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09:10am Friday 18 January 2019

Belief in God Cuts Two Ways, Study Finds

WASHINGTON—Being reminded of the concept of God can decrease people’s motivation to pursue personal goals but can help them resist temptation, according to new research published by the American Psychological Association.

“More than 90 percent of people in the world agree that God or a similar spiritual power exists or may exist,” said the study’s lead author, Kristin Laurin, PhD, of the University of Waterloo in Canada. “This is the first empirical evidence that simple reminders of God can diminish some types of self-regulation, such as pursuing one’s goals, yet can improve others, such as resisting temptation.”
A total of 353 college students, with an average age 19 and 186 of whom were women, participated in six experiments to determine how the idea of God can indirectly influence people’s motivations, even among those who said they were not religious. The students did not have to have an opinion on the existence of a god or any other spiritual power. The findings were reported in the online version of the Journal of Personality and Social Psychology®.

In one experiment, engineering students completed a “warm-up” word task. They were asked to form grammatically correct sentences using four words from sets of five. Some students were provided either God or God-related words (divine, sacred, spirit and prophet), while the control group used more neutral words (ball, desk, sky, track and box). Next, each student had to form as many words as they could in five minutes, using any combination of specific letters. The researchers determined the students’ motivation level by the number of words they produced.  The more motivated they were, the more words they produced. They were told that a good performance could help predict if they would succeed in an engineering career.

Several weeks before this experiment, the students had been asked if they believed outside factors (other people, beings, forces beyond their control) had an influence on their careers. Among participants who said outside factors such as God might influence their career success, those who did the God-related word task performed worse than those who used neutral words. There was no difference in performance among the participants who did not believe outside factors influenced their career success.

Researchers also measured the importance participants placed on a number of values, including achievement. Participants reminded of God placed the same value on achievement as did participants primed with the more neutral words. “This suggests that our findings did not emerge because the participants reminded of God devalued achievement,” said Laurin.

A second set of experiments looked at participants’ ability to resist temptation after being reminded about God. In one study, participants who said eating healthy food was important to them ate fewer cookies after reading a short passage about God than those who read a passage unrelated to God.

Participants who read a short God-related passage reported greater willingness to resist temptations to achieve a major goal, such as maintaining a healthy weight, finding a long-term relationship or having a successful career. This effect was found only among participants who had previously said they believe an omniscient entity watches over them and notices when they misbehave.

The level of participants’ religious devotion had no impact on the outcomes in any of the experiments, according to the researchers.

Article: “Divergent Effects of Activating Thoughts of God on Self-Regulation,” Kristin Laurin, PhD, University of Waterloo; Aaron C. Kay, PhD, and Gráinne M. Fitzsimons, PhD, Duke University; Journal of Personality and Social Psychology, published online

Dr. Kristin Laurin can be contacted by email or at (647) 524-4494

Dr. Aaron Kay can be contacted by email or at (919) 660-3737

Dr. Gráinne Fitzsimons can be contacted by email or at (919) 660-8037.

The American Psychological Association, in Washington, D.C., is the largest scientific and professional organization representing psychology in the United States and is the world’s largest association of psychologists. APA’s membership includes more than 154,000 researchers, educators, clinicians, consultants and students. Through its divisions in 54 subfields of psychology and affiliations with 60 state, territorial and Canadian provincial associations, APA works to advance psychology as a science, as a profession and as a means of promoting health, education and human welfare.

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Medical Suppliers of Drugs and Equipment in Bucksport ME

HealthCare4PPL is your most comprehensive directory of medical suppliers in Bucksport ME. HealthCare4PPL provides detailed information about local store and products of 6 Medicare-certified and other kinds of medical suppliers.

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Marinara Sauce

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Marinara Sauce

Serves: 12 – 1 cup servings

Yields: 2-quarts

Equipment: French chef knife, Cutting Board, Kitchen Machine food cutter, 4-quart Stockpot

  • 2              tablespoons olive oil
  • ½             cup onion, chopped #2 blade
  • 1              12-ounce (345 g) tomato paste
  • ½             cup (120 ml) red wine
  • 5              cups (1.25 L) water
  • 1              tablespoon dried basil, or fresh, chopped
  • 1              tablespoon oregano dried, or fresh, chopped
  • 2              tablespoons fresh parsley, chopped
  • 1              14.5 ounces (435 g) can diced tomatoes, or 2 pounds plum tomatoes, peeled, seeded and chopped

In the 4-quart Stockpot (4 L utensil) sauté onion in olive oil over medium heat until tender, 5-7 minutes. Add tomato paste and fry until tomato paste turns Indian red. Tomato paste will leave residue on bottom of pan, be sure to stir to prevent from burning. Deglaze pan with wine and cook down until tomato wine mixture thickens and alcohol is cooked off.

Add water and spices, mix well and simmer uncovered 30-45 minutes or until reduced by one-third. Add tomatoes, mix, and simmer an additional 15-20 minutes.

NUTRITIONAL BREAKDOWN PER SERVING: Calories 73; Fat Grams 3; Carbohydrate Grams 9; Protein Grams 1; Cholesterol mg 0; Sodium mg 330.

THE POINT SYSTEM: Calorie Points 1; Protein Points 0; Fat Grams 3; Sodium Points 14; Fiber Points 0; Carbohydrate Points ½; Cholesterol Points 0.

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Healthy Bed Time Snacks

The struggle is real for people trying to lose weight. It seems that everywhere you turn, there’s something tempting to eat; days can be so long and rough, it can be hard to find motivation for the gym. There are also plenty of opportunities to do a little snacking; the added calories can put you in trouble. You might think that having a snack just before bed would be especially bad for your diet: all those calories being gained, and no exercise to burn them off, but a long sedentary period instead. However, it’s a little more complicated than that.

While certain bedtime snacking situations could hurt your diet, there’s no hard and fast rule about *not* snacking right before bedtime. What causes weight gain is the intake of calories, specifically, when the intake of calories via food is greater than the calories burned for energy via exercise. On a daily basis, it doesn’t really matter when you eat; if you eat just once, be it morning or night, or spread the same caloric intake evenly over the day, the calories affect your weight the same. However, there is a relationship between nighttime snacks and weight gain.

Generally, people who eat late at night do so because they are hungry. This may be because the did not eat enough over the day. Binge eating at night may make a person less likely to eat in the morning, perpetuating said cycle. These people are eating *more* calories if they happen to pile them on to ‘make up’ for skipping breakfast, which leads to weight gain. The question is not whether or not you should eat at night, but what you should eat to beat cravings without packing on pounds or ruining sleep. Here are some good snack choices.

