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FALL 2011

4 | INFANTS / TODDLERS

Pediatrician Visits4

Children’s Hospital Care6

Back-to-School812 Fine Arts

8 | PRESCHOOL9 | ELEMENTARY SCHOOL

16 | TWEENS / TEENS18 | COLLEGE LIFE

10 | ACADEMIC HELP14 | TIME MANAGEMENT15 | LOCKER ESSENTIALS

20 | CALENDAR

COVER PHOTO FEATURES Our staff’s children, as they prepare for back-to-school.

MAGAZINE | FALL 2011 3

PLUS PUBLICATIONSPUBLISHERS

Maureen & Tom SlatteryMANAGING EDITOR

Cyndi Strayer

ADVERTISING SALESJody MedingerMargo Lehmann

Saran PiehlART DIRECTORNicole Hesse

GRAPHIC DESIGNERPeggy Duffy

OFFICE MANAGERPaulette Koeppen

128 Cottonwood Ave. Hartland, WI 53029

Phone: 262.367.5303www.twwmag.com

Cover Photo by:Nicole Hesse


4 FALL 2011 | MAGAZINE

babies

to Your Pediatrician and BeyondYour First Visit

here are many new responsibilities when youhave a baby. One of them is to make sure theyget the checkups that they need. Your child’swellness exams are important in making sure

that your baby is growing and developing properly. If thereare problems, you can catch them early. This means thatthere is a better chance for treatment.

During the first year of your child’s life, you probably willsee more of your pediatrician than at any other time. It is dur-ing these checkups that your baby will receive any neededimmunizations and screenings. This is also a good chance toask your health care provider any questions about how tocare for your baby.

Ideally, both parents should attend these early visits tothe doctor. These appointments give you and your pediatri-cian a chance to get to know each other and exchangequestions and answers. Don’t restrict yourself to medicalquestions; your pediatrician is also an expert on generalchildcare issues and a valuable resource if you’re looking forchildcare help, parent support groups or other outside assis-tance. Many pediatricians hand out information sheets thatcover the most common concerns, but it’s a good idea tomake a list of questions before each visit so you don’t forgetany important ones.

If only one parent can attend, try to get a friend or a rel-ative to join the parent who does. It’s much easier to con-centrate on your discussions with the doctor if you have alittle help dressing and undressing the baby and gather-ing all of her things. While you’re getting accustomed tooutings with your newborn, an extra adult also can helpcarry the diaper bag and hold doors. Grandparents canfulfill this role quite well if they live nearby. The purposeof these early checkups is to make sure your child isgrowing and developing properly and has noserious abnormalities. Specifically, the doctorwill check the areas of growth, the head’ssoft spots, the possibility of ear infectionsor other issues, the eyes, mouth,abdomen (this is for organ develop-ment and to check for any tender-ness), heart, lungs, genitalia (forany unusual lumps, tendernessor signs of infection), hips andlegs (to detect dislocation ordysplasia) and developmen-tal milestones.

Having regular well-child visits with your child’s doctorand raising the concerns that matter most to you are keyingredients in helping the doctor know you and your child,and in forming a reliable and trustworthy relationship. TheAmerican Academy of Pediatrics (AAP) Department ofResearch recently conducted 20 focus groups with parentsand 31 focus groups with pediatricians and pediatric nursepractitioners to gather recommendations about how to makethe most of the well-child office visit. From these sessions,four themes emerged:

1. Pediatricians and parents share the goal of healthychildren.

2. Pediatricians want the visits to best serve the needs ofchildren and theirfamilies.

T



3. Pediatricians are experts in child health, but parents are experts con-cerning their child.

4. A team approach can best develop optimum physical, emotional anddevelopmental health for the child.

Making the Most of Doctor Time“In our study that included parent and pediatrician focus groups, we found

that both groups felt an ongoing, continuous relationship between family andpediatrician was a first requirement for high quality care,” said Lane Tanner,M.D., FAAP, associate director, Division of Developmental and BehavioralPediatrics at Children’s Hospital and Research Center in Oakland, Calif. “Thatcontinuity of care helps build trust, and that can lead to better communicationat the well-child visit.”

Creating a list is another way to ensure you get all the information youneed. Jotting down three to five questions and bringing them to the visit willhelp you focus on your issues of concern and start the dialogue with your pedi-atrician. And remember, any question that reflects your concern about yourchild’s development, behavior, sleep, eating or relations with other membersof the family is appropriate

Schedule of Well-Child Care VisitsVisits can include physical measurements, patient history, sensory

screenings, behavioral assessments, and planned procedures (immuniza-

tions, screenings and other tests) at the following suggested intervals:

· three to five days

· one month

· two months

· four months

· six months

· nine months

· 12 months

· 15 months

· 18 months

· 24 months

· 30 months

· three years

· four years

· And once every year thereafter for an annual health supervision visit

that includes a physical exam as well as a developmental, behavioral and

learning assessment.

