When Teen Drinking Becomes Drunkorexia

At first, "drunkorexia" may sound like kind of a funny word, jokingly made up to describe a situation in which college students and others forgo food in order to be able to afford more alcohol and feel higher effects of alcohol on an empty stomach. But what some may brush off as crazy college-kid behavior is actually a serious problem that can have highly damaging consequences both in long- and short-term health.

Of course, that hasn't stopped college students from engaging in this unhealthy trend, and a study at the University of Missouri-Columbia indicated that one in six students had practiced drunkorexia within the last year. Typically, drunkorexia is done by women; the study showed that three out of four drunkorexia respondents were female.

Students may not realize that drunkorexia is incredibly damaging to their health, but the fact remains that the practice puts them at risk for problems like sexually transmitted diseases, malnutrition, and even seizures and comas. Specifically, the University of Missouri study indicates that drunkorexia may lead to:

• Sexually transmitted diseases
• HIV
• Drunk driving
• Injury risk
• Perpetrating or being a victim of sexual assault
• Passing out
• Malnutrition
• Cognitive disabilities
• Heart problems
• Seizures
• Comas
• Organ failures

All of the possible effects are disturbing, but perhaps the most worrisome are heart problems and cognitive disabilities that can stem from drunkorexia-induced malnutrition. STDs, injury, or sexual assault are without a doubt difficult to bounce back from, but malnutrition-induced heart problems and cognitive disabilities are something you just can't take back.

Cognitive problems are especially disturbing for college students, as they can result in "difficulty concentrating, studying, and making decisions." These are long-term health issues brought on by drunkorexia that can follow a college student for the rest of her life. That is, assuming that the student survives past the possibility of seizures, comas, and organ failure.

So it seems that a practice that may be approached lightheartedly is in fact a very serious problem that doesn't just stop with fun (and possible weight loss) one night. Used as a regular practice, drunkorexia can scar you for life and even end in death. And although the long-term effects are certainly frightening, the short-term possibilities of drunkorexia aren't incredibly easy hurdles to get over, either. Just one night of drunkorexia can have serious consequences, with higher levels of intoxication and starvation putting students at risk for dangerous behavior.

At high levels of intoxication, students lose the ability to make good decisions, which can lead to dangerous situations like having unprotected sex, or even being involved in a rape, driving drunk, and becoming injured as a result of stunts, fights, or simply an inability to function properly. In addition to these risks, just one night of intense drinking on an empty stomach can lead to blackouts, hospitalization, and death from alcohol poisoning.

Clearly, drunkorexia has serious and lasting consequences, even for students who aren't repeat offenders.

Source:  Online College


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Sex, AIDS, HIV, Drugs and Teens

It's only sex.....or is it?


October 31st through November 6th is National Drug Facts Week.

This is an opportunity to shatter the myths about drug and substance abuse as well as become an educated parent and build a stronger drug-free community.

What Are HIV and AIDS?

HIV (human immunodeficiency virus) is the virus that causes AIDS (acquired immune deficiency syndrome). AIDS is a disease of the immune system that has treatment options, but no cure, at the present time. Most people just say “HIV/AIDS” when they are talking about either the virus (HIV) or the disease it causes (AIDS).

HIV is a blood-borne virus. That means it can spread when the blood or bodily fluids of someone who’s infected comes in contact with the blood, broken skin, or mucous membranes of an uninfected person. Sharing needles or other equipment used for injection drug use and engaging in risky sexual behaviors are the two main ways that HIV is spread. Infected pregnant women also can pass HIV to their babies during pregnancy, delivery, and breastfeeding.

HIV destroys certain cells, called CD4+ cells, in the immune system—that’s the body’s disease fighting department. Without these cells, a person with HIV can’t fight off germs and diseases. In fact, loss of these cells in people with HIV is a key predictor of the development of AIDS. Because of their weakened immune system, people with AIDS often develop infections of the lungs, brain, eyes, and other organs, and many suffer dangerous weight loss, diarrhea, and a type of cancer called Kaposi's sarcoma.

The good news is that HIV isn’t the death sentence it was when the epidemic began, thanks in large part to a treatment called HAART (highly active antiretroviral therapy). HAART is a combination of three or more antiretroviral medications that can hold back the virus and prevent or decrease symptoms of illness.

How Many People Have HIV/AIDS?

HIV/AIDS has been a global epidemic for more than 25 years; today's youth have never known a world without it. In the United States, the estimates indicate that more than 1 million people are living with HIV or AIDS.

It is estimated that in 2009, approximately 35,000 people were diagnosed with AIDS. During that same year, the estimated number of HIV diagnoses in U.S. areas where this information is collected (it isn’t collected in all 50 states) was 42,959. However, the Centers for Disease Control and Prevention (CDC) estimates that close to one-quarter of the people in the United States who are infected with HIV do not know they are infected.

Can You Tell if Someone Is Infected With HIV or Has AIDS?

You cannot tell by looking at them if someone is infected with HIV. A person can be infected with HIV for many years, and the virus may or may not progress to the disease of AIDS. A medical test is the only way to know if a person has HIV or has developed AIDS.

How Are Drug Abuse and HIV Related?