8. String Cheese

String Cheese

You might hesitate here because cheese is a fatty dairy product on top of that, there is the fact that string cheese is also a processed food. However, fat in foods is not really a problem, provided it does not come in excess. String cheese provides a nice bit of fat, along with some protein. This can help you to feel sated late at night, and therefore less likely to keep eating, which would throw off your calorie balance. Furthermore, the string cheese itself is not a significant source of calories. Generally, string cheese provides less than 100 calories.

7. Cereal

Cereal is already a popular late-night snack- it’s also great for those Saturday morning cartoons. Keep in mind, however, that cereals have a lot of variation; some cereals are fine to eat at night, while others can be problematic. Specifically, you’ll want to stay away from cereals high in sugar- late at night, these would cause a spike in energy and leave you restless, unable to sleep. There’s also the fact that sugar provides excess calories. Instead, aim for whole grain cereals, like bran or oats. These tend to have much fewer calories and provide helpful nutrients, such as fiber.

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Boomsday Legend Midrange Demon Warlock – #32 (Niizuma)

Class: Warlock - Format: Raven - Type: Midrange - Season: 54 - Style: Ladder - Link: Source

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Discuss This Deck
  1. Brendan Carroll
    September 16, 2018 at 11:03 am

    Been playing this deck at Rank 14 its fun and pretty decent.

    I wonder if you can jam an Omega Agent into the deck. One of the strengths I’ve been finding its ability to reset boards after clears and with Keleseth you can reflood the board with 5/6’s, pull a demon with skull, and still have enough mana for a spellstone fairly consistently.

    Warrior Omega

  2. TryAgain
    September 15, 2018 at 8:51 am

    Sea giant should be better than mountain giant i guess

  3. iwin4kz
    September 14, 2018 at 2:05 am

    What about Skull of the Man’ari ? What can replace it ?

  4. Billy
    September 12, 2018 at 8:46 am

    Any replacements for Lord Godfrey

    • Sal
      September 12, 2018 at 5:19 pm

      Twisting nether, you don’t retain tempo though

    • Rmortz
      September 12, 2018 at 5:19 pm

      Id say Twisting Nether, def not as strong though.

    • Chachouchen
      September 15, 2018 at 7:21 am

      second hellfire or maybe spellbreaker

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ASCO ATEX Explosion Proof Solenoid Valve Operators For Hazardous Areas

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ASCO ATEX Explosion Proof Solenoid Valve Operators Hazardous Areas

Via ASCO Numatics FASTSHIP and SAMEDAY Express Delivery Service we are able to deliver 2,000+ ASCO valves and valve operators from stock direct to you.

➡ For complete specifications, ordering details and hazardous area classification Solenoid Valve Operators for explosion proof installations please browse the product sections below.

Visit ASCO for further information about solenoid valves, pilot valves, cylinders and actuation products – T&D also distribute a full range of Ex d Flameproof solenoid valves and ATEX solenoid valves for classified hazardous area locations.

Explosion Protection

4 Processess Used In Electrical Explosion Protection Equipment

Explosion protection can be acheived in 4 main concepts depending on type of facility, system and type of hazardous area.

Ex i Intrinsic Safety

Traditional electronic explosion protection – supply to the electrical equipment is provided through a safety barrier that limits the current and voltage so that the minimum ignition energy and ignition temperature of an explosive mixture are not reached.

Ex e Increased Safety

Increased safety explosion protection requires mechanical support in the form of enclosures and mechanical protection for clamps, screens and electrical components. The occurence of sparks and impermissible temperatures that could act as a source of ignition is prevented through additional mechanical protective measures.

Ex d Flameproof Enclosure

Equipment is protected by installation in a flameproof enclosure to ensure that potential sparks cannot escape into surrounding potential explosive atmospheres – components that could trigger ignition are built into an enclosure that is specified to withstand explosion pressures. The openings of the explosion-proof enclosure are constructed to prevent the explosion from escaping the enclosure.

Ex p Pressurized Enclosure

Equipment is installed in an enclosure that is retained under slight overpressure with notrogen or a nonexplosive gas to prevent penetration by flammable gases. The equipment enclosure is filled with an inert gas and an explosive gas mixture cannot make contact with potential ignition cources on the inside of the enclosure.

Hazardous Area Valves - Zone 1 Zone 2 ATEX Solenoid Valves

For expert technical support in Hazardous Area Valve & Solenoid Operator selection, just call T&D.

Explosion Proof Valves

Explosion Proof Valve Operators – ASCO Solenoid Valves & Valve Operators are ATEX & IECEx certified for Class I, Division 2 and Zone 1 & Zone 2 hazardous areas.

Thorne & Derrick’s Sales Engineers are certificated and qualified to provide expert advice and product recommendations for flow control and valve requirements in hazardous areas where explosion protection is required according to Ex d flameproof category.


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I am a firm believer in the use of the anointing oils and incense. The power that comes forth is beyond anything we can ever imagine. Only God can do these things.

Sometimes the results are immediate as with Scott & Laura. Sometimes things are changing and we don't realize it as with Joan and her husband. Sometimes Satan will try to lash out at you and cause the people involved to rise up in anger as with Patty.

Remember: GREATER IS HE THAT IS IN YOU THAN HE THAT IS THE WORLD. Tell Satan to take a hike!

We love hearing of the wonderful miracles of the "Resident anointing" and the beauty His Presence when the incense is used. We would love to hear from you to give all the Glory to God.

Please email us with your testimony.

God Bless,

Karen Fletcher

Lion of Judah Anointing Oil

Karen, I purchased a few oils and a charm for my daughter for her birthday in Dec. 2014.  She is a lover of Christ but had recently married and lost touch with her first love.  After receiving the oils, mainly the Lion of Judah she said she felt empowered, and feels a boldness like never before. She has taken it to the streets. Your note included in her package somehow sparked what was already inside and I truly love for that. Thank you for creating a Godly business and really putting the customer first!

Frankincense & Myrrh Anointing Oil

Karen---I had to share my experience at a healing service on or about Dec 3,2011.

There was a young man totally dedicated to the Lord and all the promises contained in the Holy Bible I witnessed disfigured flesh restored through the power of the Holy Spirit through this young man. His work for the Lord will center in campus ministry after an internship. I want to add that I let him use the Frankincense and Myrrh. I believe your love of the Lord and praying over these oils had a great deal to do with the success of this healing service.

Love in Our Lord...George, Newberry Mich

Just wanted you to know I received the Talit either Thursday or Friday of last week and it is absolutely beautiful.

Thanks again and have a Merry Christmas and a serene and prosperous New Year.

