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Browse verified therapists in New York, NY, available in-person or online: QuIPP: The Queer Identities Psychology Partnership; Makenzie Brookes, LMSW; Judy Landman, LMSW; Liz Luketich, PA-C, MS; Barbara Louise Blum, PhD; Chloe Pinkney, LMSW; Oona A Caplan, LCSW-R; Jennifer Cook, LMSW

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Fatherhood Initiative
DYCD's Fatherhood Initiative helps fathers reconnect with their children and develop essential parenting skills by helping each participant increase engagement and responsibility in his relationship with his children.
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Fatherhood Initiative DYCD's Fatherhood Initiative helps fathers reconnect with their children and develop essential parenting skills by helping each participant increase engagement and responsibility in his relationship with his children. Learn about the Fatherhood Program

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More than three million of New York City’s 8.2 million residents were born outside the United States. The New York City Department of Youth and Community Development (DYCD) contracts with community-based organizations across all five boroughs that provide a range of services and support to new New Yorkers.

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Growing Up NYC is maintained by the The Mayor’s Office for Economic Opportunity and The NYC Children’s Cabinet

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NYC’s official resources for families and children, featuring programs, events and activities

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ACCESS NYC is an online public screening tool that you can use to determine the City, State, and Federal health and human service benefit programs for which you are potentially eligible to enroll.

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Yes. Every child in New York City has a right to a public school education, regardless of immigration status. Children age 4 or turning 4 are eligible for Pre-K and all residents have the right to attend public school from age 5 until graduation or until the end of the school year when they turn 21. DOE employees will not ask about immigration status. If they do learn about immigration status, they must keep it confidential.

Can I visit my child's school if I am undocumented?

Yes. To visit a DOE school, you need to have an official form of photo identification. The DOE accepts IDNYC, the free municipal ID card issued by New York City to all New Yorkers. IDNYC does not collect immigration status information. You can sign up for a free IDNYC card at nyc.gov/idnyc.

I am not a U.S. citizen. Should I be worried about deportation?

Immigration law can be very complicated and every individual's case is different. If you are not sure about how recent immigration announcements affect your ability to stay and work lawfully in the U.S., you should speak to an immigration attorney to understand your options. Call 311 and say "immigration legal help" for an appointment for free, safe immigration legal help.

Does the City participate in immigration enforcement?

The City does not conduct immigration enforcement actions. The federal government handles immigration enforcement. The City's confidentiality policy, which protects immigration status and other confidential information, is meant to keep the City a safe and welcoming place for all residents, including undocumented immigrants.

Can I feel safe calling the police for help?

Yes. The NYPD does not ask about the immigration status of crime victims, witnesses, or other people who ask for help. Anyone who has been the victim of a crime, including a hate crime, should contact the NYPD at 911 or to contact the NYPD Hate Crimes Task Force directly, call 646-610-5267.

What are my rights with Immigration and Customs Enforcement (ICE)?

If you have concerns about ICE or would like more information on your rights or what you can do to prepare, talk to an immigration attorney. A number of non-profit organizations offer high quality, free or low-cost legal screenings for immigrants in New York City seeking immigration law help, including through the ActionNYC program. Call 311 and say "immigration legal help" for an appointment for free, safe immigration legal help.

Are federal law enforcement officers, including immigration officers, allowed to enter NYC public schools?

Current federal policy limits immigration-related arrests, interviews, searches, and surveillance at sensitive locations, which include schools. Federal law enforcement officers, including immigration officers, will only be permitted to enter DOE schools when absolutely required by law, and only after a school has consulted with DOE lawyers. If an ICE officer goes to a school for immigration enforcement purposes, the School Safety Agent will call the principal, who will meet the ICE officer at the safety desk. The principal will advise the officer that he/she must wait outside of the school building while the principal consults with DOE lawyers. The principal will also notify the parent or guardian after consulting with DOE lawyers. Generally speaking, federal law enforcement officers will only be permitted to enter when they have proper judicial warrants or in the very rare situation where certain types of emergencies exist and require urgent action.
What happens if a child is not picked up from school because the parent/guardian is arrested/deported?
If a child is not picked up from school, schools will follow regular protocols and the principal or designee will call the names listed on the emergency contact information card. If the school cannot reach any of the contacts during a reasonable time period, most schools will contact their local police precinct, who will take appropriate follow up action, which may include a wellness visit at the child's home. If still no one has been reached, the precinct will take the child into their care and continue to try to reach an emergency contact, or may contact the Administration for Children's Service (ACS).
Is there something I can do to make sure my children are protected?
Take the time to update the emergency contact information at your child's school to add names and telephone numbers of adults (for example, family members, friends, babysitters, neighbors, or other school parents) who can pick up your child in your absence. Do this for your school, pre-k, childcare program and any after-school program your child participates in.
Where can I get legal help about immigration?
Immigration law is complicated. You can find a trustworthy, qualified immigration attorney to help you with your immigration matters. Avoid immigration fraud: anyone who is not a lawyer may not provide legal help. A number of non-profit organizations offer high quality, free or low-cost legal screenings for immigrants in New York City, including through the ActionNYC program.

This free screening can connect you to a qualified immigration lawyer and can help you avoid fraud. Call 311 and say "immigration legal help."
What kinds of City services are available to me and my family?
Most City services are available to all New Yorkers, including undocumented immigrants, like going to school or using the health care system or other services. City employees will not ask immigration status unless it is necessary to do their jobs. They must keep immigration status confidential.

IDNYC - IDNYC is the City's identification card for all New Yorkers. IDNYC does not collect immigration status information. Make an appointment at nyc.gov/idnyc.

Health care

Low-cost emergency and non-emergency health care is available to all at public hospitals and clinics and at other affordable clinics. Call 311 for more information.

NYC Well is a free, confidential connection to mental health care in more than 200 languages, any time of day. Call 1-888-NYC-Well, text WELL to 65173, or go to www.nyc.gov/nycwell.

Child care - Low-income families with children age 6 weeks through 12 years old can get free or low-cost child care. Call 311 for more information.

Emergency food and shelter - Locations across NYC provide free food to people in need. The Homebase program can help residents avoid entering the shelter system. Call 311 for more information.

What should I do if I feel like my child or I have been the victim of discrimination or harassment?

New Yorkers have the right to be free from unlawful discrimination, retaliation, and harassment, in the workplace, housing and public places, including public schools. For more information or to report an incident, contact the Respect for All (RFA) liaison in a school, call 311, or call the NYC Commission on Human Rights hotline at 718-722-3131.

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Yes. Every child in New York City has a right to a public school education, regardless of immigration status. Children age 4 or turning 4 are eligible for Pre-K and all residents have the right to attend public school from age 5 until graduation or until the end of the school year when they turn 21.

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The Department of Education and the Mayor’s Office are committed to protecting the right of every student to attend public school, regardless of immigration status, national origin, or religion.

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NY State of Health, The Official Health Plan Marketplace

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Visit New York State of Health to select the right health insurance for your individual, family or small business needs. It's your place to shop, compare and enroll in a low-cost quality plan that's right for you.

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Most adults will become parents at some point in their lives (i.e., around 89.6% of the adult population worldwide; Ranjan, 2015).

And while most of us strive to be great parents, we may also find ourselves confused and frustrated by the seemingly endless challenges of parenthood.

As both parents of toddlers and teenagers can attest, such challenges are evident across all developmental stages.

But there is good news- numerous research-supported tools and strategies are now available for parents. These resources provide a wealth of information for common parenting challenges (i.e., bedtime issues, picky eating, tantrums, behavior problems, risk-taking, etc.); as well as the various learning lessons that are simply part of growing up (i.e., starting school, being respectful, making friends, being responsible, making good choices, etc.).

With its focus on happiness, resilience and positive youth development; the field of positive psychology is particularly pertinent to discussions of effective parenting. Thus, whether you are a parent who's trying to dodge potential problems; or you are already pulling your hair out- you've come to the right place.

This article provides a highly comprehensive compilation of evidence-based positive parenting techniques. These ideas and strategies will cover a range of developmental periods, challenges, and situations. More specifically, drawing from a rich and robust collection of research, we will address exactly what positive parenting means; its many benefits; when and how to use it; and its usefulness for specific issues and age-groups.

This article also contains many useful examples, positive parenting tips, activities, programs, videos, books, podcasts - and so much more. By learning from and applying these positive parenting resources; parents will become the kind of parents they've always wanted to be: Confident, Optimistic, and even Joyful.

Before you continue, we thought you might like to download our three Positive Relationships Exercises for free. These detailed, science-based exercises will help you or your clients build healthy, life-enriching relationships.

What is Positive Parenting?

Before providing a definition of positive parenting, let's take a step back and consider what we mean by "parents." While a great deal of parenting research has focused on the role of mothers; children's psychosocial well-being is influenced by all individuals involved in their upbringing.

Such caregivers might include biological and adoptive parents, foster parents, single parents, step-parents, older siblings, and other relatives and non-relatives who play a meaningful role in a child's life. In other words, the term "parent" applies to an array of individuals whose presence impacts the health and well-being of children (Juffer, Bakermans-Kranenburg & van Ijzendoorn, 2008).

Thus, any time the terms "parent" or "caregiver" are used herein; they apply to any individuals who share a consistent relationship with a child, as well as an interest in his/her well-being (Seay, Freysteinson & McFarlane, 2014).

Fortunately, parenting research has moved away from a deficit or risk factor model towards a more positive focus on predictors of positive outcomes (e.g., protective factors). Positive parenting exemplifies this approach by seeking to promote the parenting behaviors that are most essential for fostering positive youth development (Rodrigo, Almeida, Spiel, & Koops, 2012).

Several researchers have proposed definitions of positive parenting, such as Seay and colleagues (2014), who reviewed 120 pertinent articles. They came up with the following universal definition:

Positive parenting is the continual relationship of a parent(s) and a child or children that includes caring, teaching, leading, communicating, and providing for the needs of a child consistently and unconditionally.

(Seay et al., 2014, p. 207).

The Committee of Ministers of the Council of Europe (2006) similarly defined positive parenting as " ... nurturing, empowering, nonviolent..." and which " provides recognition and guidance which involves setting of boundaries to enable the full development of the child '' (in Rodrigo et al., 2012, p. 4). These definitions, combined with the positive parenting literature, suggest the following about positive parenting:

It involves Guiding

It involves Leading

It involves Teaching

It is Caring

It is Empowering

It is Nurturing

It is Sensitive to the Child's Needs

It is Consistent

It is Always Non-violent

It provides Regular Open Communication

It provides Affection

It provides Emotional Security

It provides Emotional Warmth

It provides Unconditional Love

It recognizes the Positive

It respects the Child's Developmental Stage

It rewards Accomplishments

It sets Boundaries

It shows Empathy for the Child's Feelings

It supports the Child's Best Interests

Along with these qualities, Godfrey (2019) proposes that the underlying assumption of positive parenting is that "... all children are born good, are altruistic and desire to do the right thing ..." (positiveparenting.com).

Godfrey further adds that the objective of positive parenting is to teach discipline in a way that builds a child's self-esteem and supports a mutually respectful parent-child relationship without breaking the child's spirit (2019). These authors reveal an overall picture of positive parenting as warm, thoughtful and loving- but not permissive.

A Look at the Research

There is plenty of research supporting the short- and long-term effects of positive parenting on adaptive child outcomes. To begin with, work by the Positive Parenting Research Team ( PPRT) from the University of Southern Mississippi (Nicholson, 2019) is involved in various studies aimed at examining the impact of positive parenting.

The following are included among the team's research topics:

Relationships between positive parenting and academic success;

Positive parenting as a predictor of protective behavioral strategies;

Parenting style and emotional health; maternal hardiness, coping and social support in parents of chronically ill children, etc.

The PPRT ultimately seeks to promote positive parenting behaviors within families.

In their seven-year longitudinal study; Pettit, Bates and Dodge (1997) examined the influence of supportive parenting among parents of pre-kindergartners. Supportive parenting was defined as involving mother‐to‐child warmth, proactive teaching, inductive discipline, and positive involvement. Researchers contrasted this parenting approach with a less supportive, more harsh parenting style.

Supportive parenting was associated with more positive school adjustment and fewer behavior problems when the children were in sixth grade. Moreover, supportive parenting actually mitigated the negative impact of familial risk factors (i.e., socioeconomic disadvantage, family stress, and single parenthood) on children's subsequent behavioral problems (Pettit et al., 2006).

Researchers at the Gottman Institute also investigated the impact of positive parenting by developing a 5-step 'emotion coaching' program designed to build children's confidence and to promote healthy intellectual and psychosocial growth.

Gottman's five steps for parents include:

awareness of emotions;

connecting with your child;

listening to your child;

naming emotions; and

finding solutions (Gottman, 2019).

Gottman has reported that children of "emotional coaches" benefit from a more a positive developmental trajectory relative to kids without emotional coaches. Moreover, an evaluation of emotional coaching by Bath Spa University found several positive outcomes for families trained in emotional coachings, such as parental reports of a 79% improvement in children's positive behaviors and well-being (Bath Spa University, 2016).