Drug abuse and addiction have been closely linked with HIV/AIDS since the beginning of the epidemic. Although injection drug use is well known in this regard, the role that non-injection drug abuse plays more generally in the spread of HIV is less recognized.

Injection drug use. People typically associate drug abuse and HIV/AIDS with injection drug use and needle sharing. Injection drug use refers to when a drug is injected into a tissue or vein with a needle. When injection drug users share “equipment”—such as needles, syringes, and other drug injection paraphernalia—HIV can be transmitted between users. Other infections—such as hepatitis C—can also be spread this way. Hepatitis C can cause liver disease and permanent liver damage.

Poor judgment and risky behavior. Drug abuse by any method (not just injection) can put a person at risk for contracting HIV. Drug and alcohol intoxication affect the way a person makes decisions and can lead to unsafe sexual practices, which puts them at risk for getting HIV or transmitting it to someone else.

Biological effects of drugs. Drug abuse and addiction can worsen the progression of HIV and its consequences, especially in the brain. For example, research has shown that HIV causes more harm to nerve cells in the brain and greater cognitive damage among people who abuse methamphetamine than among people with HIV who do not abuse drugs. In animal studies, methamphetamine has been shown to increase the amount of HIV in brain cells.

Drug abuse treatment. Since the late 1980s, researchers have found that if you treat drug abuse you can prevent the spread of HIV. When people who have a drug problem enter treatment, they stop or reduce their drug use and related risk behaviors, including drug injection and unsafe sexual practices. Drug treatment programs also serve an important role in getting out good information on HIV/AIDS and related diseases, providing counseling and testing services, and offering referrals for medical and social services.

How Are Teens Affected?

Young people are at risk for contracting HIV and developing AIDS. According to CDC, more than 50,000 young people age 13 to 24 in the United States had been diagnosed with AIDS by the end of 2009. In the past, most of those cases were in adolescent males. That ratio is changing as more females become infected.
In youth, as in adults, some populations are disproportionately affected. That means that some populations are more affected than others. For example, Blacks/African Americans age 13 to 19 represent only 17 percent of the U.S. teenage population, but accounted for more than 70 percent of the HIV infections among people age 13 to 19 in 2009. The reasons for this gap aren’t completely understood; in fact, Black/African American youth have lower rates of drug abuse than Whites and Hispanics. This remains a strong research priority for NIDA.

In general, middle and late adolescence is a time when young people engage in risk-taking and sensation-seeking behaviors that may put them in jeopardy of contracting HIV. Regardless of whether a young person takes drugs, unsafe sexual practices increase a person's risk of contracting HIV. But drugs and alcohol can increase the chances of unsafe behavior by altering judgment and decision making.

How Can Teens Protect Themselves?

The best way to protect yourself is to stay healthy and think clearly. Choose not to use drugs. Know that drug use can change the way the brain functions, thereby affecting the way people make decisions and weigh risks.
Why Is NIDA Studying HIV and AIDS?
Since the HIV/AIDS epidemic began, injection drug use has accounted for about one-third of the AIDS cases in the United States. We now know that the poor judgment and impaired critical thinking that can result from non-injection drug abuse also can contribute in a big way to the spread of this lethal virus through risky behavior.
What Can I Do To Help?
Go to http://hiv.drugabuse.gov/index.html for more information on learning the link between drug abuse and HIV/AIDS. On World AIDS Day—every December 1—participate by spreading the word that drug abuse and HIV/AIDS can shorten lives. Tell your friends what you've learned and how they can avoid infection.

Source:  NIDA


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Teen Help for Struggling Teens

Are you wondering what happened to once happy-go-lucky, kind, polite and studious child went?

Teens can be a challenge – especially in today’s ever changing world with technology and a society that is making our kids grow up so much faster.

Common parent statements:

“My teen is so smart! His/her IQ is superior, but they are not working up to their potential.”
“My teen is so beautiful/handsome – good looking – even has many friends.” (Of course, the peer group has changed and you don’t know why.)
“My teen is very athletic! He/she made the varsity team at a young age, has won all sorts of awards, but now has dropped out and has zero interest in this sport.”

How to be a perfect parent?

There is no such thing as a perfect parent, however there is such a thing as being an educated parent.  This is not about book smarts or academics, it is about first hand experiences from parents that have been where you are.

Becoming an educated parent in the teen help industry is possible with Parent’s Universal Resource Experts.

Blame Game and Parent Denial

• Not my kid, it is the kids he/she is hanging with.

• My child was caught with pot, but he swears it was his friend’s.

• It’s the schools fault.

• If I only had sent him to another school.

• If I only had given into the cell phone.

• His grandparents spoil him rotten.

• When is it appropriate to read your teen’s journal, text messages, emails, social networking sites etc?
• When safety triumphs privacy!  Is your teen withdrawn, secretive, changing friends?
• Be a parent first, friendship is built on that foundation.

Common mistakes parents make:

Major misconception of parents:  Almost all parents that contact us have that next Einstein or Dan Marino, but the fact they are either changing friends, smoking pot, not attending classes or school at all, wanting to drop out of school all together and just get a GED, are all signs you are heading down a very negative path. This road usually escalates before it gets better.

Get help today – contact www.HelpYourTeens.com.

PEERx: Who is your teen hanging with?

What path will your teen choose?


