Tuesday, January 1, 2008

Media and Engagment Inquiries

 MEDIA INQUIRIES

If you would like to book Gina as a guest on your show, website or blog; or would like an interview, opinion or article on family, parenting or healthy relationships, you can email your request to geeleecee@gmail.com.

             ENGAGEMENT INQUIRIES

If you would like Gina to speak at an event or facilitate a workshop on parenting, writing, or college preparation, please email your request to geeleecee@gmail.com.

             LOVE U 2 REQUESTS

If you would like to bring the Love U 2 class to your high school or youth organization, please email Gina at geeleecee@gmail.com or contact ChildBuilders at www.childbuilders.org

           TOPICS AND SUGGESTIONS

If you have a topic you’d like to see addressed at any of the following blog sites, please email your request or suggestion to geeleecee@gmail.com:

Think act: Proactive Black Parenting
(proactiveblackparenting.blogspot.com)

Tortured by Teenagers: Parenting Adolescents with Gina Carroll
(chron.com/channel/momhouston/commons/TorturedbyTeenagers.html)

Examiner.com–Houston Parenting Teenagers Examiner

(examiner.com/x-4700-Houston-Parenting-Teenagers-Examiner)

Make sure you reference your preferred blog site for the requested material.

Posted by Gina Carroll at 02:29:26 | Permalink | No Comments »

Sunday, November 4, 2007

Managing Mid-Year Meltdown: When School Pressures and Holidays Collide

(Texas Family Magazine, November/December 2007)

The holidays are a time of enchantment - the streets are lined with twinkling decorations, excitement is brimming in the eyes of children, and people everywhere are bustling around in busied anticipation. Adults and children alike look forward all year to the joys of the holiday high season, when lavish dinners, festive parties, get-togethers with family and friends, and religious and community events abound. The expectation of these honored traditions and magical experiences make the holidays a special time, especially for children …

Then why, in the midst of these jolly good times, can kids be so cranky and anxious, so tired and emotional? Because along with homemade cookies and eggnog, the holiday season often brings a mountain of mid-year stress. This time of year, the obligations of being a student and an athlete and an artist can come due seemingly all at once. Final exams and papers, group projects, sports championships, fine arts performances – they all are happening one on top of the other, with children caught in the middle.

As adults, we can be so wrapped up in our own holiday hustle and bustle that we might not notice that our children - of all ages - might be feeling overwhelmed and stressed out, too. Fortunately, there are concrete actions parents can take to reduce stress and help their kids cope.

Do the Groundwork

The degree to which children are able to function optimally under any kind of stress depends largely on the coping skills they acquire while developing, says Dr. Beth Blanton Flowers, a Houston psychiatrist and mother of five. She says these coping skills are learned through experience and repeated attempts at problem-solving and then are cultivated through lessons in success and failure. These experiences help children learn to keep trying when things get difficult and, equally important, to learn when to stop, rest, and recuperate. Also, parents should understand and convey to their children that no one can excel at everything, that everyone needs breaks, and that sometimes they will fail - but this is okay.

Dr. Karen DeBord, Associate Professor and Child Development Specialist at the University of North Carolina , suggests the best way parents can fortify their children against the ill effects of stress is to develop an “engaged relationship” with them from birth and then maintain that relationship. She says children need their parents’ constant understanding and support, open communication, and, most importantly, their parents’ time. And, the more positive relationships the child has, the better. Any adult who can provide this kind of positive, healthy support - grandparents, older siblings, teachers, mentors - helps strengthen the child against assaults from stress, although it’s especially fortifying when the parent or primary caregiver is that caring, available adult.

Be Watchful

Another reason close relationships are important is they allow parents to maintain an intimate understanding of their child’s personality, habits, and normal reactions so that when the child is under stress, they will be more likely to recognize the behavioral changes that signal distress.

Stress in children can manifest in many different ways, depending on age and personality. In DeBord’s essay, “Helping Children Cope with Stress,” she outlines many behavioral signs of stress in children: School-aged children may become withdrawn and express feelings of distrust or being unloved. They may complain of headaches or stomachaches and can have trouble sleeping or loss of appetite. Teenagers under stress may show anger and disillusionment and hold onto these feelings longer than usual. They may exhibit a lack of self-esteem and a general distrust of the world. When stress is very high, a teenager may become rebellious and begin to take part in high-risk behaviors.

