Tween & Teen - Parenting Hub

Advice from the experts

MATRICS: USE THE NEXT 6 WEEKS TO LAY THE FOUNDATION FOR STUDY SUCCESS

University choices may feel like a distant priority for this year’s Matrics who are currently settling into the rhythm of their final year at school. But now is, in fact, the optimal time to be investigating what they want to study and where, because making the right choice takes time, and will ultimately impact on study success and employability 4 years from now, an expert says. “Prospective students will start applying from around the April holidays onwards, whereafter the applications will start coming in thick and fast, and the rush to secure a place will intensify. Once your fellow learners start applying, you will really start to feel the pressure to do so as well, which could lead to you settling for a generic qualification or taking the traditional route that others in the same boat as you are following just to make sure you don’t miss your chance,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest private higher education institution. “The gravity of the choice you need to make about your future in coming weeks can’t be overstated. The right study choice at the right institution is a solid foundation for future success, but the wrong choice can exact a costly financial and emotional toll for a long time. It, therefore, makes sense to use the relative calm of the coming weeks – a calm that will not again be repeated in your Matric year – to make absolutely sure about what you want to do next year,” says Payne. She says there are two main questions around which Matrics should focus their investigations: 1) What should I study and 2) Where should I study. 1) WHAT SHOULD I STUDY? “If you have more or less of an idea of your strengths and ideal work, that’s a great start,” notes Payne. “However many people have no idea of what they want to do with their life after school. These learners should start by investigating potential careers that interest them, and importantly, investigate the demand for suitably qualified professionals in these fields.” Payne advises Matrics to scour job advertisements, see which positions excite them and devour any media they can lay their hands on to get an idea of the kinds of careers that are out there. “Remember that new careers exist today that are vastly different from the careers of the past, and you may even land upon something you’ve never heard of before. Once you’ve identified your ideal career, you should then investigate what you would need to study to do the kind of work that excites you.” A major consideration is whether to opt for a traditional academic degree or a work-focused one, says Payne. “In our tough job market, the closer a degree is aligned to the realities of the world of work, and the greater a qualification’s ability to make you land on your feet from the first day on the job, the better your chances of success. So ask institutions about their lecturers and curricula – are they still involved in their profession beyond teaching, and does the institution have close ties with companies and industry professionals? “The days of academic ivory towers disconnected from the demands and requirements of the real world are numbered, and prospective students must endeavour to find an institution that understands and responds to what is needed in today’s workplaces.” 2) WHERE SHOULD I STUDY? With South Africa’s 26 public universities and countless private higher education institutions, prospective students have their work cut out for them in determining where their goals and ambitions would be best realised. Because if an institution is registered and accredited, its qualifications will be valid and recognised in the workplace, regardless of whether they originate from a private institution or a state-funded one. But there are other important issues to consider. These include proximity to where one currently lives, class sizes, student support and career guidance services, and the degree to which the curriculum is aligned and able to adapt to modern workplaces. “Opting for a uni closer to home means savings on the financial front, as well as proximity to your existing support structures which can be helpful when the going gets tough,” says Payne. “Large class sizes can make you feel invisible and like a number, while smaller class sizes mean more attention and a greater feeling of belonging. Getting real-life work experience and assignments prepare you for the workplace in a way theory only can never do, while student support services can make a crucial difference in your success. “Make sure you get satisfactory feedback on all these issues before signing up with an institution,” she says. Payne says making the right choice, based on thorough research and investigation of all options, has a huge role to play in student outcomes. “Many students drop out of their first year because they made their study choice under pressure, or because they realise after a few weeks or months that there are other qualifications more suited to their aspirations. Some only get exposed to interesting fields and other higher education institutions once they leave school and are already studying – a situation that can be avoided if proper time and attention is given now to exploring what’s out there. “We urge teachers, parents and guardians too, in coming weeks, guide the young people in their care to enable them to make informed choices calmly and with clarity. This will allow learners to put the anxiety of their 2020 plans behind them, and focus fully on doing their best in the important series of exams that lie ahead this year.”

March 8, 2019

Getting your teen to communicate

One of the most common issues presented to counsellors and psychologists by desperate parents. Part of the problem is that we tend to look back on our own teenage years with rose-tinted glasses, refusing to believe that we were ever like this, choosing instead to blame tangible differences such as smartphones. While technology has certainly shifted the dynamic, it cannot be held to account for a breakdown of communication that occurs when the phones are in bags or pockets…so what then can be held to account? The answer, in short, is science. Sarah-Jayne Blakemore, a cognitive neuroscientist from University College London, UK, used functional magnetic resonance imaging (fMRI) to scan the brains of adolescents and adults while they were questioned relating to decision-making. The study showed that teenagers rely on an area of the brain called the superior temporal sulcus, whereas adults use the front part, called the prefrontal cortex. The superior temporal sulcus processes very basic behavioural actions, while the prefrontal cortex is involved in complex functions such as processing how decisions affect other people. Blakemore also asked participants to make decisions about other people’s welfare and timed how long it took them to respond. She found that the response time got shorter as the participants got older, suggesting that the older people found it easier to put themselves in “other people’s shoes.” So now what do we do? We can blame science for the differences we encounter but those differences do not lessen just because we know they exist. The secret is a strategy. By employing these tips, you may find your child opening up a little more. These tips aren’t necessarily easy to put into place, but they are undoubtedly worth the effort. Avoid saying “I understand but…” Just by using that phrase, you are demonstrating a lack of understanding (in your child’s eyes). Try to put yourself in their shoes first and try to avoid the defence mechanisms flaring up. Avoid tricks or loaded questions. If you know that dishonesty in conduct was involved, do not pretend otherwise to try to trick your child into a confession. It is better to be upfront with the truth you know, as teenagers tend to see through ‘ruses’ very easily. Ask questions from a place of curiosity. Your questions should not be preludes to a lecture. Ask questions such as “If you did x, what do you think would be the consequence, as opposed to if you did y?” Try to understand their reasoning processes by encouraging critical thinking so that they can find their own way through – with your guidance if need be. Wait for the calm after the storm. Do not confuse listening to conversation. Often parents complain that their children do not ever want to talk to them when what they mean is their children do not like to listen when they are lectured at, rather than conversed with. Avoid going on the offensive or the defensive. As soon as either party feels accused, the conversation breaks down. Make the point once, not five times. We often speak a lot more than we need to, using analogies and repetition to reinforce a point. Think about how it feels for you in the work boardroom and apply it to the kitchen table. You do not need to act like a friend. Using teenage jargon is more likely to deepen the gap than lessen it. Watch your language. Negatives can creep in without us meaning for them too. Your language often reflects your concerns but being mindful of this can prevent it. For example, avoid using words like “never”. Telling your child that they “never” talk to you will make it true. Rephrasing it into a positive such as, “I really appreciate you taking the time to tell me about your day” is more likely to prompt similar behaviour in the future. Avoid minimising their problems. Things that comfort adults, like the fact that “this won’t matter a year from now” does not comfort your teenager. This only creates a sense of isolation. The fact that it matters now is their reality, despite what you may know through life experience to be the logical truth. Adjust your expectations if the situation calls for it. If your child has demonstrated responsibility and maturity, you may wish to make a curfew later, for example. Choose your battles. This adage is a cliché for a reason. If you are going to create an argument, rather argue over an issue of safety (such as getting into a drunk person’s car) rather than the state of a bedroom where the clothes do not seem to make it into the cupboard. Give advice when it is asked for – but keep your wisdom to yourself if it is not. Sometimes it is more valuable to let a mistake be made and subsequently learnt from than to deliver unsolicited advice. Watch out for complaining. Every single time we, as adults, complain about our work, our marriage, the commute etc., we are indirectly communicating that being an adult, in short, sucks. Maybe it does, but this invalidates anything we want to communicate to our children regarding advice or input. They see us as not being the best sources of advice because we indicate that we are not happy ourselves. Develop consequences with your child’s input. Jointly decide on a structure of “punishments to fit the crime” and negotiate until you find a middle ground. Teenagers are more likely to buy into disciplinary systems when they had a hand in creating them in the first place. You may even wish to introduce the idea of ‘parole’, where they can work off the consequence according to what was agreed on in advance. This allows them to demonstrate good behaviour and work off their consequences earlier, thus reinforcing good behaviour. References: https://www.webmd.com/parenting/features/better-communication-with-teens#1 http://understandingteenagers.com.au/blog/5-mistakes-adults-make-communicating-with-teenagers/ https://www.psychologytoday.com/blog/rediscovering-love/201110/bionic-teens-effective-communication-techniques https://www.newscientist.com/article/dn10030-why-adolescents-put-themselves-first/

March 6, 2019

Want a second chance at matric? Distance education can help you

Thousands of learners who finished their matric studies last year have already started 2019 in earnest with many beginning tertiary education or embarking on a new job. While the majority of these matriculants have moved on from their schooling careers already, there are those who would like a second chance. Some matric learners may have obtained their National Senior Certificate but are unhappy with their final pass results. In many instances, it isn’t always possible for these learners to return to their school and rewrite one or more subjects the year afterwards. Additionally, there are thousands of learners who unfortunately didn’t meet the pass requirements for matric. “In light of this, most people in South Africa would probably have the perception that once you’ve done your matric – you’re done. But this isn’t true,” says Louise Schoonwinkel, GM of Impaq, a subsidiary of FutureLearn group. “You can always go back through a distance education provider such as Impaq and redo one or all of your subjects to improve your marks and get the pass you want. Moreover, you can do this with a high degree of flexibility from home, during your own time,” Schoonwinkel. With over 16 000 registered learners in 2018, Impaq is well known as being South Africa’s leading provider of home and distance education solutions for learners from Grade R – Grade 12. Impaq is also well-suited to helping learners redo matric in South Africa because it follows the Curriculum Assessment Policy Statements (CAPS) and is registered with the assessment body, SACAI, which is quality assured by Umalusi. SACAI is also one of the national assessment bodies that manage the National Senior Certificate examination along with the IEB and Department of Basic Education. How it works Regardless of the assessment body that learners were previously registered with, any matric candidate who had a final examination sitting – either last year or even in previous years – can register with Impaq to improve or repeat Grade 12. The final deadline to do this is 15 February 2019. When it comes to Grade 12 candidates who register as repeaters, there are two options. 1. Learners who are repeating their school-based assessment portfolio and the final examination. For this option, the candidate has to redo all the tasks and tests, as well as the June exam and the preliminary and final examinations. The candidate may redo all their subjects or only certain subjects. 2. Learners who are only repeating the final examination. For this option, the candidate should have had a sitting for the NSC Final Examination and should have a complete and valid School-Based Assessment, or SBA (this involves tasks and tests as well as the June and preliminary examination). In this instance, the candidate will only rewrite the final examination at the end of the academic year and their current SBA will be submitted as part of the final mark. (It’s important to bear in mind that the SBA is only valid for three years.) In both options, learners have access to 25 subjects (including the likes of IT and Religion Studies). “If you’re looking to improve upon your matric, there is hope for you and the tools for you to achieve this. Experts at Impaq are also available to assist you with any queries you may have,” says Schoonwinkel. For learners who are interested in finding out more and registering, they can do so by clicking this link: https://www.impaq.co.za/improve-matric-results/

March 2, 2019

Listen Up! What’s the big deal with childhood hearing loss?

