to project and conserve their energy in a balanced & effective manner. I use simple, anatomy & "sport-related" language and focus on both conditioning the large muscle groups they use in their sport as well as strengthening those underused muscles. (The "Anatomy Coloring Book" is an excellent resource for this, and a good place to start. I photocopy the pages and have them color them in their free time.Its an easy way to learn the basics of anatomy.Many times I am asked for "extra" copies so they can color them in again.) 

I remind them often that the skeletal system is for support and the muscular system is for movement. I encourage them to move deliberately and in a controlled manner, holding postures for several slow breaths and relaxing for several breaths before the next posture. This is not just in yoga, but in all they do: walking up steps, opening lockers, getting a drink from the fountain, brushing teeth, etc. I show them how to find counter-movements for stretching larger muscles as well as the "hidden" muscles closer to the skeleton.

I target balancing postures that will help them improve their focus as well as build core awareness & strength and incorporate popular music (that they like) to do some active "Power" sets, after they warm up-about midway through the class. 

As they start to understand and become more aware of how they move, we work on how they would like to move: emphasizing coordination of breath with the movement they are doing will help them become more fluid, purposeful and helps reduce/prevent injuries. They quickly learn that this new awareness also reduces stress and improves their concentration. 

Partner postures help with awareness of where other teammates and opponents are & the "teamwork" part of sports. 

When planning a class, I select & relate each of the postures & sets to the sport and teach them the anatomy of the specific movements and how postures and breathing will help them with range of motion, speed and agility. 

Just as in a non-athlete yoga class, we finish up with relaxation. I take them through a semi-guided imagery of tuning in to their bodies, and then through their next game, and have them "play the tape" slowly in their mind's eye, so it reflects the outcome they would like to see. 

In addition,  they learn a technique to release that outcome so they don't become overly attached to it. (I use an imagery of "Cutting Ribbons" to help them detach from a specific outcome and just focus on playing their best and being the best sportsman/woman they can.) 

This age group likes to be approached as adults-so I give them something to think about too-a character building activity-random act of kindness, etc. each week in addition to a conditioning and restorative set.

Don't be afraid to have fun with them! A sport or yoga-themed movement game (Yoga Twister) once and a while will break it up a bit and keep it interesting. 

As far as the mats, it may be more of a challenge conducting a class outside on the grass, but as long as its not wet/muddy/cold it should be okay. Maybe the coach is unclear on your objectives, so be sure to put everything on paper to avoid misunderstandings. You could also suggest the team members supply their own mat if it becomes a problem. (The mats do get a little ragged from outdoor use though. Be sure to let them know that!)

Is there an alternate place to do the class in the event of bad weather? (Gymnasium or Library?) Alternating locations is also a good way to train the body (and mind) to be adaptable to a variety of situations and environments, further supporting "flexibility".

Good Luck! 

~Barbara




Further Reading:


Why Every Athlete Should Do Yoga

Yoga for Hockey Players

Modern Athletes Realizing Yoga's Benefits

Dance-Cheer-Yoga! 

Kareem Abdul Jabbar Fit After 50: Staying Flexible with Yoga



Contact: barbara@bodylogique.com 

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Thursday, January 24, 2013

Calming Technique: Deep Pressure

Photo: innovativecaremodels.com 
How our bodies feel is directly affected by what our senses pick up from the environment. Some of us are more "tuned in" to our outer and inner environments than others.

The most calming of sensory inputs, which can last in the nervous system for up to a couple of hours, or even longer, dependent on the intensity  is deep pressure input.  Simply defined, deep touch pressure is the type of (tactile) surface pressure on the body in most types of firm touching, holding, hugging, or swaddling. 

(Light touch pressure is a more superficial touch on the skin: tickling, light touching or brushing, or moving just the hairs on the skin. Occupational therapists have observed that a very light touch alerts the nervous system, but deep pressure on skin, muscles and joints is relaxing and calming.)

In the elementary or middle school classroom, deep pressure activities can be highly effective for improving concentration, cooperation and overall receptivity of the material being taught, or for those times when they become worked up, anxious or have meltdowns.(This is one reason that phys-ed and recess programs need to be re-instated or expanded.)

As an Mind-Body Educator, one of my objectives is to show other educators and parents how to incorporate these techniques into everyday routines. There are a variety of ways to satisfy this sensory need:


  • Weight bearing yoga postures: (especially, plank, chair, mountain, tree, forward bends, downward dog, warrior III, triangle, half-moon)
  • Weighted Lap Blankets
  • Frequent Movement Breaks
  • Self-Massage
  • The 4 B's


This is not only effective for the students with sensory or cognitive challenges, but all children. The one question that is often asked, is "How much pressure do I give?"

Below I have included links to three articles that explain this sensory need a bit more as well as ways to address it and how much pressure to use:




Deep Touch Pressure Helps Kids Concentrate & Be Calm (Life Skills 4 Kids)

Calming Effects of Deep Touch Pressure in Patients with Autistic Disorder, College Students, and Animals  (Temple Grandin, PhD )

Proprioceptive Dysfunction (SensoryProcessingDisorder.com)


Please feel free to share these resources with others. IF you have another good resource, please leave us a link in the comments below.


Contact: barbara@bodylogique.com  




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