National Drug Facts Week is Monday, October 31st through Sunday, November 6th, 2011.

Sponsored by the National Institute on Drug Abuse (NIDA), National Drug Facts Week is an annual official health observance designed to shatter the myths and spread the facts about drug abuse and addiction.

National Drug Facts Week (NDFW) is a health observance week for teens that aims to shatter the myths about drugs and drug abuse. Through community-‐based events and activities on the Web, on TV, and through contests, NIDA is working to encourage teens to get factual answers from scientific experts about drugs and drug abuse. Download the NDFW Info Sheet!

PeerX: RX abuse is drug abuse.

Over and over again parents will say that it isn't their kid, it is the peer group they are hanging with.

Really?

Isn't it your teen making the choice to be with them?

Until parents move out of denial, it is almost impossible to get your teen help.  Not only is it the teen that has to admit they have a problem, the parents have to face the fact that their child is making some very poor choices.  As with many parents, they are afraid of the stigma - afraid of what family or friends will think, but what about your teens future?  Doesn't that take priority?

Are you ignoring teen drug use signs?
Check out 10 quick tips to help prevent teen drug use: Click here.

Do you have a teen that you suspect is using drugs? Have you exhausted all your local resources? Take the time to learn about residential therapy, visit www.HelpYourTeens.com. Each teen and family are unique, there are many teen help programs, knowing how to locate the one best for you can be a challenge, however Parents’ Universal Resource Experts  can help, starting with a free consultation.

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Be an educated parent, you will have healthier teens.

Parent Teacher Conference Tips

It was only a short time ago parents were scrambling to get school supplies and their kids ready for a new school year.

Now the time is nearing for parents.

Parent teacher conferences are usually set for October.  

Are you ready?

Here are some tips to help you get the most from your time with your child's teachers.

Before the conference:

• Check grades and teacher expectations. Many schools post student’s grades on their Student Information System. So review your child’s past work. There’s no reason to get caught off guard.
• Jot questions and prioritize concerns. Take a few minutes to jot down questions for the teacher. Take those with you so you won’t forget to ask. Also, don’t forget to ask your kid if there is anything the teacher might tell you that you don’t know. (It’s always best to not be surprised.)  
• Meet your needs. If you need extra set of “ears” to be with you, you feel intimidated, or worry the teacher may use jargon you don’t understand, bring a friend (a neighbor, relative, older child). If you need a translator (language or sign), call the school to arrange one. Let the teacher know before the conference if you are in a contentious divorce or if your partner requests to come to the conference separately.
• Block time. The teacher has scheduled only a set amount of time, so you will want to use every second wisely and not be distracted. Arrange a baby sitter for a younger child and allow ample time to get there.

Here are the four areas of learning to discuss during the conference:

• Academic: Find out what your child’s strongest and weakest subjects are, how he compares to the other students and if he is keeping up with the workload. You might ask: “If you were to evaluate my child now, what would his grade and average test score be in each subject? "If the teacher uses educational terms that you’re not familiar with, ask for a simpler explanation. Ask to see specific examples of any academic problem so you know how to help or if a tutor might be helpful.
• Social: Find out how your childgets along with others. Let the teacher know of any bullying or repeated peer rejection and create a safety plan. Ask for recommendations for a new friend if there are social problems.
  
• Behavior: Find out how your child behaves around peers and adults and if he is showing up on time and prepared to learn. If there are behavior issues, get specifics: what the behavior looks like, the teacher’s discipline approach, any triggers or patterns (when and where the behavior usually happens), and how it is being resolved.
• Emotional/health: Find out how your child is coping. Explain any home issues that could affect your child’s learning performance (a divorce, deployment, illness of a relative) and any serious allergies, sleep problems, medication, counseling or other health-related issues that the teacher should know about.

If your child is having any kind of problem in one or more of those four learning areas, then discuss strategies you and the teacher can do to help your child by creating common goals. Discuss how you will you know if things are improving or declining and if there's no improvement, ask what our “next step” will be and how the teacher would like to be contacted.

After your conference:


Go home, share what you learned with your child and parenting partner, and then commit to doing what you discussed. If you see that your child continues to struggle or you do not see improvement in a few weeks, or things get worse, call for another conference. If you still don’t get help, then it’s time to seek the help of the principal, vice-principal or counselor.

Special contributor: Michele Borba, Parenting Expert and author of The Big Book of Parenting Solutions.

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Teen Dating Abuse and Violence: Know the Warning Signs

Nation’s leading experts confirm college dating violence is a much larger problem than anyone realizes
 

Loveisrespect.org, the National Partnership to End Dating Abuse, launches new initiative to combat dating violence on college campuses nationwide

 

A new survey reveals dating violence and abuse to be surprisingly more prevalent among college students than previously believed. Nearly half of dating college women (43%) report having ever experienced violent or abusive dating behaviors, and more than one in five (22%) report actual physical abuse, sexual abuse or threats of physical violence. Despite the high number of students experiencing these types of abuse, more than one-third of college students (38%) say they would not know how to get help on campus if they found themselves in an abusive relationship. 

The survey, “Liz Claiborne Inc.’s Love Is Not Abuse 2011 College Dating Violence and Abuse Poll,” was conducted by Knowledge Networks to address the lack of data on dating violence and abuse among college students and to increase the understanding of this problem on college campuses nationwide. 