Provided by the American Academy of Pediatrics.



s part of the latest development of their healthcare partnership, UW HealthPartners Watertown Regional Medical Center (WRMC) and UW Health haveopened the American Family Children’s Hospital (AFCH) at the Watertown

Regional Medical Center. WRMC President John Kosanovich says this came from a recognizedneed to bring specialized pediatric care to the Watertown region, and this new children’s hospitalprovides this specialized care in a child and family-centered environment for children who needdiagnostic testing, outpatient therapies and treatments, ambulatory surgery and general inpatientcare. The complete focus of a children’s hospital is the health and healing of children and theirfamilies.

“Children are more than just ‘little adults.’ They have unique needs, and we are proud to havecreated a special place of health and healing for children and their families,” says Kosanovich.

According to Jacklynn Lesniak, WRMC’s Vice President of Patient Care Services, “UW’sAmerican Family Children’s Hospital has earned an exceptional reputation for pediatric care. Families

across the country choose AFCH because of its ability to offer advanced care for children, ground-breaking research and a wonderfully warm patient and family experience.”AFCH recognizes the vital role of the family, emotional care and social care play in the healing environment.

And because of this, the unit has a model of care that proactively involves the entire family, not just the patient.This model of care has helped shape the program and facility design.

Here is what a couple of families had to say about the difference of care at the children’s hospital com-pared to a regular hospital environment.

Cody’s Story“My son, Cody, had a recent stay at the American Family Children’s Hospital at WRMC. I just want to

tell everyone what a positive experience it was. I don’t even know where to begin.”Cody had a very serious illness and had to stay in the hospital for three days and three nights. According to

his mom, Cody never complained he was bored or wanted something else to do while he was there because of allthe fun stuff available for him at the hospital.

“Everyone we had contact with was wonderful, and many went way above and beyond,” she said. For example, dur-ing Cody’s stay in the hospital, his sister, Ashley, had her birthday. The family had given Ashley her present at the hos-pital, and the nurses came in with a cake and they all sang “Happy Birthday.”

“Cody did not want to leave. He was having so much fun. He told Vicki (one of his nurses) he wants to come backand stay.”

Libby’s StoryLibby Porter, 7, had suffered from chronic ear infections and needed surgery to remove her tonsils and adenoids and

to place tubes in her ears. And like any mother, her mother, Jenny, wanted to do everything she could to make the expe-rience a positive one for Libby, and she was delighted to learn that the care providers at AFCH felt the same way.

BY CYNDI STRAYER

Children’s HospitalInvolves the EntireFamily in theHealing Process

New

A



UW HEALTH PARTNERS WATERTOWN REGIONAL MEDICAL CENTER HAS CREATED A SPECIAL PLACE

Introducing the new American Family Children’s Hospital at UW Health Partners Watertown Regional Medical Center.

Children in the most vibrant hues. That’s why they deserve a special place … created with their health care needs in mind. UW Health Partners Watertown Regional Medical Center is proud to bring the exceptional patient and family experience of UW Health’s American Family Children’s Hospital to the region.

Visit

to take an online tour and learn more.

125 Hospital Drive, Watertown WI 53098

A week before the surgery, a nurse met with Libby and her mom on a Sunday to giveLibby a complete walk-through of what to expect on the day of surgery, including seeingand touching the mask that would be placed on her face for anesthesia.

The most comforting thing for Libby during the tour was the assurance that anythingthat might hurt would happen only after she was asleep.

Jenny says she never expected the hospitalization to be such a positive experience.“Having a facility this nice so close to home is just wonderful.”

The Pedriatric Partnership ContinuesThe children’s unit is the cornerstone of WRMC’s pediatric partnership. “We’ve only

begun to enhance the specialized care which is available to children,” says Lesniak. “Asthe children we serve grow and develop in coming years, so too will the programs we offerto care for them.”

The American Family Children’s Hospital is the second phase of the pediatric partner-ship in Watertown. The first phase was launched in 2010 with the addition of UW Healthpediatric specialty physician consultation at the UW Health Partners Johnson Creek Clinic,as well as the addition of the Watertown Safety Center, located at the Center for Women’sHealth. The Safety Center offers injury prevention education materials, as well as a vari-ety of child safety products, including car seats, bike helmets, safety gates, smoke detec-tors and more.



re you looking for some easy, healthy and fun ideas forlunchbox sandwiches? If so, Diane Stoffregen has somegreat ideas. She makes about 800 “grab and go” sandwich-

es each week at the People’s Food Co-op in La Crosse. The store aver-ages 16 different types of sandwiches daily. She’s invented a few uniquesandwiches herself.

Stoffregen is also head teacher for the lunch bunch program at a localpreschool, where she supervises preschoolers who bring their own lunch.“It is really hard to beat the ‘PBJ’ (peanut butter and jelly) classic,” she says.“On an average day, 10 out of 16 kids will bring PBJ.”

