Category Archives: Observations

How to help your teen get through end of semester exams

Teen studyingThe last week before holidays is exam period for many kids in high school, middle school, CEGEP and junior college. And since your teen is probably already worn out by all the end of semester assignments, holidays concerts, parties and family commitments, there’s a good chance they are heading into their exam rooms a bit frazzled and stressed out.

All the residual stress and anxiety can put them at an academic disadvantage when the exam booklets are handed out, potentially lowering their test scores. It also means your teens may be more likely to get into arguments with family members, experience random emotional blowouts or isolate themselves in their rooms, earphones on, doors shut.

But sometimes, when all their physical cues shout “Stay away!” they are actually calling out for thoughtful and considerate input. Here are some things you can do to help them (and everyone else) survive the exam week crunch.

Get tough on sleep. Now, more than ever, they need to unplug their devices (computers, iPads, phones) and get them out of their rooms at bedtime. All-night study sessions are almost always a waste of time and energy. This is not the time for group sleepover study sessions with friends or late nights cramming at the library. Help them establish a sleep routine that guarantees they show up for their exams well-rested.

Limit other commitments. Try to control the amount of non-studying related events around this time of year. The office holiday party that includes families, the neighbourhood carolling, Great Aunt Selma’s tree-trimming, Bubby’s annual latka fry-up — whatever the things that get your family out the door in mid-December– can all add up to a lot of time away from the books. And while your teen will benefit from breaks and a change of scenery, all of this forced socializing can be painful to your average 14 or 16-year-old. In terms of relaxing and recharging, they’d be better off taking the dog for a run, reading a novel or practicing guitar. Try and find a reasonable balance for them.

Feed their bodies, feed their brains. On the mornings before exams, I always get up 10 minutes early to cook my daughters a hot breakfast. They have almost no appetite at 7 a.m. (and who can blame them?), but I know from personal experience what it’s like to write a two-hour exam with nothing in your system. So I make eggs and hash browns, oatmeal pancakes or fruit and yogurt smoothies so that they have a bit of protein and carbs before they head out the door.

I try to extend this philosophy to their study sessions as well. My work requires me to do a lot of writing and research, and I know all too well how snacking can function as a procrastination tool or distraction. Instead of fattening and salty processed convenience foods, I try to have a ready supply of cut up fruit and veggies, cheese sticks, popcorn or homemade mini muffins around.

Offer the kind of support they need. This will almost certainly not sound like a lecture on study skills. It will not be a series of frustrated comments about their messy rooms, disorganized backpacks or crumpled, incomplete course notes. You’re kind of too late for this now, and it’s not going to help matters or lessen anxiety levels. Pick your battles.

This is the time to hang out quietly. A quick jam session on Guitar Hero. A cuddle before bedtime. Twenty minutes hanging out together in front of the TV. A quick run out together to get hot chocolate. Listen when they talk. If they ask for help getting organized, then step in. If they don’t, well, they will quickly learn on their own what they need. During exam period, you will be a far more helpful and calming force if you can help keep their stress down and offer a sympathetic ear.

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Contribution: How doing things for others builds kids’ resilience

Kids Save the WorldThese three weeks before the official holiday break are particularly stressful. It’s a perfect storm of cold weather, 4 p.m. sunsets (and 7:30 a.m. sunrises), school and work deadlines, end of year concerts, holiday parties, gift buying, list-making and baking. Tempers are short, emotions easily ruffled and wallets depleted.

So I figured this was a perfect time to write about one of the most overlooked of the 7 Cs of resilience: contribution. Because kids really can help make the world a better place.

According to the American Academy of Pediatrics, “when children realize that the world is a better place because they are in it, they will take actions and make choices that improve the world. They will also develop a sense of purpose to carry them through future challenges.”

Wow. There’s a lot of juicy stuff there to think about: doing things for others, resisting self-absorption and narcissism, a deep connection to a cause or community, empathy, sensitivity, creativity, purpose. It’s so important that it’s incorporated into the last step of Alcoholics Anonymous’ Twelve Step Program: to help others who are battling alcohol addiction.

These are wonderful qualities in any human being, and it’s easy to appreciate how they will improve the world around them. The brilliance of this particular aspect of resilience is that they also benefit the person who embodies them. It’s not entirely selfless to be selfless. It makes kids and adults not only better, but also stronger. More able to resist the temptations and poor choices everyone has to confront from time to time.

I’m not talking about metaphysical connections or anything spiritual here – the power of contribution is the groundedness it offers. It lets kids feel they personally have something to offer the world, to make something better in some way, however small.

So what does contribution actually look like, and how can we help our kids build it? Most people will initially think about charitable acts: collecting items for Christmas hampers to the poor, visiting the elderly, working at a soup kitchen, being a Big Brother or Big Sister to a younger child in need. These things are amazing, and certainly important to the people whom they benefit, as well as to children who learn the pleasure of giving, (as well as challenging the sense of entitlement many kids seem to carry around with them).

