Grief & Loss - Children Losing Parents

According to Weenolsen (1988) loss can be characterized as anything that destroys some aspect of life or self. According to Worden (2002) grief can be characterized as the experience of someone who has lost an important relationship or even an attachment to another person. These concepts can be directly related to the loss of a parent. Losing a parent can be extraordinarily difficult due to the loss of support and characteristics which identify the position and role of a parent as being very special (Despelder & Strickland, 2005). The grieving processes can mean different changes for those within different roles. Older adults who lose their parents do not process or grieve as a child who has lost their parent. I feel that both of these specific roles and experiences are of greatest importance. Issues of culture also maintain consistent changes across societies in how one works through or expresses the loss of their loved ones. Support for children and adults is a very important part of the grieving process and should be connected to characteristics of who children and adults are within their roles and how they respond to such loss.

Due to modern technology only about 4 % of children experience the loss of a parent before the age of 18 yrs (Archer, 1999). In comparison, in the late 1700's to early 1800's many children were without parents, making life much more difficult for children (Fox & Quitt, 1980). One cannot discuss the loss of a parent to a child without discussing segments of attachment and other developmental theory. Attachment according to Davies (2004) is a special emotional relationship between two people. According to Archer (1999), Bowlby indicated that children are able to grieve and mourn when attachment processes become solidified around the age of six months to one year of age (Archer, 1999; Worden, 2002).

According to Weenolsen (1988) reactions related to grief and mourning begin within the early stages of infancy and learning when the child begins to understand their control over the environment, slowly gaining differentiation and losing their dependency. The mourning of this loss in dependency through the child's ability to gain control over their environment does manifest crying and seeking out behaviors that train the child to respond in this manner to gain access to their care giver (Weenolson, 1988). This instinctive response will be further utilized during future separations and loss (Weenolsen, 1988). Rando (1988) also claims that infants mourn when their nurturance is withdrawn and the mother (primarily) must assist in re-establishing the nurturing connection, thus reducing separation. These theoretical positions seem to be consistent with Attachment Theory in that it is the separation that initiates reactions. Furthermore, one could not understand or comprehend separation if one did not realize their own ability in controlling environmental circumstances in order to meet ones needs. It seems apparent that regarding reaction or understanding the meaning of death by children one would require sufficient cognitive ability.

The loss of a parent and the response is also due to what Bowlby characterizes as the loss of the child's "safe haven" or "secure base" to explore the world (Davies, 2004). One could hypothesize that this disruption of security would effect a child's exploration during toddler development, and at times hinder needed environmental interactions. According to Archer (1999) reactions by children during the mourning process due to the loss of a parent include; pining, preoccupation, yearning, seeking or calling. According to Littlewood (1992), Bowlby clarified that this reaction to loss as instinctive; and the seeking of the lost object (the parent) although fruitless, it is performed anyway. Although many reactions due to many types of circumstances are chosen by children as a response to emotional distress; these responses are considered specific to the loss of a parent (Archer, 1999). Furthermore, many of the emotional disturbances can bring with them depressive and anxious symptomatology; as well as sleep disturbances (Archer, 1999).

Children age 2 to 5 yrs. of age seem to ask many questions regarding the parental loss (Rando, 1988) They may display regressive behaviors, obsession over questions and circumstances, and may display anxiety and anger toward the deceased (Rando, 1988). There may also lay feelings of guilt and responsibility for the loss of the parental figure (Despelder & Strickland, 2005). Some of these reactions were clearly represented in my four year old son Jonathan who lost his grandmother this past year; he seemed to obsess over the funeral and what he had witnessed.

Ages 8 to 12 yrs. may feel helpless and experience reawakened feelings of childlessness (Rando, 1988). Children at this age may seek to repress such feelings, putting them at risk for complicated grief reactions (Rando, 1988). This would be consistent with Eric Erickson's stages of psycho-social development in regards to the stage of "industry vs. inferiority." According to Longress (2000) and Anderson, Carter & Lowe (1999) there is a push for the child to become "industrious" and confident during this stage of development. It seems clear that admitting ones childish and helpless feelings would be difficult during this period.

According to Worden (2002) when a death of a parent occurs in childhood or adolescents the child may not mourn effectively and this may create problems with depression and inabilities to maintain close relationships with others (p.159). According to Rando (1988) depression, denial and anger are feelings that seek to counter act the helplessness, dependency and powerlessness that adolescents are feeling. This response seems consistent when examining Erickson's psycho-social stages (Berger, 2001; Longress, 2000; Anderson et. al., 1999). During adolescents there is a pursuit to find ones "identity", and the parent is a role modeling figure who can assist with guiding and encouraging this process (Berger, 2001; Longress, 2000; Anderson et. al., 1999). It is understandable how an adolescent may feel powerless, helpless, dependent, and even angry due to the death of their parental figure.

In regards to meaning, Fiorini & Mullen ( Article ) clarify that it is very important to characterize the meanings of grief and loss through a developmental lens. According to Worden (2002), Murry Bowen clarified that one must understand the role and position of the dying parent within the family system, and the level of adaptive abilities of family members during and after the loss of a parent. I feel, as a social worker it is important with this information to better understand what this systemic loss means to the developing child within the family system. To many children the loss of a parent means a loss of stability, security, nurturing, and affection (Despelder & Strickland, 2005). According to Worden (2002) there are needed cognitive processes and concepts that must be developed before grief can be fully understood by children. The factors are as follows;

1. Understanding time; and what forever means

2. Transformation process

3. Irreversibility concept

4. Causation

5. Concrete Operations

According to Worden (2002)

Figure 1.1

According to Archer (2002) children before the age of 5yrs. believe that death is reversible. Many young children up to this point maintain a figurative representation within their minds of the lost parent and do not completely understand the permanency of the circumstance until cognitive maturation takes place (Despelder & Strickland, 2005; Rando, 1988). This would validate findings by Piaget in regards to object permanence and development of the cognitive processes of children (Berger, 2001). According to Archer (2002), Speece and Brent indicated that children from the age of 5 to 7yrs. of age begin to understand the irreversibility of death. Furthermore, according to Archer (2002) children less than 7 to 8 yrs. of age however, represented a lack of understanding regarding the word "death." This is consistent with Piaget according to Archer (2002) and Berger (2001), that in order to understand such a concept as death and irreversibility, ones conceptual thought must be sufficiently developed.