It is important to remember that the magnitude of stress children feel is measured by their subjective perception of it and may not correspond with the parent’s own measure. Kids may feel stress that a parent may not understand readily, over events that may seem insignificant to the parent.
According to Dr. Madeline Levin, California clinical psychologist and author of “The Price of Privilege,” studies show that adolescents experiencing high levels of stress are more likely to make poor choices and tend to be drawn to those with poor values. According to the National Survey of American Attitudes on Substance Abuse VII: Teens and Parents, which is an annual survey conducted by the National Center on Addiction and Substance Abuse, teens who are highly stressed are at a considerably greater risk of smoking, drinking, getting drunk, and using illegal drugs.

It is crucial, then, that parents prioritize regular, meaningful interaction with their children from a very young age and then continue that interaction through adulthood. In addition to creating a happier, more balanced home life, this interaction allows parents to be in tune with any behavioral changes that may signal their children need help and then to intervene in the best way.

Strive For a Stress-Free Home

Parents can significantly relieve stress by reducing chaos in the home environment. Kids need order and routine – it helps them function at an optimal level and helps avoid the anxiety that can be brought on by surprises. Suggestions: Help your child place books, school materials, and sports equipment in a dedicated place so they can be found easily. Keep mealtimes and bedtimes as consistent as possible. (This can be difficult with school and home obligations, extracurricular activities, and general holiday activity, but make the effort.) Plan ahead so that you and your children have a smooth morning send-off and a peaceful evening/bedtime routine.

Don’t Share Your Stress

Kids have enough of their own stress, without having to take on that of their parents. Keep your own stress under control or at least out of sight and earshot of the kids. “Highly stressed parents inevitably create a high-stress environment for their children,” states Paul Foxman in “The Worried Child: Recognizing Anxiety in Children and Helping Them Heal.” This can be a tough reality pill for many parents to swallow, especially since part of the stress can come from trying to make life optimal for their children.

The paradox is that parents’ efforts to provide the good life may be creating the very stress that is making them unhappy. Parents often add more stress to already demanding lifestyles by over-committing kids to activities and imposing high academic performance expectations. By wanting success and happiness for kids, parents may be asking too much and trying to do too much. Flowers says parents should keep their expectations in check and teach children to do the same.

In order to cope with stress, she says parents and children alike need to acknowledge their strengths and weaknesses. They need to acknowledge their own personal limits and assert those healthy limits with others. This skill of self-management is a gift parents can give their children by modeling realistic and healthy concepts of personal ability and time.

Fortify the Body

Every body needs recovery time. Resiliency to stress, which means the ability to bounce back from a stressful event and the ability to function through stressful times, requires a nutritious diet, regular rest, and ample sleep. In periods of stress, people often ignore these three crucial factors. Poor diet and inadequate rest also can cause cumulative damage because they hinder recovery from the ill effects of stress.

The growing bodies and brains of children need to be fueled with good food. Make sure your children are getting a colorful, varied diet. They need food that will provide energy and stamina - final exam week is not the time to feed on high fat, highly-processed, fast food fare. Nor should children skip meals - watch that kids aren’t getting so busy they don’t eat regularly.

Children need periods of rest, which can mean free-play or downtime from their busy schedules. And, the whole family needs a good night’s sleep … every night. Research is clear about the importance of sleep for children. Growing children, including teenagers, need lots of it. Though needs vary, most children need to shut down for at least 9 hours. And, high school students should know that “pulling an all-nighter” is actually counter-productive - the brain has a difficult time holding on to information when it is tired and anxious.

Stress Less

Though stress is an inevitable by-product of our lifestyles, particularly this time of year, we don’t have to accept its mounting ill effects on our families. By paying attention, taking a good look at our choices, and reassessing our priorities, we can create a more peaceful home and help our children lead happier, healthier lives.

Posted by Gina Carroll at 00:18:54 | Permalink | Comments Off

Wednesday, August 15, 2007

Pitch Perfect: How, When and Why to Start Your Child’s Music Education

(Texas Family Magazine, July/August 2007)

Your child is singing and humming all of the time, and he loves to tinker on the piano. Your third grader is begging for a violin. She says her friend has been playing since she was three years old and “she’s awesome.” Your seventh grader wants to join the jazz band and brings his grandfather’s saxophone down from the attic. Now squeaks and squawks are coming form his room at all hours
.

And so you are contemplating music instructions for your child with a mixture of excitement and apprehension. You picture your little prodigy performing before the president by special invitation to the White House. But the timeline between where your child is now, as a beginner, and his curtain call at the White House, represents a considerable investment of money and time—years of commitment on his part and yours. Is it all worth it? And how do you begin?