Anointing Oil and Incense together

Karen: Just wanted to share a couple things. God has been dealing with me to burn incense while I pray and to anoint “things” through His name. I saw many places on the net to buy from, but most were of a cultic nature, and I refused to fill “their” pockets. Then I found your website and instantly knew I’d be buying from you. I just received a partial order last Friday and God has already moved. Saturday night around 2 AM I was awakened by a rain storm. I got up to watch it from the sunroom and started feeling impressed to pray. There’s 146,000 people who die every day worldwide. God has given me a burden for them, so I pray and intercede for them each morning. In the sunroom I began to weep and asked God to touch the lost souls “who are almost “gone”----those words just flew out of my mouth. It was a revelation. I instantly felt a power and was impressed to use the anointing oil, which I hadn't opened yet. As a point of contact, I got down and anointed the area rug in three places (symbolic of the trinity), three different times for these souls (once for salvation, once for healing and once for deliverance). It was a beautiful and moving experience as the Holy Spirit directed the words that came from my mouth. Afterward, I sat down crying and a voice said “anoint yourself”. I immediately did just that and goose bumps ran up and down my spine as I wept…….what a powerful, precious God.

It’s just like Him to work so soon after receiving the oil. It has already increased my faith and I’m anxious to see how he uses it through me in the future. I love getting closer to our Lord and just wanted to re-affirm what I’m sure others have told you……that your ministry does TOUCH and is anointed by Him! He truly is a great big God !

Temple Oil

Isn't it awesome what God is doing! I gave my friend a whiff of the anointing oil. He was duly impressed. In any case, it really affected me and I kept waking up at night praying in tongues and seeing souls come running to the Lord.

Brides Anointing Oil

Hi Karen

Just to let you know the Bride's Anointing Oil has arrived safely here in England.

Things have certainly changed in the spirit around my house after i anointed the four corners, door posts and beds!! Cassias, myrrh and aloe healing and birthing the true first born church in this nation.........

And out in the world too..............

Hyssop Incense Sticks

Name: Greg

Location: Kentucky

Review: Hyssop Incense Sticks: These are easily my favorite fragrance to burn. Not overpowering and they last longer than most of my others.
Rating: 5

Amber Vials - Standard Caps - 5/8 dram & 1 dram
Name: Beverly
Location: Maryland
Review: Satisfied with the vials. They were a good buy. Thanks!
Rating: 5

Frankincense and Myrrh Anointing Oils
Name: Pastor Sherrie
Location: Roaring Spring
Review: Best oil available on the market. Only oil that I use for anointing the sick, newly baptized or general anointing use. Fragrance is elegant and fresh!
Rating: 5

Frankincense and Myrrh Anointing Oil - Conference Size

Name: Pastor Sherrie
Location: Claysburg
Review: Perfect size for use during a worship service. This is the best anointing oil and is of good quality. This is the only oil I use. I know the person praying over the oil and that it is made according to scripture. Karen sends everything out immediately and I received my oil within a couple of days.
Rating: 5

Hyssop Incense
Name: Minerva
Review: I love ALL of your products. I can’t express how much I enjoy my prayer time and lighting the incense. It calms my spirit and I feel so much peace. Thank you.
Rating: 5

Brides Anointing Oil - Conference Size
Name: Minerva
Location: TEXAS
Review: I love this scent. I use it everyday and bought as gifts for my friends. They love it too.
Rating: 5


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CoverGirl Wetslicks Fruit Spritzers Papaya Splash Lipgloss

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Each pocket sized tube has a conditioning formula, with botanical ingredients, that helps improve lip condition over time and lock in moisture for hours. Made in US with foreign parts.

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Nivea Raspberry Rose Kiss Lip Butter

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Vitamin enriched formula blends superior moisturizers with Nivea's Hydra IQ technology to create a light, protective layer of longlasting nourishment for smooth, healthy-looking lips. Hydrating formula enriched with Shea Butter, Almond Oil and Vitamin E to intensely moisturize and soothe dry lips for a long-lasting care.

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Home  > ZTE

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We have the latest and most complete line of high quality accessories for your ZTE Blade X at a great price and with our traditional fast and friendly service. The ZTE Blade X accessories line includes: Car Chargers, Home Wall AC Chargers, Premium Leather Cases, Designer Skin Covers and Silicone Skin Covers.

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Global engagement

Global engagement

Health Education England (HEE) supports the delivery of high-quality patient care through its role in educating, training and developing the health workforce.

Global engagement is in our national interest. The NHS is increasingly engaging in global health work, with growing interest from NHS staff for overseas learning opportunities and an increasing demand for NHS expertise and services globally.

HEE has legislative responsibility to ensure that our future workforce is available in the right numbers and has the necessary skills, values and behaviours to meet patients’ needs and deliver high quality care. As the NHS workforce organisation for England, HEE is uniquely placed to support the NHS to become a global centre of excellence for workforce development. HEE can do this by embedding global skills, learning and innovation, supporting local NHS organisations to engage in global activity as a way to attract and retain staff, bringing experienced overseas staff to work in the NHS on placements and also by playing a facilitative role to ensure the collective efforts and expertise of the NHS is coordinated and aligned to the overseas objectives of Government departments including DFID, FCO, DHSC.

Our work

HEE has been working with a number of countries, responding to requests for support on workforce development, creating placements for professional groups, matching NHS workforce need with overseas training requirements and seeking out new bilateral relationships to strengthen workforce development in the NHS and overseas.

Examples of our projects and programmes

HEE is mandated by the government to support NHS volunteering, which includes supporting and encouraging NHS staff to take advantage of volunteering opportunities within health and social care and working with senior operational leadership to increase recognition of the value of volunteering. HEE chairs the international NHS Volunteering Group which brings together stakeholders involved in facilitating and supporting overseas placements, and volunteering of NHS staff overseas. HEE has also  led development of an NHS international volunteering platform to showcase and signpost to information and opportunities, provide a repository of information and resources on international volunteering and connect applicants with potential hosts.

HEE has also developed resources including guidance for those interested in overseas placements (Health Education England Guidance for Trainees Planning to Volunteer or Work Overseas) and a toolkit for those on overseas placements to support collection of evidence of  knowledge and skills gained through participation in an international health project (Toolkit for the Collection of Evidence of Knowledge and Skills Gained Through Participation in an International Health Project

HEE is facilitating a number of short and longer-term quality placement programmes for professionals to work and learn in the NHS. As part of its government mandate, HEE is working to address identified shortages in the NHS by increasing the number of staff trained in the UK and through development ethical earn, learn, return programmes in the NHS across a number of key professions, specialties and geographies.

The ambition is to create a circular programme with a sustainable pipeline of cohorts arriving and returning each year. HEE is creating longer-term relationships with ‘in-country’ partners to identify high-quality experienced candidates and support their journey into the programme

HEE supports professionals through their preparation for language and competency tests; entry onto the UK professional register; visa application’, and through a comprehensive programme of pastoral care, including cultural sensitivities, prior to and on arrival.

We are working with a number of NHS Trusts to offer placement opportunities, and we are eager to hear from registered healthcare professionals who would like to work in the NHS.