According to dating violence expert, Dr. Karen Singleton, Director of Sexual Violence Response, a program of Columbia University Health Services, “This survey expands on earlier reports and reinforces the complexity of the issue.” Among the findings are: 

·         Nearly 1 in 3 (29%) college women report having been a victim of an abusive dating relationship in her life.

·         57% of students who report having been in an abusive dating relationship indicate it occurred in college.

·         52% of college women report knowing a friend who has experienced violent and abusive dating behaviors including physical, sexual, digital, verbal or controlling abuse.

·         Further, 58% of students said they would not know how to help if they knew someone was a victim.

“The findings of this survey prove that colleges and universities need to provide a more comprehensive response and additional creative educational programs to address dating violence and abuse,” said Jane Randel, Senior Vice President, Corporate Communications, Liz Claiborne Inc. 

The survey findings were released today, during a forum to educate students about sexual assault prevention and survivor assistance at American University. 

The full report of survey results can be found at www.loveisnotabuse.com.

National Dating Abuse Helpline and Break the Cycle Respond to the Urgent Need for Education

In direct response to these new findings, www.loveisrespect.org, a partnership between the National Dating Abuse Helpline and leading teen dating violence prevention organization, Break the Cycle, is launching an initiative to target college students with new, relevant resources to address the issue of dating abuse. 

The expanded online content includes: Take Action (information on how students can get involved on their campus), Stay Safe (safety planning designed specifically for college students) and Help a Friend (information to assist bystanders). The survey shows that 57% of college students say it is difficult to identify dating abuse - substantive evidence of the need for increased education and awareness.

“It is our hope that with these targeted college resources, we can help increase knowledge about how students can combat the issue and ultimately, help prevent the prevalence of dating abuse and violence among students,” said President of the National Domestic Violence Hotline and National Dating Abuse Helpline, Katie-Ray Jones.

The resources are available, free online at www.loveisrespect.org.

In addition, Liz Claiborne Inc. has created a college dating violence curriculum called Love Is Not Abuse, designed to help students deal with dating violence and abuse on campus. The first college curriculum of its kind, Love Is Not Abuse educates students about the dangers and warning signs of dating violence, offers lessons specifically on abuse via technology and provides resources where college students can find help on campus.

The Love Is Not Abuse curriculum was created by a task force consisting of educators and domestic and sexual violence experts from Columbia University, George Mason University, the University of Kansas, Virginia Community College System, Northern Virginia Community College and Virginia Polytechnic Institute and State University (Virginia Tech) following the May 2010 murder of University of Virginia student Yeardley Love. 

The Love Is Not Abuse college curriculum is available online, free at www.loveisnotabuse.com/web/guest/curriculum.

Girls verses Boys: Who are smarter?

What do you think?

Since the beginning of time, scientists, philosophers and the common man and woman alike have been struggling to understand what, besides the obvious, differentiates the genders. Are behavior deviations a product of societal expectations or something more deeply hard-wired from birth via hormones and DNA? There’s still a lot we don’t understand about the relationship between gender and behavior, and even more regarding gender and education.

Hundreds — if not thousands — of studies done on the subject over the past few decades have come up with some interesting results. From understanding why girls don’t often go into math and science to exploring the different expectations teachers may have for each gender, the discoveries reveal a lot about how educators teach, treat and relate to students — both good and bad. Whether you want to hone a more gender-focused approach or believe neutrality is best, these facts (from what we know at present, anyway) are an interesting read for any educator who wants to better understand what may make students tick.

We have to interject a word of caution for readers, however. It’s important to remember that these facts and findings represent averages and generalizations that, while holding true for many, certainly don’t preclude members of either gender from being quite different in their thoughts, actions and preferences. Gender studies and the results they produce can be valuable tools in developing new and better educational methods, but they should never result in pigeonholing students who need space to be who they are.