Your child doesn’t have to be a prodigy or a professional musician to benefit from music education. Studies have consistently shown that music has a profound development impact on children at all stages. A recent study conducted at the University of Munster in Germany concluded that musical training in early childhood literally expands the mind, altering the anatomy of the brain. In this study, researchers looked at images of the auditory brain regions of trained musicians and non-musicians. The musicians showed considerably higher brain activity in response to piano notes being played. And the more years of training, the more brain activity was detected. This study sought to build on the work of Dr. Frances Rauscher, a psychologist at the university of Wisconsin at Oshkosh, who found that musical training (in this case, piano instruction) appears to dramatically enhance a child’s spatial-temporal ability. Spatial-temporal ability, or abstract reasoning, is considered necessary for math and science. Dr. Rauscher concluded that music instruction is better at developing these abilities than computer instruction. Other studies have also shown that special- temporal enhancement in preschool-aged children receiving musical training.

            Music has been found to facilitate reading ability, math and science aptitude, and language. Children of all ages receiving music instruction score higher than nonmusical children on standardized tests in all subject areas. U.C.L.A. Professor, Dr. James Catterall, in his 10-year study of 25,000 students, found this to be true across socioeconomic groups. According to 2001 Profile of SAT and Achievement Test Takers from the College Board, testers who had coursework and/or experience in music performance scored 57 points higher on the verbal portion and 41 points higher on the math portion or the SAT than students with no music experience. Studies also show that academically under-performing students are even able to catch up to their piers when music instruction is provided for them.

            In addition, music provides an emotional boost. A University of Texas study which looked at 362 freshmen found that college-age musicians were emotionally healthier than non-musicians. These musical freshmen have less test anxiety and fewer alcohol-related problems. A 1999 McGill University study found that children with three years of piano instruction exhibited significantly higher self-esteem than children without instruction. The researchers in these studies all discovered a correlation between musical competence and high motivation, positive self- perception and high cognitive competence—all factors that boost self-esteem.

            These research findings only reinforce what musical families have known all along. Parents who have committed to their children’s young life of music know that music instruction benefits that entire family. The way music fills the house when the children are practicing and listening, the potential for parent-child bonding during practice and concert-going, and the community-building with other musical families are all benefits to having musicians in your household. Through music, children are introduced to discipline and achievement in a process that is self-reinforcing. There is no better way, for example, to learn the concept of “practice makes perfect” than when a child is learning a new piece of music that is at first foreign and difficult for them. Through the consistency of breaking the endeavor into smaller tasks and working at it daily, the once-foreign concept is mastered by the student and becomes a part of their repertoire of skills. This kind of effort translates to every other area—school, sports, and even relationships. It breeds confidence and develops invaluable coping skills for life.

            Everyone is in agreement that it is never to early to introduce children to music. Exposure to different kinds of music through singing and recordings can begin while the child is in utero. Teaching rhythm and movement can begin in infancy. There are a wide variety of early music toddler-parent classes that emphasize the joy and fun of music. These kinds of activities help to introduce children to the world of music and lifelong music appreciation. They also prepare the child for formal instruction.

            The Suzuki Method, by which violin, viola, cello, piano, and guitar instructions are available, encourages formal lessons for children as young as three years old. In fact, the cornerstone of Dr. Shinichi Suzuki’s Talent Education Philosophy is that all children can learn to play an instrument the same way they learn their native language. Thus, an early start is preferable. The Suzuki Method is designed for the young student beginner with an emphasis on ear training and developmentally appropriate physical techniques that increase in difficulty as the child matures. More traditional methods of instruction, which tend to focus on music reading mastery, are more appropriate for children six years and older.

            The ideal age for beginning instruction is also dependent on which instrument is chosen. There are plenty of piano methods designed for small hands. Violins, violas, cellos, and guitars all come in smaller sizes that graduate up as the child grows. However, other instruments—like most of the wind instrument—are too big for young children. By ten, children are generally big enough to handle most full-sized instruments.