Hearing is one of the most important senses. Through hearing we learn how to communicate with others, we experience the joy of music, the excitement of laughter, the symphony of nature and the bustling sounds of the city. Hearing also protects us, it alerts us to approaching danger and keeps us connected to the outside world. According to the World Health Organization, about 466 million people have disabling hearing loss, 34 million of these are children. Hearing loss is the most prevalent birth defect and every day 17 babies are born in South Africa with some degree of hearing impairment – half of which have no known risk factors for hearing impairment. In the past, majority of children who were born with congenital hearing loss were only identified at about age 2 when they were not reaching their speech and language milestones. Research has demonstrated that children who are diagnosed with hearing loss and have the appropriate intervention by 6 months of age, will have speech and language milestones comparable to that of a normal hearing child by age three years. What are the causes of hearing loss in children? Congenital Hearing Loss This means that the hearing loss is present at birth. Congenital hearing loss is either caused by genetic or non-genetic factors. Some non-genetic factors include: Birth complications, including the presence of herpes, rubella cytomegalovirus, toxoplasmosis or another serious infection, lack of oxygen or the requirement of a blood transfusion for some reason. Premature birth. Babies that have a birth weight of less than 1.3 kilograms or that require certain life-sustaining drugs for respiration due to prematurity are at risk for hearing loss. Complications with the Rh factor in the blood A nervous system or brain disorder. The use of ototoxic medication by the mother during pregnancy. Ototoxic medications are not usually illicit substances – medications like various antiobiotics Maternal diabetes. Drug or alcohol abuse by the mother or smoking during pregnancy. Genetic hearing loss means that either the gene for hearing loss was inherited from the parents or that the child presents with a genetic illness commonly associated with hearing loss. Acquired hearing loss A child with acquired hearing loss is not born with a hearing loss but rather acquires the hearing loss due to one of many factors. Factors include: A perforated eardrum Infections like meningitis, measles, mumps or whooping cough Taking ototoxic medications A serious head injury Exposure to loud noise, causing noise-induced hearing loss Untreated or frequent otitis media (ear infections) What signs and symptoms should I look out for in my child? When a child does not turn his/her head towards a sound, especially a loud sound When a child frequently touches or pulls one or both ears When a child reacts to some but not all sounds When a child turns their head upon seeing you, but not when their name is called from outside their field of vision Does my child have difficulty following instructions Does my child ask for instructions to be repeated When a child has delayed speech and language development. If the answer to any of the following is “no”, then your child may have delayed speech and language development: Is my child using single words such as “dada” and “mama” by the age of 1? Is my child using 2-word sentences by the age of 2? Is my child using 3-word sentences by the age of 3? Is my child using understandable 4-5 word sentences by the age of 4? When should I test my child’s hearing? Most private hospitals and some government hospitals have audiologists who assess the babies hearing soon after they are born. Generally, this is an optional service so it is a great idea to opt in for the screening. The audiologists use an OAE (Oto-acoustic emissions) or an AABR (Automated Auditory Brainstem Response) machine. The test generally takes a few minutes and requires no response from your child. The Audiologist will be able to tell you if your child’s hearing is normal or if further testing is required. Even if you don’t feel like your child has a hearing loss it is important to have your child’s hearing tested once a year much like testing their eyesight! What happens if my child has a hearing loss? If your child is diagnosed with a hearing loss the Audiologist will guide you through the process. Depending on the cause, degree and configuration of the hearing impairment, the audiologist will either refer your child for further medical treatment or recommend hearing aids and perhaps a further evaluation for a cochlear implant. Your child will also require intensive speech and language therapy in order to catch up to his/her developmental milestones. The later a child is fitted with amplification the poorer the prognosis is for the child. Early intervention is of the utmost importance, we live in a an incredible time where even children with a profound hearing loss can have access to sound again and become integrated into society with ease. Be sure to contact a qualified Audiologist, if you would like to have your child’s hearing screened.

February 8, 2019

The Importance Of Creating a Love for Math

We may take for granted that our children will inevitably learn how to add, subtract, multiply and divide, but early math lessons establish the base for the rest of their thinking lives. “Mathematics that kids are doing in Grade R, first, second and third grades lays the foundation for the work they are going to do beyond that. “They are learning beyond just counting and numbers.” That’s why it’s so important to help children love math while they are still young. Parents can build on those first preschool lessons by counting with their children, asking them to look for patterns and recognise shapes, then moving on to recognition on number symbols. The goal should be to make math “real” and meaningful by pointing it out in the world around you. That could include checking and comparing prices at the grocery store, driving down the street counting mailboxes, reading recipes, calculating coupons, or even measuring food or drink at the dinner table. Just as you encourage your early reader to look for familiar letters, ask your child to watch for math, regarding math as highly as you do reading. Every parent knows that it’s a good idea to read to your child every night, but they should also realise the importance of talking about mathematical situations with children every day. With so many facts and figures to memorise and apply to math problems, children learn early that math is something that requires work. That doesn’t mean that it can’t be fun; keep the pleasure in math by playing games with your children. Many games, even the ones adults play, rely on math. With countless websites, computer games and phone apps, parents have endless options, but don’t forget about the nondigital games you loved as a child. The classics that require manipulating cards and game pieces, calculating along the way, may have the same appeal for your kids as they did for you. One game worth considering is Snakes and Ladders , it develops the basic math skills needed to build a strong foundation for number sense and the best part is the kids don’t realise they developing math skills. As you play with your kids, try to tap into your own love for math. When you play Trivial Pursuit, you are using math to determine how many spaces you need to get to the next wedge or predict which category you can answer best. The game doesn’t have to be about math, but should involve it. Make math fun and meaningful and create a love for mathematics at an early age and you will see the rewards later. The Gymathstics Approved Games Tab on the Gymathstics website has amazing logical thinking games that promote math development in young children. Log onto www.gymathstics.co.za for more information

January 25, 2019

Finding the best learning environment for the Gen-Z student

With matric complete, a new cohort of Generation Z (Gen-Z) is now in search of optimum learning environments that will support their pursuit of knowledge and help them prepare themselves for the world of work. Often referred to as ‘digital natives’, Gen-Z’s stand out for growing up with a complete immersion in technology which has shaped the ways they find, process, learn and engage with content. As they enter our universities and colleges they also bring with them their generational worldview and traits. Across the world, traditional higher education is challenged to adapt to provide learning environments that will set Gen-Z on pathways to success. Gen-Z’s have been raised in an inter-connected world with unprecedented amounts of information immediately accessible to them through their devices. The world’s problems are more apparent and visceral to them, and they tend to be innovative problem-solvers who are often driven by the need for social change. There may well be many among them who are specifically looking for study programmes that will support their aspirations to make an impactful contribution to an ever-changing and uncertain world. Notable for their adaptability, Gen-Z’s want to be equipped with skills that do not confine them to a single field of work. Rather, they prefer to develop universal skills that will help them to solve challenges in different work environments. Another impact on Gen-Z has been growing up in a world that has been more protective of childhood and children, with parents more aware of parenting and aiming to turn out young adults with healthy self-esteem. As a consequence, Gen-Z’s have expectations of being engaged with as worthwhile individuals, whether that’s online, at home or in their study environment. They value close personalised attention, recognition of their uniqueness and tailor-made plans to help them get to where they want to be in the most optimal ways. They do better with regular, constructive feedback from those in charge, and are more open than any other generation to mentoring, coaching and counselling. For many of Generation Z, the traditional Western university model, with its sprawling, anonymous campus, vast lecture halls and cloistered academics, is not the optimal route for their further education. Their preferences are shaping higher education across the globe, but it’s not that easy for long-standing institutions to transform in radical ways. Lauren Martin, Clinical Psychologist and Head of Teaching and Learning at SACAP (South African College of Applied Psychology) believes this is one of the reasons there has been a steady rise in private higher education institutions across the world. “Private institutions have had the benefit of offering personalised, tailored educational experiences which allows them to remain agile in meeting the changing needs of students who enrol,” she says. “Private institutions like SACAP are specifically geared to provide 21st Century learning environments that best suit the current generation.” Lauren points out that the optimal higher education learning environment for Gen-Z, must include: Providing social learning environments where Gen-Z can engage seamlessly with diverse content, educators, mentors and peers. Their learning environment needs to provide opportunities for sharing, engaging and debating. Smaller classes that allow for robust discussions on relevant world issues are important for Gen-Z’s. “They need to be hands-on when it comes to their learning,” Lauren says. “Their learning environment needs to enable them to be directly and deeply involved in their learning process.” Providing on demand services so that Gen-Z can at any time and with great ease access a variety of services that help them optimise their study experiences. Gen-Z’s are adaptable and can easily access information to assist with their own learning. Their needs rapidly change as they are exposed to new information and contexts, and they require a personalised set of support services to meet their needs. Their learning environment needs to be agile in developing and offering new and diverse support services, delivered flexibly and efficiently. Providing career guidance, planning and focused learning opportunities because Gen-Z’s want to be involved in making a meaningful difference in the world. Providing opportunities for students to gain experience in various work environments or volunteer options during their studies exposes them to the needs in the community and allows them to practically think about meaningful career trajectories. Also, they value developing universal skills that allow them to create careers that perhaps have not even been thought of yet. Their learning environment needs to foster flexibility, autonomy and innovation. Deeply integrating digital learning tools and engagement channels so that Gen-Z can learn the way they learn best – through technology and multimedia devices. “Gen-Z’s are accustomed to communication and learning through various technology platforms such as social media, smart phones and apps, Lauren concludes. “Their learning environments need to incorporate creative technology platforms, applications and in-class integration to keep Gen-Z’s thriving as they study.”

January 24, 2019

Bad Posture may lead to headaches

There are many different medications, surgeries and interventions to treat headaches, but a new study reveals an effective way to treat primary headaches might be at your fingertips – neck stretching. By performing simple neck stretching exercises that stubborn and painful headache might just disappear. The study, published in Workplace Health and Safety, examined the effects of a neck stretching exercise intervention on nurses’ primary headaches. It used a pretest and posttest two-group design with a total of 60 female staff nurses employed by a medical center in Taiwan. Participants in the experimental group (a total of 30 patients) practiced neck stretching exercises while experiencing headaches. The participants in the control group (the other 30 patients) managed their headaches as they would usually do. According to Dr. Elliot Shevel, Medical Director of The Headache Clinic, and South Africa’s internationally recognized Migraine expert and pioneer in the field of Migraine Surgery, a structured questionnaire was used to collect data on headache intensity at baseline, and at 30 minutes and 1 hour after intervention. “Decrease in headache intensity of the experimental group was significantly larger than that of the control group,” says Shevel. “The conclusion was that neck stretching exercises is an effective method for treating primary headaches.” What exercises can you do? By simply doing some physiotherapy exercises at the office or in the comfort of your own home, you can treat your own headaches, says Shevel. The Headache Clinic’s in-house Physiotherapist Urvashi Chiba has put together a short demonstration video with practical advice and exercise demonstration. Please click here. Things to remember when doing neck stretching: Do the neck stretches two to three times per day. Stretches are more effective and comfortable when the muscle is warm. Ideally it can be done in the shower, after a bath or after heating the muscles with a heat pack. Do not pull too hard; a gentle pulling sensation should be felt. The stretch should be gentle and should not cause you pain Take regular breaks from the computer or seated position. Maintain correct seated position in front of your computer or desk. Correct computer posture Maintain correct seated position whilst driving. Correct driving posture Avoid awkward positions, especially for extended periods of time. Common awkward positions Slouching in a chair Sticking your bottom out Standing with a flat back Leaning on one leg Hunched back and ‘text neck’ (from hunching over while texting) Poking your chin by sitting too low in front of your screen Rounded shoulders Cradling your phone between head and shoulder