These videos detail further information about the programme

To apply for the programme please complete the application form via the online applicant tracking system.

With a long history supported by the Royal Colleges, the UK’s medical specialty training is truly world class. IPGMTS aims to provide medical specialty training in England, giving the candidates a full replication of NHS competence-based training.  Once the candidates have completed the programme they return to their sponsor country to put their skills into practice, leading in service provision in their chosen field.

IPGMTS trainees are sponsored by overseas governments or institutions and are supernumerary to the UK’s medical workforce needs.  They complement British trainees on existing training programmes. Places are limited and only open via government to government agreements.

HEE’s Directorate of Global Engagement is bringing together communities of experts to support and engage with its various programmes of work.  A new concept to HEE, the ‘Global Taskforce’ communities are expected to be dynamic in function with structures and input adapting over time, responding to both the needs of HEE and of the community itself.

The groups will be dynamic in nature and responsive to needs as they arise, it is expected that most activity will fall into three strands.


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Welcome to Heights of Lebanon!

Kaplan Companies proudly introduces Heights of Lebanon, a collection of Modern and Spacious Carriage Homes and Townhomes in Beautiful Hunterdon County. With spacious floorplans and ultra-luxurious features, Heights of Lebanon is a comfortable and affordable place to call home. The property is located to shopping, restaurants, and major highways for your convenience. Make Heights of Lebanon your new home today!


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Absolut Vodka Pears 40% 1L
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Absolut Pears 40% 1L

  • Vodka

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Another Satisfied Client Thankful for the Rudnitsky Law Firm

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I am thankful I had the opportunity to be represented by your law firm. I was satisfied from the first visit and remained way until the results came. Your firm is very professional. Thank you.


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Parenting is an ongoing process that involves learning about your child and their specific needs. There is no such thing as a perfect parent. Parents are constantly learning and evolving to meet the needs of their growing child in the world we live in. Our resource below aim to guide and answer some parenting questions that you may have as you embark on the journey that is parenting. For general parenting questions please scroll down.

There’s no doubt that there are many people (especially your own parents) who are only too happy to pass on the benefits of their own wisdom. You will find that many people are very free with their advice, but do not offer much practical help. The advice can be welcomed and appropriate, but sometimes it isn’t, if only because it is out of date. Keep an open mind; even your pediatrician’s recommendations should come with some explanation. You may not put all that you hear in practice, but it’s polite to make a noncommittal statement along the lines of, “Thanks for your information, I will keep it in mind.”

Babies who cry constantly and cannot be consoled have colic. No one knows for sure what causes colic, but reducing stimulation around your child may be helpful. Some things to try:

  • Keep lights off or turned low.
  • Speak in a gentle voice.
  • Swaddle your baby in a blanket. Swaddling is a method of tightly wrapping your baby to keep him/her warm and secure. .
  • Carry your baby in a carrier that keeps him/her close to your chest.

For more ideas or support visit

The most important thing for you to do with a child who has colic is to give yourself a break when needed. If you do this, you will remain in control and able to tend to your child appropriately. Keep names and numbers of your support system nearby; turn to those numbers if the crying gets too much. Without any other option, take these steps:

  • Set your baby in a safe and secure place.
  • Leave the room.
  • Take deep breaths-count-calm down.
  • Call this number 211 The Children’s Trust Helpline for support if necessary.
  • Once you have regained control, reconnect with your baby.

If you are concerned about the physical development of your child, talk with your child’s doctor. This can be done during the child’s regularly scheduled “well-baby” visits. Your child does not have to be sick for you to take him or her to the doctor’s office. Regularly scheduled appointments need to be routine in your child’s early years. This helps ensure that your baby gets the best care possible.

Get to know your child’s behavior. If your child acts “sick” or is unusually lethargic, drowsy or irritable, he/she might indeed be sick. If you think your child has a fever, take the temperature; don’t guess that he/she has one. If your child is vomiting (not spitting up) or refuses several feedings or has frequent bowel movements with mucous, blood or foul odor, consult your doctor. The more information you can provide to the doctor about the child’s condition as it differs from the norm, the better the doctor can prescribe appropriate action.

  • Take a child’s-eye look at the living space available to your baby
  • Are they any top-heavy items that might fall or be pulled down by your baby?
  • Any electrical cords or outlets within reach?
  • Any wires with frayed insulation?
  • Any cords dangling down from a curling iron or steam iron resting on a counter?
  • Don’t leave valuable breakables within reach of your mobile infant.
  • Be sure to rearrange the kitchen so all cleaning compounds are above reach. Provide a place in your kitchen such as a low cupboard with baby’s kitchen toys, which can be a collection of old plastic, wood or metal bowls, cups and spoons.
  • Check your houseplants to be sure that they are out of reach. To find out if your plants are poisonous and what the side-effects are, call 1-800-222-1222.

A child’s body must be physically ready to experience success at pottying. Your child will show signs of readiness when he/she is ready. Toileting is a complex process involving a number of steps — recognizing need to relieve bladder, pulling clothes down, sitting still for bladder to empty. Since so much is involved, it will be easier for you and your child if you wait to begin the process until you see signs of readiness, including:

  • Child wants to be changed.
  • Child is aware of wetting/pooping while in the process.
  • Child can anticipate when they are about to wet/poop.
  • Child shows interest when others use the toilet.
  • Child imitates others in the bathroom.
  • Child will occasionally sit on the potty.
  • Child can pull pants up and down on his/her own.
  • Child shows an interest in wearing underwear.
  • Child shows a need for independence.
  • Child will have a dry diaper for long periods during the day and after waking from nap.

Consider these signs to measure your readiness for the process:

  • You have time and patience to respect your child’s learning space.
  • You understand the complex process of toileting.
  • You have the ability not to be upset by accidents. Accidents are an expected part of the learning process.

Ways to make toileting easiest for your child:

  • Introduce the process during a time of stability. avoid starting the process when other major changes are happening for your child.
  • Read children’s books with your child about the potty and the process.
  • Involve your child in choosing his/her own potty and underwear.
  • Teach your child appropriate words for body functions.
  • Dress your child in clothing that is easy for the child to pull up and down.
  • Be positive and encouraging.
  • Respond calmly to accidents without punishing.

Being caring and consistent. Your relationship with your child creates a pattern that will shape all your child’s future relationships. This is why a child needs love, security, approval and acceptance from the start. A lack of these can affect a child’s self-esteem, achievements and capacity to be happy. Children learn by imitation, so setting a good example is vital. You must learn to trust your own instincts. You will soon know your child better than anyone.