Overall, research has indicated that positive parenting is related to various aspects of healthy child development (many more examples of evidence supporting the benefits are positive parenting are described further in this article). Such outcomes are neither fleeting nor temporary; and will continue well beyond childhood.

Another way of thinking about the role of positive parenting is in terms of resilience. When children-including those who begin life with significant disadvantages- experience positive and supportive parenting, they are far more likely to thrive.

It is in this way that positive parenting minimizes health and opportunity disparities by armoring children with large stores of emotional resilience (Brooks, 2005; Brooks & Goldstein, 2001). And since we know positive parenting works; what parent wouldn't want to learn how to use it and thereby give his/her child the best shot at a healthy and happy life?

How Can it Encourage Personal Development and Self Growth in a Child?

There are various mechanisms through which positive parenting promotes a child's prosocial development.

For example, Eisenberg, Zhou, and Spinrad et al. (2005) suggest that positive parenting impacts children's temperament by enhancing emotion regulation (e.g., "effortful control" enabling children to focus attention in a way that promotes emotion modulation and expression).

The authors reported a significant link between parental warmth and positive expressivity on children's long-term emotion regulation. This ability to use effortful control was found to predict reduced externalizing problems years later when children were adolescents (Eisenbert et al., 2005).

Along with emotion regulation, there are many other ways in which positive parenting encourages a child's positive development and self-growth.

Here are some examples:

Teaching and leading promote children's confidence and provides them with the tools needed to make good choices.

Positive communication promotes children's social and problem-solving skills while enhancing relationship quality with caregivers and peers.

Warm and democratic parenting enhances children's self-esteem and confidence.

Parental supervision promotes prosocial peer bonding and positive youth outcomes.

Autonomy-promoting parenting supports creativity, empowerment, and self-determination.

Supportive and optimistic parenting fosters children's belief in themselves and the future.

Providing recognition for desirable behaviors increases children's self-efficacy and the likelihood of engaging in prosocial, healthy behaviors.

Providing boundaries and consequences teaches children accountability and responsibility.

Generally speaking, there are many aspects of positive parenting that nurture children's self-esteem; creativity; belief in the future; ability to get along with others; and sense of mastery over their environment.

Warm, loving and supportive parents feed a child's inner spirit while empowering him/her with the knowledge and tools necessary to approach life as a fully capable individual.

How Old Must the Child Be?

The need for positive parenting begins - well, at the beginning. The attachment literature has consistently indicated that babies under one year of age benefit from positive parenting. More specifically, a secure attachment between infants and mothers is related to numerous positive developmental outcomes (i.e., self-esteem, trust, social competence, etc.; Juffer, Bakermans-Kranenburg & van Ijzendoorn, 2008).

The quality of the mother-child attachment is believed to be a function of parental sensitivity (e.g., mothers who accurately perceive and quickly respond to their babies' needs; Juffer et al., 2008)- which is certainly a key indicator of positive parenting practices in their earliest form.

Not only is a secure mother-child attachment related to early positive developmental outcomes, but more recent attachment research also indicates long-term increases in social self-efficacy among girls with secure attachments to their fathers (Coleman, 2003).

There are even ways in which positive parenting benefits a child or family as soon as the parents learn of a pregnancy or adoption (i.e., see the subsequent 'sibling rivalry' section). Therefore, it cannot be stressed enough: Positive parenting begins as early as possible.

What are the Benefits?

There is empirical evidence for numerous benefits of positive parenting, which cover all developmental stages from infancy to late adolescence. The following table provides a list of many such examples:

Autonomy-supportive Parenting

Better school adjustment among children
Increased motivation among infants
Higher internalization among toddlers
Better psychosocial functioning among adolescents

Joussemet, Landry & Koestner, 2008

Reduced depressive symptoms among adolescents
Increased self-esteem among adolescents

Duineveld, Parker, Ryan, Ciarrochi, & Salmela-Aro, 2017

Interventions that Enhance Positive Parenting Practices

Improved attachment security among toddlers
Improved school adjustment among children

Forgatch & DeGarmo, 1999

Numerous reductions in problem behaviors and increases in competences among children and
adolescents- such as self-esteem, coping efﬁcacy, educational goals, and job aspirations

Sandler, Wolchik, Tein, & Winslow, 2015

Reduced behavior problems among children
Lower dysfunctional parenting styles
Higher sense of parenting competence

Sanders, Calam, Durand, Liversidge, & Carmont, 2008

Decreased family conflict and stress; decreased behavioral problems and conduct disorders among children; improved family cohesion, communication, and organization; improved resilience among children and parents

Kumpfer & Alvarado, 1998

General positive youth development (i.e., less risky behaviors, improved school success, better job prospects, etc.) among adolescents

12 Examples of Positive Parenting in Action

The evidence clearly supports a relationship between positive parenting approaches and a large variety of prosocial parent and child outcomes. Therefore, practitioners have developed and implemented a range of programs aimed at promoting positive parenting practices.

Here are some noteworthy examples; including those which target specific risk factors, as well as those with a more preventative focus:

Parent's Circle program (Pearson & Anderson, 2001): Recognizing that positive parenting begins EARLY, this program helped parents of infants in the neonatal intensive care unit to enhance their parenting skills in order to better parent their fragile newborns.

The Home Visiting Program (Ammaniti, Speranza, & Tambelli, et al., 2006): Also focused on babies, this program aimed to increase parental sensitivity in order to improve secure mother-infant attachments. In doing so, psychologists visited high-risk mothers at their homes in order to improve parental sensitivity to their infants' signals.

The Early Head Start Home-based Program (Roggman, Boyce, & Cook, 2009): This home-based program also focused on promoting parent-child attachment. Parents in semirural areas received weekly home-based visits from a family educator who taught them positive strategies aimed at promoting healthy parent-child interactions and engagement in children's activities.

American Psychological Association's ACT Raising Safe Kids (RSK) program (Knox, Burkhard, & Cromly, 2013): The goal of this program was to improve parents' positive parenting knowledge and skills by teaching nonviolent discipline, anger management, social problem‐solving skills, and other techniques intended to protect children from aggression and violence.

New Beginnings Program (Wolchik, Sandler, Weiss, & Winslow, 2007): This empirically-based 10-session program was designed to teach positive parenting skills to families experiencing divorce or separation. Parents learned how to nurture positive and warm relationships with kids, use effective discipline, and protect their children from divorce-related conflict. The underlying goal of the New Beginnings Program was to promote child resilience during this difficult time.

Family Bereavement Program (Sandler, Wolchik, Ayers, Tein, & Luecken, 2013): This intervention was aimed at promoting resilience in parents and children experiencing extreme adversity: The death of a parent. This 10-meeting supportive group environment helped bereaved parents learn a number of resilience-promoting parenting skills (i.e., active listening, using effective rules, supporting children's coping, strengthening family bonds, and using adequate self-care).

The Positive Parent (Suárez, Rodríguez, & López, 2016): This Spanish online program was aimed at enhancing positive parenting by helping parents to learn about child development and alternative child-rearing techniques; to become more aware, creative and independent in terms of parenting practices; to establish supportive connections with other parents; and to feel more competent and satisfied with their parenting.

Healthy Families Alaska Programs (Calderaa, Burrellb, & Rodriguez, 2007): The objective of this home visiting program was to promote positive parenting and healthy child development outcomes in Alaska. Paraprofessionals worked with parents to improve positive parenting attitudes, parent-child interactions, child development knowledge, and home environment quality.

The Strengthening Families Program (Kumpfer & Alvarado, 1998): This primary prevention program has been widely used to teach parents a large array of positive parenting practices. Following family systems and cognitive-behavioral philosophies, the program has taught parenting skills such as engagement in positive interactions with children, positive communication, effective discipline, rewarding positive behaviors, and the use of family meetings to promote organization. The program's overall goal was to enhance child and family protective factors; to promote children's resilience, and to improve children's social and life skills.

Incredible Years Program (Webster-Stratton& Reid, 2013): This program refers to a widely implemented and evaluated group-based intervention designed to reduce emotional problems and aggression among children, and to improve their social and emotional competence. Parent groups received 12-20 weekly group sessions focused on nurturing relationships, using positive discipline, promoting school readiness and academic skills, reducing conduct problems, and increasing other aspects of children's healthy psychosocial development. This program has also been used for children with ADHD.

Evidence-based Positive Parenting Programs Implemented in Spain (Ministers of the Council of Europe, in Rodrigo et al., 2012): In a special issue of Psychosocial Intervention, multiple evaluation studies of positive parenting programs delivered across Spain are presented. Among the programs included are those delivered in groups, at home, and online; each of which is aimed at positive parenting support services. This issue provides an informative resource for understanding which parents most benefited from various types of evidence-based programs aimed at promoting positive parenting among parents attending family support services.

Triple P Positive Parenting Program (Sanders, 2008): This program, which will be described in more detail in a subsequent post, is a highly comprehensive parenting program with the objective of providing parents of high-risk children with the knowledge, confidence, and skills needed to promote healthy psychological health and adjustment in their children. While these programs are multifaceted, an overarching focus of the Triple P programs is to improve children's self-regulation.

Positive Parenting Styles

A reoccurring theme in the positive parenting literature is that a warm, yet firm parenting style is linked to numerous positive youth outcomes. This style is termed 'authoritative' and it is conceptualized as a parenting approach that includes a good balance of the following parenting qualities: assertive, but not intrusive; demanding, but responsive; supportive in terms of discipline, but not punitive (Baumrind, 1991).

Along with an authoritative parenting style, a developmental parenting style is also believed to support positive child outcomes (Roggman et al., 2008).

Developmental parenting is a positive parenting style that promotes positive child development by providing affection (i.e., through positive expressions of warmth toward the child); responsiveness (i.e., by attending to a child's cues); encouragement (i.e., by supporting a child's capabilities and interests); and teaching (i.e., by using play and conversation to support a child's cognitive development (Roggman & Innocenti, 2009).

Developmental parenting clearly shares several commonalities with authoritative parenting, and both represent positive parenting approaches.

Overall, by taking a good look at positive parenting strategies that work for raising healthy, happy kids; it is evident that positive parenting styles encourage a child's autonomy by:

Supporting exploration and involvement in decision-making

Paying attention and responding to a child's needs

Using effective communication

Attending to a child's emotional expression and control

Rewarding and encouraging positive behaviors

Providing clear rules and expectations

Applying consistent consequences for behaviors

Providing adequate supervision and monitoring

Acting as a positive role model

Making positive family experiences a priority

In a nutshell, positive parents support a child's healthy growth and inner spirit by being loving, supportive, firm, consistent, and involved. Such parents go beyond communicating their expectations, but practice what they preach by being positive role models for their children to emulate.

A Look at Positive Discipline

The term 'discipline' often has a negative, purely punitive connotation. However, 'discipline' is actually defined as "training that corrects, molds, or perfects the mental faculties or moral character" (Merriam-Webster, 2019).

This definition is instructive, as it reminds us that as parents, we are not disciplinarians, but rather teachers. And as our children's teachers, our goal is to respectfully show them choices for behaviors and to positively reinforce adaptive behaviors.

Positive discipline again harkens back to authoritative parenting because it should be administered in a way that is firm and loving at the same time. Importantly, positive discipline is never violent, aggressive or critical; it is not punitive.

Relevant: 12 Examples of Positive Punishment & Negative Reinforcement

Physical punishment (i.e., spanking) is ineffective for changing behaviors in the long-term and has a number of detrimental consequences on children (Gershoff, 2013). Indeed, the objective of positive discipline is to "teach and train. Punishment (inflicting pain/purposeful injury) is unnecessary and counter-productive" (Kersey, 2006, p. 1).

Nelsen (2006) describes a sense of belonging as a primary goal of all people; a goal that is not achieved through punishment. In fact, she describes the four negative consequences of punishment on children (e.g., "the four R's") as resentment toward parents; revenge that may be plotted in order to get back at parents; rebellion against parents, such as through even more excessive behaviors; and retreat, that may involve becoming sneaky and/or experiencing a loss of self-esteem (Nelsen, 2006).

She provides the following five criteria for positive discipline (which are available on her positive discipline website):

Is both Kind and Firm

Promotes a Child's Sense of Belonging and Significance

Works Long-term (note: punishment may have an immediate impact, but this is short-lived)

Teaches Valuable Social and Life Skills (i.e., problem-solving, social skills, self-soothing, etc.)

Helps Children Develop a Sense that they are Capable Individuals

In her comprehensive and helpful book for parents: Positive Discipline, Durrant (2016) also describes a number of key aspects of positive discipline, such as being non-violent, respectful, and grounded in developmental principles; teaching children self-respect, empathy, and self-efficacy; and promoting a positive relationship between parent and child.

Stated another way, " respecting children teaches them that even the smallest, most powerless, most vulnerable person deserves respect, and that is a lesson our world desperately needs to learn " (LR Knost, lovelivegrow.com).

Since we know that positive discipline does not involve the use of punishment; the next obvious questions become "Just what exactly does it involve?"

This question is undoubtedly urgent for parents who feel like their child is working diligently toward driving them mad. While we will discuss some of the more typical frustrations that parents regularly encounter later in the article, Kersey (2006) provides parents with a wonderful and comprehensive resource in her publication entitled "101 positive principles of discipline."