Up to the age of 9 yrs. of age however, most children attribute the death of their parent to outside forces, such as God and other (Carey, 1985). According to Rando (1988) although children 8 to 12 yrs. of age may have a more clear perception of what death is and understand the irreversibility of the process, they may also refuse to accept it.

Adolescent understanding and meaning regarding the death of a parent can be characterized as one of frightening shock and in-depth spiritual examinations. The adolescent is capable of these processes due to what Piaget termed the Formal Operating Stage of development (Longress, 2000; Berger, 2001). A questioning of spirituality and ones mortality can also be associated with Erickson's stages of development in regards to adolescents finding and understanding their social and human identities within this stage (Longress, 2000; Berger, 2001; Anderson et. al., 1999).

According to Littlewood (1992) it was indicated by studies from Anderson (1949), Bunch (1971) and Birtchnell (1975) that adults who lose parents react with tendencies to

have increases regarding:

1. Suicide ideation

2. Rates of suicide

3. Rates of clinical depression

According to Littlewood (1992)

Figure 1.2

Reactions and feelings related to the loss of a parent as an adult differ according to ones age (Rando, 1988). Adults in their twenties and thirties continue to view their parents as significant support structures, and losing them my feel as if one has been robbed. Feelings of childishness and regression is common and should not be repressed or ignored (Rando, 1988). One may find themselves utilizing their attachments to others such as children, friends, etc. in order to work through the grieving process (Rando, 1988). According to Rando (1988) it should be understood that the emotional nature of the relationship between the adult and parent will effect how the adult works through the grieving process. With this information one could hypothesize that the more an adult is undifferentiated in their identity in regards to the emotional parental relationship; the more difficulty they will have with separation (McGoldrick, 1998). This also would be consistent with Attachment Theory and the reactions associated with separation in regards to utilizing other constructed attachments in the absence of the parental primary (Davies, 2004). According to Littlewood (1992) a study by Sanders (1980) regarding grieving scales indicated that parents who lose their parents reacted high in two areas:

1. Increased death anxiety

2. Loss of control

According to Littlewood (1992)

Figure 1.3

According to Littlewood (1992) the increased anxiety is the result of the adult child feeling as if the are next in the generational line to experience death. The loss of control represents the loss of an important and unique relationship between the adult child and parent that sustained significant support features for the child (Littlewood, 1992; Despelder, 2005). From a gender prospective, it is believed according to Porter & Stone (1995) woman seem to indicate greater problems within the realm of relationships after a significant loss; men report greater work related problems through out the grieving process.

The meaning of losing our parents can different for many adults depending on the importance of the adult child / parent relationship (Rando, 1988). The parent has been the most significant and most influential force within the lives of their children; to lose this special relationship, is to lose a great deal in regards to support, the past and childhood connections, and an interpretation of circumstances within the world (Rando, 1988). These changes according to Rando (1988) & Despelder (2005) may place an adult in the position and process of no longer viewing themselves as a child; thus called the "developmental push." According to Despelder (2005), Rando (1988) & Littlewood (1992), the loss of the mother is usually more severe for adults than the loss of a father. This information is based on two primary factors:

1. The mother is usually the most nurturing

2. The mother is usually the last parent to experience death

Despelder (2005), Rando (1988) & Littlewood (1992) Figure 1.4

Losing a parent within adulthood also means "not having a home" to go back to which can leave a person feeling alone and frightened (Rando, 1988).

It seems clear that the death of a parent and its meaning can be commonly stated as a process that will force the adult child to redefine themselves, their roles, and expectations for their lives and the lives of their family of procreation.

According to Irish, Lundquist and Nelsen (1993) how cultures react and define meaning of death and loss of a parent varies. When examining the behaviors and perceptional meanings of death in various societies of the world, differences are evident between collectivistic / naturalistic cultures and individualistic / modernized cultures (Kalish, 1977). One primary difference that can be identified is the blame and reasons for ones death across cultures. Within modern societies death can be attributed to internal body failures due to poor nutrition and health maintenance (Kalish, 1977). Within our modernized society we may blame the person or parent for creating internal processes that led to their own deaths; like smoking, poor eating habits, etc. (Kalish, 1977). Within other cultures, especially isolated societies external agents would be to blame for the death of a parent, such as evil spirits or magic (Kalish, 1977).

Other grief differences across cultures include examples of muted grief, excessive grief, somatization, and excessive grief (Irish et. al., 1993). According to Irish et. al., (1993) in Bali if one does not remain emotionally calm and mute their grief process after the death of a parent or any loved one, sorcery and magic may place a person vulnerable to harm. Irish et. al., (1993) indicates Wikan's (1988) investigation of Egyptian culture expressed excessive grief through constant suffering and bereavement over an extended period of time. According to Oltjenbruns (1998) a study comparing scores upon the Grief Experience Inventory between Mexican students and Anglo students expressed that Mexican student's results expressed much higher somatization scores, thus indicating that Mexican culture seems to express greater amounts of somatization due to loss. Violent grief and rage seem to be expressed across most cultures; the initiation of this rage or violence seems to be connected to external circumstances; such as other cultures or other people who caused the death of a loved one (Irish et. al., 1993; Kalish, 1977; Archer, 1999).

According to Rando (1977) if children do not resolve their grief; complications can develop, such as; psychosomatic illness, psychological disturbances, adjustment disorders and behavior issues (p. 1999). One strategy according to Rando (1977) is for a therapist to facilitate the withdrawal of attachment from the deceased and make attempts to redirect the emotional energies in another primary figure in the child's life. This process of course would include identifying primary support structures that assist in sustaining the child's emotional, psychological, and social well being (Littlewood, 1992). Support structures could be identified as either formal or informal processes (Littlewood, 1992). It seems to be important to utilize professional support to assist a child as well as family before, during and after the death of a significant loved one, such as a parent (Littlewood, 1992). During these processes it would also be useful according to Littlewood (1992) to utilize informal supports; such as family members and others to assist with reducing psychological and emotional distress within the child or adults. It would seem that a therapist would be obligated to assess the roles, expectations and culture of the family and children before initiating any informal or formal interventions.

According to Rando (1977) children may at times act as if they are playing death games or acting out the funeral activities; however this is their way of coping and taking a break from their grief. Because children also have difficulty expressing their feelings, thoughts, and memories of the lost parent, it is important that a therapist assist with facilitating emotional expression (Rando, 1977; Despelder, 2005). Ways of gaining a child's attention and assisting them with expressing this emotion is to utilize book readings by authors who have written stories that relate to childhood grief (Despelder, 2005). Other strategies a therapist could utilize is art therapy and support group interventions to express emotional and psychological processes (Despelder, 2005).