  • If you are at the point of losing control, take time out for yourself. This can happen to any good parent. You can do this by leaving your child with someone you trust while you gain composure or leaving your child in a safe space that you can supervise from a distance.
  • Know yourself and what it takes to gain self-control. Deep breaths or talking with a friend who understands your frustration or physical exercise works for some people.
  • Once you feel in control, reconnect with your child. Let your child know what you expect and how you would like behavior to change without insulting the child. Your positive example of finding self-control will teach your child more than words. Overreacting teaches your child to be fearful of you and closes off communication.
  • Remember learning requires trial and error. It might take some time for children to understand and control their behavior and parents to master their skills. Notice your child’s effort to improve and compliment your child for it.

— Holly Zwerling

Every person must be able to trust other people so as to be able to function daily. Trust helps how we relate and interact with the world.

Babies and young children also need trust. As a child grows and interacts with the environment, he/she learns how to interact with others. The sense of trust begins very early. Your child learns to trust others, and how to interact with the world, by how his or her needs are met.

Crying is the normal way your child can communicate with others about his or her needs. Your child might cry because he/she is hungry or thirsty. Your child might cry to let you know that he/she is wet and needs to be changed. Or the crying might be due to gas or because your child is exercising his or her lungs.

Trust is developed by the responses given your child by her primary care- givers. It develops, or does not develop, through everyday routine happenings and responses. Your child learns that the world is a trusting place when needs are met. Responding to crying brings comfort and assurance that his or her needs are met. Babies must be able to count on their primary care-givers to be there for them. Consistency is important.

Sometimes there doesn’t seem to be any reason why the crying continues. You’ve done all you think of, and still the crying goes on. Having and keeping a routine lessen the stress for both the young child and the parent. Even babies can get stressed. Keeping calm is important. Have a plan prepared that allows you to call on another caregiver to help with the baby when needed. A plan for needed back-up should be worked out before the need arises.

  • Babies cry for a reason. They may be hungry, tired, in pain (for example with colic or gas), uncomfortable (for example with a wet diaper), overstimulated, or in need of social attention. Crying is the first signal that infants can give to adults that they need something. When their needs are met in a caring and competent way, most children stop crying.
  • As babies grow, they learn other ways to signal adults of their needs and wants. Parents must watch for those signals. When they do, babies develop as they should, and a secure relationship is established between babies and adults. Crying becomes less frequent and is used only when a child reaches his limits of endurance or is hurt.
  • When parents do not read their babies cues or heed their cries and attend to their needs, it makes for an insecure attachment or relationship between the parent and child. The child will feel uncertain and frightened. The child will continue to cry or resort to other unpleasant behavior in order to have his/her needs met or to get what he/she wants. Parents need to understand what a child tries to tell them even before that have words.
  • Some children who cry a lot tend to have a fussy or “difficult” temperament. It may be harder to comfort them. They may resist cuddling or eye contact with their parent. There are ways a parent can handle such a child to make it easier for both the parent and child. For example, learn to swaddle such a child in a blanket, avoid overstimulating the child and do not move in too quickly on a child. For more information read Brazelton, T. B., Touchpoints, Reading Mass.: Perseus Books, 1992
  • Other children may be very colicky or have another medical reason for discomfort that results in
  • much crying. These children should be seen by their doctor who can provide more information.
  • Remember, children cry for a reason. It is the adult’s job to find out why.
  • Sometimes children want you to do something because they’re dissatisfied with their own ability and think you can do it better.
  • Direct your efforts toward helping your child learn to do it for himself.
  • Assess whether a task or game is at your child’s developmental level. If it is actually too difficult, provide help.
  • Reassure your child that trying to do the best he/she can is what is important. Praise those efforts.
  • Encourage — even help — without taking over.
  • It’s an uphill battle with very young children. Children younger than 3 do not understand the concept of sharing. To share, children must be developmentally ready and trust that if they let go of something, it will return and not be gone forever.
  • Young children are capable of spontaneous cooperation and sharing. You can see this when toddlers roll a ball back and forth between them or play “chase” and then reverse roles.
  • With toddlers you can indicate the idea of sharing by simple games. For example, take turns putting one block at a time in a pail; if another child is present, encourage him to participate. Another idea is to exchange toys: You have a toy and your child has a toy. Pass them back and forth.
  • Offer concrete solutions. One example: “One of you can ride the tricycle and pedal, and the other can ride on the back. Or you can take turns riding around and then switch off. Which would you like to do?”
  • Always offer children the opportunity to help solve the problem. How could you both play together with the ball, bike, and so on.
  1. Be There: Let your child talk. What was his or her day like? Ask, “How did that make you feel?” Allow your child to openly express ideas, feelings and worries. Be available and listen.

2. Be Consistent: Establishing a clear and consistent routine helps a child feel safe and secure. Clear-cut rules help a child learn what is right and wrong.

3. Let Your “No” Be No.: If you say “No” to your child, make sure you both understand what that means and keep to the rule. Act quickly (within seconds) and firmly.

There is nothing wrong with a toy. Make sure that it is safe for the baby’s age and preferably a quiet one. It is common for an older baby to develop a dependence on a particular blanket, teddy bear or toy. It may be a good idea to have two identical ones if you possibly can, just in case the unexpected happens. Make sure that any “comfort toy” meets all safety standards.

Children who are held and comforted often during the first year of life demand less attention later on because they have learned to trust the adults in their environment to meet their needs and comfort them when necessary. Helping children learn to meet their own needs provides the foundation for emotional security. Holding a child who is upset will not spoil him or her; it will help the child become emotionally secure. Emotional security is the basis for a strong, socially competent child.

  • Children typically go through periods of “testing’ adults and not following through with what adults are asking. Also, children younger than 2 or 3 often do not understand what is being said because they are too young to know what adults’ words mean.
  • If, however, your infant or young child does not respond to sounds, he/she may have an ear infection that temporarily is blocking your child’s hearing. Or, your child may have a hearing loss. Either of these will cause a delay in your child’s ability to learn language. Talk with your child’s doctor about this .
  • If you are sure that your child knows the words you are using, is not “testing” you and does not have a hearing problem, but still does not follow directions, he/she may have a problem with understanding language. If this is the case, your child’s talking will probably be somewhat delayed also. You may want to refer your child for further evaluation. Click on “I have questions about my child”
  • By the time a child is 3, people should be able to understand a child’s speech most of the time. However, children of this age are still developing speech sounds and so they will not have mastered all of the consonant sounds especially “r”, “l”, “th” and “s.” Therefore, their speech will not be perfect. They should be talking in sentences of three more words.
  • Sometimes mothers or other primary caregivers can understand what a child is trying to communicate by watching their facial expressions, movements such as pointing and by listening to their sounds. However, it is important at this age for you and for others to be able to understand most of what your 3 year old child says.
  • If you have concerns about your child’s language development, click on “I have questions about my child”

Website for reference:

0-1 years:

These children will not have any understanding of what is happening. They are sensitive to your emotional cues and responses. Be especially soothing. Offer gentle words and physical comfort.