Stoffregen offers a couple of new twists on the classic PBJ. Forstarters, try to entice your child to eat a wholesome sandwich by giving it acrazy name. “It is hard to resist a ‘Jammin’ Banana Sandwich,’ ” shesays. “That sounds better than a ‘Banana and Peanut Butter Sandwich.’ ”

To make a Jammin’ Banana Sandwich, spread peanut butter on wholewheat or other multi-grain bread. Stoffregen always recommends usingwhole grain breads as a healthy alternative to white. Next, top the peanutbutter with sliced bananas, put a slice of bread over that and it’s ready forthe lunch box.

Another great take on PBJ is the Super-Charged Jammin’ Banana.Prepare the peanut butter and banana sandwich with honey on wholewheat bread. “This is a high energy sandwich that hikers make a lot,”Stoffregen says. “The body burns honey slowly so it stays with you longer.”

Think of your child beating that afternoon slump time at school, aftereating a Super-Charged Jammin’ Banana Sandwich.

Along with peanut butter, school-age kids enjoy turkey and ham. CoolCuke Turkey Sandwich is made on whole wheat bread, with mayon-

naise, turkey and cucumbers. It can be made with or without cheese.“A mom came in to the co-op wanting to make her

daughter a sandwich and did not knowwhat to put on it,” she says. “I sug-

gested cucumbers for the

crunch, and they loved it. The mom told me now the whole family addscucumbers to their sandwiches.”

With more children having wheat allergies, Stoffregen sees more sand-wiches made with wheat-free wraps, such as lettuce leaves and tortillas.

One popular pick is the Leafy Ham Wrap. Use a large lettuce leaf andyour choice of ham and cheese. Layer the ham and cheese on a piece oflettuce, and then roll the lettuce until the ham and cheese are enclosed.Close the wrap with a toothpick. Any type of vegetables can be added tothis leafy wrap.

The Snuggly Meat and Cheese Wrap is made with a tortilla shell,butter or mayo, choice of meat, cheese and veggies. Butter the tortilla,layer the meat, cheese and veggies, and roll it up.

Stoffregen also offers ideas from a few of the co-op’s top sellers:Apple Tuna Sweetie is made on raisin bread. Top with tuna salad and

sliced Granny Smith apples. This sandwich also can be made into anApple Chicken Sweetie with chicken salad.

Smokin’ Strawberry Sandwich is made on raisin bread. Top withsmoked turkey, strawberry cream cheese and Granny Smith apples.

Along with adding unique ingredients, another step to making sand-wiches fun is to cut them in unique shapes using cookie cutters of allshapes.

Stoffregen is even known to do a funny dance and cheers for the pre-school children when they eat their entire sandwich. Kids love seeingadults being silly – and it can motivate them to eat their school lunch!

Kim Seidel is a writer and mother of two daughters in Wisconsin, andenjoys trying new ideas for their lunches. Kids love to receive special notestucked in their lunch boxes, too.

preschool

Afor the Lunchbox

HealthySandwichesBY KIM SEIDEL



s a parent, you want to help and protect your child, but when it comes tokids' homework, the experts agree that too much help canactually hurt your child.

According to a recent Shine survey, the majority of parentsfrequently supervise their kids doing homework, and a third of

parents report that they always supervise. Even the minority of parents whodo not personally supervise homework time claim that their spouse/partneror another trusted adult does. More often, it's the mom (76 percent) help-ing with homework than the dad (61 percent). Here are additional resultsfrom the survey:

--Thirty-five percent of parents avoid helping their kids with homework orschool projects because they believe kids need to do these things on theirown. Dads think a bit more strongly (40 percent) about this than moms (32percent).

--Fourteen percent of parents avoid helping with homework or schoolprojects because they are too busy or don't know how to help.

"Helping children too much with their homework is detrimental in a num-ber of ways," says Dr. Sue Mandel, a licensed marriage and family therapistwith a doctorate in clinical child psychology. "First and foremost, children whoget a lot of help often wind up feeling incompetent, defeated and unmotivat-ed, even if they appear relieved at the time. Guide them in their work if theyneed help, answering questions only after they have demonstrated sincereeffort and have partially solved the problem."

Mandel says that if a child is truly struggling, then the parents can sitdown with their child and demonstrate their confidence that the child canhelp find a solution to his or her own problem. "Brainstorm as to 1) what theproblem is; 2) what you think would help; 3) how you think you as parentscan help while not doing it for your child; and 4) what system you coulddevise for the future so that help is gotten as it is needed. Perhaps the childneeds to start sooner, study harder, find guidance from a book or seek assis-tance from a teacher or a tutor. By a parent's helping too much, the child'sbelief becomes 'I'm not good enough' or 'I'm just a loser,'" perhaps devel-oping the thought of "Why bother?"

Instead, says Charity Preston of theorganizedclassroomblog.com, "thinkof yourself as a project manager. You keep the big picture in mind: timemanagement, multiple due dates, resources and supplies. They do the work.When report card time comes, your child (for better or worse) needs to know

that the GPA reflects his own abilities and efforts. Otherwise, yourchild can easily get into a cycle of learned helplessness."