Processes and supports for adults who have lost their parents and others are important processes that will assist adults through the grieving process. When assisting adults in coping with the loss of their parent it is important to understand that there are gender differences in coping with loss (Archer, 1999). According to Archer (1999) women tend to utilize greater emotional expression and emotional components to cope with the loss of a parent. Men it is believed, utilize problem solving strategies throughout their grieving process (Archer, 1999). According to Gallagher, Lovett, Hanley-Dunn, & Thompson (1989) woman seem to utilize cognitive process in order to work through the grieving process, where as men were indicated as utilizing "keeping busy" types of activities. One could hypothesize that a therapist would have to develop therapeutic interventions that would utilize these innate way's of coping according to one's layered identity, such as with gender. With this knowledge, Worden (2002) clarifies that a counselor should primarily seek goals that facilitate acknowledging the reality of the loss, to help the person with expressed and latent affect, to assist with problems related to readjustment and to assist the person with remembering the deceased while feeling good about moving on within their own lives (p. 52).

In concluding, one must understand that with the loss of a parent, the roles and expectations of those left behind will have dramatic effect upon them and the ways in which a social workers must intervene. It becomes apparent that through out the grieving process for children or adults primary considerations must be applied. Gaining better understandings of child and adult reactions and meanings of parental loss, examining the information through a cultural and gender perspective and utilizing coping and support processes to assist the bereaved is of great importance.

________________________________________________________

References

Anderson, R. E. Carter, I., & Lowe, G.R., (1999). Human Behavior in the Social

Environment; A Social Systems Approach. 5th ed. New York: Aldine De Gruyter Inc.

Archer, J. (1999). The Nature of Grief; The Evolution and Psychology of Reactions to

Loss. New York: Routledge.

Berger (2001). The Developing Person Through the Life Span. New York,: Worth

Publishers.

Carey, S. (1985). Conceptual Change in Childhood. Cambridge, MA: MIT Press.

Davies, D. (2004). Child Development; A Practitioners Guide. 2nd Edition. New York:

Guilford Press.

Despelder, L. A. & Strickland, A. L. (2005) The Last Dance; Encountering Death and Dying. 7th Edition. New York: McGraw-Hill.

Fox, V. C., & Quitt, M. H. (1980). Loving, Parenting, and Dying: the Family Circle in

England and America, Past and Present. New York: Psychohistory Press.

Gallagher, D., Lovett, S., Hanley-Dunn, P. and Thompson, L.W. (1989). Use of

Select coping strategies during late-life spousal bereavement. In D.A. Lund (ed.),

Older Bereaved Spouses: Research with Practical Implications (pp. 111- 121).

New York: Hemisphere.

Irish, D. P., Lundquist, K. F., & Nelsen, V. J. (1993). Ethnic Variations in Dying,

Death, and Grief; Diversity in Universality. Philadelphia: Taylor & Francis.

Kalish, R. A. (1977). Death and Dying; Views from Many Cultures. New York: Bay

wood Publishing Company.

Littlewood, J. (1992). Aspects of Grief; Bereavement in Adult Life. New York:

Routledge.

Longress, J. E. (2000). Human Behavior in the Social Environment. 3rd Edition. New

York: Peacock Inc.

McGoldrick, M. (1998). Re-Visioning Family Therapy; Race, Culture, and Gender in Clinical Practice, New York. NY: Guilford Press.

Oltjenbruns, K.A., (1998). Ethnicity and the Grief Response: Mexican American vs.

Anglo American College Students. Journal of Death Studies, 22 (2), 141-155.

Porter, L. S. & Stone, A. A. (1995). Are there really gender differences in coping? A

reconsideration of previous data and results from a daily study. Journal of Social

and Clinical Psychology, 14, 184-202.

Rando, T. A. (1988). Grieving; How to Go on Living When Someone You Love Dies.

Canada: Lexington Books.

Weenolsen, P. (1988). Transcendence of Loss over the Life Span. New York: Book

Crafters.

Worden, J. W. (2002). Grief Counseling and Grief Therapy. 3rd Edition. New York:

Springer Publishing Company.

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Including Step Children in Wills

As children, visions of the future are simplistic, but for many, the dream and the reality don't quite tie up and parental marriages all too often end in the divorce courts. Sometimes a new romantic relationship will develop for one of the parents, perhaps one that will last forever, and with it an increasing likelihood that they will be faced with the prospect of taking on step children.

If this new relationship leads to long term commitment, then it is advisable to consider the rewriting of an existing Will. Clearly, ex-partners will be removed and new partners added, but in some cases, the step children are forgotten or deliberately omitted. If you wish to include your step children in your Will, stating clear wishes which cannot be misinterpreted can save time and further complications for your grieving family.

Some of the most common clauses for Wills which involve step children include:

• The acceptance that all of the children involved will be treated equally. Both partners have Reciprocal Wills which leave all assets to the other partner. When the surviving partner dies, all of the children concerned will then receive equal percentages of the estate. Should both partners die together, then the same applies. This would be the expected outcome of any married couple with children bourne out of that marriage, so in this scenario, the 'step' issue is being overlooked, and the couple agreeing that on the grounds of fairness, no definition is made between each other's children.

• Lump sum payments are to be paid on the death of the biological parent. If your spouse dies first; instead of you becoming the sole beneficiary, the Estate will be shared with their biological children at the time, on the understanding that ties with you are then ended. This could be anything from £1000 to each child or £1,000,000 to each child. Bear in mind if you agree to this option, as the surviving partner your will have to ensure payments are made in line with the wishes of the deceased. Potentially any property can be sold to cover these wishes, and you could lose more as financial situations can change quickly.

The standard practice in this instance is for both partners to have Reciprocal Wills, but be sure to take advice and consider the options carefully. Wills are contested, and the process can be often unpleasant for all involved. It is worth making sure that adult children know your intentions well in advance, so that any grievances can then be dealt with by the biological parent.

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Homeopathy and Energy Healing For Expectant Mothers, Babies, and Children

Is it true that Homeopathic remedies are safe for newborns, expectant mothers, nursing mothers, and children? Why?