1-2 years:

These children will understand people being physically hurt. Highlight the people who are helping and reassure your child that you will keep him or her safe from harm.

2-3 years:

These children might wonder if what they see is real. Answer their questions. They may need repeated reassurance of their own safety and security.

3-4 years:

These children may act out what they have seen in their play. Ask questions and help your child see how different decisions could lead to different outcomes during their play.

4-5 years:

These children might have a beginning understanding of the feelings involved. Talk about those understandings and encourage discussion about ways to help.

  • Your child learns language by hearing others speak. You will want to provide a good model for your child by using simple, but appropriate words.
  • Of course, all families have pet words for things and use endearments and references to objects that may sound like “baby-talk.” These have special meaning and certainly won’t interfere with a child’s learning of language.

Children learn by example. To encourage your toddler to behave well, you must be considerate, kind, honest and patient yourself. Give your toddler stability and love. Learning the boundaries of acceptable behavior is easier when there is consistency. If you do not allow your toddler to bounce a ball in the living room, do not let him/her do so when you have friends over. Reward your child for good behavior with hugs and attention — reading a story or take him/her on an outing. Your toddler needs is time with you most of all.

Some considerations:

  • At the end of the active day, when your toddler is becoming increasingly irritable or irritating, getting him/her fed and to bed – it will probably do the most good.
  • When something is beyond him/her and frustration is mounting, you should provide redirection and reassurance.
  • Don’t cave in to emotional outbursts that are clearly designed to manipulate you or change a decision you have made.

Disciplining your child means teaching your child. The greatest teaching tool you have is your ability to model for your child. Both appropriate and inappropriate behaviors are picked up by young children as they watch what you do and say.

The way you react to things and handle situations impacts how your child will learn to react to things and handle situations. You have an opportunity to teach your child some wonderful things — and especially in the most difficult times.

You can teach your child about problem-solving by working through the problems in an open and direct fashion. You can teach your child about feelings by being open and honest with yours. Talk about your feelings as they affect you and not how they relate to others. You can teach strength of character by carrying on with life.

What is important to you will be conveyed to your child by the way you live your life.

There are many activities young children are reluctant to do — for example, coming inside, washing hands, cleaning up, going to bed. Sometimes it is difficult to avoid a power struggle as you insist that a child do what you want. An excellent way to avoid such situations is to create transitions. Transitions divert the child’s attention from what he or she is doing and ease a child into the next activity.

Rhythm (such as singing, clapping, chanting) is an effective strategy to use to transition a child into an activity; for example, sing “washa-washa-washa” while washing hands. A parent also can introduce “role playing” into the transition by having children hop like bunnies, fly like birds or wriggle like snakes as they enter or exit a room; for example, a flying airplane makes a safe landing in bed.

Smooth transitions not only reduce the level of confrontation, but also are a conscious way for a parent to become involved in a child’s daily routines.

Children before age 3 rarely play with other children. They can play along-side others. Sharing does not come naturally to toddlers, especially with their prized possessions. Invite children to play at your home. Prior to the visit, ask your toddler which toys other children can use. Put away what he/she doesn’t want to share.

Take deliberate time to reconnect with your child at the end of a work day. If your day or drive has been stressful, take five minutes to sit quietly before running to pick up your child. Listen to your favorite radio station, take deep soothing breaths or lie on your back. When your stress levels and emotions are in check, you are free to connect with your child without distractions.

Some children are born with a predisposition toward shyness and inhibition. They are usually temperamentally slow to warm up to strangers. Most shyness is temporary in each new situation; however, shy children often tend to be somewhat shy as adults.

  • Allow time for your shy child to observe each new situation or person.
  • Do not force interaction, but when your child feels more comfortable, draw him or her into interacting by doing so yourself.
  • Remain near to your child until he/she feels comfortable.
  • Never make fun of or scold a child for being shy.
  • Some children prefer playing alone or with one or two friends, but this does not mean they are overly shy.
  • It is important that children are able to tell you when they want to play with others and when they want to play alone.
  • If the situation calls for playing with others, you can:
    • Prepare your child by telling him or her what is expected or about to happen.
    • Provide play situations that require cooperation such as pulling and riding in a wagon.
    • Remind children of previous successes.
    • Help your child feel confident in what he/she does.
  • If you think your child’s shyness is extreme, speak with your child’s early care and education teacher or doctor.

For more information visit:

Babies (Birth to 12 months)

Each child is a unique human being. There are some consistent behaviors that are observed in newborns.

Harvard pediatrician T. Berry Brazelton, M.D., has studied and written extensively about newborn behavior and has described three basic types of babies. The following is a summary of behaviors and no baby’s behavior fits exactly into one type of behavior. What is important for parents to remember is that these patterns are all inborn variations of normal behavior, not the result of child-rearing techniques. Parents of young infants should use these as a guide to understand the newborn and how to establish a daily routine and interactions that are responsive to the infant’s behavior and growing needs.

Quiet babies sleep a lot — up to 18 hours a day, even while nursing. They may sleep through the night very early and sleep through feedings. They fuss or cry about an hour each day and may communicate their needs quietly by sucking their hands or wriggling in their cribs.

Active newborns sleep about 12 hours a day and spend the rest of the day crying and fussing. They are extremely sensitive to the environment, arouse easily and are slow to calm down. When they are hungry or upset, everyone knows it. They are intense at times when they are nursing on the breast or bottle — clamping down hard, gulping or swallowing air, then burping back part of whatever went down.

Average babies fall into the middle, sleeping 15 or more hours each day and crying and fussing about three hours a day. They are able to calm themselves down and back to sleep if aroused. They let you know when they are hungry, but settle down after they are fed.

Your baby’s behavior is a combination of nature and nurture. Babies come into this world with characteristics, of which you are aware from the first days after birth. The way you interact with your baby and your relationship with that baby is crucial to the way behavior develops.

A tantrum is an uncontrolled outburst — an expression of rage and temper that usually lasts several minutes. Some children scream, kick, stamp their feet, or even throw themselves dramatically to the ground. The peak age for a tantrum is 15 to 36 months. Most 2 year olds have at least one tantrum per week, but they grow out of them. When your toddler wants something, he/she wants it now and can’t understand the reason why he/she has to wait. A little patience can go a long way in reducing the number of tantrums that occur. When your child does have a tantrum, make sure that he/she comes to no harm. Try not to get upset. You are more mature and intelligent — remain that way. If you are at home when the tantrum occurs, turn your back on him/her or leave the room for a short time. Most often, the tantrum will stop because he/she does not have an audience. Make sure that your toddler understands that you will talk to him/her when he/she calms down. When your child calms down, hug and reassure him/her.