Preston, a mother of four, says teachers give homework to makesure the students have mastered certain concepts. "If your child has-n't, but you interfere in the feedback loop, she may not get the help

she needs from a teacher because the teacher doesn't know she needs it."The dangers of over-helping your child with homework, even homework

that you deem to be "busy work," also may induce the notion that someone-- you -- will always step in to handle responsibilities, and over time, the childmay develop some manipulative tendencies that extend beyond schoolwork.If a child learns that whining and giving up right away will get you to fly to therescue, he or she will not develop coping and creativity skills that will helpexcel in higher grade levels, college, a future career and even relationships.

"I have had coaching clients get into huge conflicts with their children onthis issue and completely rob them of their ownership of their work," saysparent coach Tina Feigal. "They set up a homework fear that isn't necessaryand cause too much pressure on their kids. The kids end up doing every-thing but homework, spending their evenings filled with avoidance and anx-iety. The mornings are then set up for panic and tears."

If you have been helping your child too much with homework, this newschool year is the perfect time for a clean slate, a start to a new homeworkrule: "This year, your homework is your responsibility. Your grades are yoursto earn, and the pride in good performance is all yours. I know you can doit." Expect some resistance to the new rules; however, you need to stepback and let your children succeed or struggle on their own, because thesooner you teach this lessson the better.

elementary school

Helping with HOMEWORK:

It can do more harm than goodBY SHARON NAYLOR

A

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ith a new school year getting under way, chances are youand your child have created some special September res-olutions that involve maintaining healthy homework habitsand getting great grades.

However, even the most well-intentioned student may have trouble withmath, science or some other subject. If you are the parent of a child who isstruggling in one or more classes, homework can be difficult for both of you.But even if you aren't comfortable with the subject and can't afford a privatetutor, there are many places to look for help.

Start out simply. Ask another one of your children or a bright youngneighbor who is familiar with the school subject to sit in on a few homeworksessions. Be sure to remain close by and pay attention so that you can stepin if needed.

You may want to check with your child's school to see whether it offerstutoring, says Beth LaFata, a professional school counselor. LaFata's schooldistrict has a tutor bank listed on its website. Some of the tutors are volun-teers and are willing to help a child while accepting little or no salary. Theschool district also offers peer tutoring for older students.

"Our school has after-school help clubs that assist students in specificsubject areas where they are most lacking or deficient -- such as reading,math or science," says Travis Tschacher, a school librarian. "This service isprovided by classroom teachers to students and their families at no cost.Grants and local fundraising efforts, such as our school walkathon, providethe monies necessary to compensate certified staff to stay late and provideremedial or homework help instruction. Our local Lions Club chapter alsofunds some of those services. Teachers recommend that students get helpin specific areas when they notice homework isn't getting done or is com-pleted improperly. Parents are then notified of the free after-school service,and a late bus picks students up and drops them off at home after anextended day."

Though not every school has such an extensive program in place,Tschacher says it is typical for dedicated teachers and faculty to want toassist struggling students. "For example, I will also just help students withhomework in the school library on a casual basis after school," he says. "Of


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course, I do it at no cost. A lot of librarians and teachers do this informally."LaFata also recommends visiting the public library. "There are so many

resources for learning and discovery available through the library," she says.Some public libraries also offer tutoring or special help for struggling stu-

dents. You only have to ask, says Tschacher, who has worked in both publicand school libraries.

Other places to look include local churches, nonprofit agencies and com-munity centers. Check to see whether teachers-in-training at nearby collegeswill offer free tutoring as a way to gain teaching experience. Call area schoolsto see whether they know of any retired teachers who act as volunteer tutors.

No matter what tutoring route you take, make sure your child is aware thatyou truly care about his or her school success. "Let your child know that youthink education is important and so homework is important," LaFata says. "Itis so important not to demand perfection. When your child asks you to look atsomething she has done, show interest, but let the teacher do the critiquing.If you have criticisms or suggestions, make them in a helpful way."

Most importantly, LaFata says, you should monitor what your child doesafter school, in the evenings and on weekends. "Stay connected to the schoolby getting involved, and be sure to have open communication with the teacherand any other staff member who is involved in your child's learning."

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Thinking of enrolling your child in a fine arts program? It maybe beneficial in the future.

Everyone wants his or her child to be the next Mozart, Chopin orPicasso. But does sitting through those ballet recitals, racing to that nextpiano lesson or painting class really provide your child an extra advantage?They may not turn out to be the next big “thing,” but some believe expos-ing children to the arts at a young age opens their minds to a bigger andmore creative world.

“Having children engaged in the arts gives them the vehicle they needto express themselves freely,” explains Beki Borman Lloyd, studio pro-grams coordinator with the Sharon Lynne Wilson Center for the Arts in

Brookfield. “The arts teach creative thinking, which goes well beyond thesimple skills of learning how to draw, read a line or memorize a few notes.Students of the arts learn to make new connections, see patterns andinterpret the world in a broader, richer range of ways.”