Homeopathic remedies are non-toxic, safe, gentle, and extremely effective. They are safe for people of all ages and in any state of health to take, even newborns and nursing mothers, because the process by which they are made renders them non-toxic. A remedy is made from various plant, mineral, and animal substances (there are currently over 2000 homeopathic remedies), and diluted to the point that only the essence of the substance remains, thus any possible toxicity is diluted out. A homeopathic remedy triggers the body's own healing power to heal itself, restore balance, and strengthen the overall immune system. Furthermore, homeopathic remedies are safe to take in conjunction with other prescribed or over the counter medicines or supplements.

What alternative therapies are beneficial to expectant moms?

Understandably, expectant women may be weary of putting traditional medicine or pills in their systems. Homeopathy offers an effective alternate solution which is both safe and non-toxic. In addition to treating any common ailments, Homeopathy is beneficial to expectant moms because it increases their overall health and well-being, and treats both physical and emotional issues which may occur along with, or resulting from, the pregnancy.

Hands on healing and energy work such as Reiki is also very beneficial to expectant mothers in the easing of discomfort, pains, restlessness, insomnia, depression, stress, anxiety, and to promote relaxation. This type of therapy is non-invasive and works exceptionally well on its own or in conjunction with other treatment modalities to remove energy blockages and restore balance.

How can energetic healing be beneficial for children?

Energetic healing recognizes and treats the child for the holistic, unique individual that he or she is. Physical, mental, and emotional ailments or illnesses show up as a signs that something is off balance within his or her overall system. Energetic healing seeks to find and treat the cause of these ailments, not just masking or suppressing the resulting symptoms. While traditional medicine often tends to only look at the symptom and not the whole child, energetic healing therapies treat the whole unique being that the child is.

What forms do you find the most popular?
Homeopathy is very popular and effective in the treatment of children with ailments such as the mental/emotional issues associated with conditions like ADD/ADHD, rage, anxiety, depression, timidity; all types of infections and illness; and allergies and asthma. It works quickly to bring children back to their healthiest state in the gentlest way possible, and builds the child's overall resistance and immune system.

Hands on energy healing work is popular and effective in treating children with emotional issues, as it is calming and restorative.

Generally, how receptive are children to alternative therapies as opposed to popping a pill?
Children are very receptive to homeopathic remedies because they are easy to take and quite tasty. The remedy comes either in a sugar tablet that dissolves under the tongue or in a liquid form that takes like sugar water. Remedies tend to act very quickly with children in restoring them to balance and health.

To find the correct remedy for you or your child, it is highly recommended that you consult a Homeopath to assure the proper remedy match as well as proper dosage. No diagnosing will ever occur. Do not ever stop taking any medication without consulting your Doctor.

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The Psychology of Children

On the need to focus on childhood events along with the developmental theories for a comprehensive psychology of children

Child psychology is associated with the social and personal development of children and a child goes through several stages before stepping into the adult world. The psychology of children has been studied from various perspectives including issues of nature and nurture and whether the child is a product of genes and heredity or a product of society and environment as also different developmental stages of sensory discrimination and perception, emotional expression and learning through language and cognitive development, development of intelligence and the socialization process. The study of child sexuality and sexual and moral development are also very important especially from a psychoanalytic viewpoint.

Children are vulnerable and affected easily by all events in the immediate environment. Events which are only trivial or unimportant to adults, may leave deep scars or memories in a child's mind. A child's mind is extremely impressionable and changeable and before the child reaches adolescence, certain very insignificant events can have great personal significance in a child's life. So 'childhood memories' and 'childhood events' are primary factors in determining adult personality pattern. Some major factors which can affect a child's later development and have potential long term effects are:

1. Loss or gain of a friend or friends
2. Memorable physical/bodily sensations
3. Separation in the family or divorce of parents
4. Domestic abuse or violence
5. Sexual molestation or abuse
6. Learning experiences either at play or during study
7. Personal experiences/events that evoked strong emotions of fear, joy, sorrow etc.
8. Accidents or illnesses experienced or observed
9. Death of family members, neighbors or close ones
10. Change of residence or relocation
11. Emotional relationships with friends, teachers or family members
12. Personal success or failure in school
13. Influence of films, stories, books or news events
14. War, terrorism, conflicts, bomb attacks etc.
15. Natural calamities like earthquakes, flood, famine etc.

The factors here are very general and every child goes through certain very specific events that affect him or her individually although there are certain very general theories in psychology that have been established through research studies and these theories have highlighted links between success or failure in later life and childhood events. Some of the major theorists of child development are John Bowlby, Sigmund Freud, Jean Piaget, Lawrence Kohlberg and Lev Vygotsky. Whereas Bowlby emphasized on childhood relationships, Piaget focused on cognitive development of the child through various stages and Freud wrote extensively on sexual development of children. Kohlberg studied moral development of children whereas Vygotsky analyzed the socialization process of children through social contextualism. All these theories on different aspects of child development only prove the immense complexity and the varied number of factors that tend to play a role in the psychological development of children. There are many dimensions to the psychology of children from social, emotional to cognitive, sexual and moral. Here I will provide a brief account of all these different theories and finally provide a comprehensive analysis on how these theories could be used along with the general factors listed above in the study of the psychology of children.

John Bowlby, a British psychiatrist, developed the 'attachment theory' in which he emphasized the importance of a mother or primary caregiver in a child's life. He showed in his study that any infant should develop and maintain a warm and intimate relationship with the mother or mother substitute and all maternal deprivation can lead to serious mental health problems in the child later in life. Bowlby's theory is very true and a mother should develop a strong physical and emotional intimacy with the child by being physically close to the child at least until the child is 2 years old. Doctors around the world have recommended breast feeding and an important part of this is the physical closeness between the child and the mother which is extremely necessary once the child is out of the mother's womb. When the child is released from the mother's womb, the first emotion is fear and the mother's continued physical closeness instills confidence and a sense of security in the child. Orphaned children or children who are separated from their mothers at birth require a substitute or they can grow up as mentally ill or maladjusted individuals.

Freud on the other hand provided a complete psychosexual theory and emphasized on what many of us don't like to believe - the sexual pleasure of children. Freud overturned the concept of childhood innocence and suggested that we are born with our unrepressed basic instincts which are slowly tempered with social adaptation. Freud believed that the inherent pleasure seeking desires that we are born with focus on certain erogenous zones of the body and accordingly there are different stages of psychosexual development from oral and anal to phallic, latent and genital stages. In psychosexual development, the child's pleasure seeking behavior changes from the mouth as in sucking and biting to the anus through toilet training and then finally to the genitals. Thus the child according to psychoanalysis derives complete sexual pleasure by sucking, biting, playing with genitals and releasing waste by defecation. I do not necessarily endorse Freud's views on the sexual pleasure of children and the pleasure derived from bodily sensations could be explained in other ways as I will discuss in another article.