January 24, 2019

Explore the microscopic world – Fun ideas for bored kids

Parents and caregivers need plenty of ideas to keep kids entertained throughout the holiday. If you have access to a basic microscope such as a Foldscope, these fun exploration activities will not only keep the kids occupied, but they will be learning at the same time! To start, you will need a light microscope, microscope slides (glass or make your own from cardboard/paper), coverslips (or sticky tape) to secure the specimen to the slide, a clean container for sample collection, and purified water. Small forceps also come in handy to collect and manipulate specimens. Water bear (tardigrade) hunt Water bears are fascinating creatures that occur all over the world. These micro-animals are able to survive extreme conditions such as freezing cold or high heat, low and high pressures, dehydration, and starvation. They’ve even been shown to survive in outer space! Finding a water bear in your own garden is a special experience, and is sure to pique the interest of children of all ages. Without water, tardigrades enter a state called “cryptobiosis” where their metabolism slows down and they become completely inactive. They are revived from this state when water becomes available again, allowing them to inhabit mosses and lichens that undergo periodic wetting and drying. Collect pieces of moss and/or lichen from bricks, walls, trees, etc. Using a clean implement such as a scraper or blunt knife, remove the moss or lichen and place into a clean container. Try to remove as much dirt from the sample as possible (water bears are more likely to be within the spaces between the moss than in the soil, and the dirt will make it harder to find your water bear). Place your sample of moss or lichen into a small container and add about 20 ml of purified water. Make sure your moss is completely submerged, but do not use too much water as it will be mean more water to search through. Leave the moss to soak for at least 4 hours to give the water bears time to rehydrate and become active. Using a pipette or a straw, collect some of the water and place a drop onto the microscope slide. Cover with a coverslip or sticky tape and place into your microscope or Foldscope. Now you are ready to look for water bears. You may have to make several slides or even find different moss samples if your initial search is unsuccessful. Don’t give up though! Water bears are incredibly abundant and it’s only a matter of time before your patience pays off. Only about 1000 species of these micro-animals have been described by scientists, so there is a good chance you will discover a new species in your own backyard! Pollen Each species of flower’s pollen has unique characteristics. It may be possible to see some of these characteristics using a basic microscope and children will enjoy trying to find the differences. You can collect pollen without picking the flowers by holding a piece of clear sticky tape to the pollen-covered anther. Place the sticky tape onto the microscope slide and observe! Pond-/seawater Pond- and seawater are teeming with microscopic organisms like amoeba, rotifers, nematodes and diatoms. Simply collect some water in a container, place a drop onto a microscope slide and observe. Try to identify as many organisms as you can. Since these creatures are alive and will be swimming around your slide, it is a good idea to take a video if you want to observe them more carefully. Coupling a Foldscope to your smartphone is a quick and easy way to get great videos of your specimens. Foraminifera – armoured amoeba These single-celled microscopic organisms have existed on earth for 570 million years. They are found in all marine environments, but also occur occasionally in freshwater or even on land. Each organism builds a shell around themselves, and these shells have built up for millions of years within the seabed and regions where the sea once flooded the land. Foraminifera fossils are studied for clues about the earth’s climate millions of years ago. Not only are they useful, foraminifera also come in an endless variety of beautiful shapes and colours. If you are able to get some sea sand, you have a good chance of finding some of these armoured amoebae. Tiny insects Even the tiniest insect looks like a scary monster under a microscope! Ants, mosquitoes, fruit flies, aphids, and moths look impressive when magnified 100 times. Since light microscopes function on the premise of light passing through the specimen, it is important to select only small insects for this activity. Some parts of the insect will be too thick for light to pass through, but it is possible to observe the legs, feet, mouthparts, and wings. If you have a lightbox (or a Foldscope with an LED light module), thicker specimens can easily be observed. We do not recommend killing insects for this activity. Instead, find dead insects in spider webs, on window sills or in the garden. Place your insect on a microscope slide, cover with a coverslip or sticky tape, and be prepared to be amazed! Don’t have a microscope? Don’t worry! You can get an ultra-affordable origami-inspired Foldscope online from www.scibuddy.co.za. Foldscopes are durable, easy-to-use, and portable, with 140x magnification. They are available as individual kits or classroom kits containing 20 or 100 units. Deluxe Individual Kits contain an extensive set of accessories to collect specimens and prepare slides. These kits are packaged in a beautiful metal case making it easy for little explorers to keep their Foldscope close at hand. SciBuddy is the exclusive distributor of Foldscopes in South Africa. The owner, Arista Burke, has a background in microbiology and education. She believes that Foldscopes will be a gamechanger for South African children. To find out more about SciBuddy and Foldscope, visit www.scibuddy.co.za or their Facebook page, www.facebook.com/SciBuddySA.

January 22, 2019

Understanding the effect of alcoholism on children

An Open Letter To My Teacher Dear Teacher, I think it’s time I told you why I have been acting out at school and crying sometimes. I think you know that something is wrong, because you keep asking me, “What’s the matter?” The reason I haven’t told you before is that I can’t talk to you in the hallway with all the other kids staring at me—and until now, I didn’t feel like I could talk to anybody about it. I’m worried about my schoolwork. I keep getting in trouble for not doing my homework, and not listening in class. Sometimes I am so scared that I just get mad at everybody. I don’t mean to yell. I just feel like everyone is picking on me at home and at school. You see, my dad has a drinking problem. It’s called “alcoholism.” It means that he can’t control his drinking. He comes home some nights really drunk and yells at all of us. Then Mom yells back at him for being drunk and spending all the money. Sometimes he hits her, or my sister and me for no reason, just because he is drunk. Sometimes my sister and I are so scared that we hide in our room. I used to hate my mom and dad for all that – Mom for yelling at Dad and making him even madder, and Dad for his drinking. I don’t hate them anymore because I found out why they were like that. One day a lady came and talked to my mom, and I listened, too. She was the one who explained to us what alcoholism is. I learned that my dad was not horrible, just sick. He has a disease called alcoholism. She told us that when there is someone in the house with a drinking problem, the whole family gets hurt by it. She also told my mom about Al-Anon. That is where families and friends of problem drinkers go to understand the disease of alcoholism and how they can stop being so scared and mad all the time. Now Mom goes to Al-Anon. It works, too. Mom doesn’t scream at Dad or us as much anymore. I go to Alateen, that’s for kids affected by someone else’s drinking. Sometimes we have friends that drink too. Now I understand, and it feels good not to be the only one with my kind of problem. I think that teachers should know about alcoholism, because then they would understand kids like me. If you know of any kids who might have a problem with a drinking parent or a drinking friend, you could tell them where they can get help. It really helped me. Your Student ____________________________ For nearly 70 years, Al-Anon Family Groups, globally, has helped the families who live with the disease of alcoholism. The disease of alcoholism in a family member or friend affects children and teenagers in many ways that impact on their behaviour and ultimately, their school work. Frequently, students and educators do not realise that a relationship with an alcoholic could be a factor in poor performance, disruptive behaviour and other problems. Alateen helps young people understand how alcoholism affects the lives of all who are associated with a problem drinker. It especially effective for children in the Teens & Teens age group Alateen in South Africa We have learned that learners are very cautious about attending Alateen meetings at their schools. In some areas Alateen meetings are held in the evenings in a nearby church hall, community centre or somewhere secure. Parents/guardians must give written permission for Alateen attendance. Alateen South Africa has groups across the country. A list of Alateen meetings may be found on our websites: http://www.alanon.org.za/meetings/ http://www.alanongauteng.co.za/ Teen Corner (Alateen) [email protected] — 24 hr Helpline – 0861 25 66 66 Literature & more information is available. Just call us.

January 16, 2019

Preparation tips for parents on back to school headaches

It’s back to school time again. Parents know this time of year all too well. There are school clothes and supplies to be purchased, class and bus schedules to review, and seemingly countless other details to deal with. For children who get headaches, this time of year means anxiety, stress, and chronic head pain. The research conducted by the World Health Organization has shown that 80 % of headaches are caused by muscle tension, which is triggered by stress. “In order to start the school year off right, you need to have a headache strategy” says Dr Elliot Shevel, South Africa’s pioneer in the field of migraine surgery and the medical director of The Headache Clinic. He advises parents to take note of the following: Install a blue light filter on devices If your child uses a computer, tablet or mobile phone for many of their school activities and leisure, installing a blue light filter on each device is recommended to reduce muscle stress of the eyes which contributes to headaches and migraines. Blue light filters also block out the light that contributes to insomnia and poor sleeping. Lack of sleep is also a trigger for headaches and migraines so every member of the family should have blue light filters on their devices too. Choosing the correct backpack/ posture related headache Choosing a backpack with wide, padded shoulder straps and padded back. Pack light and organize the backpack to use all of its compartments. Pack heavier items closest to the center of the back. The backpack should never weigh more than 10 to 20 percent of your child’s body weight. Always use both shoulder straps as slinging a backpack over one shoulder can strain muscles and lead to muscle tension headache. Consider a rolling backpack; this type of backpack may be a good choice for students who must tote a heavy load. Remember that rolling backpacks still must be carried up stairs. Nutritional lunch boxes/ dietary related headache Nutritious home packed lunches start in the supermarket; use the nutritional facts label to help choose healthy foods. Compare nutrient levels for similar foods. Select those lower in fat, sodium and sugar. Dietary headache is a common affliction. These are usually triggered by foods that assist with energy such as chocolate. Instead of giving your child a chocolate as a sweet treat rather include a fruit. Fruits make a sweet and nutritious contribution to lunch. They are generally rich in vitamin A, vitamin C, fiber and water. Take note of which foods trigger headaches for your child by keeping a diary and avoid these foods. A Dietary Trigger Diary is available on this link free of charge to assist you. Remember to remind your child to eat their lunch as skipping meals is a surefire trigger for headaches. Teach them to eat in moderation and enjoy their meals. Ponytails, braids, weaves, tight hats or headbands The scalps of headache sufferers are far more sensitive than people who are not susceptible so be mindful of your child’s hairstyle to ensure that it is not contributing to their headache pain. Pulling hair tight can often cause discomfort but this will be relieved as soon as the pull on the hair is relaxed or released. Remember to pack a fruit juice/ dehydration headache Dehydration is a common trigger, adequate intake of fluid throughout the day to prevent headaches. Select 100% fruit juice, not just any soda drinks. Soda drinks contain mostly caffeine and sugar and are low in nutrients. Caffeine has been known to trigger headaches in children and it is also highly addictive. A better choice is 100% fruit juice or water. First day stress headache Having your child feel anxious and stressed on the first day is a surefire way to trigger a headache. Remind your child that he/she is not the only student who is a bit uneasy about the first day of school. Teachers also know that students are anxious and will make an effort to make sure everyone feels as comfortable as possible. Point out the positive aspect of school, such as it being fun and them getting a chance to make new friends. If you feel it appropriate, drive your child to school and pick them up after on the first day. Taking part in sports/ stretching exercises Parent should encourage their children to take part in physical activities at school as these are not only great fun, but also an important part of playing and learning. It is also vital for healthy growth and development. Persuading those children who don’t enjoy organized sport to take up some other form of everyday physical activity will help them stay healthy. Teach your children the right stretching exercises to stretch the muscles of the head, face, neck and jaw. Stretching should be gentle and soothing, not agonizingly painful. Get your children to stretch their neck and jaw muscles carefully and this will give results. For a free copy of the exercises, contact The Headache Clinic on 011 484 0933. These will help them to stretch the neck and jaw muscles carefully, this will give results. When to consult a medical professional If your child’s headache persists, it is imperative that you undergo a multidisciplinary investigation to diagnose the specific factors behind the recurring headache. There are a number of healthier treatment options to medication available right here in South Africa. It is possible to get to the bottom of the problem and resolve the pain permanently without medication so that your child can enjoy the quality of life they deserve. For more information go to www.theheadacheclinic.net alternatively contact The Headache Clinic hotline on 011 484 0933.

January 11, 2019

Is anxious the new normal?