Here are her top ten principles:

Demonstrate Respect Principle: Treat the child in the same respectful way you would like to be treated.

Make a Big Deal Principle: Use positive reinforcement in meaningful ways for desired behaviors. Reward such behaviors with praise, affection, appreciation, privileges, etc.

Incompatible Alternative Principle: Provide the child with a behavior to substitute for the undesirable one, such as playing a game rather than watching tv.

Choice Principle: Provide the child with two choices for positive behaviors so that he/she feels a sense of empowerment. For example, you might say "would you rather take your bath before or after your brush your teeth?"

When/Then - Abuse it/Lose it Principle: Ensure that rewards are lost when rules are broken. For example, you might say "After you clean your room, you can play outside" (which means that a child who does not clean his/her room, will not get to play outside. Period.)

Connect Before You Correct Principle: Ensure that the child feels loved and cared for before behavioral problems are attended to.

Validation Principle: Validate the child's feelings. For example, you might say "I know you are sad about losing your sleepover tonight and I understand".

Good Head on Your Shoulders Principle: Ensure that the child hears the equivalent of "you have a good head on your shoulders" in order to feel capable, empowered and responsible for his/her choices. This is especially important for teenagers.

Belonging and Significance Principle: Ensure that your child feels important and as if he/she belongs. For example, remind your child that he/she is really good at helping in the kitchen and that the family needs this help in order to have dinner.

Timer Says it's Time Principle: Set a timer to help children make transitions. This helps kids to know what's expected of them and may also involve giving them a choice in terms of the amount of time. For example, you might say "Do you need 15 or 20 minutes to get dressed?" Make sure to let the child know that the time is set.

The reader is encouraged to check-out Kersey's 101 positive discipline principles, as they contain an enormous amount of useful and effective approaches for parents; along with principles that reflect many everyday examples (e.g., Babysitter Principle; Apology Principle; Have Fun Together Principle; Talk About Them Positively to Others Principle; Whisper Principle; Write a Contract Principle; and so much more).

This section has provided many helpful positive discipline ideas for a myriad of parenting situations and challenges. Positive discipline (which will be expounded on later sections of in the article: i.e., 'positive parenting with toddlers and preschoolers,' 'temper tantrums,' 'techniques to use at bedtime,' etc.) is an effective discipline approach that promotes loving parent-child relationships, as well as producing productive, respectful, and happy children.

Positive Parenting with Toddlers and Preschoolers

The notion of parenting a toddler can frighten even the most tough-minded among us. This probably isn't helped by terms such as 'terrible two's,' and jokes like " Having a two-year-old is kind of like having a blender, but you don't have a top for it " (Jerry Seinfeld, goodreads.com).

Sure, toddlers and preschoolers get a bad rap; but they do sometimes seem like tiny drunken creatures who topple everything in their path. Not to mention their tremendous noise and energy, mood swings, and growing need for independence.

While their lack of coordination and communication skills can be endearing and often hilarious; they are also quite capable of leaving their parents in a frenzied state of frustration. For example, let's consider the situation below.

The Grocery Store Blow-out

In this relatable example, a dad and his cranky 3-year-old find themselves in a long line at a grocery store. The child decides she's had enough shopping and proceeds to throw each item out of the cart while emitting a blood-curdling scream.

The father, who may really need to get the shopping done, is likely to shrivel and turn crimson as his fellow shoppers glare and whisper about his "obnoxious child" or "bad parenting." He, of course, tells her to stop; perhaps by asking her nicely, or trying to reason with her.

When this doesn't' work, he might switch his method to commanding, pleading, threatening, negotiating, or anything else he can think of in his desperation. But she is out of control and beyond reason. The father wants an immediate end to the humiliation; but he may not realize that some quick fixes intended to placate his child, will only make his life worse in the long run.

So, what is he to do?

Before going into specific solutions for this situation, it is essential that parents understand this developmental stage. There are reasons for the child's aggravating behaviors; reasons that are biologically programmed to ensure survival.

For example, kids aged two-to-three are beginning to understand that there are a lot of things that seem scary in the world. As such, they may become anxious about a variety of situations; like strangers, bad dreams, extreme weather, creepy images, doctor and dentist offices, monsters, certain animals, slivers or other minor medical issues, etc.

While these childhood fears make life more difficult for parents (i.e., when a child won't stay in his/her room at night due to monsters and darkness, or when a child makes an enormous fuss when left with a babysitter), they are actually an indicator of maturity (Durant, 2016).

The child is reacting in a way that supports positive development by fearing and avoiding perceived dangers. While fear of monsters does not reflect a truly dangerous situation, avoidance of individuals who appear mean or aggressive is certainly in the child's best interest.

Similarly, fear of strangers is an innate protective mechanism that prompts children to stay close to those adults who keep them healthy and safe. And some strangers indeed should be feared. Although a challenge for parents, young children who overestimate dangers with consistent false-positives are employing their survival instincts.

In her book Positive Discipline (which is free online and includes worksheets for parents), Durant (2016) notes the importance of respecting a child's fears and not punishing her/him for them, as well as talking to the child in a way that shows empathy and helps him/her to verbalize feelings. Durant proposes that one of the keys of effective discipline is "... to see short-term challenges as opportunities to work toward your long-term goals" (2016, p. 21).

With this objective in mind, any steps a parent takes when dealing with a frightened or misbehaving child should always be taken with consideration of their potential long-term impact. Long-term goals, which Durant describes as "the heart of parenting" may be hard to think about when a child is challenging and a frustrated parent simply wants the behavior to stop.

However, punishing types of behaviors such as yelling, are not likely to be in-line with long-term parenting goals. By visualizing their preschooler as a high school student or even an adult, it can help parents to ensure that their immediate responses are in-line with the kind, peaceful and responsible person they wish to see in 15 years or so. Durant (2016) provides several examples of long-term parenting goals, such as:

Maintaining a quality relationship with the parent

Taking responsibility for actions

Being respectful of others

Knowing right from wrong

Making wise decisions

Being honest, loyal and trustworthy

Related: Examples of Positive Reinforcement in the Classroom

Grocery Store Blow-out Solutions

Long-term parenting goals are highly relevant to the maddening grocery store example. If the dad only thinks about the short-term goal of making his daughter's behavior stop embarrassing him at the store, he might decide to tell her she can have a candy bar if she is quiet and stops throwing items from the cart.

This way, he might reason, he can finish his shopping quickly and without humiliation. Sure, this might work as far as getting the child to behave on that day- at that moment; BUT here are some likely consequences:

Next time they go shopping, she will do this again in order to receive the candy reward.

Pretty much every time they go shopping, she will do the same thing; and the value of the reward is likely to escalate as she gets tired of the candy.

She will learn that this behavior can get her rewards in all sorts of places beyond the grocery store, thus making her exhausted parents afraid to take her anywhere.

Moreover, the message she receives from the candy tactic will not reinforce the qualities the father likely wants to see in his daughter over time, such as:

Being respectful of her parents

Being respectful of others around her

Being respectful of others' property

Being responsible for her behavior

Being courteous and considerate

Being helpful

Knowing right from wrong

Having good manners

Having good social skills

Therefore, the father might instead deal with this situation by calmly telling her that she needs to stop or she will get a time-out. The time-out can take place somewhere in the store that is not reinforcing for her, such as a quiet corner with no people around (e.g., no audience). Or they can go sit in the car.

If the store is especially crowded, the dad might also ask the clerk to place his cart in a safe place and/or save his place in line until he returns (which he/she will likely be inclined to do if it will get the child to be quiet). After a brief time-out, he should give his daughter a hug and let her know the rules for the remainder of the shopping trip, as well as the consequences of not following them.

In some cases, it might be better for the parent to simply leave the store without the groceries and go home. He won't have completed his shopping, but that will be a small price for having a child who learns a good lesson on how to behave.

Very importantly, however; if he does take her home, this absolutely cannot be done in a way that is rewarding (i.e., she gets to go home and play, watch tv, or anything else she enjoys). She will need a time-out immediately upon arriving home, as well as perhaps the message that dinner won't be her favorite tonight since the shopping was not done.

This is not meant to be punitive or sarcastic, more of a natural consequence for her to learn from (e.g., "If I act-out at the store, we won't have my favorite foods in the house"). In fact, even though he may not feel like it, the father needs to speak to his daughter in a kind and loving way.

Regardless of whether the consequence is in the store or at home, the dad absolutely must follow-through consistently. If he doesn't, he will teach her that sometimes she can misbehave and still get what she wants; this is a pattern of reinforcement that is really difficult to break.

Of course, the father cannot leave the store each time she misbehaves, as he won't get anything done and he's also giving her too much control. Thus, he should prepare in advance for future shopping trips by making her aware of the shopping rules, expectations for her behavior, and the consequences if she breaks them.

The father should be specific about such things, as "I expect you to be good at the store" is not clear. Saying something more like "The rules for shopping are that you need to talk in your quiet voice, listen to daddy, sit still in the cart, help daddy give the items to the clerk, etc." The dad is also encouraged to only take her shopping when she is most likely to behave (i.e., when well-rested, well-fed, not upset about something else, etc.).

He might also give her something to do while shopping, such as by bringing her favorite book or helping to put items in the cart. Giving his daughter choices will also help her feel a sense of control (i.e., "You can either help put the items in the cart or you can help give them to the clerk").

And, finally, the little girl should be rewarded for her polite shopping behavior with a great deal of praise (i.e., "You were a very good girl at the store today. You really helped Daddy and I enjoyed spending time with you").

He might also reward her with a special experience (i.e., "You were so helpful at the store, that we saved enough time to go the park later" or "You were such a great helper today; can you also help daddy make dinner?"). Of course, the reward should not consist of food, since that can lead to various other problems.

There are many more positive parenting tips for this and other difficult parenting scenarios throughout this article, as well as numerous helpful learning resources. In the meantime, it is always wise to remember that your toddler or preschooler does not act the way he/she does in order to torture you- it's not personal.

There are always underlying reasons for these behaviors. Just keep your cool, plan-ahead, think about your long-term goals, and remember that your adorable little monster will only be this age for a brief time.

Related: Parenting Children with Positive Reinforcement (Examples + Charts)

How to Best Address Sibling Rivalry

Siblings, whether biological; adopted; full or half stepsiblings; often pick at each other endlessly. Arguments between siblings are a normal part of life. However, sometimes the degree of animosity between siblings (e.g., sibling rivalry) can get out of control and interfere with the quality of the relationship. Not to mention creating misery for parents. Plus, there are negative long-term consequences of problematic sibling relationships, such as deviant behavior among older children and teens (Moser & Jacob, 2002).

Sibling rivalry is often complicated, as it is affected by a range of family variables, such as family size, parent-child interactions, parental relationships, children's genders, birth order, and personality-among others. And it starts really early. Sometimes, as soon as a child realizes a baby brother or sister is on the way, emotions begin to run high. Fortunately, parents have a great opportunity to prepare their children from the start.

For example, the parent can foster a healthy sibling relationship by engaging in open communication about becoming a big brother or sister early on. This should be done in a way that is exciting and supports the child's new role as the older sibling. Parents can support bonding by allowing the child to feel the baby kick or view ultrasound pictures. They can solicit their child's help in decorating the baby's room.

For some families, their newborn baby may be premature or have other medical problems that require time in the neonatal intensive care unit (NICU). In this situation, which can be quite stressful for siblings, parents should talk to the older child about what's happening. Parents might also provide the child with updates on the baby's progress, prepare the child for visits to the NICU, have the child draw a picture to leave with the baby, make a scrapbook for the baby, and set aside plenty of time with the older child (Beavis, 2007).

If the new child is going to be adopted, it is also important to encourage a connection. For example, along with explaining how the adoption will work, the child can be involved in the exciting aspects of the process once it is confirmed. In the case of an older child or international adoption, there are special things parents can do as well.

For example, if a child is in an orphanage, the sibling can help pick-out little gifts to send ahead of time (i.e., a stuffed animal, soft blanket or clothing). Having the child draw a picture and/or write a letter to the new sibling is another way to enhance the relationship. Adopting an older child will require particular preparation; as the new sibling will arrive with his/her own fears, traits, memories, and experiences that will certainly come into play.

There are a number of children's books designed to help parents prepare their children for a new sibling, such as You Were the First (MacLachlan, 2013), My Sister Is a Monster: Funny Story on Big Brother and New Baby Sister How He Sees Her (Green, 2018), and (Mayer, 2001).

There are also children's books that help prepare children for adopted siblings, with some that are even more focused on the type of adoption. Here are a few examples: Seeds of Love: For Brothers and Sisters of International Adoption (Ebejer Petertyl & Chambers, 1997), A Sister for Matthew: A Story About Adoption (Kennedy, 2006), and Emma's Yucky Brother (Little, 2002).

Along with the above tips, Amy McCready (2019) provides some excellent suggestions for ending sibling rivalry, these include:

Avoid Labeling Children: by labeling children in ways such as "the social one," "the great student," "the athlete," "the baby" etc., parents intensify comparisons, as well as one child's belief that he/she does not possess the same positive qualities as the other one (i.e., "if he's the 'brainy one,' I must be the 'dumb one,'").