            Parents deciding on music instruction must consider the maturity of the child and their own level of interest and commitment. As Lawrence Wheeler, associate professor at University of Houston ’s Moore School of Music and Founding Director of the Greater Houston Youth Orchestra, points out—the younger the children, the more parental support is required. Even if the child initiates instruction, he needs a parent to manage the process. The parent is responsible for regulating practices, communicating with teachers and staying on top of all learning and performing opportunities. It is the rare child who stays motivated every day without some prompting from a parent now and then. For most children, interest ebbs and flows. Thus, it is the parent who has to help bridge the periods when their child is not feeling motivated, especially very young children. Also, parents have to be careful about crossing the line between motivating and pushing the student. At some point, the student must own the process and fully embrace music instruction for himself. Wheeler advises that if a child begins to early and parents are pushing to hard, at some point the child will “short-circuit the whole effort” with a refusal to continue to cooperate. At this point, progress comes to a halt. Parents must be mindful to keep the musical endeavor balanced—to challenge the child while providing positive and rewarding experiences. This is true for children of all ages and at every stage of the process.

            Once you have decided that the time is right, you must find a teacher. As with most kinds of shopping, word-of-mouth is the most effective course. If you know someone is receiving instruction, ask them about their teacher. They likely can give you several names they collected during their own search. Other good sources are music stores (they often have a community board where teachers can post business cards and ads) and local school band and orchestra directors (they often know the names of their students’ private teachers). Also the music departments of local universities and colleges often have preparatory programs. University of Texas at Austin , for example, has the String Project, which is a comprehensive Suzuki program. Rice University ’s Shepherd School of Music, University of Houston ’s Moore School of Music and Texas Christian University in Fort Worth all have preparatory programs.

            When you choose a teacher, you should look to the long-term. It is very important that your teacher’s expectations and commitment are in line with your own. Consider whether you are looking for an achievement-oriented teacher who is known for producing award-winning musicians or a more relaxed, slower-paced teacher whose focus is less goal-oriented. Likewise, if your child does not function well after long car trips, a teacher whose studio is fifty miles away may not be optimal for you. You should be realistic and up front about these issues at the outset. Once you have found the right teacher, you can take a deep breath, congratulate yourself and relax. He or she will help you find an instrument and then direct your steps going forward.


More Resources:

www.privatelessons.com

Peruse resumes of private instructors in your area


www.Suzuki-method.com

For more information on the Suzuki Method of instruction, a bookstore, and instructor locator.


www.pianoeducation.org

Everything piano— from downloadable practice charts to composer bios.


How to Grow a Young Music Lover

Cheri Fuller, Shaw Publishing, 2002

Posted by Gina Carroll at 14:24:55 | Permalink | Comments Off

Sunday, July 1, 2007

Homeschooling: To Test or Not To Test

(Texas Family Magazine, July/August 2007 issue)

Standardized tests, such as the SAT Reasoning Test and the ACT, are under more criticism now than ever before. Major universities, school districts and parents are all questioning the value of these tests and are seeking ways to diminish their importance as measures of achievement and predictors of future academic success. Standardized testing has always been controversial in the homeschooling community. Many homeschoolers feel that standardized tests, and this country’s reliance on them, embody the very institutional restrictions homeschoolers seek to avoid by educating their children at home.

Some states, twenty-two to be exact, require standardized testing for homeschoolers. In an attempt to regulate and assess the quality of each homeschooler’s curriculum, these states either require testing or testing as a choice among many assessment alternatives. Texas does not impose any such requirements. Here, homeschoolers enjoy the freedom to educate their children without any regulatory interference. However, choosing to forego testing may not be the right choice for homeschoolers in some instances. One such instance is college admissions. Planning for and taking the SAT or ACT may be the most advantageous step for the homeschooler who hopes to attend college. And studies show that a vast majority of homeschoolers harbor this hope. According to the Homeschool Legal Defense Association, 74% of adults between the ages of 18 and 24 who were homeschooled, attend college or have taken college-level courses. This is an impressive number when compared to the general population’s 46%.

The tough reality is that when it comes to college admissions, standardized tests are still one of the most important criteria colleges use to assess their applicants. In fact, the National Association for College Admission Counseling (NACAC) states in its annual “State of College Admissions ” Report that grades and admissions test scores “remain the top factors in the college admission decision for all colleges and universities.”[Emphasis added] Even though these tests are surrounded by a cloud of controversy and doubt, most college admissions officers still feel that they are the best available tool for measuring intelligence, verifying high school grades and predicting success in college. Admissions officers are quick to point out that test scores are just a part of an application package and schools vary widely regarding the weight placed on scores. Still, for the majority of schools, an application is incomplete without them.