Majority of Generation Z admit to feeling anxious about something in their daily lives and often don’t seek advice to help them cope with it Kaspersky Lab partners with The Mix to launch #AndOwningIt campaign and help young people embrace their insecurities and realise that they are not barriers to achieving happiness. A new Kaspersky Lab report has shown that Generation Z is the most anxious to date, with the vast majority of young people admitting they are worried about something in their lives, and the majority do not seek professional advice to help them cope with it. In line with its global commitment to turn insecurity into security, Kaspersky Lab has joined forces with digital youth charity The Mix to help young people from around the world embrace their own insecurities and show that they are not barriers to achieve happiness, through a new campaign – #AndOwningIt. With their world dominated by online news and social media, nearly half of Generation Z (young people aged between 13 and 23) said they feel more anxious about their appearance than about their career prospects, money, terrorism and being bullied. The study revealed that these anxious feelings, or worries, can impact young people’s behaviour, including how they approach social media. For example, it is quite common for Generation Z to create a more manufactured, or perfect, perception of how they look. Most young people also spend up to half an hour editing their images or videos ahead of posting them on social media platforms, in order to create a flawless image. One more important finding is that girls are more insecure than boys, as they feel much more anxious about their appearance than their male counterparts. Nearly double the number of female Gen Z-ers, when compared to male Gen Z-ers, also admit to changing their eating habits (such as overeating or refraining from eating) because of appearance related anxieties. Body improvement and fitness content on social media makes young women feel worse than young men, and females have admitted to skipping a social event in the past year due to social anxiety. What’s more important is that Generation Z does not seek help on what to do when they are feeling anxious. The majority of young people do not visit a doctor for advice on how to cope with their anxieties. So, while many young people are struggling, they are not sure about how to deal with their feelings. In order to tackle this, Kaspersky Lab has joined forces with The Mix, a digital youth charity supporting people under the age of 25, to launch a new campaign to help turn Generation Z insecurities into securities. This new campaign – #AndOwningIt – aims to help young people lead happier lives by empowering them to embrace the very things that make them feel insecure and allowing them to realise these insecurities are not barriers to happiness. Why? Because the first step to turning an insecurity into a strength is owning it. The campaign will be supported by custom t-shirts, featuring the most common insecurities young people have, encouraging them to accept their insecurities and start a conversation. All of the profits from selling the t-shirts will go to The Mix. Chris Martin, CEO at The Mix said: “Across the world there are global issues which all Gen Z citizens face but there is still a stigma surrounding how they share their feelings and talking openly about mental health. Feeling anxious or worried can become very isolating for young people – but the truth is that there are many who struggle with how they feel, and things do get better. Our new campaign will help young people show others that they are not held back by any of their insecurities and the often hostile atmosphere of social media does not have to impact them. We are delighted to join forces with Kaspersky Lab and continue our important work of helping Generation Z open up about their mental health and empowering them to flourish. We’re calling for everyone to own the aspect of their lives that others may criticise, or they are worried about, to prove there are no boundaries in becoming confident and successful.” Kaspersky Lab and The Mix are urging Generation Z, along with their friends, to join the conversation across social media with the #AndOwningIt hashtag, as well as purchasing a t-shirt to show their support. Ilijana Vavan, Managing Director, Europe, at Kaspersky Lab said: “For many years, Kaspersky Lab has helped families and businesses fight online insecurity and remain protected from cyberthreats. Now we want to help young people around the globe turn their insecurities into securities and overcome their real-life anxieties, as they try to prosper in a digital age that no other generation has faced before. They fear they won’t be able to be successful and happy due to circumstances that are both in and out of their control. This campaign is to help Generation Z realise they only create these barriers inside themselves and it’s in their own hands to get past these insecurities and own them.” As part of its study, Kaspersky Lab surveyed 1,003 13 to 23-year-olds in the UK to discover more about their insecurities and what they feel anxious about. To find out more and read the report findings, head to the Kaspersky Lab website. For specific help in continuing to tackle anxiety or other mental health challenges, reach out to The Mix – the information and support they offer is universal and can be accessed internationally.

January 9, 2019

8 Best apps for parents to monitor their children

Monitoring the activities of the children has become a huge challenge for the parents in the modern days. Mobile phones and children can be a dangerous duo. You are always fearful about their mobile activities. Kids nowadays tend to use their elders’ mobile phones or their own mobile phones at a little age. This poses a great threat to their parents as they fail to monitor their kids’ mobile use. However, there are a variety of apps that enable you to monitor your kids and limit their mobile activities. Following are a few most significant apps for controlling your kids: mSpy mSpy is the most widely used parental control app for the smartphones. It enables the parents to monitor the calls, location, Whatsapp, Snap chat, and text messages of the children. This app has plenty of useful features. It specifically allows you to limit the social media usage by the kids. You can control your kids’ Facebook, Messenger, Instagram, and even photos and videos. The use of mSpy is pretty easier. You just need to purchase the mSpy or subscribe. Then you need to install the app,and your tracking process is initiated. The parents have most satisfied with this app. They offer 24/7 multi-language customer support. In addition, mSpy is one of the cheapest child phone tracker applications. Footprints Using the Footprints app, you can always acknowledge the location of your child. It allows you to use the GPS in real time for knowing where your child is. This app assists you in keeping track of your kid or automatically locate him. It keeps you aware of where your goes with his phone. In case he is traveling alone, you can confirm whether he is meeting up with friends or has arrived at a particular location. The information regarding his location is only shared with the authorized person. No other person can access his location. The data can also be saved for later review. Dinner Time There are a few apps that limit the mobile use of your child. Dinner Time is one of the apps that restrict the use of the mobile device during bedtime, study time, and dinnertime. This app enables you to unlock and lock your child’s mobile device instantly. You can do this by your own mobile device. Therefore, you can enjoy a better time with your family and make your kid focus on sleep and school work. However, it is a necessity of this app that the device of the child must be android. The device of parents can be Android, iPhone or any other. This app does not work if the child’s mobile device is not android. Overall, it is a wonderful app which offers three modes including Bed Time, Take a Break and Dinner Time. All these modes limit the use of the mobile device by your child. Family Time Family Time is an app that does almost everything. It allows you to customize the control options for behavior and content that you need to prevent. The app offers you tools for setting bedtime and homework. You can restrict the time that your children spend on their smartphones. It also offers a geo fencing option. This alerts you when the phone enters a prohibited area. It also enables you to control or block any applications, keep an eye on their contact lists, and monitor their calls and text messages. This child phone tracker app may trouble parents at the start. Hence, you need some time for learning how to use this app. It isn’t one of the simplest to use applications. Q studio Q studio is an excellent, efficient, and use the friendly app for the parents who don’t have enough time. It provides a dashboard which expresses all the recent mobile activities on any device. It even determines the time spent on different services such as Twitter and Instagram. It allows you to set restrictions on time, track the calls and texts, filter out the racy sites, and set restrictions on the different apps and games. It is one of the top control software for limiting the children’s mobile activities and usage. ESET Parental Control ESET is another leading parental control app specifically for Android devices. ESET has several useful features that permit for more delicate control than many other child security applications. It allows website and app locks. A key feature is that you can select age-based features that can be switched as the children grow up. It gives you an opportunity to allow more number of websites in the future while keeping them protected. There is an additional feature of parent message which delivers a message that kids need to respond to prior to continuing using their smartphone. ESET also allows the kids to request additional time, but parents can set the limits on the device use. Pumpic Pumpic is an app that can be used on both iOS and Android devices. Its clean interface assists the parents to deal with the lengthy list of the tools that usually come up with the app. It allows you to tracks messages and calls and limit and blocks them as required. You can also monitor the websites visited by your child along with his activities on social media. There is also an option for tracking the location of the device and the history of the locations where the device has been. In addition, you can wipe and lock down the mobile device. Our Pact Specifically designed for iOS devices, this app is a cheap option for mobile control of your kid. It is a streamlined app that provides fundamental parental control services. It does not make you get complicated. Instead, it is an easy to use app. It offers one of the most affordable plans for utilizing the parental control services. Using this app, you can block the internet access of your child. You can also develop different time schedules and pose limits on the access of specific apps and websites. It

January 9, 2019

The conversations we need to be having with our school-leavers

The face of parenting changes year by year, as our children grow and develop their own personalities, interests and expectations of life! Cindy Glass, Director and Co-founder of Step Up Education Centres elaborates by explaining “We have been there from the new-born phase – supporting, encouraging, nurturing and guiding them as best we can – in a world that is rapidly changing and in communities that have challenges all of their own. Many parents are entering yet another phase of their children’s development – the excited, anxious, energised, slightly stressed school-leaver! Life, as we know it, can be a cruel adventure!” So what conversations should we be having with our children as they prepare to face life as ‘new-born’ adults? You can only give to others how you feel about yourself. Negative behavioural choices are rooted in fear and a lack of self confidence and self-esteem! Self-awareness and self-respect are key elements in ensuring that you treat others as you wish to be treated! Honour yourself and never stop trying to be the very best version of who you are! Mistakes and failures are inevitable! USE these experiences as learning opportunities to grow in confidence and skill! OWN your mistakes and look for ways to find positive solutions! Choices have a buddy called Consequences! Life is about making choices-every second of every day and facing the consequences of those choices. Don’t blame others for the choices that you have made! Seek to learn from negative choices and use the opportunity to find ways to lift yourself up again. As you learn to honour and respect yourself, aim to pour this into the world. Use every opportunity to be kind to others-remembering that we are all on this earth to learn and grow. Kindness, gentleness and friendliness don’t cost a cent, but they have immeasurable value! It is ok to say NO! You do not have to get involved in anything that does not feel right and good to you. Protect your energy and happiness by saying no to circumstances and pressures that do not add value to your life! Again, saying no in a respectful manner costs nothing. It will show others the strength of character that you have and that is valuable! Think big! Be determined! Be courageous! BUT, allow yourself to be vulnerable and human as well. You may feel sad, angry, despondent, frustrated or lonely from time to time. That is ok. Just do not let these moments define who you are! Feel them, own them and then rise again! Cindy concludes up by saying “Life is a woven tapestry of experiences, adventures, hurts and joys! Embrace every opportunity and choose to LIVE the best life possible, no matter what challenges may come your way! Happiness comes from within and there IS a solution for every challenge!”

December 5, 2018

Dealing with first year failure- temporary setback, not lifelong failure

Thousands of first year students receiving their end of year results are having to face up to the fact that their dreams for the future are not materialising quite as they expected when they walked through the doors of higher learning at the start of the year. And while many of these students may consider throwing in the towel, that would be a mistake, an education expert says. “First-year dropout rates are sky-high in South Africa,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest private higher education provider, “but students who don’t successfully make the transition from school to university on their first attempt shouldn’t be discouraged. Instead, they should re-assess their situation and continue on their higher learning path with a new strategy.” While statistics vary, it is estimated that more than 40% of students quit their studies after their first year. Some put the figure as high as 60%. “If you failed or performed badly in your first year, you should not view this as an eternal pronouncement on your ability (or lack thereof) to make a success of your studies and ultimately earn a degree,” says Kriel. “There are many, many young people who don’t achieve optimally right from the start, and by asking yourself a few questions about your direction and looking clearly at your options, you can still go forth confidently and make a success of higher learning,” he says. Kriel says while there are many underlying issues which contribute to first year failure, including factors such as difficulty adapting to the new environment and workload, as well as socio-economic or personal factors, a major contributor to first-year dropout is the fact that many students didn’t thoroughly do their homework before deciding what to study and where. Too often, prospective students simply go the traditional and some would say outdated route of signing up for a generic degree at their nearest public university, and then find themselves having to burn the midnight oil trying to digest information in which they have little interest, and which doesn’t seem to correlate closely to anything practical that can be applied in the workplace. “As a result, there is this disconnect between what the student is required to engage in day in and day out, and what they envision will be necessary to get their foot in the door in the ‘real world’ of work. “So the first step for students who either failed their first year, or who passed but just can’t see themselves continuing on their current path, is to take a step back and re-assess what they want and where they are going.” Importantly, they need to approach this with the commitment that they will continue and see through their studies, even if it means finding a different approach that makes more sense for them personally, Kriel says. Then they should do one (or a combination of) the following: WORK HARDER The volume and complexity of the workload increases exponentially between school and higher education. If it is simply a case of you having misjudged what is required of you, undertake to start afresh next year and put in the effort consistently, from day one. WORK SMARTER Sometimes too much time and attention are given to one or two areas of work, while others are neglected. Sometimes the way you approach certain tasks is not as efficient as it could be. Here is it helpful to ask your institution’s career centre or student advisors (a good institution must offer these services), for help and guidance with your study strategy. FIND WHAT WORKS FOR YOU If a student isn’t pursuing a field that makes them excited about their learning and ultimately their future career, they are bound to lose momentum and interest in completing their studies. If it is clear at this stage that a first year’s chosen qualification isn’t working out, it is better to pursue a new path, rather than spending time and money trying to make the wrong one work. But very importantly, when considering a different qualification, students must ensure they properly research all available offerings. There are many new and exciting fields with work-focused qualifications that students may not even have been aware of in the past. FIND AN INSTITUTION THAT WORKS FOR YOU Higher education is no walk in the park, and making the transition from being assisted by teachers who know your name at school, to being a number sitting in front of a lecturer who needs to get hundreds of students through the year’s curriculum, can be daunting. That is why it makes sense to find a higher education institution which is able to offer smaller class sizes and individual attention, which makes a marked difference to individual student outcomes. “Our message to discouraged first years is to not give up. Don’t view your past year as a wasted one – no education is ever wasted. Take the lesson and make the corrections where needed, and build on what you’ve achieved thus far,” says Kriel.