Arrange for Attention: Make sure each child has plenty of regular intentional attention so that they will be less inclined to fight for it.

Prepare for Peace: McCready describes several ways to teach conflict resolution skills that help to avoid further issues between siblings.

Stay out of Squabbles: Unless absolutely necessary (i.e., during a physical fight), it is best to stay out of squabbles. In doing so, the parent is not reinforcing the disagreement, while also enabling the children to work out solutions together.

Calm the Conflict: If you must intervene, it is best to help the children problem-solve the situation without judgment or taking sides.

Put them All in the Same Boat: McCready suggests that all children involved in the conflict receive the same consequence, which teaches them that they each will benefit from getting along.

These and other useful tips and resources are available on McCready's Positive Parenting Solutions website. Luckily, by being thoughtful and preparing ahead of time, parents can avoid excessive competition between children and promote meaningful lifelong sibling bonds.

Positive Parenting with Teenagers

Before discussing positive parenting with teenagers, it is important to remember one key fact: Teens still need and want their parents' support, affection, and guidance- even if it doesn't seem like it. Just as with younger kids, parental figures are essential for helping adolescents overcome difficult struggles (Wolin, Desetta & Hefner, 2016).

Indeed, by fostering a sense of mastery and internal locus of control, adults help to empower a teen's sense of personal responsibility and control over the future (Blaustein & Kinniburgh, 2018). In fact, the presence of nurturing adults who truly listen has been reported among emotionally resilient teens (Wolin et al., 2016).

Positive parenting practices such as quality communication, parental monitoring, and authoritative parenting style also have been found to predict fewer risky behaviors among adolescents (DeVore & Ginsburg, 2005).

As parents of teens know, there are many challenges involved in parenting during this developmental period. Adolescents often find themselves confused about where they fit in the area between adulthood and childhood. They may desire independence, yet lack the maturity and knowledge to execute it safely. They are often frustrated by their bodily changes, acne and mood swings.

Teens may be overwhelmed by school, as well as pressures from parents and peers. Teens may feel bad about themselves and even become anxious or depressed as they try to navigate the various stressors they face.

Many of these difficulties, which certainly need attention from parents, may also make conversations difficult. Parents may feel confused as to how much freedom versus protectiveness is appropriate. The Love and Logic approach (Cline & Faye, 2006) provides some terrific ways for parents to raise responsible, well-adjusted teens.

The authors' approach for parents involves two fundamental concepts: "Love [which] means giving your teens opportunities to be responsible and empowering them to make their own decisions." And "Logic [which] means allowing them to live with the natural consequences of their mistakes-and showing empathy for the pain, disappointment, and frustration they'll experience" (Foster, Cline, & Faye, 2019, hopelbc.com, p. 1).

Just as with young children, the Love and Logic method is a warm and loving way to prepare teens for the future while maintaining a quality relationship with parents.

Another positive parenting approach that is particularly applicable to adolescents is the Teen Triple P Program (Ralph & Sanders, 2004). Triple P (which will be described in a subsequent post) is tailored toward teens and involves teaching parents a variety of skills aimed at increasing their own knowledge and confidence.

The program also promotes various prosocial qualities in teens such as social competence, health, and resourcefulness; such that they will be able to avoid engaging in problem behaviors (e.g., substance use, risky sex, delinquency, Bulimia, etc.). This approach enables parents to replace harsh discipline styles for those that are more nurturing, without being permissive. It aims to minimize parent-teen conflict while providing teens with the tools and ability to make healthy choices (Ralph & Sanders, 2004).

Parents of teens (or future teens) often shudder when considering the dangers and temptations to which their children may be exposed. With a focus specifically on substance use, the Partnership for Drug-free Kids website offers a great deal of information for parents who are either dealing with teen drug use or are doing their best to prevent it.

For example, several suggestions for lowering the probability that a teen will use substances include:

knowing your teen's friends;

being a positive role model in terms of your own coping mechanisms and use of alcohol and medication;

being aware of your child's level of risk for substance use;

providing your teen with substance use information;

supervising and monitoring your teen;

setting boundaries;

communicating openly about substance use; and

building a supportive and warm relationship with your teen (Partnership for Drug-free Kids; PDK, 2014).

These suggestions are discussed in more detail on the following PDF: Parenting Practices: Help Reduce the Chances Your Child will Develop a Drug or Alcohol Problem (PDK, 2014). By employing these and other positive parenting techniques, you are helping your teenager to become a respectful, well-adjusted and productive member of society.

Positive Parenting Through Divorce

Divorce has become so common that dealing with it in the best possible way for kids is of vital importance to parents everywhere.

Parental divorce/separation represents a highly stressful experience for children that can have both immediate and long-term negative consequences.

Children of divorce are at increased risk for mental health, emotional, behavioral, and relationship problems (Department of Justice, Government of Canada, 2015).

There is, however, variability in how divorce affects children; with some adverse consequences being temporary, and others continuing well into adulthood. Since we know that divorce does not impact all children equally, the key question becomes: What are the qualities that are most effective for helping children to cope with parental divorce?

There are differences in children's temperament and other aspects of personality, as well as family demographics, that affect their ability to cope with divorce. But, for present purposes, let's focus on the aspects of the divorce itself since this is the area parents have the most power to change.

Importantly, the detrimental impact of divorce on kids typically begins well before the actual divorce (Amato, 2000). Thus, it may not be the divorce per se that represents the child risk factor; but rather, the parents' relationship conflicts and how they are handled. For divorced/divorcing parents, this information is encouraging-as there are things you can do to help your children (and you) remain resilient despite this difficult experience.

Parental Conflict and Alienation

There are several divorce-related qualities that make it more difficult for children to adapt to divorce, such as parental hostility and poor cooperation between parents (Amato, 2000); and interpersonal conflict between parents along with continued litigation (Goodman, Bonds, & Sandler, et al., 2005).

Parents dealing with divorce need to make a special effort not to expose their children to conflicts between parents, legal and money related issues, and general animosity. The latter point merits further discussion, as parents often have a difficult time not badmouthing each other in front of (or even directly to) their kids. It is this act of turning a child against a parent that ultimately serves to turn a child against himself (Baker & Ben-Ami, 2011).

Badmouthing the other divorced parent is an alienation strategy, given its aim to alienate the other parent from the child. Such alienation involves any number of criticisms of the other parent in front of the child. This may even include qualities that aren't necessarily negative, but which can be depicted as such for the sake of enhancing alienation (Baker & Ben-Ami, 2011).

Baker and Ben-Ami (2011) note that parental alienation tactics hurt children by sending the message that the badmouthed parent does not love the child. Also, the child may feel that, because their badmouthed parent is flawed; that he/she is similarly damaged. When a child receives a message of being unlovable or flawed, this negatively affects his/her self-esteem, mood, relationships, and other areas of life (Baker & Ben-Ami, 2011).

An excellent resource for preventing parental alienation is Divorce Poison: How to Protect Your Family from Bad-mouthing and Brainwashing (Warshak, 2010).

Warshak describes how one parent's criticism of the other may have a highly detrimental impact on the targeted parent's relationship with his/her child. And such badmouthing absolutely hurts the child. Badmouthed parents who fail to deal with the situation appropriately are at risk of losing the respect of their kids and even contact altogether. Warshak provides effective solutions for bad-mouthed parents to use during difficult situations, such as:

How to react when you find out about the badmouthing

What to do if your kids refuse to see you

How to respond to false accusations

How to insulate kids from bad-mouthing effects

Reasons that parents attempt to manipulate children, as well as behaviors often exhibited by children who have become alienated from one parent, are also described (Warshak, 2010). This book, as well as additional resources subsequently listed, provides hope and solutions for parents who are dealing with the pain of divorce.

Importantly, there are ways to support children in emerging from divorce without long-term negative consequences (i.e., by protecting them from parental animosity). It is in this way that parents can "enable their children to maintain love and respect for two parents who no longer love, and may not respect, each other" (Warshak, 2004-2013, warshak.com).

A Take-Home Message

Positive parenting is an effective style of raising kids that is suitable for pretty much all types of parents and children. This article contains a rich and extensive collection of positive parenting research and resources; with the goal of arming caregivers with the tools to prevent or tackle a multitude of potential challenges. And, of course, to foster wellness and healthy development in children.

Here are the article's key takeaways:

Parents are never alone. Whatever the problem or degree of frustration, there is a whole community of parents who have faced the same issues. Not to mention a ton of positive parenting experts with effective solutions.

Positive parenting begins early. Positive parenting truly starts the moment a person realizes he/she is going to become a parent since even the planning that goes into preparing for a child's arrival will have an impact.

Positive parenting applies to all developmental periods. With a positive parenting approach, raising toddlers and teenagers need not be terrible nor terrifying. Positive parenting promotes effective, joyful parenting of kids of all ages.

Positive parents raise their children in a way that empowers them to reach their full potential as resilient and fulfilled individuals. Positive parents are warm, caring, loving and nurturing- and so much more: They are teachers, leaders, and positive role models. They are consistent and clear about expectations. They know what their kids and teens are doing. They encourage and reinforce positive behaviors. They make family experiences a priority. They support their children's autonomy and individuality. They love their children unconditionally. They engage in regular, open dialogues with their children. They are affectionate, empathetic, and supportive. They understand that their teenagers still need them.

Positive discipline is an effective, evidence-based approach that is neither punitive nor permissive. Positive discipline is performed in a loving way without anger, threats, yelling, or punishment. It involves clear rules, expectations, and consequences for behavior; and consistent follow-through. It is in alignment with parents' long-term parenting goals.

Positive parenting is backed by empirical evidence supporting its many benefits. Positive parenting promotes children's self-esteem, emotional expression, self-efficacy, sense of belonging, social and decision-making skills, and belief in themselves. Positive parenting fosters secure attachments and quality relationships with parents; school adjustment and achievement; reduced behavior problems, depressive symptoms, and risk behaviors; and positive youth development in general. The outcomes associated with positive parenting are long-term and often permanent.

Positive parenting is applicable to a vast array of challenges. Positive parenting applies to everyday challenges, as well as more frustrating and even severe issues. Positive parenting has been effectively used for dealing with temper tantrums, bedtime and eating issues, and sibling rivalry; as well as difficulties associated with divorce, ADHD, family stressors, teen pressures, and risk-taking-and much more.

Positive parenting solutions are both abundant and accessible. Because positive parenting experts have tackled so many parenting issues, available resources are plentiful. Along with the many tips and suggestions contained in this article; there is a whole online library of positive parenting-related activities, workbooks, books, videos, courses, articles, and podcasts that cover a broad range of parenting topics.

Considering the many positive parenting solutions and resources currently available, parents can approach their role as teachers, leaders, and positive role models with confidence and optimism. And, ultimately, by consistently applying positive parenting strategies; parents will experience a deep and meaningful connection with their children that will last a lifetime. ?

We hope you enjoyed reading this article. Don't forget to download our three Positive Relationships Exercises for free.

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What is Positive Parenting? A Look at the Research and Benefits

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Most adults will become parents at some point in their lives (i.e., around 89.6% of the adult population worldwide; Ranjan, 2015). And while most of us strive to be great parents, we may also find ourselves confused and frustrated by the seemingly endless challenges of parenthood.

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America's #1 Child Discipline Program - Dr Thomas Phelan's award-winning, best-selling 1-2-3 Magic Parenting program provides practical, easy-to-learn parenting techniques that WORK!

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As a parent you give your children a good start in life-you nurture, protect, and guide them. Parenting is a process that prepares your child for independence. As your child grows and develops, there are many things you can do to help your child.

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Learn more about child development, positive parenting, safety, and health for each life stage.

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Magination Press • Washington, DC • American Psychological Association

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Today's "Got Questions?" answer is by psychologists Courtney Aponte and Daniel Mruzek, of the University of Rochester Medical Center, one of 14 sites in the Autism Speaks Autism Treatment Network. "We're looking for help toilet training our 7 year old. He is very limited verbally."
Great question! Many children with autism take longer than is typical to learn how to use the toilet. This delay can stem from a variety of reasons.

Many children with autism have a general developmental delay. That is, they simply learn new skills more slowly than other children do.

Many children who have autism have great difficulty breaking long-established routines - in this case using a diaper. Plus, there are relatively few opportunities to practice toileting during the day, as there are only so many times a child genuinely needs "to go."

Communication challenges - such as your son's limited verbal abilities - clearly add to the challenge for many children on the autism spectrum.

It's also common for children with autism to develop anxiety around toileting.

For example, some children with communication challenges won't understand the question - "Do you need to you use the bathroom now?" Or they may not know how to respond to it or otherwise signal that they need to use the toilet.

Even nonverbal communication can be a challenge among children with autism. In our practices, many parents tell us that their children don't show the usual signs of an impending accident. For example, crossing their legs, grabbing themselves or even the classic "potty dance." In other words, these children seem to "go without warning," making it more difficult for the caregiver to get the child to the toilet in time.