Research indicates that music instruction trains the mind in waysbeyond acquiring musical skills and knowledge. According the NationalAssociation of Music Merchants (NAMM) Foundation, studying an instru-ment increases spatial-temporal reasoning skills, or our ability to visualizein space and time. Music students develop the mental flexibility to thinkand read ahead while performing a precise task in the present.

Exposing children to the arts from a young age has also shown toincrease brain changes and enhance memory skills when compared tochildren who do not receive musical training. In 2006, a study by the sci-entific journal, “Brain,” noted that children taking music lessons improvedmore over the year in general memory skills correlated with nonmusicalabilities, such as literacy, verbal memory, mathematics and IQ, than chil-dren not taking lessons.

“The Wisconsin Conservatory of Music classes here at the WilsonCenter begin at four months,” adds Borman Lloyd. “I think exposing chil-dren to the arts as early as possibly allows for critical brain development. Ihave always been fascinated by why we are drawn to art and abstractthinking. I have read that exposure and, most critically, participation inmusic, art and other abstract patterns actually add neural pathways in thebrain. I can only guess that the sooner the better.”

Studies also indicate that students of the arts outperform peers on SATand other proficiency tests. In 2000, the College Entrance ExaminationBoard reported that SAT takers with coursework or experience in musicperformance scored 57 points higher on the verbal portion of the test and41 points higher on the math portion.

BY JAMIE KLINGER-KREBS

a Little

Art

can go a long way



52

TEACHING LIFE SKILLS THROUGH STAGE SKILLS

Classes begin

The largest theater arts training program for young people ages 5–18 in the nation!

Milwaukee Youth Arts Center, Oconomowoc Arts Center and the

For more information or to register, visit www.FirstStage.org

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Register now for Fall classesBeginners to advanced, ages 4-18

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Of course, not all children enrolled in fine arts programs will performbetter. The results, as Borman Lloyd points out, will always vary fromchild-to-child.

“The arts provide an outlet for self discovery as well as a sense ofconfidence and accomplishment. The arts provide meaning, purposeand a deepened understanding of our place in the world. In ensemblemusic experiences such as band, orchestra or choir, children also devel-op shared goal development with their peers, teamwork skills and com-munication within a social network, “ she explains.

When enrolling a child in a fine arts program, Borman Lloyd saysparents should always remember that there are many intangible resultsfrom an arts education.

“A good arts program will focus on process over product. A goodteacher will be able to work with a variety of students and skill levels ontheir individual goals and journey. There is no cookie cutter model toteaching art - the only requirements are persistence and an open mind.Even if the child does not become a professional artist per se, the les-sons learned by an arts education carry over to many career paths.”

Here are just a few of the programs offered in the GreaterMilwaukee area: The Sharon Lynne Wilson Center for the Arts offerseducational programming in visual art, dance, music, creative writing(Red Oak Young Writers) and theater. The center works withDanceworks Inc., the Wisconsin Conservatory of Music and First StageTheater Academy to provide opportunities for all ages in a variety of dis-ciplines. You may want to check in your own local communities as well,including classes offered at your local community centers.

For more information on the Sharon Lynne Wilson Center for theArts please visit: www. wilson-center.com/


nce your children return to school,planning your time becomes evenmore vital to running your family lifemore efficiently and smoothly with

less stress.Use one plannerThe easiest way to organize your time is with

your paper, online or phone planner. Choose thesystem that works best for you. The mostimportant action is to use your system everyday.

Taking the time to plan actually saves youa lot of time, says Deniece Schofield,

author of Confessions of an OrganizedHomemaker and several other organiza-tion books.

Some of her tips for planners include:-Purchase pages that give you plenty

of space to write.-Include the basics – monthly and daily

sections.- Add in personalized sections, such as items

you need to purchase, birthdays and other spe-cial occasions to remember, and books you want

to read.-Take your planner with you so you can add in

important dates and reminders as they come up.Use two plannersA mother of two who runs two businesses and

works a full-time job, Crystal Layland of Onalaska,Wis., uses two planners for success. She prefers the

planner with 15-minute increments for each day. Thedetailed planning ensures she uses her time wisely.

At her job outside of her home, Layland uses herplanner strictly for work assignments and meetings.She color-codes with a highlighter her various activitiesfor meetings, trainings, and telephone calls. This plan-ner stays at work. She plans for the next day before sheleaves the office.

Layland carries her home planner with her atall times. It contains personal and businessevents and her children’s activities. Laylandand each of her children, ages 7 and 8, have

a different color, as does her professional organ-izing and wedding planning businesses. She plans

for the next day each evening. It only takes a few minutes,because it’s become an important habit.