1. Boys are more likely to be tested and diagnosed for a learning disability than girls.Educators take note: boys are almost twice as likely as girls to have a learning disability, and are three times more at risk for ADHD. This doesn’t mean that girls don’t have learning disabilities, of course. Many believe females may receive fewer diagnoses not because they aren’t having trouble, but because boys are more likely to visibly act out their academic frustrations.
2. Boys comprise two-thirds of special education classes.From dyslexia to autism, boys are diagnosed with learning, behavior and social disorders at a much higher rate than their female counterparts. Teachers need to be on the lookout for symptoms and signs in both genders. Doing so means they can get help early, when it will do them the most good.
3. Regardless of racial or ethnic group, boys have higher rates of suspension and expulsion than girls.While rates differ from district to district, boys are twice as likely to be suspended as girls. Girls can be troublemakers as well, but statistically, boys typically act out in more violent or disruptive ways. Unfortunately, there is also a racial gap with regard to suspensions, with black males three times more likely to be suspended than whites.
4. Girls are much less likely than boys to drop out of school.This fact is related directly to suspension rates. Suspended students are much more likely to be disengaged and disinterested in school than those who are not. They also tend to fall behind (if they were not already) due to missed school days. Currently, boys are 30% more likely to drop out of school than girls — a gap that reflected in the higher number of women going on to college and graduate school each year.
5. Boys tend to be bigger risk takers.There is some truth behind the stereotype that boys are more willing to take risks than girls. Dr. Leonard Sax has found that boys get more enjoyment out of taking risks, are more impressed by others who do the same and are more likely to engage in such behaviors if other males are present. Girls, while not unwilling to take risks, were much less likely to actively seek out the same behaviors.
6. Boys and girls may be motivated by different factors in the classroom.While each child is unique, researchers have found some trends that show marked differences in what motivates male and female students. Girls are often driven by a desire to please adults, even if they find an assignment uninteresting. Boys care less about having a teacher like them and are more motivated by work they find meaningful. Additionally, males perform better on tests under moderate stress, while girls do worse.
7. Girls are more likely to ask for help if they need it.While male students may not care as much what the teacher thinks about them, they are acutely aware of their peers’ judgment. When they become frustrated, they may act out rather than asking for assistance, as this disruptive behavior may raise their status. Asking for help may make them feel weaker and less able. Girls, on the other hand, are often much more willing to ask for help. Their peers do not inhibit their desire to develop a close relationship with teachers.
8. Boys and girls mature mentally at different rates and in different ways.The way the brain itself develops as children age may actually be quite different in girls versus boys. Girls tend to develop more advanced language and fine motor skills early on, as much as six years earlier than boys. Boys’ brains may develop better spatial memory and targeting aspects of the brain as much as 4 years earlier than girls. This is especially important for early education teachers to note, as each gender may find certain tasks very challenging and may need additional help and support.
9. More attention and praise may be given to male students than females.Whether in grade school or in college, the way teachers interact with male and female students can be quite different. Studies have shown the male students are more likely to be praised, listened to and called on than their female counterparts. While many teachers strive for equality, subconscious ideas about gender roles impact the treatment of students — something every educator needs to watch out for in his or her own behavior.
10. Single-sex classrooms can improve outcomes for both boys and girls.There is some evidence to suggest that single-sex classrooms may be more beneficial for both males and females. Students report feeling more comfortable in such settings, finding greater academic success and touting that the classes improved their self confidence. While some students and parents exalt the benefits of single-sex education, others don’t agree. In the end, it may boil down to personal choice and preference. But if many of the research findings hold true, gender-tailored education may prove beneficial for students who struggle in co-ed classes.
11. The way boys and girls use technology at home and school differs.Technology is a major part of both the educational and working sphere, so the ways in which students use it can be quite important. Research published in The Literacy and Numeracy Secretariat showed that boys and girls are approaching computer use differently. Boys were found to use computers more frequently and chose to play games, use educational software and access the internet. Girls used computers less often and focused on activities like emailing, chatting and homework. Teacher attitudes about computer use were also different, with educators letting girls give up more quickly on computer-related problems than boys.
12. Girls are much more likely to be bored, disengaged or stressed in science classes.A Northern Illinois University study found that girls in high school science classes reported a much different experience than their male counterparts, despite spending an equal amount of time and getting similar grades. The study found that girls were most engaged in science class when listening to lectures or completing work, and were much less likely to take the lead in lab work. Educator attitudes might also have something to do with it. Of the 13 teachers studied, only two chose girls as their top students, describing them as "hard workers. The favored male students were considered "naturals" who "just got it."
13. Boys and girls respond differently to certain teaching methods."One size fits all" might not work when it comes to engaging male and female students equally. Girls typically benefit more from teaching methods stressing hands-on, active approaches to learning, as well as team, cooperative assignments and performance-based assessment. Boys, on the other hand, seem to excel in more competitive situations and testing with time constraints, though they too prefer hands-on learning.
14. The achievement gap between American boys and girls is among the smallest in the world.While the gap between math and science and reading and writing skills between American girls and boys is certainly notable, it may not be as bad as other countries. In the latest round of international tests, the split found between male and female students sat among the smallest of anywhere in the world – though still significant, with boys scoring lower on literacy and girls on science and math.
15. Girls are less likely to take AP exams in math and science subjects.In general, girls take more AP exams than boys — except when it comes to math, science and computers. In 2003, only 6% of the students taking the computer science AP exam were girls. Additionally, girls represent only 10 to 15% of all students in AP physics classes, and are significantly less likely to take the AP exam for this or calculus courses.
16. Educational differences based on gender are more pronounced in childhood than adulthood.As children grow and mature, the sex differences that made many of their educational needs so different may gradually even out. Teachers working with students in lower grades may need to pay more attention to gender-based education than those with high school or college students.
17. Some gender differences may be hardwired into the brain from birth.While gender expectations undoubtedly play a role in later development, studies have shown that some of who we are as men and women may simply stem from biology. Newborns react differently to stimuli along gender lines, with female babies being attracted more to faces and male babies to motion. These differences persist into the early years of education, and can influence student motivation and interest.
18. Research has found differences between the ways boys and girls respond to stress.There is no doubt that learning can be stressful for both girls and boys at times, but the differing ways in which each gender may respond to it complicates matters. Boys are more likely to act out when they get upset, girls to burst into tears or trust a friend for comfort. When it comes to learning-related stress, boys perform better under anxious conditions than girls, with such issues actually lowering girls’ test scores.
19. The average 11th grade boy writes at the same level as the average 8th grade girl.Teachers need to be especially aware that boys may struggle to write at the same level as girls. The U.S. Department of Education came up with this statistic, which brings into stark clarity some developmental differences in male and female brains — some which might leave big impact on academic performance. Studies have shown that the brain of a 17-year-old boy is more similar to that of a 13-year-old girl, a result that holds true over cultural and racial boundaries.
20. Boys tend to perform better on standardized tests, while girls get better grades overall.Throughout school, girls tend to get higher grades than boys in nearly all subjects. Boys, conversely, seem to do better on IQ and standardized tests. Researchers think this may have to do with girls possessing more self-discipline, and being more willing to push themselves to study and earn good grades. Though other factors may come into play as well, of course.
21. There are differences in perception between boys and girls.Girls have been shown, even from birth, to have the ability to hear a wider range of sounds. Additionally, the ways that boys and girls see may differ as well. The eyes of young girls may actually be thicker with the types of cells that collect information about texture and color, while boys’ have more following motion and direction. By adulthood, these differences evaporate or become very small, but can be key for teachers working with younger students.
22. Boys often develop speaking, reading and writing abilities more slowly than girls.This is largely a product of brain development differences between the sexes but can lead to a wide disparity in early grades. In middle and elementary school, girls outscore boys by wide margins on NAEP reading and writing tests, and the gap often doesn’t close until late high school or college. Boys may need more help in expressing their thoughts in written and verbal form — something educators should take note of.
23. Boys and girls use their left and right hemispheres skills differently in early grades.In early grades, girls tend to use left-hemisphere skills to speak, read and write well, and their right-hemisphere skills empathizing and understanding the feelings of peers and teachers. Boys, on the other hand, use the left hemisphere to help them recall facts, rules and categorize information, while the right serves to give them their visual, spatial and motor skills.
24. Women are more likely than men to continue on to college and get a bachelor’s degree.Regardless of race or socioeconomic group, men earn bachelor’s degrees at a lower rate than women. Those who do head to college are less likely to complete their degrees in the usual four to five years, and will — on average — get worse grades than women.
25. While there are developmental differences between boys and girls, overall there is little to indicate that education performance can be explained by biological differences alone.All this research is great, but in the bigger picture, gender differences can’t account for all performance gaps between individual children. In fact, social and cultural factors including career aspirations, teachers’ expectations and familial involvement prove far more important. This means educators may have bigger role to play in the success of a child than their biology — a reminder of their work’s value and importance.