The good news is that we've found a number of strategies that help children with autism overcome their toilet training challenges. Before we delve into them, we want to remind you of a very helpful resource and reference:

Now to our favorite toilet training strategies:

When it comes to communication: less is more! Use clear and simple pictures or visual prompts such as the visual support below from the Autism Speaks tool kit.

Use the visual prompt with simple and direct language to help your child understand what is expected. For example, say "Time for potty" instead of asking "Do you need to use the potty now?"

We've found it most effective when parents simultaneously present the verbal direction with the visual support while immediately guiding the child to the toilet with little or no additional discussion.

Don't delay the underwear! Move your child into underwear as soon as possible. We realize that this seems an intimidating step for many parents. But we've found it's really important. Let's face it, modern diapers and pull-ups can be too good at whisking away the pee. As a result, your child may not even realize that he has urinated. Putting your child in underwear helps him associate accidents with the discomfort of wetness on his skin.

Don't fuss over accidents. When your child does have an accident, minimize discussing, cajoling, pleading, teasing or other fussing that can have the unintended result of reinforcing the accident behavior. Instead, provide a brief reminder that you expect your child to use the toilet next time he needs to go. Then complete the cleanup with as little fanfare and discussion as possible. Save your attention for when your child is using - or attempting to use - the toilet.

Reward the desired behaviors. Identify some activities, toys or small treats that will motivate your child. Reserve these for rewarding your child's toileting successes, and only for rewarding toileting success. Chances are your child will work harder at achieving success if he can't get these items any other way.

Importantly, deliver the rewards as soon as possible after your child uses the toilet to pee or poop. Don't wait! We've found that quick delivery of the reward tends to speed skill acquisition.

And remember those visual supports. For example, you can incorporate a picture of the reward in your child's toileting visual schedule. OR use a "First-Then" board to illustrate "First use the toilet, and then get your reward." (See example below.)

In the early stages of training, reward each small success - even a small dribble of urine. These are important behaviors that you can build upon during subsequent bathroom trips.

Use rewards to communicate. Sometimes, rewards can help you communicate your expectations to your child. This is especially important for children who have difficulty understanding "if, then" rules.

For example, your child may not understand, "If you pee in the potty, you can have 5 minutes of iPad." He may do better if you increase the opportunities for success and reward. How? Try the following:

1. On a day you are both at home, increase the fluids he drinks. This will give you more chances to take him to the bathroom for a successful pee. Reward each tinkle!

2. Look for patterns in when your child has accidents. It can help to write down the time and place of each accident for several days. You may start to see a pattern emerge. For example, you may find that he often urinates around 30 minutes after drinking a glass of water, milk or other beverage. Use this information to schedule his bathroom trips around times he seems most likely to pee.

3. Remember to make those rewards immediate and consistent. This increases the chances that your child makes the connection between peeing and receiving his reward.

Empower your child to communicate. It's especially important to help children with limited verbal abilities to signal their need to use the toilet. Once your child is consistently using the toilet when you bring him to the bathroom, it's time to teach him a simple way to tell you he needs "to go."

Consider encouraging him to use a visual support such as a picture of a toilet. Consider clipping it to his belt loop or shirt button hole so he can easily point to it. Or, if your child uses an assisted communication device, you can incorporate a picture of a toilet that he can press to give you an audible cue.

Ideally, you want him to use these cues when he feels his bladder is full. It can help to slowly stretch out how often you take him to the bathroom unprompted. In other words, you need to give him the chance to recognize what a full bladder feels like - and then experience the relief of peeing in the toilet. As we all know, that relieved feeling can be its own "natural" reward for using the toilet.

As your child becomes increasingly attuned to when his bladder and bowel is full, he may begin to show more obvious signs of a full bladder. You may start to see an increase in rocking, holding oneself, more vocalizations or other signs that he's ready for a trip to the bathroom.

Sometimes a child may simply look intently at you - or toward the bathroom - when he or she needs to go. It's particularly helpful for parents, teachers and other caregivers to become sensitive to these "tells" and immediately encourage the child to use the chosen communication method. This can be with whatever method works best - e.g., handing you the toilet picture or pressing the toilet button on a speech device.

Definitely reward your child for any effort to communicate.

If needed, get professional help. As parents, we often benefit from an expert eye and fresh perspective in what can be a challenging experience for many.

We wish you and your son all the best, and we appreciate your great question!
Editor's note: The following information is not meant to diagnose or treat and should not take the place of personal consultation, as appropriate, with a qualified healthcare professional and/or behavioral therapist.

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Seven toilet training tips that help nonverbal kids with autism | Autism Speaks

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Today's "Got Questions?" answer is by psychologists Courtney Aponte and Daniel Mruzek, of the University of Rochester Medical Center, one of 14 sites in the Autism Speaks Autism Treatment Network. "We're looking for help toilet training our 7 year old. He is very limited verbally." Great question!

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In order for a toddler to be successfully potty trained, she needs to be able to sense the urge to go, be able to understand what the feeling means, and then be able to verbalize that she needs your help to make it to the toilet and actually go. Waiting until your child is truly ready will make the experience much faster and more pleasant for everyone involved.

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In order for a toddler to be successfully potty trained, she needs to be able to sense the urge to go, be able to understand what the feeling means, and then be able to verbalize that she needs your help to make it to the toilet and actually go.

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The issue of when and how to begin toilet training can be particularly challenging for parents of children with special needs. The sense of accomplishment when they do succeed in this important aspect of self-care can make an enormous difference in their level of self-esteem.

Perhaps more than other parents, those who have children with physical, intellectual, or developmental disabilities can appreciate the toilet-training process as a way to follow and celebrate a child's overall growth. Rather than focusing negatively on setbacks, which are inevitable in any case, they can use the setbacks as opportunities to discover how their child learns best and to demonstrate to them that they are able to progress.

Toilet training works best when parents of children with special needs have access to the guidance, instruction, and encouragement of their pediatrician, other trained professionals (including school personnel), support groups, or a combination of all . The first step you must take is to determine whether your child is ready to begin.

Signs of potty training readiness are the same for your child as for all children:

Is your child aware of the difference between being wet and being dry?

Can they stay dry for at least two hours at a time?

Can they sense when he needs to urinate or have a bowel movement?

Are they capable of reaching the toilet or potty in time (perhaps with your help)?

Can they undress and dress themselves or are they ready to learn?

Are they motivated at some level to take this next step?

If your child is in a resistant phase, is not ready to take on a new challenge, or does not yet feel the urge to behave "like other kids" in this way, you might take some extra time to prepare them mentally before starting the potty training process.

If you feel that your child is ready, ask your pediatrician for their opinion. They can examine your child to offer a physical assessment and perhaps special insight into the particular needs of your child. They can also provide further information that you may need before starting, and let you know what types of special equipment may be advisable.

It is also important to prepare yourself emotionally before you and your child begin the process. Children with special needs often begin toilet training later than other children, frequently completing the process at age five years old or even later. Of course, children with some conditions may always need help with their clothing (button, zippers, tights) and some might need help getting to the bathroom. Some will develop innovative ways of achieving independence.

Learning to use the toilet can be physically painful to some, and challenging for others to understand. Accidents will happen, of course, and you will need to draw on an extra dose of patience and humor when they occur. Ask for help from your spouse, relatives or friends before you begin.

Physical challenges

A number of physical disabilities and illnesses can hinder a child's ability to become fully toilet-trained or easily adjust to bathroom use. If your child faces such a challenge, you will need to think about how their unique situation affects each stage of toilet training and how you can compensate. Whether your child is unable to sense the need to urinate, has difficulty getting onto or staying on a standard potty or toilet or must adjust or readjust to toilet use after having used an ostomy device, they will need extra support from you and their other caregivers as they learn to master this new skill.

Visual disabilities

Children with visual disabilities and those with sight deficiencies experience a disadvantage at several stages of toilet training. First, they might be unable to observe family members and peers using the toilet, so they cannot mimic their behavior. So many details of toilet or potty use-where the potty is in the bathroom, how the body is oriented to it as one sits down, how the urine and poop get into the potty, how one tears off and uses toilet paper-are simple to understand if a child can observe the process but difficult if they cannot. Without sight to help them, your child will need to rely more on language to understand how the process works. Because of this, you will probably want to wait a little longer to begin potty training-until they are three or four years old (or even later, since language delays can accompany blindness)-so that they can fully comprehend what you are telling her.

When you are ready to introduce your child with a visual impairment to the concept of toilet use, start bringing them with you when you use the bathroom. Allow them to explore the bathroom and locate the toilet. (Be sure it's well ventilated and smells pleasant so they will want to return.) Place their hands on your shoulders so they can feel you sitting on the toilet, explain what you are doing and why, and guide her hands to the toilet paper dispenser. Also show them the flush handle and the sink for hand washing.

Once you have placed a potty in the bathroom, lead them to it, let them accustom herself to its presence, and keep it in the same place throughout the toilet-training process. Talk to them about toilet use at other times, too-pointing out that most of the people they knows use the toilet and that toilet use is a sign of being a big kid who can take care of themselves.

Once your child begins practicing potty use themselves, keep the bathroom and the passage to it clear of obstacles. A musical potty that is activated when urine hits the bowl might make the learning process more fun. Teach them to feel the inner edge of the seat before tossing in the toilet paper and, if the child is a boy urinating standing up at a toilet, to position his body so he doesn't urinate on the toilet itself. (You may want to have your son first sit to urinate; once he masters that skill, then you can teach him to stand in front of the toilet.)

Finally, as your child grows more comfortable with bathroom use, make a point of taking them to the bathroom at each public place you visit. By helping them familiarize themselves with the wide variety of bathroom layouts and toilet styles, you will help build their self-confidence when away from home and prevent accidents. And don't forget to reward their progress with praise, hugs or a small reward.

Hearing disabilities

Children who are deaf or have difficulty hearing may or may not find toilet training challenging, depending on their ability to communicate. A child who is already fluent in sign language can rely on a combination of visual observation and explanations from you to understand what's expected of them-much like any other child. Children who do not yet have the ability to understand your signals and simple signs may not be ready for toilet training until they are somewhat older.

The key to training in these cases is to keep the process simple. When introducing the concept, emphasize the visual: Allow your child to observe you (and, even better, other children) using the bathroom, and show them picture books about it. Choose one gesture or sign for the essential terms (pee, poop, potty, wet, dry, and need to go). Use these gestures each time you use the bathroom, and use them with them as well-signing "wet" (with a sad face) when you change her diaper or wet underwear, "dry" (with a happy expression) once they've been changed, and "need to go" after lunch when it's time to sit on the potty.

As long as you are consistent and stick with the half-dozen signals you need, your child will get the hang of potty use without longer explanations. When they do, be sure to reward them with plenty of hugs, stars on a potty chart or another small reward.

Continence problems

Some conditions have no effect on a child's ability to understand the process of toilet training but make it difficult for a child to comply. Your child may grow increasingly frustrated in their efforts to stay dry and may even give up trying.

The best solution to this dilemma is to put your child on a regular potty schedule. By placing them on the potty frequently (reminding them every hour or so to visit the bathroom), you remove the burden of having to acknowledge so many times each day that they must interrupt an activity to tend to their physical needs. Going to the bathroom at the top of every hour can become a habit similar to brushing teeth twice a day or getting dressed in the morning-freeing her up to focus on other activities between visits.

Cerebral palsy

Children with cerebral palsy not only tend to be slow in developing bladder control, but may not have enough bladder awareness to begin toilet training at age two or three. If your child has cerebral palsy, they will need help to develop an awareness they needs to go (which may be signaled to you when you see them clutching their genitals or fidgeting anxiously) before they can begin toilet training. They will have to be able to delay urination until they are in position on the potty. They will need to remove their clothing and then hold themselves on the potty (with supports) long enough to achieve success. Again, these challenges mean that it is usually best to wait to toilet-train until they are older.

It is possible that limited physical activity, undeveloped muscle tone, or medications may cause constipation for your child with cerebral palsy. So, pay special attention to their diet as you start toilet-training. Make sure they are drinking plenty of fluids and eating foods high in fiber such as fruits and vegetables. As they begin to practice removing her clothes before getting onto the potty, make it easier by providing clothes with Velcro fasteners or loose elastic waistbands. (They may find it easier to remove her clothes while lying down.)

Spina bifida and spinal cord injury

Spina bifida, spinal cord injury, or spinal tumors create toilet-training problems for young children similar to those of cerebral palsy. But since most children with this condition never develop an awareness of when they need to go, few can ever fully use a toilet. You can, however, teach your child to remove urine through a catheter on a regular basis, and to visit the bathroom for bowel movements on a regular schedule. (A high-fiber diet with plenty of liquids and meals served on a regular schedule will make this process easier. Sometimes a stool softener or even a suppository or enema is needed.) Since your child will find it difficult to remove her clothing, be sure to provide them with Velcro fastened clothes and allow them to lie down to undress if necessary.

A child with spinal cord dysfunctions will likely not feel the need to move their bowels and have a greater risk of being constipated. Help prevent constipation by giving them enough fluids and a diet high in fiber. They may need to be on a bowel regimen designed so that they have a bowel movement at home and then does not have a bowel movement at school. Your pediatrician and therapist should be able to help develop a successful program for your child. They will need regular catheterizations, and either an aide or school nurse will have to help until your child can perform their own catheterizations.