Family reference notebooksOne of my favorite organizing ideas from Deniece Schofield, a national-

ly known professional organizer, is her family reference notebook. It’s simplycreated with a binder and loose-leaf 8-1/2-by-11-inch paper. Your bindercan include weekly planning sheets for the kids, including their activities and

chore list, telephone directory of your children’s friends, and emergency con-tact information.

Schofield, the mother of five grown children, says the notebook preventsa lot of hassles. When one her children asked if he could go somewhere,she told him to check the notebook. Did he have another activity planned?Does he have chores to complete first? This habit can help you teach yourfamily responsibility as well.

For more tips from Deniece Schofield, visit: www.denieceschofield.com.School papers, projectsLayland uses a binder to organize both of her children’s information from

school and extracurricular activities. All papers, including calendars, policies,field trips, schedules, school contacts, and others are filed into the binder.

She also keeps in her main family entryway a small bulletin board withupcoming events that the children like to look at.

Layland has made a habit of going through school papers immediatelywhen they come home. She does not allow papers to sit and to pile up,which then takes longer to go through.

Layland constantly changes the children’s artwork, which she hangs onher refrigerator. She only keeps a few special items from each school year.These projects are stored in a rubber tote container, one for each child.

Backpacks, coatsEach of Layland’s children has a simple laundry basket in their main fam-

ily entryway. Another option for families without entryways would be to keepbaskets in the bedrooms. The kids put their backpack, along with an umbrel-la, bike helmets, and shoes in it after school.

During the winter, Layland keeps a drying rack near the entryway, wherethe children hang their wet coats, mittens and hats.

School suppliesLayland maintains a bin of extra school supplies. Before they go school

shopping, she goes through those items before she buys anything new. The extra supplies also can be used for doing homework. She keeps

supplies for their creative activities in another bin, which her kids can easilyfind when they’re looking for something to do after school or on the week-ends.

For more information aboutLayland, visit her website atwww.organizealamode.com.

Kim Seidel is a motherand writer in Wisconsinwho loves to try neworganizing tricks.


for Back to School BY KIM SEIDEL

Time Management

O


our child's locker is his or her personal space,stocked with all of the essentials for schooling, per-sonal care and extracurricular activity supplies. Justas a home functions better when it's organized and

when needed items are in reach, a student's well-stocked lock-er can make life easier and more efficient.

In addition, the student's locker is a place of personalexpression. Decorating and personalizing this space, no matterhow small or narrow, gives the child a sense of ownership, cre-ativity and control of this little corner of the school environ-ment. And many students say that because friends gather attheir lockers, they want their lockers to be visually impressive.

Here are some locker essentials to add to your back-to-school shopping list:

--SHELVES. "Students need to have a locker shelf that helpsdivide their books from their notebooks and spiral pads. Thishelps students quickly access their textbooks andbinders/notebooks for classes," says Eileen Roth, author ofOrganizing For Dummies and a consultant for Everything in itsPlace.

--MIRROR. Students care very much about their appear-ance, and a well-stocked locker features a small mirror that canbe hung for checking hair and makeup.

--ECO-FRIENDLY TOTE BAGS. Reusable totes in eco-friendly materials are now chic and stylish, featuring fashion-inspired patterns and colors. These are great when you needthem to bring home wet shoes or project supplies, they're righton hand.

--OFFICE SUPPLIES. For handing in papers and projects,a student needs a stapler, paper clips and more. So create apouch filled with office essentials and your student can put alast-minute organizing touch on schoolwork.

--DÉCOR. Students are decorating their lockers withvibrant color "wallpaper," magnetic signs and stick-ons, evenbattery-operated chandeliers to add extra light to their spaces.


* While supplies last. Not valid with other offers or prior purchases.

Hours: Monday-Friday 9:30am-9:00pm, Saturday 9:30am-5:30pm, Sunday 11am-5pm

stansfootwear.com

Y


he first time you hold yourchild in your arms, youmake promises to love,protect and always be

there to guide him or her. Then real-ity intrudes.

Unfortunately for us and fortu-nately for them, things such as school force us to release our little ones fora while and put them in the care of teachers and school administrators, whomust oversee several kids at once. Suddenly, our precious bundle faces amust-be-decided-now quandary and finds that mommy or daddy isn't thereto make all the decisions. Sometimes the situation is even scary. Challengesface our children in the form of peer pressure, drugs, sex and bullying.

Clinical psychologist and author Dr. John Duffy says: "Parents do needto talk with their kids about bullying, sex and peer pressure. Many parentsI've worked with over the years will provide time for a lecture, often a one-time-only lecture. But they will often fail to provide time for ongoing discus-

sion of these topics, which is what children really need. They need to knowthat we, as parents, are available to them as guides should they need helpnavigating the world of peer pressure. I work with teens and tweens. Theyare at particular risk for peer pressure to participate in sexual activity, drink-ing or smoking pot. Many are bullied in ways we could not have even imag-ined a generation ago (texting, Facebook). They need parents who can helpthem in real time. The stronger the connection between parent and child thelikelier a parent's word will be heeded and the likelier a parent's limits will behonored."