Jean Piaget, a French-Swiss philosopher established the theory of cognitive development in children and laid out four developmental stages - the sensorimotor period, the pre-operational stage, the concrete operational stage and the formal operational stage. The first stage is when the child develops spatial abilities and comes to terms with the world through the senses during the first two years of life. The second stage is about developing and using concepts when children understand meaning of things and this continues until the age of 7. From 7-11 years the child reaches higher cognitive development through concrete operational stage and can sort and classify objects and can use logic to solve problems. The formal operational stage that begins around 12 years of age helps children to understand abstract thoughts, hidden meanings etc. Kohlberg provided a theory of moral development of children through six stages of pre-conventional, conventional and post-conventional levels. These are related to concerns for punishment and self interest, as also inner need for conformity and striving for social order, as maintaining universal ethical principles. So moral development seems to move from a belief of 'what is right and what is wrong' and whether there is punishment for the wrong to what is universally ethical and acceptable social behavior. Another prominent psychologist Vygotsky highlighted the importance of socialization and interpersonal communication and child development according to this theory is seen as an internalization of social and cultural knowledge.

Of course, all these theories will have to be added up and a complete or comprehensive theory that would provide an insight into the child's mind and behavior will have components from all these theories. In addition childhood experiences and events which have been highlighted in psychoanalytic theories are also extremely important and not just from a sexual point of view. All the general factors that I have mentioned in the beginning of the essay should be considered as factors that underlie social, sexual, moral, emotional, physical and cognitive development of children. As learning experiences lead to cognitive development, personal emotional experiences lead to later emotional development and maturity. Sexual molestation, abuse or other types of bodily sensations in childhood affect later sexual development and divorce or separation in the family can affect moral development. Thus an individual who has been molested as a child may either develop a fear of sexual activity or may show complete lack of sexual restraint as an adult.

A child who has lived without a father may either become extremely irresponsible or can develop into an adult with a very strong sense of parental responsibility. Experiencing trauma in childhood through death or accidents of family members or living in times of war, natural calamities have deep impact on children and can leave a perennial sense of insecurity or a need for attachment in the children which continues through adulthood and even old age or on the other hand these events can make a child isolated, schizophrenic or simply detached in later life. For healthy life of children it is important to not just depend on psychological theories to understand how a child grows up and perceives the world, but it is also important to focus on events or experiences of the child and use these along with the theories for complete psychological understanding of children.

In contemporary child psychology the focus on events is mainly psychoanalytic and the impact of adverse events is considered especially significant. However it is important that all events, positive and negative are considered and this should then be used to complement psychological theories. To understand the child, it is important to understand the child's world and memories so an 'event-based' psychology of children should be balanced with a 'theory-based' psychology of children.

Reflections in Psychology - Part I - by Saberi Roy (2009)
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Hemorrhoids in Children

Many children suffer from hemorrhoids. This can be difficult for a parent. There can be many days where it seems almost impossible to make the child happy again. This article provides some information on how to deal with the problem of hemorrhoids.

If a child suffers from any itching or a burning feeling near the anus, it may very well be caused by hemorrhoids. This disease is seen more often in males. Hemorrhoids are swollen veins that result from swelling around the hemorrhoidal cushions in the anal canal. If the large vein that passes through this area is strained, the vein walls grow and push the tissue with it. The opening in the anal canal is known as the anal verge.

There are two kinds of hemorrhoids. The first is the internal hemorrhoid. The second is the external hemorrhoid. Either of these types can affect a child. Hemorrhoids are more common in families with hemorrhoids. If the parent has the problem, it's likely the child may have the problem, too. Some children develop hemorrhoids from constipation problems. These children need to drink more water. They also don't have good habits when it comes time to make a bowel movement.

Treatments that work for adults don't always work for children. Doctors need help because they aren't generally used to seeing this ailment in a child. There are no special medicines that can cure hemorrhoids in a child. Surgery is best avoided.

Natural remedies can work well. Some people like to try applying apple cider vinegar to the swollen area. This seems to work well and can make the hemorrhoids disappear. Other people like to apply a solution made of aloe. They believe this relieves the redness and swelling.

Experts feel there are many causes for childhood hemorrhoids. Sometimes the problem is due to Chron's disease. This is a harsh disorder in the lower intestinal tract. The problem can also be caused by sitting on the potty too long. Children don't usually suffer from a bad diet, a lack of exercise, or long periods of sitting like adults with hemorrhoids do. One of the most serious reasons a child can have hemorrhoids is known as portal hypertension. That means there is some backward pressure near the portal vein that distributes blood between the digestive tract and the liver.

Constipation in a child's diet can be caused by low fiber intake. It can also result from a lack of exercise. They may resist using the potty because it hurts too much to make a bowel movement. Some children will resist using the potty because they want to play. The parent has to try to train the child to use the potty regularly.

Another common cause for hemorrhoids is diarrhea. This occurs when matter flows too quickly through the large intestine and water isn't reabsorbed by the body. When there isn't enough moisture to be properly reabsorbed, the child will face constipation and hemorrhoids. This may lead to straining on the potty which will create hemorrhoids in the child.

You may want to take the child to the doctor to discuss this problem and be sure the problem is not due to pinworms. Pinworms can create the same kind of itching as hemorrhoids. Playing in mud and dirt can lead to pinworms. You want to take the child to see a doctor if constipation is lasting for more than three weeks. It's also a good idea to go see a doctor if small tears appear near the anus, normal pushing won't allow the child to move their bowels, of if your child has an anus that constantly leaks.

A child who has hemorrhoids needs to be watched carefully. Children don't understand they shouldn't itch the skin. When a child scratches open a hemorrhoid, it can lead to infection. The pain may make the child testy. Also, the child won't want to use the potty.

It might be good to try moistened wipes for the child's bottom. Toilet paper isn't a good thing to use. This may lead to more scratching or rubbing. You can also try hemorrhoid creams or ointments, Venapro works best as it is 100% natural. A link to more information about Venapro is listed just below this article. Ibuprofen also helps to ease the pain and it comes in children's doses.

Another thing that sometimes work is a warm bath. You can let the child sit there for twenty minutes or so and do that three times a day. If you want, add some oatmeal powder to the bath. This provides more soothing action.