Parents of children with physical disabilities such as cerebral palsy or spina bifida may become so distracted by the need for special equipment or physical support that they neglect the cognitive and emotional support that all children need to succeed at toilet training.

While installing that special potty in the bathroom, talk with your child about using the potty and why it's important. Let them observe you and others using the bathroom, and praise and reward them when they succeed even a little bit. Resist the temptation to "let things go" when there is difficulty and remain firm about the schedule or routine you have created-unless the experience becomes negative and your child becomes very resistant. Remember, their progress is especially significant if it increases their self-confidence and prepares them for more challenges. Give them all the information, attention and support they need to succeed.

Behavioral and mental disorders

Your experience toilet-training a toddler who has been identified as having developmental or behavioral difficulties will depend a great deal on your particular child's temperament, behavior patterns and coexisting conditions. Your knowledge of your child's strengths, weaknesses, tendencies and interests will help the process.

Toilet training can be particularly trying for parents of children who have developmental disorders or behavioral difficulties. This includes those with autism, fetal alcohol syndrome (FAS), oppositional defiant disorder (ODD), and, in cases when it is diagnosed this early, attention deficit /hyperactivity disorder (ADHD). Many children with these conditions may not be strongly motivated, or sufficiently equipped, to respond to the social reinforcements that work so well with other children ("What a big boy!"). For some, small tangible rewards such as a sticker or small toy can be effective.

Many find it extremely difficult to adjust to any change in routine. Some are particularly sensitive to touch and other sensory input and become upset by the frequent pulling off and on of clothing, the physical closeness with an adult and the unfamiliar surroundings of the bathroom.

For some children, simply learning the abstract concept of potty use can be complicated. For example, some children with behavioral disorders do not naturally imitate their parents' or peers' behavior. Others learn only through simple imitation or other concrete, nonverbal demonstrations. Such complications in the training process mean that early efforts can create a high level of frustration in your child and may lead to displays of temper, stubbornness, and refusal to cooperate.

Despite challenges, most children with special needs-whether they have physical challenges or behavioral issues-can be toilet trained, though in some cases the process may take up to a year or even longer. They may require help from an occupational or physical therapist or a rehabilitation engineer.

Your first step is to determine whether your child is ready to start training. Usually the time to think about beginning is when you notice that they can stay dry for an hour or more at a time, has regular bowel movements, is aware that he is about to pee or poop and dislikes being wet or soiled. It is also important to have your child examined by their pediatrician, since they may be at a higher risk for constipation or loose stools, which may interfere with training.

Once you have decided to begin, observe your child and consider carefully the specific traits, patterns of behavior, and obstacles that may impact their learning process. If they seems to dislike entering the bathroom, determine the cause of their discomfort. Is it the smell of disinfectant? The cold floor? The flushing toilet? Change or fix it if possible (change cleansers, put socks on their feet, move their potty away from the noisy toilet).

If they do not overtly signal the need to go, do they pause just before voiding or otherwise behave in a way that will provide you with a cue? At what times, or how long after eating or drinking, does he usually pee or poop? What foods, toys or other objects are they most passionate about? These can be used as tangible potty-training rewards, which may prove more effective than praise.

Identify how your child learns best. Some respond to firm but gentle physical demonstrations (being placed on the potty at regular times). Others do best with a formal routine containing a series of simple and predictable steps (verbally explained and reexplained, illustrated with pictures, or listed on a chart). Still others do best with offhand comments and conversations that inform without inviting resistance.

Intellectual Disabilities and Developmental Disorders

Most children with a developmental delay, an intellectual disability, or an autism spectrum disorder can be toilet-trained. The time it takes to achieve success ranges from a few months to a year or more. The process becomes easier as your child achieves at least a minimal level of verbal ability, is able to manage their clothes (perhaps with some help from you), and shows awareness of the need to go.

Toilet training for children with developmental delay, intellectual disability or autism spectrum disorder can be quite similar to training for other children, but sometimes it is not. Like with other children, as you introduce your child to the concept of potty use, it often helps to keep explanations simple. Start by checking the state of their diaper or pants every hour or so and offering a one-word, nonjudgmental comment when they are wet ("Wet!"). After you change them, smile and say "Dry!" If their verbal skills are limited, you might substitute a special gesture or sign for the words wet, dry, potty, need to go, and so on.

Begin bringing them to the bathroom with you when you need to use it. Smile and say "Dry!" after you've finished and pulled your pants up. If at all possible, have your child observe other children using the bathroom, too. They may make the connection between themselves and another child more easily than between themselves and you. After you've finished and are dressed, show them how happy you are and tell them "Dry!" If they have a favorite doll or stuffed animal, use it to play "potty," demonstrating again how the potty is used.

When they are ready to begin using the potty, begin setting them on it at regular times-quite frequently at first (as frequently as you checked them for wetness earlier) and then gradually settling down to the times when they usually go. Try to keep them on the potty for five or ten minutes at a time-keeping them company, reading to them, playing children's music and otherwise ensuring that they stays in place long enough to succeed. Once they do urinate into the potty, give him a big smile and say "Pee!" (or whatever word you have chosen for this event). Help them wipe off and then praise them with a happy "Dry!" and give them a reward. Eventually, with enough repetition, they will understand the connection.

If your child has an intellectual disability or developmental delay, it is best to toilet train one step at a time. Don't expect your child to learn to signal or announce their need to go, pull down their pants, use the potty, wipe their bottom and wash their hands all at once, the way their peers might. Toilet training will work best if you focus on the actual act of peeing and pooping first and address the other skills later. It is more important to keep them motivated than to achieve instant success.

Adapted from American Academy of Pediatrics Guide to Toilet Training, 2nd Edition (Copyright © 2016 American Academy of Pediatrics)

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Potty Training Children with Special Needs

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Toilet training works best when parents of children with special needs have access to the guidance, instruction, and encouragement of their pediatrician, other trained professionals, or support groups.

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SIBS Club is a service for families of children with autism staffed by undergraduate and graduate students in psychology and education.

We serve 15-20 families each semester. Children are generally between 3 and 16 years of age. We provide training to approximately 10 graduate students and 30 undergraduate students each semester.

SIBS Club is a 10 week program that runs each semester at Queens College. During each 2 hour session for 10 weeks, children with autism and their siblings attend SIBS Club. For the first hour the children with autism receive individualized skills instruction in social, communication, and play and leisure skills while the typically developing siblings participate in activities for them. During the second hour, all the children come together for a supported inclusive recreation time.

Skills Instructions:

The focus of Skills Instruction is on the kinds of skills that will help the child with autism interact with his/her sibling(s). On the first days of SIBS Club, we determine each child's proficiency in making eye contact, turn taking, commenting, and requesting help, amongst other skills. Then, Skills Leaders develop individualized programs to address areas of need for your child. Intervention is conducted while your child plays games with his/her instructors and other children.

Sibling Activities:

Sibling Activities are designed to help your typically developing children as they experience being the sibling of a brother or sister with autism. We try different types of activities to see what works best for the siblings. Activities include support groups discussion about autism, feelings, and coping strategies and play sessions in which siblings learn ways to help their brothers and sisters with autism as well as fun games and arts and crafts.

Recreation Time:

The goal of Recreation Time is to support your children interacting with each other while playing fun gross motor games. Recreation involves a lot of movement games such as stretches to warm up, relay races, and freeze dance. We hold recreation time either inside a few of the classrooms or, if weather permits, outside on the main lawn at Queens College.

SIBS Club Co-Directors, Dr. Emily A. Jones and Dr. Daniel Fienup, are both faculty in the Department of Psychology at Queens College.

Each part of SIBS Club is overseen by trained graduate level students in the areas of Psychology or Special Education with extensive background in the field. The individualized Skills Instruction for the children with autism is overseen by 2-3 Skills Leaders who are trained graduate students. The Sibling Group is conducted by 1-2 graduate students. The Recreation Time is conducted by 2-3 graduate students. The graduate students are in the Psychology MA in Applied Behavior Analysis program, the PhD Behavior Analysis program in Psychology, or the MA program in Special Education. They bring expertise in working with children with autism that they are honing through their graduate education.

Undergraduate students implement the individualized Skills Instruction programs with the children with autism during the first hour and then help facilitate sibling interactions in Recreation Time during the second hour. The undergraduate students are mostly Juniors or Seniors with plans to enter a helping profession, most often psychology or education. The undergraduate students are enrolled in a practicum course that runs in conjunction with SIBS Club. They are learning to implement intervention with children with autism and their families. Undergraduate students are overseen by course instructors (one of the Co-Directors or a highly qualified graduate student) and the graduate student Leaders of the program. They are observed weekly and receive feedback to improve their performance.

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SIBS Club is a service for families of children with autism staffed by undergraduate and graduate students in psychology and education. We serve 15-20 families each semester. Children are generally between 3 and 16 years of age. We provide training to approximately 10 graduate students and 30 undergraduate students each semester.

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National Pediatric

10211 Roosevelt Ave.

Corona  NY 11368

Phone: 718 898 5200

https://www.nationalpediatric.com/

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Who should get tested for COVID-19?
* Testing should only be used for people who need to be hospitalized for severe illness like pneumonia. This protects health care workers and may affect treatment options.
* At this point, if you have symptoms, assume that you have COVID-19. A positive test will not change what a doctor tells you to do to get better. The best course of action is to stay at home.
* If you are only mildly ill, you can save the life of another New Yorker by staying home to ensure health care resources go to those who need them the most. Take care of others by staying home.

What should I do if I get sick with COVID-19 symptoms?

* If you have mild to moderate symptoms, stay home. You should not seek medical care or try to get tested. By staying home, you reduce the possibility of transmission to others, including health care workers who are needed to care for the more seriously ill.
* If you are over 50 years old or have chronic conditions, consult your doctor. They may want to monitor you more closely.
* If your symptoms do not go away or get worse after three to four days, consult with your doctor.
* Stay home for at least seven days after your symptoms started. Make sure that you have been fever-free for three days without the use of fever-reducing drugs, such as Tylenol and ibuprofen. Also, make sure that your cough and sore throat are better before you go back to your routine. If you never had a fever, stay at home for at least three days after your symptoms start improving.
* If you go out to see your doctor, wear a face mask if available.If possible, take a private car, sit in the back seat and roll down the window.
* If you have more severe symptoms, such as difficulty breathing and very high fever, go to an emergency department. Call 911 if you need help right away.

What should I do if I'm sick at home? Assume you have COVID-19!

* Do not leave your home except to get medical care or to address other essential needs, such as getting groceries.
* Do not go to school or to work.
* Do not take public transportation. Do not use ride shares or taxis.
* Separate yourself from others in your home, as much as possible. Stay in a different room. Use a separate bathroom if available. If you share a bathroom, disinfect frequently touched surfaces after each use.
* Wear a face mask if available when you need to be in areas with others.
* Wash your hands often with soap and water for at least 20 seconds.
* Cover your mouth and nose with a tissue or your sleeve when sneezing or coughing. Do not use your hands to cover your sneeze or cough. Immediately throw out tissues and wash your hands afterward.
* Clean surfaces that are frequently touched, such as counters, doorknobs, bathroom fixtures and phones. Clean them after each use or at least once every day. Use a household cleaning spray or wipe.
* Do not share personal household items, such as glasses, cups, eating utensils and towels.
* Do not have visitors come to your home.

Por favor llame antes de su llegada . Gracias por su cooperación.

¿Quién debería hacerse la prueba de COVID-19?

* Las pruebas solo deben utilizarse para personas que necesitan ser hospitalizadas por enfermedades graves como la neumonía. Esto protege a los trabajadores de la salud y puede afectar a las opciones de tratamiento.
* En este momento, si tiene síntomas, asuma que tiene COVID-19. Una prueba positiva no cambiará lo que el médico le diga que haga para mejorar su salud. El mejor curso de acción es quedarse en casa.
* Si solo está ligeramente enfermo, puede salvar la vida de otro neoyorquino quedándose en su casa para asegurarse de que los recursos de atención de salud lleguen a quienes más los necesitan. Cuide de los demás quedándose en casa.

¿Qué debo hacer si me enfermo con los síntomas de COVID-19?

* Si tiene síntomas leves o moderados, quédese en casa. No debe buscar atención médica ni tratar de hacerse la prueba. Al quedarse en casa, reduce la posibilidad de transmisión a otros, incluyendo a los trabajadores de la salud que son necesarios para cuidar a los enfermos más graves.
* Si tiene más de 50 años o tiene condiciones crónicas, consulte a su médico. Es posible que quiera vigilarle más de cerca.
* Si sus síntomas no desaparecen o empeoran después de tres o cuatro días, consulte con su médico.
* Quédese en casa durante al menos siete días después de la aparición de los síntomas. Asegúrese de no tener fiebre durante tres días sin haber usado medicamentos antifebriles, como Tylenol e ibuprofeno. Además, asegúrese de que su tos y su dolor de garganta mejoren antes de volver a su rutina. Si no ha tenido fiebre, quédese en casa durante al menos tres días después de que sus síntomas empiecen a mejorar.
* Si sale a ver a su médico, utilice una mascarilla si la tiene. Si es posible, tome un coche privado, siéntese en el asiento trasero y baje la ventanilla.
* Si tiene síntomas más graves, como dificultad para respirar y fiebre muy alta, acuda a un servicio de urgencias. Llame al 911 si necesita ayuda de inmediato.