December 5, 2018

Connecting with your teenager

As a mother of four teenagers, it would be plausible for me to hail myself as all knowledgeable on the topic of connecting with teenagers. Unfortunately, connecting with your child is not a science – it requires continuous enthusiasm and effort. The same enthusiasm and effort that was shown to them when they were infants, toddlers and tweenies. Unlike other stages of your child’s development, the daunting part of connecting with a teenager is respecting that they have opinions and ideologies of their own, which are occasionally in conflict with your own. I asked my children about their views on the way we connect. For the first time in recent history they agreed with one another. We connect through mutual respect and compromise, two principles that can only be attained by communication. As a family we have established a variety of rituals that began in their early childhood. These have aided communication throughout their teenage years. Like many other mothers in the world, I juggle a career and the responsibilities of single parenting. The reality of life is that there is not much time for individual, sit-down, deep and meaningful conversations with my children. We all, however, have to eat and mealtime is communication time. I insist upon us eating together at a specified time every day – it is a non-negotiable rule in our home that is observed in the morning and in the evening. Gathering in the morning allows us to communicate our plans for the upcoming day. This is the time when I focus on the events for that day which are important to my teenagers; we are able to remind each other about what we have to do in the day; and it is often the opportunity to appreciate how much each individual family member has to cope with on that particular day. Between work, school and sport, all our days are busy and there is little time for each other between sunrise and sunset. During these hours there is a lot to be positively said for the power of social media. We have a family Whattsapp group and at some point throughout the day, one of us will send a message or an emoji or a meme. It takes all of a second, yet it can communicate love, encouragement or most often just share a little bit of family humour. Should I receive an email during the day that is pertinent to one of my teenagers, I forward it to them directly. This gives them the opportunity to be accountable for their own commitments and ensures that I don’t forget to pass on important information. Dinner time is when it all comes together. This is the time when I get the “scoop” of the day, with each teenager adding their little bit of “spice”. We are by no means the “Brady Bunch”, as dinner time often ends with more than one person disgruntled. Respect and compromise get their time to shine at this point. It is the moment when opportunities are taken by the teens to ask for permission (which often requires compromise on both our parts) or to let me know about altercations and celebrations that have happened in the day. It gives us the chance to debate current topics and to respectfully disagree with each other. I cannot help but dismiss the theory that it is not quantity, but quality that counts when spending time with your children. It is the daily quantitative communication that affords you the opportunity to discuss and advise teenagers on small issues before they become big challenges. Of course, connectivity is a relative concept. I would venture to suggest that finding the connectivity balance is the most challenging part of being a parent to teenagers. When my husband died seven years ago, I vividly remember one of my first thoughts being along the lines of not wanting my children to feel too connected to me as they became teenagers and thus feeling the need to be responsible for me. At that point in time I decided that all my children would leave home when going to university. This year, my first baby left to study in a different province. It has been the second most difficult time in both our lives and we count the days until we see each other. As difficult as it is for us both, it is an integral part of cementing our connectivity as adults. We talk every day, albeit that the time we spend chatting has become shorter as the year has progressed. The stronger the connection, the more difficult it is to disconnect. Just as we, as parents, are responsible for making the connection, so we are responsible for encouraging a certain amount of disconnection to take place at the right time. Throughout my teenagers’ latter years, I have noticed a few of their peers’ parents struggle with levels of connectivity. When our children become teenagers, we also tend to get a second lease on life. We have increased freedom and time – it is tempting to use our connectivity with them as a channel to re-live our own teenage years. A point of danger. Whilst the concept of being a “cool” parent is tempting and, I must confess, I have experienced a little “cool” parent envy myself – it is a point of caution. Their friends are not your friends. The goal is to keep the connectivity alive through adulthood and not to short circuit it in teenage years. Like all stages of parenting, there is no blueprint for how to connect with your teenagers. You need to establish which gatherings work for your family in your circumstances. Family traditions that are established in early childhood are the power for communication that is the wire for connectivity throughout the teenage years, with the ultimate objective being its transformation throughout adulthood. By Natalie Lee, Teacher at Pecanwood College

November 21, 2018

What to do if your teenager is depressed

Growing up can be an emotional rollercoaster, during which a young person has to contend with many high and lows, from school and friendships to puberty and their sexuality. If you have noticed that your teenager seems to be experiencing more lows than highs, and these lows are happening more and more frequently, this may be a sign that they are struggling with depression. It can be distressing to watch your teenager feel constantly sad and low. However, it’s important to know that you’re not alone, and the most important step you can take to help is to seek help. Here, we provide information on the symptoms of depression in teenagers to look out for, as well as guidance on the ways that you can support them. What does depression feel like for your teenager? Whilst it’s normal to feel sad occasionally, the intense and overwhelming low moods that depression causes can stop your teenager from getting pleasure from things they usually enjoy. This all-encompassing sadness can also prevent them from being able to function and perform daily tasks. We have outlined what depression actually feels like for a teenager to help you understand what they may be going through: For young people, depression can feel like they have a sieve in their head, which washes away all positive reinforcements and keeps hold of all negativity, which they focus on and magnify A teenager may feel like they are wearing a mask in front of friends. They will put on this brave face to cover up how they really feel, as they believe that they will be a burden if they show their real mood. This mask can be exhausting to wear, so by the time they come home they often can’t keep it up, meaning that you are likely to see the true picture Many young people describe depression as being tortured in their head. Anything that they hear gets turned into something negative, and even if they are told by a specialist that their depression is treatable, they believe that they’re the only one that can’t get better Signs of depression in children If you are becoming increasingly worried about your teenager, we have outlined common symptoms that they may be experiencing and warning signs for you to look out for: Psychological symptoms: Persistent sadness, or low mood Anger and irritability Crying more than usual Being highly sensitive to bad news or rejection Feeling worthless or guilty Low self-esteem Poor concentration Indecisiveness Feeling empty or numb Self-harming Suicidal thoughts Drugs or alcohol abuse Social symptoms: Social withdrawal Lacking interest in activities they once enjoyed Poor performance and behaviour at school or college Physical symptoms: Insomnia, or sleeping more than usual Frequent headaches and stomach aches Eating more or less than usual Unexplained digestive problems Exhaustion Lethargy Restlessness I think my teenager is depressed – what are the next steps? Talk to your child If you’re worried, sit down with your child and calmly explain that you’re concerned because they don’t seem to be themselves lately. If they’re willing to open up to you, try to find out how they are feeling and what is troubling them, and let them know that you’re always there to talk. If your teenager doesn’t want to talk to you, encourage them to speak to someone else they trust, such as another parent or a teacher. Take them seriously If you haven’t experienced depression yourself, it can be difficult to understand what your teenager is going through. Something that doesn’t seem to be a problem to you could be a major issue for your child, which is why it’s important to take them seriously and avoid being judgemental or critical. Be open and listen If your teenager wants to talk to you about their problems, it’s important to be open with them and listen to what they have to say. This lets them know it’s OK to talk about how they’re feeling, and they’re not alone. Learn the symptoms By familiarising yourself with the symptoms of teenage depression, not only will this help you to empathise with your child, but will also mean that you are able to spot when they’re going through a particularly difficult time. It can also help you to manage expectations, and understand that it’s possible that things may get worse for your teenager before they get better. Reduce risks Give them the phone numbers for charities such as LifeLine, and encourage them to call if they ever need to. You could also give them useful apps to look at such as Headspace or Mindspot. If they have thoughts about harming themselves, ask them to share those thoughts with you in a way that they feel comfortable with, so you can help keep them safe. They could write their thoughts down, send them in a text message or email, or talk to you about them when they’re feeling calm and perhaps distracted with an activity. Things you can do to reduce risks include locking away any medication and asking the young person what websites they are accessing online, and talking through whether these are really helpful to them or not. It’s also important to establish the best way that you, as a parent, can support your teenager. Ask them what you can do to help; they may just want hugs, a distraction such as watching a film with you or not to be left alone at night time. Seek help It’s crucial to seek professional help if you think your child is struggling with depression. This will ensure that they receive the support they need to prevent their depression from becoming worse. Make an appointment to see your GP; they will be able to recommend next steps. Also, reassure your teenager that depression is treatable and advise them that it would be worth taking them to a doctor to find out if they have depression, and if so, to get them the right support. Dr Hayley van Zwanenberg

November 20, 2018

Surviving matric results- a parent’s guide

I have a friend who used to work at the BBC going through the raw footage of all the horrors happening around the world and picking out the bits that were acceptable for the public to see. Her job was intense, but she was ok with it… until she became pregnant. There is something about being a parent that makes us more sensitive to the terrible things happening out there and heightens our empathy for other parents. Every year we hear about students who have committed suicide over their matric results, and we can’t help but put ourselves in the shoes of those parents and imagine the grief and regrets that they must be experiencing. That instinct to protect our offspring that wells up during pregnancy (and never leaves) goes into overdrive wondering how we can stop ourselves from ever being in the position of these unfortunate parents. The truth is, not matter what you do, this can still happen. But there are some things you can focus on to reduce the likelihood and to teach your kids some important life skills at the same time. Number one is to be a role model for failure. Yes, go out and fail at things! Do things that challenge you… push yourself a bit… and then when you fail show your children how to do it well. What does that mean? It means having a cry or expressing your disappointment that things didn’t work out the way you’d wanted and then openly (so that your kids can see the process) looking at the good that came out of the situation – what did you learn? Be proud of yourself for trying. Then take what you’ve learned, see where you need to improve or adapt or readjust your goal… and try again…. And again…. And again. Our kids have no idea how wonderful it is to learn through failure because we never do it ourselves. We live little safe lives where we don’t push ourselves beyond our current capabilities. And this gives them the impression that everything must be done right first time or that everything is easy. Secondly, communicate, communicate, communicate. Know what is going on in your child’s life. Discuss feelings and practical things and life lessons and anything else you can think of. Have family meals that are non-negotiable and do not involve electronics at the table. Set aside time to connect. You need to look for signs of depression (changes in appetite or sleeping habits, loss of interest in activities, social withdrawal, irritability, fatigue, etc), but also know that many suicides are not preempted by depression. So if your child is not showing these typical signs it does not mean that they are safe. In these chats with your kids tell them about your own past. Give them a reference point by sharing times when you have had to adjust course or make a plan B. Teach them how to explore alternatives. And lastly, never ever ever equate who your child is with the marks that they get on a test. Always be the champion of your child – the one who acknowledges their disappointment and helps them to find the learnings without lambasting them for their failures. Help your children to differentiate who they are with what they do. Help them to discover who they are and the connection between following your heart and success (which often is not part of the school curriculum). Lay off the pressure to do well in matric. Matric is one year out of a potential 100 or more years of life that your children have on this earth. It is not the make or break for the rest of their lives. There are ample opportunities to redo matric, to discover another path, to find success. Remember that nurturing instinct that arrives with your baby and reconnect with that now. Your baby might be a 6-foot teen, but your child still needs that love and care and support and protection that you offered them so easily when they were born. It is love, kindness and communication that will help our kids through matric and beyond, not pressure, threats, bribes or stern motivational talks. Make absolutely sure that your children know that whatever their results you will always be there for them and will help them to navigate this difficult time.

November 15, 2018

Help! My child is unwilling to study for their exams

The long-anticipated year-end exams are upon us and so are the challenges and pressures that, so often, go hand-in-hand with the experience. Cindy Glass, Director and Co-founder of Step Up Education Centres explains “ It is crunch-time now and Grade 4 to 12 learners are busy working on the preparation necessary to achieve the best results possible. But, alas, not ALL learners feel motivated or willing to put in the effort that is needed at this time. Some learners may, in fact, show little or any interest in studying for their exams, leaving parents and teachers feeling worried about what can be done about it.” Is your child unwilling or unmotivated to study for the exams? Cindy gives the following top tips to help you and your child through this stressful time: Remember that most negative behaviours are rooted in fear. Have a conversation with your child to try and establish what they may be afraid of. Fear can make them feel completely overwhelmed and it may just seem easier to look the other way when it comes to exam preparation or, worse, give up altogether! Help them put their fears into perspective – help them to understand that all they CAN do is their best. Break the seemingly overwhelming task into bite-sized manageable pieces. Help or encourage your child to concentrate on working through past exam papers. Structure study times so that a goal is set to achieve a certain amount of work in the given time. This will give your child a wonderful sense of achievement when each task is completed. Remind your child that, in life, there are some ‘yucky’ things that need to be done to get where you want to go. It means that, despite perhaps not enjoying the necessity of study, it needs to be done. Explain to your child that the first 10minutes of any challenging activity is the worst. Once you get past that 10 minute mark, you seem to ‘roll’ more easily. Just get to it and see how it works! Help your child understand that exams are their responsibility. You are there to encourage and support them, but ultimately, the responsibility of whether to honour themselves by putting in the effort that is needed, is up to them. Make sure that your home environment is conducive to effective studying. Keep the noise levels down, speak positively, encourage and praise any progress. Try and have something to look forward to once the exams have been completed. A movie evening, a day at the beach, or the promise of enjoying a favoured meal. This needs to be a reward for the hard work that was put into the exam process. Cindy concludes by saying “Exams can feel overwhelming and fear can cause some children to’ shut down’ at this time. All children want to achieve-whether they admit it or not! Don’t give up, the rewards will be worth it!”