Plain cornstarch can also be sprinkled on the affected area. This may relieve the problem. You might even want to sprinkle some in the child's underwear. Some children are happy to sit on an ice pack wrapped in a towel for a few minutes. That helps with pain.

All in all, you need to remember to add fiber to the child's diet. Be sure they get plenty of exercise. Keep them from itching the inflamed area. Try hard to show them you love them. Eventually the hemorrhoids may disappear if you do these things and your days with your child will be happy again.

For a fast hemorrhoid cure for children that is very effective, Venapro provides a good option. As mentioned above, it is 100% natural which mean you don't need to be worried about any harmful side effects. Click below for more information about Venapro.

Venapro works very well to cure hemorrhoids in children. Find out more about Hemorrhoids in Children and end your childs suffering today.

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Orthopedic Leg Braces For Children

Young children can fall victim to injuries of the lower extremities and other problems much the same as their adult counterparts. These can range from strains and sprains, to fractures. Additionally, these young patients can also be subject to conditions of the bones, joints and muscles that are either developmental, or congenital in nature. In fact, more then 1/3 of all medical problems in children are of an orthopedic nature. Many of these conditions may require the use of some kind of orthopedic leg brace for children to immobilize, support or align the lower extremities.

One condition that affects young children that has shown good overall treatment outcomes with various types of orthopedic leg braces is Legg Calve Perthes Disease. This "disease" affects the femoral head, or "ball" of the hip, which loses its blood supply and develops what is called avascular necrosis of the femoral head, or literally speaking, "death" of the bone due to lack of adequate blood supply. This can cause collapse of the ball if not treated properly, which can lead to permanent deformity, difficulty walking, and premature arthritis.

The orthopedic leg brace used in the treatment of Legg Calve Perthes Disease is called an abduction / ambulation brace, which places the legs in a "Sumo Wrestler" type of position to relieve pressure on the affected portion of the ball of the hip, yet allowing for some ability to get up and around.

More common conditions requiring orthopedic leg braces would include Osgood Schlatter's Disease. This condition involves the inflammation of the shin bone (tibia) just below the knee where the tendon that connects the knee cap (patella) to the shin bone. In growing children, this is the site of what is known as a "growth plate"; an area of bone that has not fused yet and is a source of new bone growth. Repetitive running and jumping can cause acute or chronic inflammation of this growth plate, to the point where activity is difficult, and painful. One such orthopedic leg brace that these young patients may use is made of neoprene rubber with a special pad that fits directly over the tendon between the knee cap and its insertion onto the tibia, thereby reducing tension on the growth plate. This brace, together with activity alteration, has shown to be a good treatment for symptoms. One variation of this brace is the Cho Pat strap which is placed around the knee, over the tendon above the growth plate. Pressure from this strap reduces tension on the growth plate

There are a variety of other orthopedic leg braces for children, which have, over the years, been used to treat conditions ranging from the Dennis-Brown night bar for club feet, to twister cable braces that can be knee-high, or incorporate a wrap-around system at the waist, which are used to treat tibial torsion (rotation of the shin bone) or abnormal rotation of the hip bones, also known as femoral anteversion.

Gary Pearson is an accomplished niche website developer and author.

To learn more about children leg braces [http://newraisingchildren.info/orthopedic-leg-braces-for-children] visit New Raising Children [http://newraisingchildren.info] for current articles and discussions.

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Provide Routine and Structure For Your Children With a Daily Home Schedule

Devoting time to establish consistency and structure is often one of the biggest challenges that parents face when trying to teach responsibility to their children. Life skills are best learned by example and repetition, meaning that consistency is of utmost importance in building the skills that your children will need in the future in order to survive successfully in today's society.

While imposing a daily home schedule may seem restrictive, the opposite is actually true. Children need to be able to depend on the adults in their lives and they feel safe and secure when they have a structure and routine to count on. Children do not yet have the maturity level to know how to structure their time on their own. They learn these skills from institutions like school and from the adults in their lives. For the parents, establishing a family schedule provides consistency and routine in a busy household. Consider our society in general, and you will find time schedules regulating most everything we do. Companies have standard hours, schools offer classes with a defined beginning and end, and mass transportation runs on a tight, proven schedule that is dependable to all who use it.

By establishing and posting a daily schedule in your home that includes chores and times that tasks are expected to be performed and completed, you are providing the structure and consistency that your children need in order to grow and mature. Schedules at home help regulate your children's lives so that they have a model to learn from that they can take into their adult lives.

Start with a morning routine that includes daily tasks required to get ready for a new day. Have a set time to be out of bed and a list of preparatory activities, including getting dressed, brushing teeth, and combing hair. Give a reasonable time frame to complete these activities, and require the children to be at the breakfast table by a certain time.

After breakfast, allow time for checking that all school supplies and homework are properly stored in backpacks and any accessories - gloves, jackets, etc - can be donned in time to either get in the car or meet the school bus. Once you have set a morning regime, it is time to work out the evening plans, outlining homework time, mealtime, showers, chores, and any other activities that are involved in daily life, while still maintaining a consistent bedtime. We are a sleep deprived culture. Make efforts not to pass this way of life on to the next generation.

Establishing a visible daily schedule for your children to follow provides consistency and a foundation from which they can build on. It will also help you with organizing your own day because you will now have a structure and schedule to manage your time effectively and efficiently as well. With a daily schedule in place for the adults, prevents you from having to reinvent the wheel every day. All family members know the routine and in that they learn and can trust. Providing these routines and structure for your children while they are young not only provides them with a model of how to manage a home and how to perform routine home tasks, but it also helps them develop critical time management life skills that are essential to later life success.

Copyright (c) 2009 Simplified Spaces

Janet Nusbaum (AKA the Organizing Genie), WAHM of two, is an Organizing Consultant, Speaker & Author of 'Mom, Can I Help Around the House? A Simple Step-by-step System for Teaching your Children Life-long Skills for Pitching in & Picking up'. Grab a FREE chapter of her book & household chore system by visiting http://www.KidsandChores.net. Get even more organizing & family management help by visting her blog: http://www.TheOrganizingGenie.com

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Parenting: 5 Ways to Show Love to Your Children

1. Spend time with your kids. We spell love L-O-V-E. Children and teens spell it T-I-M-E. The myth that the quality of time is more important than the quantity of time spent with children is just that - a myth.

We would not buy this lie if a surgeon told us, "I was not able to spend as much time as I would have liked on your surgery, but the few moments I did spend was really quality time."