Schools are especially interested in the standardized test scores of their homeschooled applicants. Most college applications are highly structured documents designed to collect information that is usually only available from a conventional school experience. Applicants are asked to provide, in addition to SAT or ACT scores, official transcripts, notification of class rank and multiple teacher recommendations. Applications include essay questions and inquiries about the student’s work experience or extra-curricular activities. Some schools conduct interviews. And increasingly, schools also require one or more SAT II subject exams. Since homeschoolers often do not have school transcripts or rankings, the standardized tests are often the only way colleges can measure a homeschooler academically within the pool of applicants. Thus their test scores are weighed more heavily.

Erma M. Nieto-Brect, Director of Admissions at Texas Women’s University, says her school requires an SAT or ACT for this reason, and that “the test score is more important for the homeschooler than the conventional student. It receives extra weight.”

TWC’s admissions policy is very flexible with regard to the transcript requirement. Texas law requires that state schools like TWC and University of Texas accept parent-generated transcripts, portfolios and profiles. In addition, TWC allows additional materials from the homeschooler to give them the opportunity to provide as complete a picture of themselves as possible. But these relaxed requirements hinge on the university’s strict SAT/ACT policy. Each homeschooler must submit their test scores, and they must achieve at least a 950 combined score on the SAT or a 20 on the ACT.

Jonathan Reider, former Stanford University senior associate director of undergraduate admissions and national expert on college admissions for homeschoolers, says this practice is also employed at Stanford. Stanford became a pioneer among the more selective schools in homeschooler admissions several years ago when it began (with Reider’s leadership) to actively court homeschool applicants and accept record numbers into their freshman classes. Stanford was one of the first to dedicate a webpage to homeschool admissions and loosen its requirements to allow homeschoolers to show their achievements in less conventional ways. Here, again, an SAT/ACT requirement is at the core of Stanford’s policy. Reider points out that though Stanford wants the applicant to paint a full picture of herself, part of that picture must be the academic component. He says that homeschoolers should approach the application process the way they might assemble a quilt. At Stanford and other like-minded schools, the homeschooled student has more control over the completed application. They can draw from more diverse materials to compensate for what might be missing. But the school needs to see a whole and complete picture. If some of the academic parts are missing (like class rank, grades or non-family recommendations), the pieces that are present take on more importance. Test scores help fill in the blanks.

Okay, so that is the bad news- college-bound homeschoolers will likely need to take the SAT and/or the ACT and do well on them. But…here is the good news– homeschoolers tend to do extremely well on standardized tests. The studies that looked at how homeschoolers fared when tested have shown that homeschoolers significantly outperform their public school peers, and that the longer they are homeschooled, the better they do. A 1997 study conducted by Dr. Brian Ray of the National Home Education Research Institute, looked at the scores on nationally-normed standardized achievement tests. He found that homeschoolers bested their public school counterparts in all subjects by 30 to 37 percentile points. The study also found that new homeschoolers scored on the average in the 59th percentile, while the students with two or more years of homeschooling scored between the 86th and 92nd percentile.

A study released a year later confirmed these findings. Dr. Lawrence Rudner, at the University of Maryland , looked at the scores of 20,760 homeschooled children who took the Iowa Skills Test or the Tests of Achievement and Proficiency (TAPS). He found that the homeschooled children scored “exceptionally high”. Their median scores were typically in the 70th to 80th percentile and 25% of these students were working at one or more grades above their age-level peers, in both public and private schools.

There are no published studies that look at how homeschoolers fare on the SAT or ACT. But the empirical evidence is clear, at least in the minds of admissions officers. A senior officer at UT Arlington felt that their test score requirement was advantageous to homeschoolers because homeschoolers “tend to be better” than their conventionally-schooled peers. Ms. Nieto-Brect at TWC also felt that homeschooler’s test scores were usually strong.

Homeschoolers are also successful college applicants. Many homeschooled children have proven that they possess what many colleges are looking for. According to a 2000 article in Stanford University ’s alumni publication:

“Stanford has found that the brightest homeschoolers bring a mix of unusual experience, special motivation and intellectual independence that makes them

a good bet to flourish on the Farm [Stanford’s campus].”

This year, Stanford’s freshman class includes six or seven homeschooled students, adding to an impressive number already on campus. Wheaton College in Illinois , on their easy-to-find webpage for homeschoolers, boasts that homeschoolers make up 10% of their freshman class.

Whether the homeschooler views standardized tests as a necessary evil or a helpful equalizing opportunity, the message is clear from the universities and colleges– college-bound homeschoolers do well to consider preparing for and taking them.

Posted by Gina Carroll at 00:49:07 | Permalink | Comments Off