Temper tantrums are a part of normal child development — a child’s way of communicating by grabbing your attention. Tantrums can result from over-stimulation, hunger, boredom, tiredness or sickness. Tantrums often begin around 2 years of age and can last until 5 or longer. Tantrums show your child’s emerging independence and is a sign your child is growing up. Babies entering the toddler stage want more control over their lives.

They want to do things for themselves and make their own decisions. These are not always the best decisions; hence, an adult must guide to teach self-control.

Note these points about temper tantrums:

  • Try not to yell at or hit your child. Remain calm and talk in a soothing voice. This will help your child regain self-control.
  • Acknowledge your child’s feelings. Being heard and understood helps your child regain control.
  • Be consistent. Help establish independence by responding to your child in predictable ways.
  • Many tantrums can be ignored. When possible, be firm and don’t give in. This will help your child understand limits. Once the child has calmed down, you can comfort and talk with your child.
  • Have realistic expectations of your child. For example, don’t expect your active 3 year old to sit for a long time in a restaurant.

It is age-appropriate for children between 2-4 years to bite. Some children hit, some pull hair, some push and others bite. There are many reasons why a child will bite. By tuning into the child, you can pinpoint the reason and help the child learn more acceptable behaviors.

  • Young children are learning how to express themselves. Biting sends a strong signal about something the child is trying to say.
  • Help these children by giving them appropriate words to use instead of biting.

  • Children learn through their five senses. Biting is another way to explore the world.
  • Help these children by redirecting to them to appropriate alternatives.

Cause and effect:

  • Some young children might not realize biting hurts. A child might bite just to see what will happen.
  • Help these children by explaining the connection between the pain and the bite.

  • Biting is a quick way to become the center of attention, even if it is negative attention.
  • Help these children by giving attention when the child is showing appropriate behaviors.

  • A child might see other children biting and decide to try it.
  • Help these children being mindful of the limits.

  • Young children regularly assert their independence. Biting can be a quick way to get a toy or make another child move.
  • Help these children by modeling alternative behaviors to get the same result.

  • Some children bite because other children have bitten or shown aggression toward them.
  • Help these children by being consistent in your responses; do not let the aggressor get away with the act.

  • Some children bite because their molars are coming in and biting relieves the pressure and pain.
  • Help these children by providing appropriate teething toys for biting.
  • Promoting positive development in children
  • Close parent-child relationships are an important indicator of positive youth development. Youth who disconnect from parental influence are at particular risk for delinquent activities and psychological problems.
  • Closeness to both biological parents is an important measure of positive development.

Your child’s brain begins developing within a couple weeks of conception the brain will grow to about 80 percent of the adult size by the age of 3 and 90 percent by age 5. While your newborn child is born with most of the brain cells he/she will need to function, it is the experiences that your baby has or does not have that help to finish the brain’s development.

Your child’s experiences, nutrition, and stimulation will have an impact on how the brain cells are connected and even which brain cells your child will keep.

The brain of a newborn has almost as many brain cells as an adult brain, but the brain does not function to its fullest capacity until the cells are connected. A newborn has only a small number of connections.

The further development of the brain occurs both as a result of interactions between genetic factors and the way the baby is taken care of.

While your child is born ready for feelings and ready to learn, early environments matter and healthy relationships are essential. For more information please visit:

By giving your children chores to do, you not only teach them to be productive members of the family but also teach them responsibility. Involve your child in choosing a chore to do. This encourages your child and gives the feeling of self-importance.

  • Start teaching your child responsibility at a young age.
  • Teach your child to pick up after each activity.
  • Let your child help place a “job chart” on the refrigerator in a spot where he/she would like it to go.
  • Always praise your child for a job well done.
  • If your child does something on his own (without you asking him to do it), make sure you tell your child that you like when he/she does this. This will encourage more such behavior.
  • Divide large tasks into smaller ones. A child is more likely to finish a project or task by breaking it up into smaller tasks.
  • Give children specific time limits.
  • Let your child help schedule daily chores and a homework routine.

Home visiting strategies are used for offering help to families in their homes. Family education and other efforts such as early educationally focused child care suggest the greatest gains can be made. Objectives of these programs include helping parents learn positive child-rearing techniques and effective coping skills, reducing stress and increasing home safety. This model of early intervention focuses on several areas:

  • To assist parents at socioeconomic disadvantage to stimulate children.
  • Low birth-weight infants.
  • Maternal and child health, focusing on both medical and cognitive, needs for child and family outcomes.
  • Treatment of choice for child abuse and neglect for both prevention and intervention.
  • The prevention of out-of-home placement for children and youth.
  • Focus on parental involvement in the relationship with child care and school settings.

Parental involvement is an indispensable part of any school readiness strategy. Eight principles in developing parent skill and parent education strategies are:

  • Families must be partners.
  • Programs and services share leadership with families.
  • Families need comprehensive and responsive services.
  • Culture and home language is acknowledged and respected.
  • Communication is necessary; talking and listening.
  • Knowledge and skill development is provided to parents.
  • Appropriate care and education of children is taught.
  • Evaluation of partnership success.

Successful interventions for parent skills and parent education using home visiting have these characteristics:

  • Are intensive, comprehensive and flexible.
  • Requires each part of the intervention to be built on or relate to the others.
  • Focus on the parent-child interaction and on the relationship between the parents.
  • Address the child’s physical and mental health and development (activities appropriate for the child’s age).
  • Teach appropriate discipline techniques, and appropriate behaviors modeled by home visitors.
  • Help parents build support networks.
  • Can be health focused, paraprofessional focus, or via special teams such as Every Child Succeeds (Cincinnati).

Family Involvement

Family involvement is perhaps the single most important social-environmental influence on children’s problematic behaviors. Family behavior is the most predictive of aggressive behaviors and attitudes by children. Much research identifies parental disciplinary practices as key components in the socialization process of problem behaviors and a significant risk factor for negative problem solving and behaviors.

Hispanic families have been described as more cohesive and authoritarian in parenting behaviors (Vega, 1990), and African-American families have been described as consisting of larger kin networks of support and influence (McAdoo, 993). These findings are helpful for planning interventions.

Prosocial community or neighborhood attachment is also important to good child and family outcomes.

Review of home visiting programs: A service strategy for parents and/or expectant parents in the home

  • Health.
  • Improve outcomes of pregnancy.
  • Promote children’s health and development.
  • Strengthen families’ economic self- efficiency.
  • Prevention.

  • Professional staff — Public Health.
  • Home visitation by nurses from prenatal to 2 years after birth of first child.
  • Targets low-income unmarried women.
  • Promotes improvements in women’s health and development of children.
  • Helps women build supportive relationships with family members and friends.
  • Links women and family members with other needed health and human services.
  • Training is two weeks in program model, 46 hours in assessing parent-child interactions, additional training as needed.