November 2, 2018

“FORTNITE”- Friend or Foe?

By Sonia Jansen, Deputy Principal of Academics at Crawford Preparatory North Coast Recently, I’ve had the privilege of running a Nintendo Club for a group of over 40 children from Grade 5 to Grade 7. The Nintendo Schools League offers children the opportunity to game competitively in a safe environment under supervision. Only one game is played in the club – Splatoon 2 – a game with an age rating of 10+. Competitive banter and excited cheers were the hallmark of our afternoon gaming sessions. In this time, I became pretty au fait with the terminology and social interaction between young gamers and learned that many of young players spend time playing a particular game called Fortnite. Fortnite, an online, multiplayer shooter game played by an estimated 50 million people daily, is free and easily accessible to anyone with internet access and a range of devices. Basically, players find themselves on an island and have to fight for resources, weapons and ultimately, survival. While online, players chat to each other. Each game can last in the region of 20 minutes. Common Sense Media (https://www.commonsensemedia.org/game-reviews/fortnite), a website providing independent reviews, rates Fortnite at 13+. Realising that some of the players are as young as 8, I was prompted to investigate further. So for the information of parents out there who aren’t too sure what the game is about, here are some of my observations: Cautions: There is some violence (however, not as much, or as brutal and realistic, as many other games out there). Play is online and team members can essentially be anyone. Communication is open between the team members, which may expose young children to unsupervised contact with gamers they do not know. Children are found to be playing until early hours of the morning, which has an impact on learning, academic performance and social interaction when they’re tired and cranky the next day. Positives: A team game, Fortnite requires a measure of collaboration and communication. The need for strategy may encourage executive functioning skills such as critical thinking and organisation. In fact, the game as a whole, requires quite a lot of skill. So – the choice is yours …Ultimately, the decision to let your child play Fortnite, or not, is a personal one. My recommendation is that if you are going to allow your child to play any computer games, consider the following: pay attention to the recommended age rating ensure that their play time is monitored and that devices are left in a “time-out” box in the living room, rather than their bedroom. play with your child – teach them how to game safely under your guidance and supervision. monitor their response to the game and the level of violence of that particular game, and let your decision be guided by your own knowledge of your child. limit their game time – many hours of unchecked playing can lead to physical and social issues. consider the opinions and advice of other parents by reading as much as you can about the games your children choose to play. For more information, and to read parent reviews on Fortnite, you can go to: https://www.commonsensemedia.org/game-reviews/fortnite

October 29, 2018

Children are not Adults

By Alison Willems, teacher at Trinityhouse Pre-Primary Randpark Ridge Children are not little adults. They learn things primarily through their experiences and modeling their parents and others around them, rather than verbal explanations. Being kind to your child is more effective in teaching kindness than an explanation of why it is good to be kind. Allowing a child to learn a concept by exploring it and experimenting with it through play and trial and error is far more effective than telling them how something does or should work. There is a very valid reason behind why this is so. It all has to do with how God has created our bodies to grow and develop. When referring to a child’s holistic development, our children develop in a specific order for a very specific reason. First comes physical development, so that they can learn to manage their bodies according to their space and environment around them. They learn about their own strengths and what their bodies can do. This physical learning is important because neurological pathways are being developed. If this does not happen, connections for later learning are hindered. Next to develop is communication, this is to ensure that their survival and basic needs are met. They do this through basic language, eg: crying and one syllable words such as “mama” and “dada”. This should progress to more coherent sentence structure later on. The development of language is the start of their cognitive development. They are therefore not yet able to cognitively understand the adult world which utilizes such things as sarcasm, figurative language, innuendoes, etc. Their understanding of the world is literal and concrete. By the age of two they are taking more cognisance of things like tone and body language. Next come the social and emotional aspect of the child, this is the most complex part of development and therefore never stops developing, even into adulthood as it encompasses all relationships and our ability to manage ourselves within those relationships. That is why children who have missed developmental building blocks struggle in this area. Children rely on their senses to give them feedback thereby evaluating their world around them. Hence, babies put things in their mouths and children want to, need to and have to touch things around them. Our little people therefore need at least two of their senses involved in anything you want to teach them for it to be stored in their memories for recall later. For example, if a child has an item of their mom’s clothing, the smell of her will calm them when upset. This is why kinesthetic learning (using the body and its senses) is so important as they are moving, touching, hearing, seeing and sometimes tasting while learning. As a child effectively learns, the neurons in their brain are making connections. Neuron’s that are correctly ‘wired’ together effectively ‘fire’ together later in their lives. I would like to close with a well know quote from Benjamin Franklin: ‘Tell me and I forget. Teach me and I remember. Involve me and I learn.’

October 25, 2018

What to do if your parents don’t agree with your study choices

Many Matrics considering their study options for next year are finding themselves in the difficult position of being at odds with their parents or guardians about their preferred direction. While this conundrum has always been around, it is even more pronounced today, given that there are a myriad qualifications and careers that didn’t exist even a few years ago. “Parents often have expectations of the potential careers they see their children pursuing, and it can be hard for them and their children to get on the same page when the parents are in favour of the more traditional qualifications, while the child would prefer to pursue a qualification the parents don’t know much about,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest private higher education institution. She says it is important for families to have a respectful dialogue based on facts and research when they find themselves in this position. “If you are the young adult who would like to pursue a career in, for instance, digital marketing or game design and development, but your parents would rather you do a BCom at a public university, there are ways to get them to see your side of things,” she says. “And if you are the concerned parent, worried that your child’s preferred qualification is lightyears away from what you think they should be doing, there are also a few ways you can set your mind at ease,” says Payne. She says it can be helpful for parents and future students finding themselves at loggerheads to approach the situation as follows: DO THE RESEARCH AND UNDERSTAND THE OPTIONS There are many more study options today than in the past. The range of qualifications on offer has grown exponentially, while the institutions offering them have also multiplied. All registered and accredited higher education institutions – whether they be public universities or private – are registered by the Department of Higher Education and Training (DHET). They are only registered if they have been accredited by the Council on Higher Education (CHE) and registered by the South African Qualifications Authority (SAQA) on the National Qualifications Framework (NQF). Looking up a qualification on the NQF is as easy as going to the SAQA website and typing in a few words. An institution should also be able to give you the SAQA identity number immediately. This means that prospective students and their parents can be confident about the bona fides of any qualification they want to pursue, provided that the institution is recognised by DHET and the programme is listed on the NQF which can be found on the SAQA website. FACE REALITY The world of work looks a lot different today than it did a decade ago, with numerous new and emerging careers on offer, such as brand management, big data analysis, app development, and digital design, to name a few. The traditional, generic 3-year degree is no longer a golden ticket to landing a job. Prospective students would do well to pursue a career-focused qualification which fits well with their talents and interests, and which will prepare them to step into the workplace with confidence. Career-focused qualifications will often also include work-integrated learning, which allows students to build a portfolio of work throughout their time at varsity. This puts them in a much stronger position after graduation when applying for a position. UNDERSTAND THE MARKETPLACE What can you do with your qualification after graduation? That is an important question to ask before committing to a programme. A great way to determine the demand for a qualification and your future earning potential, is to look at career sites and job ads, to see how much demand there is in marketplace. Speaking to an advisor at a higher education institution’s career centre can also go a long way to clarifying your prospects post-graduation. UNDERSTAND THE MOTIVATION FOR STUDYING Pursuing a degree requires a substantial investment of time and money. And handling the demands of higher education and young adulthood is not a walk in the park. The dropout rate among first years is very high, in part because the reason for heading to university wasn’t sound. So if the motivation for further study is for the sake of status rather than to lay the foundations for a specific and successful career, or if a student is only studying to fulfil the wishes of their parents, it would be better to wait, investigate all the options, and only apply when they have found something that gets them really excited about your future. “Parents need to understand that the best approach now is to study and prepare for a world that’s changing, and that the traditional way and ‘safe’ careers may not be the best course of action,” says Payne. “And prospective students need to understand that while the difference in opinion may be frustrating, it is up to them to present their case calmly, clearly and respectfully, with the research to back up the viability and prospects of their choice.”

October 25, 2018

Surfing with Smiles

We sat down with the Sugar Bay surfing PC (Pro Counselor), Smiles, on his surfing journey and who he thinks would win in a fight between Steven Seagal and Jean Claude van Damme. Real name Grant Anderson, was born in Johannesburg, Gauteng and went to North Cliff primary school before the Anderson tribe moved to sunny Durban in 2009. The surfing bug bit him at just 10 years old and he has never looked back. As a past camper at the Bay, he loved the positive influence the counselors had on him. “I felt like I could be myself, I was exposed to the one thing I love most in the world and I was surrounded by the most amazing people.” Wanting to shine that light on someone else, in 2016, he joined our C.I.T (Counselors in Training) course where he had goals to become the surfing PC and the counselor he had always wanted to be. What’s your favourite part about teaching children how to surf? “Just being able to share my passion with someone, who either have been surfing or wants to learn how to surf. It allows me to be a part of their journey and to see them grow is such a privilege.” What childhood memory do you have of surfing? “Standing on a board I still have today and catching a wave on my own for the very first time.” What type of kid do you think your teachers would say you were at school? “Definitely a leader, I was also a good example and a role model to the younger pupils.” What’s the one thing people don’t know about you? (Shrugs) ” hahahahaha. I honestly don’t know.” Between Steven Seagal and Jean-Claude van Damme, who do you think would win the fight? “Steven Seagal any day!”

October 18, 2018

Curating your career starts in school

Teenagers are accustomed to curating their personal image on social media. They select what to share, who to tag and how to display their interests and activities in a snapshot, or a few hash tags. The next step for Generation Z, those born after 1995, is to start curating their career. Whether preparing to apply for a competitive university programme or starting an entrepreneurial venture, there is great value in starting to think about how to express one’s professional interests from an early age. “Your extra-curricular activities during high school help you stand out from the crowd when applying for universities, especially top-ranked international ones,” says Duncan Parsons, Regional Manager for Crimson Education, a mentoring company that helps build high-schoolers’ candidacy to apply for universities in the States and United Kingdom. “Admissions boards are looking for well-rounded candidates with interesting personal stories – not just top marks.” A report by brand management specialists, QWERTY found that nearly 70% of South Africans’ weekly activities are spent on social media channels. Growing up with the internet, Gen Zs have become accustomed to plugging hours into Facebook, Instagram and Snapchat. They’re great at capturing their personal image online; which brands they associate with and which moments they share. Applying some of this time and skill to thinking about their careers can be hugely beneficial for when they finish school. “Demonstrating a variety of skills and interests is a crucial part of an applicant’s success. Universities are increasingly interested in personal stories and motivations,” says Parsons. Crimson Education’s research indicates that about 30% of an application to an American university is based on activities outside of academic curricula; “Colleges look for and fund students who demonstrate that they’ll use the university’s resources to the fullest – they want to see initiative and the potential to become a leader in your field.” Teachers, parents and school counsellors also play an important role in encouraging students to explore exciting career and study opportunities; “With the right guidance and support, students can start a small business or launch a social initiative before they even matriculate. Doing so will help them refine their interests and ultimately select the best fit programme at university, regardless of whether they study locally or abroad,” says Parsons. A great university education, at an institution with leading research groups, lecturers and students from around the world can be a powerful starting point for future change makers. According to Parsons, landing that opportunity is challenging, but not impossible, for driven South African students who apply their finely tuned social media curating skills to their careers. Crimson Education launched in South Africa earlier this year, making the company operational in 17 cities around the world. Parsons and his team regularly host information evenings for parents and learners interested in studying overseas and have recently introduced a career exploration service. For more information, visit www.crimsoneducation.org or email [email protected].