¿Qué debo hacer si estoy enfermo en casa? ¡Asuma que tiene COVID-19!

* No salga de su casa excepto para recibir atención médica o para atender otras necesidades esenciales, como hacer la compra.
* No vaya a la escuela o al trabajo.
* No tome el transporte público. No utilice transporte compartido o taxis.
* Sepárese de los demás en su casa, tanto como sea posible. Permanezca en un cuarto diferente. Use un baño separado si es posible. Si comparten un baño, desinfecte las superficies que se tocan con frecuencia después de cada uso.
* Use una mascarilla si está disponible cuando necesite estar en áreas con otras personas.
* Lávese las manos a menudo con agua y jabón durante al menos 20 segundos.
* Cúbrase la boca y la nariz con un pañuelo de papel o con la manga al estornudar o toser. No use sus manos para cubrir su estornudo o tos. Deseche de inmediato los pañuelos de papel y lávese las manos.
* Limpie las superficies que se tocan con frecuencia, como los mostradores, las manijas de las puertas, los accesorios del baño y los teléfonos. Límpielos después de cada uso o al menos una vez al día. Utilice un aerosol o una toallita de limpieza doméstica.
* No comparta artículos personales de la casa, como vasos, tazas, utensilios para comer y toallas.
* No reciba visitas en su casa.

We are a group of board certified pediatricians specialized in the care of children from Infancy through young adulthood.

We also provide Specialty care services for children and their families: Asthma and Allergies, Internal Medicine, Cardiology, Gastroenterology, Gynecology, Psychiatry, Podiatry and Nutrition.

OUR MISSION:

Our mission is to provide excellent care for the childrens and their families. where doctors and patients work together to provide exceptional medical care in Corona and surrounding communities. We pride ourselves on providing compassionate, comprehensive services to children from birth through adolescence, and we're glad you've chosen us as your child's medical home.

We are affiliated with Elmhurst Hospital Medical Center, Flushing Hospital Medical Center and New York Hospital Of Queens Medical Center as well as a network of specialty services as additional resources for our patients.

Our goal is to place the needs of our patients first and to treat our patients with dignity, courtesy, compassion and respect. To provide coordinated health care and social services to every patient regardless of their ability to pay. No one will be denied services based on inability to pay and discounts are available based on family size and income.

Please take a few moments to read through our website to get a better feel for National Pediatric Center's capabilities and services. Our website provides you with the important background about our physicians, staff, office hours, financing policies, appointment procedures, maps, directions to our office in Corona and other useful information.

We know how hectic life can be and we are committed to making our practice convenient and accessible for your family. We want you to feel confident that when you choose National Pediatric Center physician as your child's primary doctor, you're working with professionals who are qualified, experienced and caring. We do this by equipping you with the support and resources you need to make the most educated decisions about your child's health.

We want to thank you for choosing National Pediatric Center for your child's medical care and welcome you to our practice. We can assure you that you'll feel confident in our ability to meet and exceed all of your expectations. Please call our office if you have any questions or to schedule an appointment .

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Pediatrician Flushing, NY - National Pediatrics Center - Pediatrics for Family Health

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Flushing, NY Pediatrician & family doctor, National Pediatrics Center specializes in pediatric medicine for a child's physical, emotional and developmental health. Children's Healthcare for family and kid health in the Flushing area. Call (718) 898-5200 for an appointment today!

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136-26 37 Ave.

Flushing NY 11354

https://www.cbwchc.org/

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The Health Center provides affordable, high-quality health care to all, building on our heritage of success in caring for undeserved Asian Americans.

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Apply for the Supplemental Nutrition Assistance Program & buy healthy food for you & your family when money is tight.

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HealthyChildren.org - From the American Academy of Pediatrics

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Mobile Crisis Teams use face-to-face interventions with the identified individual in crisis, as well as their family or other support systems, to engage, assess, de-escalate and connect individuals to the most appropriate services. Most MCTs include both professional and paraprofessional staff, for example, a master's-level clinician with a peer support staff person. MCTs have common goals to:

Assist individuals experiencing a crisis event to resolve the crisis situation when possible.

Provide intervention in an environment where the individual experiencing the crisis is most comfortable and the intervention is least restrictive (often their home or other place in the community);

Provide appropriate care/support while avoiding unnecessary law enforcement involvement, emergency department use, and hospitalization when possible;
d. Link individuals in crisis to all necessary medical and behavioral health services that can help resolve the situation and prevent future crises.

In New York City you can request help from a mobile crisis team if you are concerned about a family member, friend, or acquaintance who is experiencing (or at risk of) a behavioral health crisis. You can also request a team for yourself. To request a team, call 988. If you are calling from area codes 212, 718, 646, 917, 347, 929 you will reach NYC 988. If you are calling from different area code and you want to reach NYC 988, you can request to be transferred to NYC 988. If you are a provider looking to make a referral for a client/patient/student please refer to the provider page.

NYC Definition of Behavioral Health Crisis

Person in New York City who is experiencing, or is at risk of, a behavioral health crisis defined as non-life-threatening situation in which a person experiences an intense behavioral, emotional, or psychiatric response triggered by a precipitating event. The person may be at risk of harm to self or others, disoriented or out of touch with reality, functionally compromised, or otherwise agitated and unable to be calmed. If this crisis is left untreated, it could result in an emergency.

Criteria for an in-home/community response by a Mobile Crisis Team (MCT)

The person currently meets the NYC definition for a behavioral health crisis; AND the person is unwilling or unable to seek or adhere to behavioral health care on their own or with the aid of a family member, caregiver, or friend; OR the person requires short-term supports until behavioral health services are available.

Mobile crisis teams can provide mental health engagement, intervention, and follow-up support to help overcome resistance to treatment. Depending on what a person is willing to accept, the teams may offer a range of services, including:

Assessment

Crisis intervention

Supportive counseling

Information and referrals, including to community-based mental health services

If a mobile crisis team determines that a person in crisis needs further psychiatric or medical assessment, they can transport that person to a hospital psychiatric emergency room.

Mobile crisis teams may direct police/EMS to take a person to an emergency room against their will only if they have a mental illness (or the appearance of mental illness) and are a danger to themselves or others. This is in accordance with New York State Mental Hygiene Law.

MCTs aim to respond to all referrals as quickly as possible, and generally within several hours of receiving the referral. Factors that may impact response time include:

Information from the referral source about the best time to find and engage the person in crisis

Multiple referrals received at approximately the same time resulting in a need to triage depending upon the situation

Traffic

Difficulty gaining entrance into the building/apartment/home

Generally, MCT interventions are not recommended for a person who is already receiving mobile treatment services from an ACT, FACT, SPACT or IMT team. These services have similar skills and capabilities with MCT and bringing in a new provider like the MCT can often be confusing. However, it is critical that the person in crisis and the referral source is aware of how to reach those teams during a crisis.

MCTs rely on a combination of public funding and insurance revenue to sustain their operations. Therefore, the MCT will collect insurance information and submit claims to your insurance provider for services rendered.

We advise you to call 911 for emergencies and NYC 988 for urgencies. 911 can send an ambulance to take a person to a Comprehensive Psychiatric Emergency Program (CPEP) or Psychiatric Emergency Room. Examples of situations that would be emergencies include:

A person's behavior that poses an imminent risk of harm to self or others, for example suicide attempt in progress, or wielding a knife

A person expressing thoughts of suicide with plan, intent, and preparatory behavior

A person expressing thoughts of homicide with plan and intent

If you're not sure, you can call 988, text 988 or internet chat at the NYC 988 website and a trained counselor will help to assess the most appropriate next steps, including 911/ambulance or connection to non-police crisis intervention services.

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About Mobile Crisis Team (MCT) Mobile Crisis Teams use face-to-face interventions with the identified individual in crisis, as well as their family or other support systems, to engage, assess...

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NAMI Queens/Nassau: Mental Health Support, Education & Resources

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NAMI Queens/Nassau offers no-cost mental health services. We help those with a mental illness, their families, caregivers, & friends. You are not alone!

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If you or a family member have health insurance through NYS Medicaid, Child Health Plus, or the Essential Plan, renewals are no longer automatic. You may need to take action to renew coverage.

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We strengthen children and families with skills, opportunities, and emotional support to build healthy, successful lives.

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Mental Health - Bleuler Psychotherapy Center

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Our Psychiatrist and Psychiatric Nurse Practitioners bring their expertise in psychopharmacology to our organization and work with many of our patients to enhance the positive impact of our psychotherapy services. Both children and adults are able to receive medication management through an informed and coordinated decision made with the patient, the treating clinician, as well as any necessary family members or referral sources.

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Any family can get help from the ACS Family Assessment Program.

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Skip to main content

We can all help prevent suicide. The 988 Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for you or your loved ones, and best practices for professionals in the United States.

988

¡Los servicios de texto y chat de 988 Lifeline ya están disponibles en español!
Haga clic aquí para obtener información sobre cómo acceder a todos los servicios en español.

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Stock photo by iStock.

The 988 Lifeline is a national network of local crisis centers that provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week in the United States. We're committed to improving crisis services and advancing suicide prevention by empowering individuals, advancing professional best practices, and building awareness.

About The Lifeline

Anyone could be struggling with suicide. Find more specific resources below.

I'm Struggling With Individuals with Neurodivergence

We understand that every struggle is different. Experience the stories of people like you, and how they overcame crisis to find hope and recovery.
read stories of hope & recovery

First, you'll hear an automated message featuring additional options while your call is routed to your local 988 Lifeline network crisis center.

We'll play you a little music while we connect you to a skilled, trained crisis worker.

A trained crisis worker at your local center will answer the phone.

This person will listen to you, understand how your problem is affecting you, provide support, and get you the help you need.

988 Lifeline Center calls are free and confidential, and we're available 24/7.

Show What Happens When You Call The Lifeline

Everyone Plays A Role In Suicide Prevention

Get in touch

Call the Lifeline

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Skip to main content We can all help prevent suicide. The 988 Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for you or your loved ones, and best practices for professionals in the United States. 988 ¡Los servicios de texto y chat de 988 Lifeline ya están disponibles en español!

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Mental Health and Behavior Problems for Educators

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New York Psychotherapy & Counseling Center (NYPCC)

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The most up-to-date, evidence-based practices ensure the highest level of care

Some of our innovative treatments include Rational Emotive Behavior Therapy (REBT), Emotionally Focused Therapy (EFT), Motivational Interviewing, Eye Movement Desensitization and Reprocessing (EMDR), Dialectical Behavioral Therapy (DBT), Play Therapy and Cognitive Behavioral Therapy (CBT). We also use creative therapeutic techniques that involve art therapy and mindfulness.

To ensure best practices at every level of the organization, our staff participate in ongoing professional growth and development in our NYPCC Academy where they enhance their clinical skills with the latest treatments.

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NYPCC has been committed to increasing access to mental health centers and improving the quality of life in the Bronx, Bushwick and East NY.

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Mental Health Providers of Western Queens (MHPWQ)

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Western Queens Consultation Center - Mental Health Providers of Western Queens (MHPWQ)

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We are a community based mental health service licensed by New York State Office of Mental Health. Our Staff Our staff consists of mental health professionals from many disciplines. We…

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Crisis Text Line | Text HOME To 741741 free, 24/7 Crisis Counseling

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Crisis Text Line provides free, 24/7 support via text message. We're here for everything: anxiety, depression, suicide, school. Text HOME to 741741.

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Youth Mental Health Services

In partnership with the Commonpoint Queens High School and College Success division and the CAPE Mental Health Clinic, we are now offering teletherapy for community members ages 12-18!

Coping with losing a friend, partner, or family member to suicide? Here is a resource guide.

Stressors experienced in adolescence can be extremely challenging and detrimental to a person's ability to cope in the future. Today's world is filled with potential triggers including social media, the COVID-19 pandemic, violence, political unrest, and more. Without intervention, we know that life stressors can have a long lasting emotional impact on teens.

Our clinical team is able to provide support and help clients build strategies to manage challenging thoughts and feelings that might get in the way of their ability to live healthy, happy lives. We take the privacy of every client seriously and provide a professional, confidential approach to treatment.

Services include but are not limited to:

Individual Psychotherapy

Group Psychotherapy

Support Groups for Parents

Family Therapy

Psychiatric consultation and medication management

Please note: A parent/guardian needs to be involved in the treatment process, as we are not able to provide therapy to a child without their legal parent or guardian being aware that they are in treatment. Most insurances are accepted and a sliding scale is available for those who qualify.

If you are interested in more information, or would like to refer a patient to us, please fill out our form below and we will contact you shortly, or call us at 718-224-0566.

Special thanks to the Harry and Jeanette Weinberg Foundation for their financial support of this important initiative.

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Youth Mental Health Services | Commonpoint Queens

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In partnership with the Commonpoint Queens High School and College Success division and the CAPE Mental Health Clinic, we are now offering teletherapy for community members ages 12-18!

