INFANT MASSAGE: A HANDBOOK FOR LOVING PARENTS – NEW EDITION!

I am happy to announce that the new updated, expanded edition of Infant Massage: a Handbook for Loving Parents will be released by Random House in July, 2017. It is available for preorder on Amazon.com

CHAPTERS:

  1. Why Massage Your Baby?

  2. Your Baby’s Sensory World

  3. The Importance of Skin Stimulation

  4. Stress and Relaxation

  5. Bonding, Attachment, and Infant Massage

  6. The Elements of Bonding

  7. Attachment and the Benefits of Infant Massage

  8. Especially for Fathers

  9. Helping your Baby (and you) Learn to Relax

  10. Your Baby’s Brain

  11. Music and Massage

  12. Getting Ready

  13. How to Massage Your Baby

  14. Crying, Fussing, and Other Baby Language (including cues, reflexes and behavioral states

  15. Minor Illness and Colic

  16. Your Premature Baby

  17. Your Baby with Special Needs

  18. Your Growing Child and Sibling Bonding through Infant Massage

  19. Your Adopted or Foster Children

  20. A Note to Teen Parents

BACK MATTER INCLUDES:

References and Recommendations

Resources

Author Bio

The Roles of Fathers are Changing, and it’s All Good –

With changes in wage equality, technology, and social support, the barriers to achieving stay-at-home dad status are finally crumbling.

Source: The Roles of Fathers are Changing, and it’s All Good –

Going back centuries the role of the father remained as a disciplinarian and breadwinner for his family. He was intimidating and no one to toy with. Today, more men are looking to fulfill a more rewarding role at home and take on the children full time as a  stay at home dad.

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Source: Google Translate

My mom spoils me and my hippocampus grows

Published 01/18/2016 · Category Babies and Children

A study at the University of Washington concluded that children who received more support from their parents had a greater development of the brain region linked with memory and emotions.

By Pedro Lipcovich

My mom spoils me Research published today adds a strong argument for the notion that the brain structures, far from being only determined by biology, constitute the links established throughout life, beginning with early childhood. The study, conducted at the University of Washington, is called “the maternal support in early childhood predicts larger volumes of the hippocampus in school age” and was divided into two sections separated by several years. The first part consisted of an ingenious test to assess the degree of support that the mother or father could give children three to five years in an everyday situation. The second part consisted of applying those kids, and at school age, an MRI to measure the size of the hippocampus, linked to memory and emotion structure: it turned out, the guys who had better maternal support, that part brain had achieved greater weight and volume.

The work is published today in Proceedings of the National Academy of Sciences of the United States of America, and is signed by a team from the Department of Psychiatry at the School of Medicine at Washington University in Saint Louis, led by Joan Luby. The first part of the test was made several years ago with boys who were between three and five years. In a research laboratory behavior, were tested in the company of a parent, usually the mother, the boy handed him a gift, wrapped in gift paper, but with the slogan wait eight minutes before opening; mother, meanwhile, had to complete a written questionnaire. The test sought to establish, according to predetermined standards, to what extent support the mother gave the boy in the situation, relatively stressful to wait before opening the gift. The fact that the mother had to turn a task, completing questionnaires, sought to reproduce the structure of an everyday situation in which the mother or caregiver the boy must perform tasks while addresses contain the anxieties of the child. The greater or lesser maternal support was recorded on a scale score, and what was established at that time was the correlation between lower maternal support and an increased risk of depression in children.

The second phase of the research was conducted on 92 children, when they were between 7 and 13 years and was to determine, using MRI, the size of a brain structure called the hippocampus. The result was that in the boys-in testing had shown the preescolar- receive sufficient maternal support, the size of the hippocampus was 10 percent higher than in children who had not received that support. The article notes that the hippocampus “is a central region for memory, emotion regulation and maturation of stress, key areas for healthy social adaptation.” The hippocampus is the only place in the brain in which over a lifetime develop new neurons (last Friday, Pagina / 12 reported on recent work by researchers at the Leloir Institute CONICET).

Joan Luby, director of research at the University of Washington, said that “for years, studies highlighted the importance of early care for the proper development of children, but generally limited to factors such as school performance: study it is the first to show an anatomical change in the brain in relation to the importance of early parental action. “

Mariela Terzaghi, head of Neurology Noel H. Sbarra Hospital of La Plata, said that this research “is part of a series of works that break with the idea of a unique genetic determination for the brain, making place to the influence of aspects between which it should also include the historical, social and cultural conditions of parenting. However, larger hippocampal not necessarily better function, and should not assume that issues explain the mind from brain locations. “

Sergio Rodriguez -coautor Crossings between psychoanalysis and neurobiology said the report from the University of Washington “concerning the logic of research on neurotic depression, where the decreasing depression coincides with increased activity in the hippocampus and the cingulate core brain “.

Three Core Concepts in Early Development

This video series depicts how advances in neuroscience, molecular biology, and genomics give us a better understanding of how early experiences are built into our bodies and brains.

Source: Three Core Concepts in Early Development

Child Attachment Styles: Identifying Your Child’s Attachment Style

Dr. Dan Siegel defines the different types of child attachment styles that develop during childhood and explains how to identify your child’s attachment style.

Source: Child Attachment Styles: Identifying Your Child’s Attachment Style

Home / Attachment / Identifying Your Child’s Attachment Style

Identifying Your Child’s Attachment Style

disorganized attachment, dan siegel, ambivalent attachment, avoidant attachment, mindsight

In the following interview, Dr. Dan Siegel talks about the different types of attachment styles that individuals develop during childhood as a result of the relationship they had with their parents. Embracing the freedom to see parents as they really are literally liberates the adolescent to find his or her own way in life. The clips also provide explanation to help you identify your child’s attachment style, including avoidant attachment, ambivalent attachement, disorganized attachment and optimal attachment.

These exclusive video clips are part of a featured interview series with Dr. Dan Siegel, an expert in the theory of Mindsight, a fundamental concept that explores the dynamics of healthy relationships.

Idealization of Parents

The overall view of attachment that’s so helpful is to realize that when parents have a kind of presence in their own skin, you can call it mindfulness, you can call it being coherent. You can say they have what’s called “mind sight” — they can see their own minds and they can see the minds of others; when parents have this feature of not just reacting to behaviors, but seeing the mind beneath the behavior, the behavior that’s coming from themselves or from others – when the mind is seen that way, when mind sight is present, what studies are really showing is that parents provide the kind of communication that promotes security of attachment.

Children Who Experience Early Childhood Trauma Do Not ‘Just Get Over It’

Children Who Experience Early Childhood Trauma Do Not ‘Just Get Over It’.

“If a baby is repeatedly scared and emotionally overwhelmed and they do not get their survival brain soothed, so they can cope, they begin to develop a brain and bodily system which is on hyper alert and the World seems to be a scary place. Sadly, this not something they can ‘just grow out of’. Far from it as what neuroscience is showing us from all the recent findings. An early experience has a profound effect on the way in which a child’s brain forms and operates as the survival brain is on over drive and senses threat everywhere so works too hard, too often, for too long.”

Shaping the connection

Shaping the connection.

“As several years-long research studies now show, children who grow up with a warm, stable connection to their parents (or other caregivers) are primed to form the same kind of connection later on, whereas those who start with uncertain or anxious bonds often struggle to forge close relationships as adults, even with their own children.”

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