October 15, 2018

Getting your Gen Z child through the stresses of Matric

As parents, we often think that because we once wrote Matric exams ourselves, we are perfectly capable of supporting our child through the biggest trial of their education so far. The trick however, is to be mindful of the vast generational gap that exists between our children and ourselves. Our kids are going to experience the upcoming Matric exams quite differently from the way we did. And if we’re going to be able to help them, we need to understand their generation as well as we possibly can. The ABCs of Gen Z Gen Z refers to those children/teenagers born between 1995 and 2009 and as with all other generations, this cohort has distinct strengths and weaknesses. In broad strokes: the positive traits that Gen Z have on their side include higher IQs than Baby Boomers, greater ambition than Millennials and a well-developed sense of responsibility. Gen Z are also the first generation to be been entirely digitally immersed and are often referred to as ‘Digital Natives’. They simply can’t imagine a world without smartphones, Google and WiFi (a kid with a device permanently in hand is something every Gen Z parent can relate to). Gen Z’ers prefer almost everything that is digitally presented and are highly adept at discovering and learning on their own. A different kind of learning For most parents, learning means sitting diligently at a desk poring over textbooks. However, your Gen Z child will most probably prefer to do a lot of studying for their Matric exams sprawled on the couch and watching videos of their favourite YouTube teachers. Gen Z’ers also have a tendency towards social learning and can readily turn an online chat with friends into a peer-learning classroom. “Parents of the current Matric cohort need a real understanding of how their child learns best,” says Lauren Martin, Counselling Psychologist and Head of Teaching and Learning at SACAP (The South African College of Applied Psychology). “You don’t want to make the mistake of shutting down or getting in the way of what is highly effective learning for them because you have misinterpreted what they might be doing on YouTube or on FaceTime. Gen Z learns differently from other generations, and they need different parental awareness and support. If a parent is helping or monitoring their child’s study plan, they need to support space in the timetable for digital and social learning.” Digital multi-taskers Another generational anomaly (and potential minefield) is Gen Z’s uncanny ability to digitally multi-task. They can watch TV, quickly post on Instagram while having a WhatsApp conversation with five friends, Google something on their laptop and make long-hand notes simultaneously. It’s the kind of multi-tasking that brings on anxiety and despair for other generations, but Gen Z – with their short attention spans and tech-savviness – take it in their cyber stride. The upshot is that parents, who for the most part view multitasking as a negative, try to curb their teen’s many-at-once habits. “During the Matric exams, parents typically want to limit distractions to sharpen the focus on studying,” says Martin. “This is a challenge for Gen Z students who have a different perception of what constitutes a ‘distraction’. It’s important for parents to have a clear view of their child’s real competencies and allow them to plan for their Matric study time in the ways that work best for them. You can’t forget that they will most likely prepare best by doing some things very differently to the way you did them.” The weak spots to watch Gen Z reports higher levels of anxiety and depression. This is a generation shaped by being born into a perilous world of economic recession, rising terrorism and major global environmental threats. They are predisposed to worry and feeling chronically unsafe. Mental health issues amongst Gen Z are prevalent. “Helping to manage stress might well be the greatest thing a parent can do support their child through this Matric year,” says Jogini Packery, Counselling Psychologist and Head of Student Services at SACAP. “This starts with managing their own stress so that they can model dealing well with strong emotions and a tense life circumstance. Maintaining balance and facilitating effective stress relief will go a long way to soothe high anxiety. Often Gen Z does not get out enough. All of their screen time means less time on the beach or going for a run, cycle or a walk with the dogs. Physical activity stimulates the endorphins that help to keep anxiety and depression in check. If a parent is giving input on a study plan they should check out the downtime and see where they can encourage and share in healthy physical activities that deliver important stress relief.” For any matriculant who is interested in the field of psychology, counselling or Human Resource Management, SACAP offers a wide range of qualifications (including Higher Certificate, Diploma, BAppSocSci (Majoring in Psychology and counselling), BAppSocSci (Majoring in Psychology and Human Resource Management) BPsych, BSocSci Honours and BPsych Equivalent) and a one-of-a-kind approach to learning: academic rigour and applied skills. Graduating confident skilled practitioners is key, which is why SACAP combines an academically rigorous curriculum with a strong emphasis on the ability to apply knowledge through the training of relevant skills. Registration for 2019 term one, closes at the end of January 2019. For further information, visit: https://www.sacap.edu.za/matric-campaign/

October 12, 2018

Maths Matter: Why it’s worth sticking it out when the going gets tough

In senior high school, the Mathematics syllabus becomes more challenging than ever, and many learners may be tempted to ditch the subject in favour of something less taxing, particularly if they intend to pursue a career that ostensibly doesn’t require Maths. But an expert advises learners and parents to think very carefully before doing so, as a solid grounding in the subject can make a lifelong difference not only to one’s career prospects, but also to those areas of life which seemingly have nothing to do with numbers. “At school we are told regularly that if we do not keep Mathematics as a subject we will not gain access to a Commerce or Science degree of our choice. What we often do not hear is that apart from providing access to limited enrolment degrees, sticking with Maths provides important life skills and a competitive advantage you won’t find anywhere else,” says Aaron Koopman, Head of Programme: Faculty of Commerce at The Independent Institute of Education, SA’s largest private higher education provider. Koopman says that even those learners opting for Maths Literacy should continue to take the mathematical steps and processes seriously, as a solid grounding in Maths truly sets one up for life. “Maths teaches you so much – from the memory and recall skills you gained from learning your times tables, to the focus and concentration that mental arithmetic calculations strengthen, through to the most important skills of all related logic, reason and problem-solving,” he says. “Sure, you may never have to solve a quadratic equation again if you pursue a career in communication, but you will be required to understand a problem and the correct sequence of steps required to solve it, and there is no better place to get that discipline and expertise than from Maths.” Koopman says Maths also enables you to understand sequencing and planning – starting at the right point and working methodically to get the right answer. And when it does not work out the way it should, it is one’s mathematical and analytical skills that help you to work through each step and figure out why things did not turn out the way they should have. “Furthermore, Mathematics is believed to encourage creativity. Not only does it teach clear and sensible thought, but it exposes learners to challenging concepts and unresolved problems. Through this experience, learners can apply themselves in resolving these problems, often in a creative manner.” It is also now well understood that nature follows many mathematical rules – and proportion, balance and pattern are all mathematical concepts, notes Koopman. “That balance between creative freedom and leveraging the repetitive sequence of patterns that results in things humans see as beautiful is at the heart of much art that has continued to appeal over the centuries. “Maths also helps you develop persistence as you apply and discard solutions while trying to make sense of a problem. Maths is the bridge between the world we live in – think of the ‘story sums’ we started in our early grades – and the creative and brilliant solutions that lie behind the world’s best inventions.” And very importantly, companies are increasingly looking for graduates with powerful thinking and troubleshooting capacity – just the competencies that are developed and nurtured through mathematics. “A young person who is mathematically proficient and has honed these skills will find that the world of work is a flexible and engaging space where how you learn is recognised as so much more valuable than what you learned. From understanding numbers and statistics – the ‘hard skills’ that Maths gives you – to applying systematic and logical reasoning or solving a human resource problem, a mind that has been exercised by Maths will reach strong conclusions quickly and have the skills to test itself,” Koopman says. “The systematic nature of Mathematics develops clear and coherent thought of students. This results in the ability to understand how and why things work in a certain way. In a business environment that is characterised by constant change, the analysis of one’s environment becomes fundamentally important and through Mathematics, analytical skills and critical thinking is promoted. Mathematics equips learners with the ability to be proactive, detect problems and to develop suitable solutions earlier, which provides a competitive advantage regardless of one’s field.” As we move into the fourth industrial revolution, in which technological innovation is at the forefront, graduates who did not necessarily study Maths but retained an engagement and respect for it will be well positioned to propel their organisations and respective divisions in the right direction, says Koopman. Additionally, anyone leading a team or department regardless of industry will need to be financially literate and able to manage sometimes substantial budgets. “Therefore we encourage learners to persevere and if necessary get additional help to master Maths, even if they feel they may not ‘need’ Maths in future. Regardless of what you are planning to do career-wise, a solid grounding in Maths will empower you for the rest of your life,” Koopman says.

October 12, 2018

Why breakfast really is the best way to start your day

The importance of breakfast has long been a part of the prevailing wisdom, and the habit of eating breakfast has always been a marker of a healthy lifestyle. Yet, if there’s a meal that is going to be skipped, it’s probably breakfast; and this is a pity because research clearly shows that there are many vital health benefits associated with eating breakfast regularly. Studies show that 1 in 5 South African children skip breakfast. For the first time, a broad coalition of health partners including leading non-profit organisations, health professional associations as well the National and Provincial Departments of Health, have aligned National Nutrition Week (9 – 15 October 2018) with National Obesity Week (15 – 19 October 2018) to promote a shared and very important message that eating breakfast is the best way to start your day. After our longest fast, a healthy breakfast kick-starts the metabolism, lights up mental functioning and boosts physical energy on a day-to-day basis. However, the health benefits of breakfast are not just experienced over the short-term. Studies show that eating a healthy breakfast regularly over the long term helps to reduce risks of heart disease and stroke, high blood pressure and Type 2 diabetes. This correlates with studies that show that children, adolescents and adults who eat healthy breakfasts regularly have better, sustainable weight outcomes and are at a lower risk of becoming overweight and obesity. “It is ironic that one of the common reasons for skipping breakfast is the desire to lose weight when it has the opposite effects,” says Rebone Ntsie, Director: Nutrition at the National Department of Health. “The lack of breakfast leads to a far greater risk of compensating with unhealthy snacks to get through to lunchtime and with bigger lunch portions.” Ntsie points outs that, according to the 2016 South Africa Demographic and Health Survey, 68% of women and 31% of men in South Africa are overweight or obese. Life-threatening, severe obesity affects around 20% of women and 3% of men. Approximately 13.3% of children under 5 years of age are overweight or obese; and according to the 2012 South African Health and Nutrition Examination Survey (SANHANES), 14.2% children aged 6 to 14 years are overweight or obese. CEO of the Heart and Stroke Foundation South Africa, Professor Pamela Naidoo says: “At least 80% of early deaths caused by heart disease and stroke can be avoided by following a healthy diet, which includes eating a healthy breakfast, in combination with regular physical activity and avoiding the use of tobacco. It is important to understand how the food choices we make contribute to overweight and obesity.” Many South Africans consume large amounts of sugary drinks and eat a lot of convenience foods that are typically high in sugar and fats. There’s also a common preference for highly refined starchy foods over those that are minimally processed and healthier. Taking in too much food energy from nutrient-poor foods leads to weight gain. However, making poor food choices is not the only issue. Professor Naidoo points out that our modern lifestyles easily lead to ‘portion distortion’. “Large portion size is also a major contributor to weight gain whether people eat out or at home,” she says. “With a gradual increase in the amount of food being purchased and served ready cooked, many people can no longer recognise the size of a healthy portion.” Lack of knowledge and poor food choices lead to unhealthy diets, which are a risk factor for non-communicable diseases. Dr Christine Taljaard-Krugell, ADSA (Association for Dietetics in South Africa) President, points out the importance of engaging with a registered dietitian to help make healthy breakfasts a habit for the whole family. “Other reasons so many South Africans skip breakfast include food not being available, it not being a family routine, time pressure in the mornings, not feeling hungry or not liking typical breakfast foods. From food budgeting to menu planning and meal preparation, there are solutions to all these issues. Information and help are available.” What should a healthy breakfast consist of? Breakfast should consist of at least one food group (excluding beverages). However, to stay fuller for longer and improve the variety of nutrients you take in at breakfast, it helps to include foods from three or more food groups. A rule of thumb is to choose a minimally processed starchy food combined with a food from at least one of the following groups: vegetables or fruit dry beans, lentils, split peas, soya fish, chicken, lean meat or eggs milk, maas or yoghurt plant oils, soft margarine, peanut butter In addition, it is important to drink clean safe water instead of a sugary drink. The ‘breakfast is the best way to start the day’ campaign offers some key messages to inspire making a healthy breakfast a long-lasting habit and family routine: Be ‘breakfast ready’ and beat the morning rush – Breakfast doesn’t have to be a big production – with some planning and preparation, it can be quick and easy. Before you go to bed at night, set up your kitchen for breakfast. Soak the oats and slice the fruit so you don’t have to do it in the morning. Cook extra maize meal porridge for the next day’s breakfast when making supper, or boil some eggs the night before. Make it healthy and enjoyable – “It’s easier to make breakfast a daily habit if you enjoy it,” says Carol Browne of the Nutrition Society of South Africa (NSSA). “While our cultures may define what breakfast foods are, there are really no hard and fast rules. It doesn’t matter whether you eat the same things as others for breakfast – it just matters that you have a healthy start to the day. This means having a minimally processed starchy food, as part of the meal, and combining it with food from at least one other food group.” For example, maize meal porridge with maas and an apple; brown bread with pilchards and sliced tomato; Last

October 11, 2018

Is Stress Holding Your Teenager Back?

