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As a parent it is important that we understand what potential problems our child has. I think that we would all agree that the majority of children have a certain amount of fears and anxieties. In this article, I write about the types of fears that this might be and about how we can help our children to cope and to get through life in the best possible and stress-free way.

I am by now a child social worker and what I write within this article is just my own personal opinion. I actually offer a web promotion service; I am also involved with a company that enables people to make cheap phone calls and on a weekend I help out at a local DVD authoring firm - rather busy as you can see!

Many children are able to pick up on what their parents are worrying about. Money is a perfect example; the child may have listened to its parents discussing their money worries, this can then potentially make the child start to become anxious about the family’s financial situation. I am a parent myself and try where possible to only discuss serious issues with my partner when the children are out or are asleep. If I believe that one of my children has overheard a conversation which I would have rather they hadn’t, I then talk to them to attempt to reassure them that everything is OK.

Children may also worry that their parents may break up and that they will end up living apart. They will no doubt hear that this has happened to their friends and may wonder and stress about how their lives would change if this happened to them.

My children have told me that they worry and that they fear that one of their parents may die in the near future. It is quite difficult to explain to them that this is unlikely to happen as it obviously could. I try and laugh it off which may not be the best policy, by stating that I am still very young and that I have no plans to leave this planet in the near future. I explain to them the age that the average male will live to in our country and that normally, I hope, makes them feel better.

School can be another area of stress for some children. Will they be able to comprehend all of the work that they are given? Will they be able to obtain a good examination mark and a good report? Will they be able to make their parents proud of them? I have told my own children not to worry about these issues and to just try their best.

Socialising and meeting friends can also bring its own tensions. Children make and break friends at regular intervals, especially during the early teenage years. It can be quite stressful when friends have a disagreement or argument. When this happens to my children, I make a point of saying that it has been the fourth time in a month that you and Amy as an example, have had a falling out. Your sure to make friends again in the near future.

As children get a bit older there is then the challenge of meeting a member of the opposite sex. We all know the problems and strains that this can bring. At this time I think it is just a matter of being there for your children and getting them through these difficult years the best and easiest way possible.

I have two children and even though I love them to bits, I have to say that at times they need motivating to do their homework or to help out around the house, for example. This article describes how I go about this child motivation. What we have been attempting to do, as explained within this article, have proved to be extremely successful in helping our own children and I am more than confident that they could be beneficial to other children.

Now I do not work with children and therefore would certainly not class myself as any sort of expert. I am a speech coach by day helping people that have a stuttering problem to achieve fluency. I also work on various other projects including helping a company that offer cheap calls and also within the external doors sector.

I remember when I met my step-daughter, she was five years of age and quite a character. I felt a bit sorry for her however as she spent a lot of time at a childminders. The childminder would take her and pick her up from school. On some days her mother would not be able to collect her until around 8pm.

After a few months of dating her mother, I offered to help out by stating that I could take her to school and pick her up. My step-daughter said that she wanted me to do this and it was all agreed.

Up to this point she had never really been made to do her homework, either by her mother who was very busy and often tired or by the childminder.

After we arrived back at the house; I asked her whether she had been given any homework to complete. She passed me her reading folder. In the folder was a book which she was supposed to read. OK; we can read the book together; I suggested. Mummy does not make do any homework, she replied. I stated to her that that was the past and that from now on she would be doing it.

My step-daughter had a bit of strop and started to cry. Your not my dad, you can not make me do it, she continued. I basically had to be very strong and made her read the book. There happened to be around fifteen words that she could not pronounce and I proceeded to write them all down in the form of a list. We then spent around ten minutes where I attempted to teach her the words. This happened to be oh so boring as she told me in no uncertain terms.

I then told her that we would now play a game, which is called the mouthing game. She would pick a word from the list and just mouth the word without making a sound. If I could guess what she had mouthed, she would get a point and then it would be my turn.

She really enjoyed this game and on the way home from school on the next day, she asked if we could play the game again. Of course we can but we need to read the book first, I said. She replied that this was fine. This is one example of many games we play when doing homework or any other task which the children see as mundane.

I also compliment both children and tell them how much I love and am proud of them at regular intervals. I give them rewards when they have a good school report and encourage them to always give things ago even if they believe that they might fail in the specific task. In my opinion there is no such thing as failure if you have tried your best.

Encourage creativity in your children by providing them with the time, resurces and the space for making art.Set aside interruption-free time for drawing, in a mess-proof zone - so that their creativity can run wild. Make sure you cover all surfaces so that any splashes of paint or scribbles of crayon are ‘caught’ - because nothing squishes creativity more so than a parent saying “Don’t make a mess” at regular intervals.

Choosing the right drawing materials is also very important. Many craft materials can be improvised (think of kitchen roll tubes, yogurt pots etc) but when drawing tools and paper are required, opt for a small selection of good quality age-appropriate products, rather than loads of inferior products. Be sure to check safety information and follow instructions. Young children should always be surpervised during arts and crafts activities because many necessary materials - such as crayons - pose a choking hazard.

Surroundings:As with writing or working at a computer, good posture and a comfortable position are important for drawing. A child-size table and chair is actually preferable to an easel. If the chair is a little high, provide a phone book for a footrest. A coffee table and an inexpensive plastic chair work well. A small kitchen storage trolley is ideal for containing supplies, or if space does not permit, a portable tackle box is a good option too. Messy toddlers may need a drop-cloth and supervision to avoid stained walls, as even ‘washable’ pens very often don’t deliver on that promise!

Art Materials:Avoid cheap markers, too-hard pencils and thin paints - these types of materials are discouraging to the child and therefore  a waste of money. Provide many sheets of blank paper to inspire their creativity and occasionally invest in a canvas so that your child can paint something and chances are you’ll want to hang it on your wall!  Provide also coloring books or coloring pages which are bountiful online - coloring pages are not so great for creativity, however they do provide children with the  chance to practice their fine motor skills and sometimes it’s very relaxing and just what they need. They can simply color in without feeling the ‘pressure’ about WHAT to draw.  Little boys typically enjoy coloring pictures of cars and trucks while little girls usually enjoy colouring images of princesses and fairies - however you can’t go wrong with Disney characters and at sites like Disney Coloring Pages you’ll find the best Mickey Mouse coloring.

When it comes to art and to drawing and coloring in particular, at each age/stage of your child’s life provide….

Toddlers:

• Child-safe markers and wipe-off boards
• Chalk boards and safe chalk
• Plain paper and coloring pages

Juniors:

• Sketchbook
• Student colored pencils
• Washable Markers
• Oil pastels
• Plain paper and coloring pages

Middle School:

• Sketchbook  or scrapbook
• Graphite Pencils
• Watercolor sketch paper
• Watercolor pencils
• Marker pens, marker paper
• Plain paper and coloring pages

High School

• Sketchbook  or scrapbook
• Quality drawing papers and boards
• Graphite Pencils
• Artists’ quality colored pencils
• Illustration markers, marker paper
• Pastel paper and hard pastels if liked
• Plain paper and canvases to work on

All ages:

• Safe sharpeners, erasers, dusters, stencils and rulers
• A  folder for storing large pieces
• Storage boxes for smaller pieces
• Consider photographing or scanning pieces for a permanent record.

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/HD, learning and behavioral issues, is definitely a family matter. You have arrived at the best place to help your children to be successful. I have taught courses on AD/HD to mental health clinicians; have advocated through the school systems for the children that I counsel; and provided workshops for parents, providing the necessary tools for successful parenting. Children with AD/HD share core symptoms of (1) inattention, (2) impulsivity, and (3) an abundance of activity that …

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