But these activities may only happen once in a while, or you may be looking for something closer to home. In my opinion, there are many wonderful opportunities within the family. Regular chores (for which they are not paid) help a child develop a sense of contribution to the family, even if they grumble about folding laundry, setting the dinner table or walking the dog. Helping a younger sibling with homework gives them a sense of pride, deepens family relationships, and takes some of the heat off parents.

Little kids can contribute to the family as well, though sometimes that “help” requires a bit of patience. Counting out cutlery for the dinner table. Keeping their room tidy. Feeding the family pet. Start small and build on them as they get older.

They can also plenty of ways to contribute time and energy for their schools, soccer teams, churches, synagogues, mosques or temples.

The thing about contribution is that it requires a bit of commitment. It isn’t always glamourous and it isn’t always fun. So prepare yourself for some eye-rolling and attitude. But stick it out: the pay-off is in the difference it makes, short and long term.

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Words matter: When “drama” is really “bullying”

British teen comicIt’s funny how the words we use work like a kind of filter for our understanding of the world. Take the word “bully,” for instance. It’s become a fully loaded term, a trigger for all that is evil in kid culture. Calling someone a bully is a big deal, a huge accusation. Even kindergarteners pick up on this inflection.

But it’s also an adult word, one that teens rarely use themselves. Researchers Danah Boyd and Alice Marwick argue in their paper (The Drama! Teen Conflict, Gossip, and Bullying in Networked Publics) that most middle and high school students see bullying as a grade school problem, and that they use the term “drama” instead to describe the conflicts, tensions and skirmishes of adolescence.

But words matter. Transforming the devil term “bullying” into the less powerful “drama” rhetorically restructures the seriousness of whatever has occurred. Drama, the term insists, is about the normal antics of teens. Kids will be kids. The word itself is suggestive of eye-rolling, of dismissable, precocious, possibly irreverent but ultimately harmless mischief. It is heavily gendered, though boys can also get involved in drama. Drama is what Paris Hilton does. What People Magazine reports. Drama has a kind of glittery appeal, a cool factor.

It needs to be said that not all drama is bullying. The histrionics of teenagers, the emotional outbursts, the misunderstandings that blow up into gossip-worthy fights between former BFFs – that’s all drama too. Some of it is funny, or ridiculous or just a way to get attention. And a good portion of that is teenagers trying on different quasi-adult roles, manufacturing interesting stories out of the banalities of their daily existence. With a hefty dose of celebrity culture thrown in for good measure.

And certainly not all bullying gets reduced to drama. A 15-year-old who utters anti-Semitic epithets and uses a lighter to set a classmate’s hair on fire? That’s bullying writ large and clear. Not even the most jaded 13-year-old would mistake that for drama.

The upshot of all this is that many teens don’t recognize that what they are experiencing, seeing online or doing themselves might actually be bullying. Calling it drama invalidates their experience. It overlooks the malicious intent. It discredits the hurt. It implies, in the most withering tone imaginable, “Can’t you take a joke?” when what happens isn’t funny at all.

Calling actual harassment or abuse “drama” simultaneously lets the victims save face, even as it lets the perpetrators pretend that they are doing something innocuous or clever. In an ironic twist, this rhetorical twist gives both bully a victim some intellectual distance. But for the victims, the pain is still there.

It also means, Boyd argues on her blog, Apophenia, that when teachers or guidance counsellors come in and lecture them about bullying, it has little practical impact. All those good intentions just don’t resonate. She explains:

Why? Because most teens are not willing to recognize themselves as a victim or as an aggressor. To do so would require them to recognize themselves as disempowered or abusive. They aren’t willing to go there. And when they are, they need support immediately. Yet, few teens have the support structures
necessary to make their lives better.

Boyd and Marwick make a compelling argument to reframe the whole bullying debate. It would be a terrible shame if all the resources of time, effort and money put into anti-bullying campaigns are just missing the mark. We need to use the narratives the kids themselves are using in order to reach them.

In an op-ed piece for The New York Times, the researchers wrote:

Teenagers want to see themselves as in control of their own lives; their reputations are important. Admitting that they’re being bullied, or worse, that they are bullies, slots them into a narrative that’s disempowering and makes them feel weak and childish.

Antibullying efforts cannot be successful if they make teenagers feel victimized without providing them the support to go from a position of victimization to one of empowerment. When teenagers acknowledge that they’re being bullied, adults need to provide programs similar to those that help victims of abuse. And they must recognize that emotional recovery is a long and difficult process.

We need to work at the level of teens’ cultural narratives, explaining how some kinds of “drama” has long-lasting and serious cultural consequences. We need to work on tolerance and empathy. We need to teach them digital citizenship rather than banning Facebook and cellphones at schools. We need to get them involved in their communities and help them feel connections to others. These kinds of positive interactions may well have longer lasting consequences than the traditional anti-bullying campaigns we are using.

 

 

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