Teenagers grow up and eventually become the parents of teenagers! The circle of life is such that we forget, often with some relief, what it was like to deal with the stressful challenges of our changing bodies, academic expectations and social interactions when WE were teenagers. Cindy Glass, Director and Co-founder of Step Up Education Centres explains “The reality is that long-term, unchecked stress can lead to the greater challenges of anxiety, depression and negative behavioural choices in our teenagers.” Cindy looks at this important subject in greater detail… 1. What causes stress in teenagers? Teenagers are complex, over-thinkers by nature. It is not surprising then, that what may seem to us to be a minor challenge, could indeed be a cause of debilitating stress in our teenager! Negative body, and self-image. School pressures, these can be social or academic. Making mistakes (including poor behaviour choices) and the fear of failure. Financial or personal concerns arising from their families. 2. What are the signs of excessive stress in teenagers? They start sleeping too much or too little. They experience panic attacks. They can start acting aggressively or withdrawing from activities that they once enjoyed. Fatigue that affects normal activities. Stressed teenagers tend to eat way too much or way too little. This would be out-of-character. Regular mood swings, crying and angry episodes can indicate excessive stress. 3. How can you help? Non-judgemental communication is key! Aim to listen to understand! Listen to support and help them find positive solutions. Challenges are a part of teenage life and cannot be avoided, just make sure your teen knows that you are the go-to person they need! Encourage your teen to exercise regularly and to make healthy nutrition choices. A healthy, fit body can weather many-a-stressful-situation. Teach emotional intelligence skills: self-awareness, self-regulation, self-motivation, empathy and social skills are essential in developing positive body- and self- image. These skills will also help your teenager navigate the complexities of interpersonal relationships! Know that mistakes are inevitable. Speak of mistakes being learning opportunities and help your teen to find positive solutions. Discuss perspectives. It is essential to understand that everyone is coming from his/her perspective and that, so often, upsetting encounters with others is as a result of their experiences and perspectives of life in that moment. Remember, if you have not caused the negative encounter, it is not your stuff! 4. When would you need to seek expert help? Seek immediate professional help if your child is having suicidal thoughts. Seek help if the symptoms of stress are not subsiding or if they are getting worse. Cindy explains “Stress can be a two-edged sword. It can motivate us to positive action, and it can result in potentially serious emotional and physical challenges if it becomes long-term and excessive. Watch for the latter and aim at seeking ways to ease the effects of negative stress in your teenagers!”

October 9, 2018

Gearing university education for employability

More young people have university degrees than ever before. Between 1995 to 2016, the percentage of people with tertiary qualifications grew by 20%, this is according to the Organisation for Economic Co-operation and Development. As a result, competition for skilled positions is steeper, particularly when entering a workplace that is increasingly pressured, globalised, diverse and fast-paced. Checking the boxes for a qualification no longer guarantees a job, and employers scan their applicant pools for individuals that stand out. “Employers are looking for graduates with well-rounded knowledge, fresh perspectives, the ability to upskill and take on diverse roles. The specialised knowledge offered by traditional curricula is becoming less relevant to a workforce that requires adaptability and critical thinking skills,” says Rebecca Pretorius, Country Manager for Crimson Education, an education and mentoring company that works with high-schoolers to gain entry to top universities in the States and the United Kingdom. According to Pretorius, the South African tertiary curriculum is still geared towards specialised faculty-based education, with little overlap across different fields of study. Meeting the needs of the modern workplace requires a shift towards interdisciplinary studies, with the United States’ Liberal Arts curriculums offering a good example; “A liberal arts degree develops both soft and hard skills. At graduation, students have a broad knowledge base and skill-set to bring to the working world.” In the United States, the tertiary education system is geared towards fostering well-rounded knowledge, actively seeking to meet what employers are looking for. A survey by the Association of American Colleges and Universities found that 80% of employers think that students should acquire broad knowledge at university that stretches across the sciences and arts. In line with this, universities tailor their admission procedures towards finding candidates with diverse skills and interests. “While South African and UK application processes rely largely on academic results, US universities want to know a student’s passions, experience, extra-curricular projects and leadership abilities,” says Pretorius. A key determinant of securing a place is demonstrating a drive to take full advantage of the opportunities offered by the campus in question – from cultural clubs to top internships and research groups. Developed by graduates of some of the world’s top universities, Crimson Education’s mentorship combines academic tutoring with extra-curricular guidance and support, even encouraging students to launch a small business or develop a project. “Encouraging diversity from a young age equips a student with the tools they need to take on a changing working world,” says Pretorius.

October 4, 2018

How to help your child overcome peer pressure

Merriam-Webster defines peer pressure as: “A feeling that one must do the same things as other people of one’s age and social group in order to be liked or respected by them.” Children of all ages experience peer pressure. Most people think peer pressure is a bad thing (stealing, smoking, taking drugs, drinking alcohol); however, some peer pressure can be good. Your child wants to be liked and to do the right thing. As a parent, you can help your child deal with peer pressure and make good choices at every age and stage. Welcome positive peer pressure. If another child is pushing your child toward something better, that is a good thing. It might help your child socially or academically. For example, it might encourage your child to participate in the school talent show or rugby trials. Understand negative peer pressure. Your child wants to fit in, doesn’t want to feel rejected or teased, and isn’t sure how to get out of a bad situation. Start early by preparing your young child for peer pressure. When they are in preschool, tell them not to copy silly or bad behaviour. For example, if a friend or classmate pressures them to take something that doesn’t belong to them, teach them how to say “no” and walk away. As your child goes through preparatory school, talk with them about smoking, drugs, and alcohol. Peers pressure kids to sneak out of the house, bunk school, drive without a license (or ride with an underage driver), steal, vandalise property, and cheat, too. Give your child ideas of what to say when pressured. Practice this “role playing” often. This helps your child get out of a bad situation. Tell your child they can blame you if they need to get out of a bad situation. Give your child a special code word to say or text you if they can’t get out of a situation on their own. This will signal that they need help. Share your family values. It’s important to let your child know how you feel about stealing, cheating, bullying, and more. When a child knows something is wrong, they will think twice before agreeing to do it. Encourage your child to feel good about him or herself. Celebrate their achievements and praise them when they make good choices. Children who feel good about themselves are more likely to resist negative peer pressure. The same is true with friendships. Children who have friends whose families share your values are more likely to resist negative peer pressure. Monitor your child’s friendships (in-person and online). There may be a day when your child makes a bad choice because peer pressure. When this happens, remain calm. It’s a good opportunity to teach your child about choices and having the courage to say no. Negative peer pressure can have a downward spiral effect. This means that pressure to commit small wrongs can lead to more serious bad behaviour. For example, if your child is easily pressured to take things that don’t belong to him, he or she might one day agree to experiment with shoplifting. Don’t forget that the media and internet are forms of peer pressure. What your children hear and see on TV and online can influence your child’s choices. Monitor these influences by: Limiting your child’s exposure to TV and the internet. Consider your child’s age and other responsibilities (homework, job, family time) to decide on how much time he or she should be allowed to watch TV or explore the internet. Monitoring what your child watches or views on the internet. You can see your child’s internet search history on a computer. You also can check your child’s phone to see what apps he or she has downloaded. Require your child to provide his or her passwords in return for the privilege of accessing TV and digital media. Learning more about the music your child listens to. Some song lyrics can send powerful, negative messages. Watching TV or searching the internet together. This gives you an opportunity reinforce your family values. It also gives you an opportunity to sort out fact from fiction on certain things (drugs, alcohol, pregnancy, etc.). Securing your home’s TV and online devices. Most cable, internet, and cell phone providers have parent control settings that restrict inappropriate material from children. Monitoring your child’s electronic use at their friend’s homes or when friends bring electronic devices to your home (laptops, tablets, phones). Tell your child what is and what is not allowed. written by Ria van Niekerk – Deputy Principal Trinityhouse Preparatory Randpark Ridge

October 3, 2018

Public university or private: Choose the right institution for you

There have been many developments in the higher education sector in past decades, notably a rise in the number of institutions from which prospective students can choose when considering their further education. Along with the increase in public universities, there has also been substantial growth in the private higher education sector. Faced with this increase in choice, it is natural for young people to be anxious about their decision – should I go to a public university, or should I opt for a private higher education institution? A massive part of this concern, is whether the qualification you receive after 3 or 4 years of study, will be respected in the world of work, whether it will position you well to land your first job, and whether it will help you build the career of your dreams. “It is so important that future students don’t base their decision on their gut feel or vague perceptions,” says Dr Felicity Coughlan, Director of The Independent Institute of Education and Group Academic Director at ADvTECH, Africa’s largest private education provider. She says there is a concrete checklist that prospective students should measure their chosen institution against and, if all the boxes are checked, they can rest assured that their choice of institution can help them achieve their dreams. “Ultimately, you have to make an informed choice based on your personal vision and circumstances, and you should not blindly follow a direction just because everyone else is going that route, or because you think that’s the way to go,” Coughlan says. She advises prospective students, and their parents or guardians, to look at the following when considering or reviewing higher education institutions: ACCREDITATION Most importantly, your institution must be registered and accredited. South Africa has a single quality assurance system and one National Qualifications Framework, which means that any institution offering a registered and accredited qualification – whether public university or private – is offering a qualification of equal standing. So if your institution is listed on the Department of Higher Education and Training’s list* of registered higher education institutions and colleges, you don’t need to be concerned about whether the institution is called a university, a college, or a private higher education institution. This is because the only difference between public (University) institutions and private higher education institutions – which purely as a result of regulations may not refer to themselves as private universities – is that the public institutions get some subsidy from the government while the private institutions don’t. EMPLOYER RECOGNITION The world of work has changed dramatically over the past decade, and the economic climate is tough. That means prospective students should make sure that their qualification and their choice of institution is well respected by employers and in the market. Generic 3-year degrees with no practical experience do not provide a strong competitive advantage after graduation. This means that young people should interrogate their institution about the following: curriculum, industry relationships, lecturer activity in the industry, and practical experience that form part of the studies. The strongest qualifications today are the ones that are closely linked to specific careers and fields, and whose curricula are based on the competencies required to be work-ready from day one. One way of determining industry recognition of your institution, is to ask about its career fairs, when the country’s top companies visit campuses to meet students. If employers are lining up to meet the leaders of tomorrow at your institution, you can be assured that you are signing up for a quality education that is respected in the workplace. INTERNATIONAL RECOGNITION Many students want to know that their qualifications will be internationally recognised. If this is important for you, you should ask your institution about international links and accreditation. Does your institution have links with international exchange programmes, or is it accredited by an independent international accreditation council? All good institutions should be able to provide satisfactory answers to your questions about your potential international opportunities. CLASS SIZES & STUDENT SUPPORT Class sizes and student support are crucial for ensuring student success and successful transition into the world of work. Individual attention, and being more than a number, can dramatically influence student outcomes. But an institution’s involvement should go further than quality lectures and success at exam time. Good institutions will have career centres which assist students and alumni beyond academics. “The higher education landscape looks entirely different today from the way things were even a decade ago. These days, prospective students have a lot more choice in terms of institution and qualification,” says Coughlan. “To really make the right choice in terms of the best grounding for your career dreams, you have to look beyond historical perceptions and gut feelings about which way is ‘the best’ way, and make sure your choice is based on the facts about what makes one institution and qualification stand out from the next one,” she says. *www.dhet.gov.za/SitePages/DocRegisters.aspx

October 1, 2018

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