When you have that all-important conversation, Dr. Fran Walfish recom-mends: "The most important thing your child or teen needs on his first dayof school is to not feel lonely or isolated. It's very important before that firstday of school to have encouraged and facilitated play dates, an end-of-sum-mer party or a get-together for your child with one or more friends. Havinga buddy is extremely helpful on your first day of school. Talk with your childabout what it takes to be a good friend. Include what feels comfortable andwhat doesn't. Teach your child to follow his or her instincts. Most childrenknow right from wrong. Teach your child to listen to his or her internal voiceand follow his or her intuition, not the crowd. I would wait to discuss sex,cyber-bullying and other issues so as not to bombard and overwhelm yourchild before school starts. Too much talk can raise anxiety when your goalhere is preparation and to reduce anxiety."

Keeping the lines of communication open is vital. Your children need toknow that you are willing to listen, discuss their experiences and not judge.Learn to listen to your children; don't just lecture them and assume they willdo only what you've told them. Lead by example; it's hard to persuade achild not to drink while you're knocking back a frosty mug of beer. Makesure that your children are involved in activities that inspire a sense ofbelonging; being a vital member of a team will encourage them to feel goodabout themselves. Make sure you know what television shows and moviesyour children are watching and talk to them about the values and situationsportrayed.

"I'd position it more as 'making good choices' versus 'peer pressure,'because the big picture is if your child makes good choices throughout life,he or she is setting himself or herself up for success," advises Amy KossoffSmith, founder of The MomTini Lounge. "I'd advocate sitting down beforeschool to talk about your routine/expectations, and in that context, say thatthere will be many opportunities to decide what is best for him or her andthat you hope he or she will come to you for advice when needed and willmake good choices, especially when presented with ideas or opportunitiesthat may not lead to a good outcome."

Tim Shoemaker, the national D.A.R.E. officer of the year, says: "Themost important advice for parents is to develop their child's innermost valuesystem and inspire commitment. Commitment is the only thing capable ofreliably defeating peer pressure in all situations."


middle school

Getting your kids ready to face the challenge

T

Peer Pressure:

BY CHELLE CORDERO



iscover your children’s “sparks” and you’ll both be rewardedwith their success, this school year and beyond.

The Search Institute defines sparks as an interest, talent,skill, asset or dream that truly excites a young person and

helps them discover their true passions. These can be academic, relation-al, athletic, artistic or intellectual – anything that inspires and motivates.

Sparks help give young people joy and energy, meaning, purpose anddirection. Pursuing one’s sparks helps “light a fire” in a person. However,by themselves, sparks can go out if they’re not nurtured with enough fuel.

This fuel comes in the form of you, as parents, and other supportiveadults and peers who help celebrate, affirm, and grow a child’s sparks.

The Search Institute offers these ideas for finding your child’s sparks: Listen first. Listen to your child as they find their own voice. Talk

“with,”not “to” your child.

Create safety. Your child needs to feel he won’t be made fun of orput down when he shares his dreams and passions. Respond with respectand interest to his ideas (Imagine if Tony Hawk’s parents had told himskateboarding was just a waste of time).

Allow for individuality. Consider your child’s age, tempera-ment, personality and stage of development as they share their hopes anddreams. Notice your child’s strengths and challenges, and look for waysto enhance these areas.

Affirm different pathways. Don’t try to force a particular tra-jectory on a young person. It takes children a variety of ways and times to“find themselves.” Encourage your young person’s natural pace andrhythms.

Help him take steps. Young people often need help to see howtheir current classes and activities, as well as household chores, can relateto their ultimate dream.

Check out the book, Sparks: How Parents Can Help Ignite the HiddenStrengths of Teenagers by Dr. Peter Benson, a leading authority on child-hood and adolescence, and president and CEO of Search Institute.

For more information on sparks and how you can help youth find them,visit www.ignitesparks.com.

Source: The Search Institute (www.search-institute.org)

2020 West Wells St., Milwaukee, WI 53233414.937.2020 � TTY: 414.937.2022 � www.mcfi.net

All MCFI programs andservices for children with specialneeds are focused on one goal:helping kids reach their highestlevels of achievement. For alifetime.

Pediatric Special Care Unit� Skilled day nursing care and

complete medical monitoringfor children ages birth to 20with special health care needs

� Joint Commission (JCAHO)accredited, Medicaid andchild care certified

Birth to Three Program� For children with

developmental delays andtheir families

� In-home therapies andsupport for parents

Parenting Classes� For anyone who wants to

develop better parentingskills

Getting ready for school� MCFI’s HIPPY program

helps parents of 3- and 4-year-olds develop a strongfoundation for success inschool

School for EarlyDevelopment &Achievement (SEDA)� For students K3-2nd grade,

with and without specialneeds

� A public school, charteredthrough UWM

Children’s BehavioralHealth Resources� Comprehensive therapy and

counseling services forchildren with behavioral andemotional health challenges.