We want both quantity and quality. So do our kids. I've worked with many people who have provided everything for their children except themselves. How nice and big your house looks from the outside is much less important to your kids than how it feels to be on the inside of your home.

One of the best ways to spend time with your children is to let them lead. Set aside the time, and then do what they would like to do. Let them lead. You could find yourself doing things that look funny, but so what?

Set dates with your children. Block out a chunk of time, and protect it just as you would an important business meeting.

2. Discipline your children. Discipline is not just spanking or grounding, though there is a place for both. Disciplining is loving correction. If you are not able or are not willing to discipline your children, you might consider whether you really do love them. Disciplining your kids is not fun, but it is love.

The child who grows up in an anything-goes, my-kid-can-do-no-wrong kind of home grows up with weak choice muscles when it comes to right and wrong. Teach your kids the difference between making good choices and making bad choices. You make bad choices, and bad things happen; make good choices, and good things happen. Teach this and model this, because it's the real world.

3. Show your kids how the world works. Most of the successful people I know have had someone in their lives teach them how the world works.

Three of the most important things we need to know and are taught so little about are:

how to have a successful love relationship;

how to be an effective parent;

and how to make and manage money.

If you don't know how to teach these things, then learn how. Showing your children how the world works demonstrates love because it imparts values to them. If you don't do it, there are plenty of people in the world who will, but they may have an agenda that does not include the best interests of your children.

4. Love your spouse. The first place your kids learn how to love another person is by watching you. Do your kids see affection or disrespect?

5. Watch your words. The words we speak to our children can be encouraging or discouraging, a blessing or a curse. I've worked with many clients whose entire self-image was centered on what their parents told them about themselves.

I know competent people who deep down believe they are losers because they were told so by their parents. A single word or phrase can last a lifetime.

If you have spoken words that were less than a blessing to your children, clean it up. Apologize. Have the conversation. Tell them you do not see them that way, and then show them that you don't.

If you are having trouble finding words to bless your children, start with: "I'm so glad you are my child, because ..." and then go from there. It's also important to back up your words with actions.

Visit SecretsofGreatRelationships.com for tips and tools for creating and growing a great relationship. You can also subscribe to our f*r*e*e 10 day e-program on how to enrich your relationship today, from relationship coach and expert Jeff Herring.

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Acid Reflux Children - Do Young Children Suffer From Acid Reflux?

Acid reflux or GERD ( the medical abbreviation) is a common problem that adults contend with but common research shows that children can suffer from acid reflux as well. It is not out of the question for an infant to be diagnosed with acid reflux when they are only a couple months old. We have all seen babies spit up now and then. However, if it is occurring on a regular basis this could be a sign of GERD.

Is It heartburn or Colic?

It is no secret that infants become very irritated when they must deal with acid reflux. At this point, consoling the infant can be very complex. They can suffer pain from heartburn when lying down which is why they may not fall asleep easily when you try and rock the child to sleep. However, many parents will mistake the issue of acid reflux in the infant for colic. The symptoms are quite similar and that is why parents do not assume a small child will suffer from acid reflux.

The Good News For Acid Reflux Children

Most infants will outgrow the disease as they  get older. This is due to the stomach being able to digest foods in an easier manner. In some instances, a doctor will be needed to run tests to discover what the problem actually is. These tests will discover the levels of acid the child is dealing with in the esophagus. This gives the doctors an indication as to the severity of the problem. When there is a high degree of inflammation in the esophagus, prescription medicines may be required to treat it.

When children grow older, they will be introduced to a variety of new foods. This is how acid reflux can develop. Some foods just don't sit well with a young digestive system. Spicy foods will often yield such problems. Even fresh fruit can deliver such a problem. This is why it may be helpful for the child to drink water as opposed to anything with sugar.

Teenagers and GERD

Teenagers can also deal with the discomfort of heartburn. It is usually hormonal changes that can lead to this problem. The problem may disappear when the child enters into puberty but not always. Considering the fact that teenagers generally do not have the best eating habits can further agitate the problem. Those that may be ingesting drugs or consuming alcohol may possible discover their acid reflux condition becomes chronic.

Thankfully, more and more medical professionals understand how GERD can affect young ones. This increase the odds of the afflicted getting the proper diagnosis. Parents need to be properly educated since such knowledge can help them avoid the problem from becoming worse.

Common Symptoms

Common symptoms include pain in the chest which is most common when they try to go to sleep. Those dealing with such a condition may complain of burning sensations, a sore throat, pain in their ears, and an extreme difficulty to get a restful night of sleep. It is necessary to pay attention to such concerns in order to find out if acid reflux is to the true. You want to offer your child the proper relief so they are able to feel their best so that an excellent night's sleep is possible.

In most instances, heartburn can be treated with over the counter products that can curtail stomach acid. If the over the counter medicine is not effective, a doctor can write a prescription to deal with the problem. Of course, changes in diet can also deliver positive results over time and that is why watching what you eat is so recommended.

Go here for more information on Acid Reflux Children. For more information, articles and tips on acid reflux disease visit http://www.acidrefluxhealthcheck.com/

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Separation Anxiety in Preschool Children - No More Tears For Children When Parents Leave

Separation Anxiety is very common and almost all children will experience some degree of it some time in their life. If you are reading this article then it's highly possible that separation anxiety is not just a passing few tears, but you are seeking to find a solution to ongoing distress, either in your child or as a carer of a child.

It is important to realize that just as each child's experience of separation anxiety from their primary caregiver is different, so might the strategies we use to support them differ. The following ideas are suggestions I have found helpful over many years in child care and as a parent. Adapt them to each child's situation or use them to spark your thinking of other strategies.

1. Always Have The Child And Parent Say Goodbye
It is amazing how many parents prefer to make an unseen "get away" while their child is momentarily occupied. I have found that while the parent may feel better for not witnessing their child cry, this actually adds to the child's anxiety in future separations as they are unsure when mum or dad might disappear while they are not looking. It fuels the anticipation of their caregiver leaving and children of speaking age have actually said to me "Where did mummy go? Will she come back?".

It's important for parents to take the time to say goodbye to their child, tell them how much they love them, tell them where they are going and how long they will be. Even if this makes the child upset initially, it adds to TRUST. This action may need to be repeated as a ritual for many days / weeks, but the overall time that separation anxiety exists in the child will lessen quickly in most children. The more the parent is trustworthy, usually the faster the child feels secure that the parent will return when they say.