  • Reduced child abuse and injuries.
  • Reduced rapid successive pregnancies.
  • Fewer maternal behavioral problems.
  • Fewer sexual partners.
  • Able to work, become economically self-sufficient.
  • Children by age 15 had fewer arrests, less use of alcohol and drugs.
  • Less effect on birth outcomes or children’s short-term development.
  • Poor maternal weight gain.
  • Anemia.
  • Pregnancy-induced hypertension.
  • Poverty.
  • Lack of education.
  • Inadequate family support.
  • Inadequate prenatal care/or no prenatal care.
  • Increased risk for domestic violence.
  • More likely to be single parents.
  • Less likely to finish high school.
  • Less knowledge about child development and appropriate parenting practice.
  • Higher risk of child neglect and abuse.
  • Decreased educational achievement/not returning to school within six months.
  • Increased dependence on governmental support/societal expense.
  • Increased infant mortality.
  • Low birth weight.
  • Repeat pregnancies occur in 35% of adolescent mothers within two years of the first birth.

Increased incidence of:

  • Low birth weight.
  • Prematurity.
  • Developmental disabilities.
  • Poorer developmental outcomes than the offspring of older mothers.
  • Deficits in cognitive and social development that can persist into adolescence.
  • Lower levels of vocalization, touch and emotional nurturing.
  • Harsh and rejecting discipline due to poor parenting skills linked with child anger, low self-esteem and social withdrawal.

The outcome of exposure to risks factors associated with young adolescent mothers during a child’s first three or four years of life can profoundly influence the development of the nerve connections and neurotransmitter networks of the child’s brain and lead to impaired brain development.

  • 33% of these children drop out of school.
  • 31% suffer from depression.
  • 16% are incarcerated.
  • 25% are at risk of adolescent parenthood.

Recommendations for Pediatricians

Pediatricians should provide continuity of care and a “medical home” for adolescent parents, as well as for their children. Adolescent parents need guidance, early childhood education and the teaching of basic care-giving skills. This guidance should include the adolescent mother and the infant’s father, when possible.

The pediatrician should facilitate coordination of a multi-disciplinary and comprehensive approach to using community resources such as social services, nutrition programs, parenting classes, and medical and developmental services.

The pediatrician should promote breastfeeding by the adolescent mother and advocate for this practice in the school setting.

The pediatrician should counsel and advocate for contraceptive counseling during the pregnancy of the adolescent with an emphasis on long-acting methods coupled with condom use.

Pediatricians should encourage adolescent mothers to complete high school.

Pediatricians need to educate the adolescent mother on the importance of a healthy lifestyle for herself and infant. Education on effects of substance abuse and nicotine on the healthy growth and development of infants should be provided.

Risk of domestic violence should be assessed by the pediatrician during and after pregnancy visits.

The pediatrician should encourage and stress the importance of the adolescent parent caring for his or her own child. The adolescent parent then develops a true understanding of the demands of parenting.

Pediatricians should adapt their counseling to the developmental level of the adolescent.

Intensive instruction on infant care, human growth and development, discipline, and stress associated with parenting can be provided through office, clinic, home visits, or school settings.

Pediatricians need be aware of the community resources available to the adolescent parent and their infant. These may include home visits, prenatal, and infant classes, quality child care programs and programs for children with developmental disabilities.

Pediatricians need to provide positive reinforcement for adolescent parents who complete high schools abstain from the use of drugs, alcohol and nicotine; continue breastfeeding; keep the child’s immunizations current, and attend all well-child visits.

Encourage the involvement of the father in the child’s life.

What are the medical and psychosocial risk factors associated with adolescent mothers?

  • Poor maternal weight gain
  • Anemia
  • Pregnancy-induced hypertension
  • Poverty
  • Lack of education
  • Inadequate family support
  • Inadequate prenatal care/or no prenatal care
  • Increased risk for domestic violence
  • More likely to be single parents
  • Less likely to finish high school
  • Less knowledge about child development and appropriate parenting practices
  • Higher risk of child neglect and abuse
  • Decreased educational achievement/Not returning to school within six months
  • Increased dependence on governmental support/societal expense
  • Increased infant mortality
  • Low birth weight
  • Repeat pregnancies occur in 35% of adolescent mothers within 2 years of the first birth

Increased incidence of:

  • Low birth weight
  • Prematurity
  • Developmental disabilities
  • Poorer developmental outcomes than the offspring of older mothers
  • Deficits in cognitive and social development which may persists into adolescence
  • Lower levels of vocalization, touch and emotional nurturing
  • Harsh and rejecting discipline due to poor parenting skills which has been linked with child anger, low self-esteem and social withdrawal

Additional Resources for parenting information:

Specific Parenting Topics:

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No. You should never hit, slap or shake a baby. No punishment is effective...

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Helwig Auto Clinic LLC - Mount Horeb, WI
(608) 437-5112
  • Mon - Fri
    7:30 AM - 5:30 PM
  • Sat, Sun
(608) 437-5112
3137 State Rd. 78
Mount Horeb, WI 53572

Helwig Auto Clinic LLC in Mount Horeb, WI

If you're shopping for tires in Madison, WI, looking for quality auto repair in Mount Horeb, or just want a great deal on a new set of wheels for your vehicle and you live in nearby Barneveld, then you know the only place to go is Helwig Auto Clinic. As Mount Horeb's leading automotive care and accessory center, Helwig Auto Clinic is your source for name-brand tires, wheels, and vehicle accessories for your car or truck. We also provide a full suite of automotive services and auto repairs, all performed by a AAA-Approved and NAPA AutoCare Center. Proud to be a TIA-certified tire dealer. Free shuttle service and loaner cars available!

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Phone: (608) 437-5112
Address: 3137 State Rd 78
Mount Horeb, WI 53572

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The story behind

“This fragrance is the result of an encounter between a man who works by his sense of taste and one who works with his nose. I wanted it to be an invitation to discover spices, rum, waxed floors and smoked wood. A form of escape inspired by the invigorating, stimulating tang of the Brittany coast. A Hermessence with a buccaneering spirit.”
Jean-Claude Ellena
Hermessence is a collection of sober and intense olfactory poems. Nature is reinvented, to original effect. Raw materials are transcended. The collection symbolises creative freedom, a highly individual writing style, encapsulating the essence of the signature of a great house. Each Hermessence fragrance is available with or without a leather case.

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Call: (828) 322-4440

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Large Group Delivery

Hickory River Smokehouse will help make your next party, event, group lunch or dinner something special with Real Texas Barbecue. Whether you’re feeding 50 or 5,000, we can cater to your specific needs. Call the restaurant for details 216-906-2271.

Hickory River Smokehouse

238 E Garfield Rd
Aurora, Ohio 44202

Phone: 216-906-2271

General Hours of Operation

Sunday - Thursday 11AM - 9PM

Friday - Saturday 11AM - 10PM

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