Source:  Accredited Online College


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Teens Dropping out of School: Tips to Prevent High School Dropouts

Parenting teenagers can be a challenge.


Generations prior finishing high school was never an option.

Today more teens are opting to drop-out completely or get their GED.  Why?

A mother, who asked to have her name withheld, with a student at Cypress Bay High School in Weston, recently said, "My son doesn't think he has to finish school.  He said he can just get a GED like some other kids did.  His father and I are completely beside ourselves.  We fear he will drop-out, it seems kids today don't understand the importance of an education."

Why do students drop-out?

There’s no single reason.

Students drop out of school for a number of different reasons—and it’s typically a combination of many issues. Here are some of the top reasons students give for leaving school:

• Classes aren’t interesting
• Parents/family/adults have low expectations
• Poor attendance
• Failing in school
• Family responsibilities (work, caring for siblings, etc.)
• Becoming a parent
• Too much freedom

What are some warning signs to look for?
What to watch for. There are specific factors to watch for in students who are likely to drop out of school. If you see one or more of these signs, get involved! You can give these students the Boost they need to stay in school.

• They don’t feel challenged in school.
• They don’t feel high educational expectations from either their family or school.
• They believe their parents are too controlling and they want to rebel.
• They have trouble with schoolwork or feel like they are not as smart as other students.
• They have drug, alcohol or mental health problems.
• They regularly miss school or are frequently tardy.
• They struggle with problems at home, including physical or verbal abuse.
• They feel like they don’t fit in or have friends at school.
• Their peers or siblings have dropped out of school.
• They have poor learning conditions at school—such as overcrowding, high levels of violence and excessive absenteeism.

If you fear your teen is heading down a negative path and you need to get them back on track, visit www.BoostUp.org or www.HelpYourTeens.com for more information.

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Tough Love is Misunderstood: Loving Your Teen To Death

Face the issue, don't ignore it.

After watching Dr. Drew on HLN last week, as he explained to his guest (a mother) that has a young adult struggling with alcoholism, ‘she can’t save him‘,  and having that thought process is not helping him.  Only he can help himself.   Many parents have a misconception of Tough Love, as Dr. Drew explained.  You can literally love your child to death. You can actually do more harm when you believe you are helping or saving your child.

Parent Denial: It Only Hurts Your Teen and Puts Them at Serious Risk

Parents in denial is probably one of the most common threads many teens have while they are smoking a joint or popping a pill – even downing the cough syrup.  Many parents think their teen is not the bad child – it is the ones they are hanging with – or simply doesn’t exist.

Being a parent in denial doesn’t help anyone, not even the parent.  Since eventually it does catch up with you and you find yourself dealing with a teen that is escalating out of control or worse, on a road to becoming an addict.