2. Prepare The Child For Separation
This does not mean morbidly repeating that the child and parent will be separated. However, referring periodically to the time of separation prepares the child and allows some time for adjustment. For example, Lucy (2 ½ yrs) was going to stay for a weekend with her grandparents while her mum and dad had their first weekend away. In the week leading up, her mum referred 3-4 times to the weekend saying "you're going to have 2 night time sleeps at Nan's. Won't that be fun! You can take your pyjamas and pillow" Creating excitement about the event helps fearful anticipation to become excited anticipation.

If children regularly attend child care and are experiencing ongoing separation anxiety, you could have a weekly routine chart using photos that show the child which days they attend child care. On waking, for example, the parent can show the child Monday's photo is day care, but the next day is a photo of a day at home with Dad. The alternative is to suddenly surprise them in the car on the way to the care environment, but my experience is that in the long term the anxiety continues for longer. Children need predictability and routine to develop trust, which again supports them to feel secure and less anxious.

3. Leave The Child For Short Periods and Gradually Lengthen The Time
Children usually need to know and trust people in order to feel secure in their care. Try leaving them for an hour or two and gradually lengthen the time as the child feels more secure. This includes formal child care. Parents should try to work in partnership with centre and with their own work commitments. This may even mean taking the day off work for the first day the child is in care. The parents will probably be more relaxed, and are easily available to collect the child after a few hours.

4. Spend Time Allowing The Child To Know And Feel Secure With The Carer In The Presence Of The Parent / Primary Caregiver
Plan ahead and visit the child carer, or spend 1-2 hours at formal child care with the child. The primary carergiver should remain with the child for the duration, allowing the child to explore and get to know the person and surroundings.

5. Leave Something Special With The Child That Belongs To The Parent / Primary Caregiver
It is important to emphasize that this should not be something of monetary or sentimental value that. if broken or lost, is irreplaceable. Allow the child to have a photo of Dad / Mum, Mum's scarf, Dad's t-shirt, or anything of significance that ties the parent to the child and can bring them comfort.

6. Allow The Child To Have A Familiar Object Or Toy Of Their Own
A teddy, blanket, doll or other security toy that can bring comfort. Again, this should not be of great monetary or sentimental value.

7. Help The Child To Understand That Mum / Dad Will Return.
This may be simple, but often overlooked. It may simply be a reminder that "Daddy / Mummy will be back soon". I remember in one of my first child care positions many of the children spoke a language other than English, and the first phrase I learnt in that language was "Mum's coming back soon". I still remember the phrase some 10 years later! Older children can benefit from visual timetables which depict, in photo or picture form, what happens in the day and when in the day Mum / Dad come back. Even older children can begin to use clocks and more formal time measures.

8. Have A Special Ritual Which The Parent And Child Do Together When They Are Reunited
In formal child care, this may be an activity the child and parent do together at the centre, or it may be special time they have at home such as reading time or a trip to the park. This helps the child to look forward to the days of separation because at the end is a special treat.

9. Encourage The Carer To Be A Familiar Part Of The Family
Where appropriate, a photo of the carer or care environment in the home (eg on the fridge) allows the child to see the person in a familiar place. Older children may talk about the carer, helping to build trust and familiarity.

10. Help The Parent / Primary Carer Through the Separation Process
The more the parent feels comfortable in the separation process, the more they can help the child. Often separation anxiety is a heartbreaking emotion to watch, but may be momentary. The number of times I have witnessed children happily playing before the parent has reached their car is astounding. However, the last image the parent has is their child in distress. Where possible and appropriate, use a video camera to capture the child happily engaged in play. It is not always enough to say to the parent "they are fine when you leave". Some parents need proof. If video is not available, try using a still camera. The more relaxed the parent is, the more the child senses this and their anxiety diminishes.

Cassandra writes for Onsite Early Childhood Training and you can find more information on Separation Anxiety in Childcare and Childcare Staff Training

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Children's Books - How to Keep Children Turning Those Pages

How should a children's book be constructed?

A very important element in the construction of a piece of creative writing is a strong beginning. If the opening is not catchy, then readers will fairly rapidly lose interest.

Children tend to have a short attention span and want to be quickly engrossed in a story.

This can be difficult for the author when they are introducing characters and storyline.

One option for a catchy opening could be a flash back paragraph which promises more exciting things to come.

I also find that opening with a conversation is quite a good maneuver.

You want to get the children turning pages. You do not want to lose them on the first page!

The body of the creative writing piece should intrigue and excite the reader.

Every chance to create drama should be seized. In fact, once you have written about an incident, go back over it several times, each time adding extra drama. If you are writing a fantasy children's book for example, anything goes, so dig deep into your imagination and bring out the most fantastic thing you can think of. The idea is to excite and intrigue. Drama involves conflict to make people care about your characters and your story.

Lead up to dramatic and suspenseful situations with care. The right mood has to be created and the timing has to be spot on. The reader wants to be tantalized, but not bored. The priming of the reader for the dramatic event makes the event even more exciting. Afterwards there should be a lull in the pace as the story moves towards the next dramatic development. All the time there should be a promise of more exciting things to come.

For more exciting creative writing, put in a variety of moods.

Children respond very well to humor. Humor in the right place can relieve tension and make a character more likeable. Of course, care should be taken with the use of humor (unless you are actually wanting to confront the reader) to ensure it is not inappropriate.

Sad situations have their place in a children's book too. However, sadness should be followed by something positive and optimistic - a lesson has been learnt and/or the characters have had some sort of spiritual awakening. Both the characters in the story and the reader can smile once again.

Your children's book concludes when all the loose ends have been tied up. Read the story through several times to make sure that nothing remains that is unexplained.

The ending should be strong and leave the reader satisfied. The reader should be wondering about the lives of the characters and hopefully wanting to meet them again. That of course, gives you the opportunity for the sequel!

Roslyn J. Motter is a Sydney, Australia based author. She is also a registered acupuncturist and CPA (Certified Public Accountant). She commenced writing her Doofuzz Dudes series late in life at the age of fifty. Now, three years later, she has already written eighteen books. She has recently published the first three books, The Doofuzz Dudes Rescue Moondar; The Doofuzz Dudes and the Princess Detector; and the Doofuzz Dudes and the Babbling Bottles. The series are fantasy adventure stories and are most suitable for children aged 7 - 12 years. Woven into the adventures is a subtle theme of caring for the environment. The books can be purchased at http://www.doodlesbookshop.com.au and excerpts and illustrations from the books are available for viewing on http://www.childrens-books.com.au and children can play games and win prizes on http://www.doofuzzdudesclub.com

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