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QSAC’s Social Skills Group is Open to individuals from Queens who are on the autism

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QSAC’s Social Skills Group is Open to individuals from Queens who are on the autism

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Services for Children with Autism | QSAC

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QSAC offers a range of specialized services for children with autism, including ABA therapy, early intervention, and social skills training. Learn more about our comprehensive programs.

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Office for People With Developmental Disabilities

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OPWDD holds quarterly public meetings to share new information about services and supports, and to provide the people we support, their family members and the people who support them the opportunity to provide feedback.

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Office for People With Developmental Disabilities

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OPWDD holds quarterly public meetings to share new information about services and supports, and to provide the people we support, their family members and the people who support them the opportunity to provide feedback.

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Do2Learn began in 1996 through a National Institutes of Health Small Business Innovative Research grant. Our team searches out the most talented and creative teachers and clinicians across the world. These gifted individuals work with our technical experts to transfer their knowledge into formats that we can make available to you.
Since beginning, we have grown into a world-wide resource with over 11 million hits a month. While based in North Carolina, approximately half of our users are from outside of the U.S. Thousands of sites link to us and we can be easily found on most search engines using topics such as 'picture cards', 'facial expressions', and 'job tips'. We hope you find our resources helpful and pass on our link to others.
We believe that simply telling busy teachers, parents, and professionals what they should be doing is not enough. If we explain how to devise a visual communication system using picture cards, we provide free cards to get you started.

When we present the Teacher Toolbox on how to adapt a classroom for children with special needs, we provide resources for behavior management plans, literacy tools, and the materials to create everything in your classroom.

Our approach is to use the latest technology and expert guidance to create innovative and usable solutions.

Learn about DiagnoseFirst, our newest project to help teachers and clinicians recognize the symptoms of ASD.

Pre-employment screening assessments are online or paper tests that some companies require applicants to complete during the application process. Read more about JobTIPS Student Version!

JobTIPS Toolbox PRO is filled with resources to help you coach your students through the challenges of assessing their skills, finding and applying for jobs, and practicing the social skills needed to do well in the workplace.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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The strategies and resources on this page are designed to help you create a productive, safe, and healthy learning environment at home.

Connecting School to Home

Communicate

Encourage your child to communicate feelings and use strategies to manage them.

Use a 5-point scale, an emotion thermometer, or an emotions sign to help your child identify and communicate feelings.

Create a space in your house for your child to calm down when feeling angry, sad, frustrated, or overwhelmed.

Create a Schedule

Just as adults use calendars, grocery lists, and "to-do" lists to enhance memory, children benefit from visual reminders. Create a schedule to use at home, so your child knows what to expect each day. The schedule can showcase the flow of the day and include remote learning, chores, physical activity, indoor and outdoor play, rest, and mealtimes.

Learn how to create a schedule with the Parent Training: Using Schedules video, create a schedule online, view sample daily schedules created for different age levels, or make your own by hand or on the computer. Children can help make the schedule by drawing pictures, determining which activities should be included, and the sequence of events. Older children can make their own schedule with or without your assistance depending on their level of independence.

Prepare your child for transitions or changes in schedule ahead of time so s/he isn't surprised.

Use timers to help your child understand the schedule and transition to new activities.

Set Up a Space

Create a quiet, comfortable space for your child to do schoolwork

Offer Choices

Offering your child choices can help give them a sense of control and reduce power struggles.

For example, if you want your child to clean their room you can give them a choice of what to put away first and provide them with praise or a reward for completing the task.

Family Training Videos

Using Schedules - Visual Schedules help both parents and children. Picture, word, or object schedules keep children focused and help reduce problem behavior. This video will show you how!

Transitioning from Play to Work -Transitioning from playing to eating to using the iPad can trigger outbursts. This video will give you practical, and proven, strategies to manage transitions and keep your child on a schedule.

Promote Positive Behavior

This guide is designed is to help parents and caregivers promote positive behavior during remote learning.

Family Training Videos

Accepting No - Clear strategies to help your child learn how to accept no without tantrums.

Requesting - Understanding how to request things reduces frustration and tantrums. This video will give you strategies to help your child learn to communicate their needs.

Waiting - Clear steps to help your child understand and accept waiting.

Problem Behavior - This video outlines clear strategies to help keep your child safe, productive, and happy.

Learning Activities and IEP Goals

Below are learning activities that support progress toward common IEP goals that you can do at home with your child. Some require adult support and all are hands-on. You can discuss which of these are best for your child with teachers, paraprofessionals, and related service providers.

Following directions

Assisting with household tasks

Preparing a snack or meal

Laundry

Cleaning

Getting the mail

Putting away toys and materials

Feeding a pet

Watering plants

Putting away groceries

Daily care routines

Taking a shower

Brushing teeth

Getting dressed

Helping a younger sibling with a bath, getting dressed, etc.

Playing board games or card games

Play a round of "I Spy." Describe what the object is using feature, function, and class. Examples:

Refrigerator: "It is big." "It keeps food cold."

Window: "It is made of glass." "You can see through it."

Chair: "It is (color). You can sit on it."

Do a scavenger hunt, using prepositions. E.g. "I am looking for something that is under the bed. I am looking for something that is in a drawer."

Conversation Goals

Ask your child to describe what they are doing as they complete an activity

Call a favorite family member and prompt your child to maintain the conversation on topic by making related comments and asking questions.

Use your child's special interests to engage them in conversation. Ask "how?" and "why?" questions during play to expand interactions.

Reinforce your child for starting interactions

Answering Questions

Ask your child "wh" questions about ongoing activities. Examples: "What are you doing?" "What is mom/dad/grandma/aunt/brother doing?"

Have your child make choices by asking questions. For example, "Would you rather wear the red shirt or blue shirt today?" or "Do you want to draw a picture first or write words first?"

Ask your child yes or no questions.

Ask your child "wh" questions and "how" questions when reading books and looking at pictures.

Recall/Retell

Show your child pictures from family outings and events and ask them to recall details.

After reading a book, watching a show or movie, or completing an activity, ask your child to tell you about it. Prompt them to tell you about the beginning, middle, and end.

Draw pictures or write sentences to sequence common activities.

Counting

Count items as you complete household tasks - e.g. How many spoons are we putting away? How many pairs of socks are we folding? How many books are on that shelf?

Create a bar graph showing the colors of Legos, colors of gummy candies, the number of different types of coins, etc.

Make a paper chain to count down to a milestone. Or add a link every day to count the number of days that have passed.

Write numbers on index cards. Your child can attach the appropriate number of paper clips either around the edge of the card or by making a paperclip chain.

Use small objects (Cheerios, toothpicks) to make sets of 10.

Emotional Regulation

Create a 5-point scale for feelings of frustration. Include your child's own drawings and own words.

Build a "break station" in your house. Have a quiet space where your child can remove himself from frustrating situations and engage in calming activities.

Post visual supports in the most frequented rooms to remind your child to use self-regulation strategies. Label emotions and associate them with body states. Examples:

"I can tell that you feel angry because your voice is loud, and your heart is beating fast."

"She looks excited! I think she is excited because she has a big smile and is jumping."

Paste delayed gratification - do activities that require waiting, such as baking.

Use timers to help your child stay on a task with a non-preferred activity. For example, use a first/then visual reminder and timers to let your child know that first, he will do math for 15 minutes, then he can play for 15 minutes.

Engage your child in problem-solving activities. Think aloud about solutions. For example, direct your child to complete a task but do not give him all the needed materials. You can say something like "I really want to draw a picture, but I can't find a pencil! Maybe I should get one from the drawer or ask Mommy where the pencils are."

Math Word Problems

"Think aloud" as you do daily math activities in the house. Examples:

"I am making two sandwiches. Each sandwich needs 2 slices of bread. How much bread should I take out?"

"Bedtime is at 8:30. It takes 45 minutes to get ready for bed. What time should we start getting ready?"

Adding Detail to Writing

Draw pictures with details. Provide a topic for the drawing and encourage your child to add as many details as possible.

Write stories that your child dictates to you. Ask him/her to add details.

Narrate details as you complete activities or watch TV.

Executive Functions

Write out a grocery list

Have your child give you directions for completing a task. Follow the directions as given and help them revise the directions as needed.

Include your child in creating daily schedules.

Color code materials in the home. Color coding can be used to help children complete chores (summer clothes in the green drawer, winter clothes in the blue drawer) or to understand rules (you can eat snacks from the green basket)

Card games (like Uno) and board games

If you have a multilingual household, speak with your child in multiple languages.

Play games like Follow the Leader, Simon Says, and Freeze Dance

Fine Motor Skills

Remind your child to use an appropriate grasp when writing, coloring, and cutting.

Create activities where your child is picking an item out of another item. E.g. - beads in dough; small toys in rice; letter shapes in water

String beads

Let your child style her hair or play with your hair

Practice dressing independently, including buttons and zippers, and tying shoes

Related Services

Find social stories, visual aids, and at home tips for speech, physical therapy, occupational therapy and more.

Family Support

Helpful Websites

Children's stories in American Sign Language.

Do2Learn Free pages with social skills and behavioral regulation activities and guidance, learning songs and games, communication cards, academic material, and transition guides for employment and life skills.

Lincoln Center Theater Performance is designed especially for children with Autism Spectrum Disorders.

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Get resources to help your students with special needs learn at home.

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The St. John’s University Center for Psychological Services was established in 1986 with the dual mission of providing psychological services to community residents and training opportunities for graduate psychology students in the University’s Clinical and School Psychology programs.

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Did you know that Commonpoint Queens has food pantries that stocks a wide variety of non-perishable grocery items to help support local families in need?

Locations and Hours:

Forest Hills

108-13 67th Road, Forest Hills NY 11375 (White House next to our Central Queens location)
718-268-5011

Monday: 11am-2pm & 3pm-6:30pm
Tuesday: 9am-2pm
Wednesday: 9am-2pm & 3pm-6:30pm
Thursday: 9am-2pm
Friday: 9am-2pm
* NEW Sunday Hours: 10am-2pm

New clients must provide date of birth and driver's license or non-driver id number.

Little Neck

58-25 Little Neck Parkway, Little Neck NY 11362 (Tanenbaum Family Pool across the street from our Sam Field location)
718-428-2077

Monday-Friday
9am-2pm

Elmhurst

77-17 Queens Boulevard, Elmhurst NY 11373 (Commonpoint Queens Jack and Shirley Silver Hub)
718-268-5057

Monday-Friday
Walk-in hours 10am-3pm

Queens Village

230-17 Hillside Avenue, Queens Village NY 11427 (Martin Van Buren High School)
(718) 736 -7100 ext. 1243

Tuesday-Thursday
10am-2:30pm

New! Jamaica

82-17 Parsons Boulevard, Jamaica NY 11432 (Youth Opportunity Hub)

Monday 11-2PM
Tuesday: 9AM -2PM & 3:30PM -6PM
Wednesday: 11AM-2PM
Thursday: 9AM-2PM
Friday: 9AM-2PM & 3:30PM -6PM
If you or someone you know would like to become a client of the food pantry, please visit www.commonpointqueens.org/emergency. For additional information about becoming a client of our Food Pantry, please contact Susan Meza at (718) 268-5011 ext. 118 or by email at [email protected] . If you would like to volunteer at our Food Pantry, please email [email protected] .
How does it work?

Our clients are inputted into a digital database, allowing them to log on to our system from home or from one of our in-house kiosks, and order their personalized monthly food selections which will then be prepared and ready to be picked up within minutes.

Please remember that anyone who is in need of groceries can call us any time to arrange an emergency pick-up.

For additional information about becoming a client of our Food Pantry, please contact Susan Meza at (718) 268-5011 ext. 118 or by email at [email protected] .

If you would like to contribute, your donation of $18.00 will cover the cost of 9 to 12 meal distributions. You can make a donation by clicking here.
This program is made possible through the generosity of the Metropolitan Council on Jewish Poverty. Our Food Pantry is in the news! January 2021 (Forest Hills Times) - Inside the Commonpoint Queens Food Pantry
December 2020 (QNS) - Commonpoint Queens Opens Fourth Food Pantry at Martin Van Buren High school

October 2020 (Queens Daily Eagle) - Commonpoint Queens has Distributed 1 Million Pounds of Food Since March

June 2019 (Forward) - This Food Pantry Uses Technology And Kindness To Help Feed Hungry Jews (And Others)

January 2019 (QNS) - Commonpoint Queens sponsors emergency relief efforts for furloughed government employees

From Aging In Place - The Facts Behind Senior Hunger

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Food Pantry Digital Initiative in Forest Hills, Queens

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The Commonpoint Queens food pantry stocks a wide variety of non-perishable items to help support local families in need, with a new digital database.

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Suicide Prevention

Suicide prevention and crisis counseling

Warm Transfers

Referrals and warm transfer to other services

Follow-up Care

Follow-up to check that you have connected to care and it is working for you

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We're here to listen and help with problems like stress, depression, anxiety, or drug and alcohol use. For you or someone you care for. What We Do Helping New Yorkers in Crisis NYC 988 is your...