We hear these common excuses from parents when they call us for help:

• My teen is so smart! His/her IQ is superior, but they are not working up to their potential. (Also known as, underachieving)
• My teen is so beautiful/handsome – good looking – even has many friends. (Of course, the peer group has changed and you don’t know why.)
• My teen is very athletic! He/she made the varsity team at a young age, has won all sorts of awards, but now has dropped out (or kicked off a team) and has zero interest in this sport. (Major red flag).
• It’s not my kid, it is the kids he/she is hanging out with! (Really, do you understand your teen has free will and is choosing to hang with these kids?)
• It’s only pot! (Really, do you realize that marijuana today is not like generations prior.  Marijuana is being laced with higher levels of PCP, as well as even heroin).  It is not only pot, it is serious.

The irony of these comments are,  they are calling us, Parents’ Universal Resource Experts, for help, but when we recommend resources,  many fall back to their “hope and a prayer” that this is only a phase. While some teens do straighten up, most don’t – and the problems get worse.

Typical teen behavior?  Maybe, but do you want to risk not getting them help if it is more than typical teen behavior?

Major misconception of parents: Almost all parents that contact us have that next Einstein or Dan Marino (the mother on Dr. Drew last night even used the most common phrase, ‘my son is highly intelligent’, which may be true, but using drugs or other substances is not too smart), but the fact they are either changing friends, smoking pot, not attending classes or school at all, wanting to drop out of school all together and just get a GED, are all signs you are heading down a very negative path. This road usually escalates before it gets better.

Order today.

As a mother that dealt with a challenging teenage daughter, I know the feeling of facing the fact you can’t do this alone.  My daughter was that athlete, she was popular, she was beautiful and I always said – “well, at least she never did drugs.”  Boy was I wrong.

In my book, Wit’s End! Advice and Resources for Saving Your Out-of-Control Teen, published by Health Communications, Inc, I wrote my thoughts and feelings at the time my daughter was 14 years-old.  However when you reach the chapter she wrote, you soon realize that mom (myself) didn’t know it all!

When local therapy isn’t working, you exhausted all your local resources, you have now come to realize an intervention is needed.  Residential therapy is a big step, both emotionally and financially.

Another major misconception among parents is they are looking for a Military School or Boot Camp to straighten up their teen.

• Military Schools are a privilege and honor to attend.  Your child needs to be accepted usually with an essay of why they want to attend as well as a good GPA.  If your teen is forced to attend and gets expelled, you will very likely forfeit your tuition.
• Boot Camps and Wilderness Programs are short term programs that offer short term results (if any at all).  Many parents believe that 6-8 weeks is going to resolve a year or more worth of issues.  These types of programs are band-aids that quickly fall off shortly after the teen arrives back home.  Most Wilderness Programs recommend a Residential Therapy program following their 6-8 weeks.  Consistency is key, finding the right program from start to finish has proven most beneficial.

Looking for the best residential program and/or school for your individual teen is challenging.  It is critical we don’t place your teen out of their element.  Finding the right balance make take time, but it is worth it and can lead to a brighter future for your child.

Learn more about residential programs by visiting http://www.HelpYourTeens.com.

Most importantly, don’t be a parent in denial – be proactive!


I will Blog more about how to find sound residential therapy as well as letting you know, you are not alone!
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Class Learning verses Online Classes: What Fits Your Teenager?

As technology continues to influence and change our way of living, parents are now faced with the consideration of allowing their teenagers to prepare for or begin college through online courses for credit. During the past five years or so, a great deal of development in this area has been taking place, all with the backing of the U.S. Department of Education. There are, however, a number of pros and cons when it comes to this modern method of study, and launching young adults out into the world is a heavy responsibility. Most parents want to get through the process with no regrets, so it is wise to take the time to determine if online classes would actually be a good fit for your teenager.


Let’s face it: not all kids and family situations are alike. What works well for some may spell disaster for others. With the growing number of options available in educating our children, this should certainly be considered from more than one perspective. Whether you’ve sent your son or daughter through public or private school, or even educated them at home, the subject of entry-level online college courses is very likely to come up at some point before or after high school graduation.

Considering all the angles when it comes to online education may mean doing some personal research and evaluation. Web-based education has some fantastic benefits, but there are additionally some serious drawbacks. Allowing a teen to stay home in front of a computer for extended periods of time could possibly have health or psychological disadvantages. Parents needs to assess things such as the physical condition and mental health of their children. Some parents may also wonder if they actually want to encourage more screen time in a lifestyle already loaded with digital activity. On the flipside, there are cases where studying online may be a hindrance to teens with more outgoing personalities, leading to a sense of isolation, or at minimum feeling somewhat separated from other people. Those are the students that truly need to have face-to-face interaction with others and will learn better in that environment.

Another big consideration ought to be the student’s learning and communication style. Teens whose learning styles lean more toward the auditory than visual or who are more kinetic learners may do better in the usual face-to-face classroom setting than sitting in front of a laptop screen loaded heavily with text. If this seems like a big mystery, it may be sensible and wise to consult a professional for some input or learning style testing just to be sure. Some community colleges even offer this sort of help in their student services departments.