Let’s talk aboutwhat your child can do!

Call 414.937.2020 or visit us atwww.mcfi.net.

LIFE.CHANGING.MCFI Children’s Programs

high school

BY KIM SEIDEL

D



ar from home for the first time, many college students face new challenges and responsibilities notalways covered on the SAT — from term papers and study groups, to unforgiving professors, part-time jobs and all the other nuances of new found independence.

And while organic chemistry, French literature and paying rent are struggles in their own right,unsuspecting undergrads often face another education from life’s syllabus: surviv ing without mom or dad andthe comforts of home.

And these days, with many students on a tight budget and sharing cramped rooms and counter space,finding ways to bring a bit of domesticity to the dorms — or a first apartment — isn’t always a top priority. Butmaintaining a balance between school and life, while learning the skill sets to take care of oneself in the realworld, are arguably just as important as acing any exam.

That’s why it’s a prerequisite for students to come prepped with at-home necessities to keep them on their A-game. This includes a few culinary essentials and household items designed to keep co-eds well-fed (toast-ers and countertop ovens) and well-pressed (an iron), even in the wilds of the real world.

So students — and parents — take note. A checklist features dorm room and apartment essentials thatno student should be without. From extra-long sheets and flip-flops, to inexpensive yet stylish appliances tout-ing an array of honor roll-worthy features, each item will help teach grads one of life’s greatest lessons: Homeneed never be that far away. You should always check with on-campus housing authorities regarding anyrestrictions on appliances.

College Essentials ChecklistEar plugsRoommates, dorm rooms and apart-

ment complexes are noisy. Keep earplugs on hand to help shut out distrac-tions and ensure quiet study time and agood night’s sleep.

CoffeemakerFrom all-nighters to early classes,

keeping a coffeemaker on hand helpskeep co-eds awake and cuts down onexpensive coffeehouse brews. Snagmulti-cup machines, like those fromBlack & Decker, with auto shutoff fea-tures (it powers down as you power upfor the day), plus Sneak-a-Cup capabil-

ities, allowing you to snag a quick cup,even as the full batch is still brewing.

DVD caseBudding cinephiles should leave

DVD boxes at home and transfer theircollection to a sturdy carrying case,making their new, semi-nomadiclifestyle that much easier to manageand to keep all their favorite films inone, easy-to-find place.

ToasterFor undergrads, bagels and toast

are pretty much a major food group.Luckily these days, even affordable

toasters come in cool, stainless steeldesigns thanks to brands like Black &Decker, which have preset toasting fea-tures, extra-wide slots for easy loadingand unload ing, plus retractable cords— perfect for tight spaces and easystorage.

Flip-flopsCommunity showers are an unfortu-

nate rite of passage for many dorm dwellers. So alwaysremember to keep a dedicated pair offlip-flops to spare bare feet from touch-ing questionable tile.

college

F

4

4

4

4

4

Photo courtesy of Getty Images



(262) 548-7801www.waukeshacountyparks.com

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2011 Expo Center Events

Ice Skate

Eble Park - BrookfieldMonday - Friday: 12:00 pm - 3:00 pmSaturday & Sunday: 2:00 pm - 4:00 pm

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Apple Harvest FestivalSponsored by:Saturday, September 17

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Arts and Crafts � Children's Activities � Prairie ToursHorse Drawn Wagon Rides � Planetarium Shows

Friday, October 21 - 6:30 to 9:00 pm Halloween Hike � Minooka Mash Dance � Children's Activities

Minooka Park � 1927 E. Sunset Dr. � Waukesha

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Wisconsin Highland Games Sept. 2 - 4Oktoberfest Waukesha Sept. 23 - 24Wisconsin Fear Grounds weekends in Oct.

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For families

with children

10 and under$15 per carload and includes all activities

Extra-long sheetsWhen it comes to bedding, just

remember: Double-X. Translation? Extrasets of extra-long twin sheets for oddly-sized dorm-room mattresses. Studentsdon’t always have time to do laundry,which is why it’s smart to keep an extrapair on hand, too.

BlenderFor budget living, any mix master

knows that a good blender is perfect forpreparing smoothies, salsas, shakes and

more. Chic and inexpensive models fromBlack & Decker contain convenient fea-tures, too, like built-in cord storage, dish-washer-safe removable parts for easyclean-up, and even a handy 1-ouncemeasuring cup inside the lid.

Surge protectorBetween phone chargers, computers,

desk lamps and all sorts of other gadg-ets, it’s always a bright idea to bring apower strip with surge protector to helpmanage today’s many electronic needs.

Countertop ovenEssential for starter apartments and

studios, cooking couldn’t be easier thanwith a countertop oven. Value-friendlyBlack & Decker models lend versatilitywith bake, broil, toast and warming func-tions, while convection airflow fromquartz heaters offers quick and consis-tently cooked brain food — from hotsandwiches to small pizzas — for eventhe smallest taste of home.

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milwaukee family fall 2011

Documents

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