It isn’t uncommon for older teenagers to take a gap year before starting a rigorous academic program, and in fact it’s becoming something of a trend. While some use the gap year for travel and a complete break from school, others may combine a few courses of study with travel opportunities. Still other students simply need a time to gear up gradually, or do some soul-searching and exploration of ideas before making the big break from home. Online courses may fit in well with any of these situations. Students might find that studying via the Internet before leaving home is a safe way to make decisions while still living under their parents’ roof. This can also be a time to test the waters, get a better feel for the responsibilities of college, and the demands and workload involved with being a more advanced, full-time student.

Some high school students engage in programs that allow for dual credit. This option not only provides credit toward high school graduation, but gives students a head start in college. If saving money is a big issue for parents and their kids, encouraging an early start with online courses could save thousands of dollars. Programs are popping up both on the Internet and through local community and state colleges, and there will be more in time. So whether high school students go for dual credit or want to have a gentle start to their college careers, big savings can be realized through taking courses online.

Taking advantage of online college courses is a viable option for many families, but it is understandably not everyone’s cup of tea. Parents should definitely weigh it all out before allowing or encouraging their teens to sign up for this route. One way or another, online college courses are here to stay as we move more and more into an electronic society.

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Teen Girl Self-Esteem: After School and Your Daughter

Yes, schools are opening throughout our country and another academic year with the normal peer pressure and stress of being a teenager.

What are you doing after school? Many girls will be hitting a transitional point in their lives in a few weeks. Some will attend new schools, some will be away from home for the first time and others could be leaving their summer loves….

Although women have made gains in education and employment in the equal rights war, they’re still losing the self-esteem war. Girls’ self-esteem peaks when they are about 9 years old, and then takes a nosedive. Although the media, peers, and pop culture influence children, parents still hold more sway than they think when it comes to having an impact on a daughter’s developing self-esteem.

Girls are faced with an onslaught of influences daily- most of them not the ones we’d like. In fact, a national survey of girls’ use of social media released by Girl Scouts of the USA (Who’s That Girl: Self Image in the 21st Century, 2010) finds that girls with low self-esteem are more likely to be susceptible to negative experiences on social networking sites than are girls with high self-esteem.

As parents and mentors, we want to help our daughters develop a strong sense of self, learn about the benefits of a balanced diet and physical activity, develop healthy relationships, promote confidence and well-being among While having fun.

Wondering how to enhance your daughter’s school year? The Girl Scouts’ flourishing new leadership program Journeys is at the core of the nearly 100-year-old organization’s transformation and a key benefit of this latest offering is building a strong sense of self. Building self-esteem does not happen overnight, but research shows that one way to accomplish this is through the development of leadership skills and competencies.

For more information go to www.girscouts.org!

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TEEN HELP: Who Do You Trust for Helping Your Teenager?

At any given moment, a parent in need of help with their child can make some very rash and costly mistakes.

Ask yourself these questions:

1. Do you feel that you are at your wits end?
2. Do you feel you or your family is in danger?
3. Do you feel like something needs to be done now?
4. Do you feel out of control with your child’s actions?
5. Do you feel out of control with yourself?
6. Do you feel hopeless and no one will understand?
7. Do you feel completely alone in dealing with this child?
8. Do you feel you lack the capability to make the right decision?
9. Do you feel your child is running your life and the household?
10. Do you feel Desperate?

The feelings of desperation are very real and very painful, however it is not the time to make rash decisions. In most cases, the dysfunction has taken months if not years, to come to pass. It will not be resolved in an instant decision to “send your child away” the quickest and easiest way. This is the most important time to stop, think, research, evaluate and conclude what is best for your child and family.

If you have answered yes to any of the above questions, it is time to reflect and begin planning your alternatives. It is not time to make any decisions. We feel that if you are working with a Psychologist, Therapist or Doctor, they should always be consulted first. Once it is determined residential treatment is needed, it is time for your research to start.

Information and resources will be a valuable asset. When calling the schools and programs, be sure they are looking for your child’s best interest. Any program that is quick to enroll your child is not in your best interest. Always keep notes, and document every conversation.  When contacting a program; does the Admissions Director ask you questions about your child or do the go directly into how their program can help them? How do they know they can help, if they haven’t taken the time to listen to your child’s needs?
As a parent, your heart and gut will tell you when you have found the right placement for your child. Again, the advice of a Professional (i.e. Doctor) is always beneficial, but not always the end result. Most Doctor’s are not familiar with the many residential treatments centers throughout the country, but can give you advice as to what your child’s needs are.

In some cases urgency is needed. Especially with some legal matters, however many can go into a local Adolescent Psychiatric Hospital for 2-3 days (usually insurance paid) until you can do your homework. Make the most of the 24-36 hours with your research. This can buy you time to find the most appropriate placement for your child.

When your search starts, use caution to a desperate sales person. Many Admissions Personnel are paid per enrollment. Although everyone is entitled to make a living, when it comes to your child, there should be a division.  It is more beneficial to speak with a program owner, Director or therapist at the facility.  These people are usually not sales people and want their program to succeed.  They will screen their potential students to be sure they are a fit for their program.

Parents’ Universal Resource Experts does not engage with  admissions and/or enrollments. We always encourage parents to contact the programs directly to determine if the program is appropriate for your child’s needs.  We do, however help educated you in this “big business” of teen help.

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