parenting – Page 4

Jewish papercutting art

The paper cut “Jerusalem Mizrah” by Yehudit Shadur (1928-2011). (photo from shadurarts.com)

Papercuts are created by taking a folded sheet of paper and drawing a design on one side. The folded sheet is then fastened to a wooden board and the design is cut out with a sharp knife. When the paper is unfolded, a symmetrical work of art appears.

Papercutting dates back to the fourth-century CE in China. It appeared in Western Asia by about the eighth century; in Europe by the 13th century and in Turkey, Switzerland and Germany by the 16th century. Papercutting has been a common Jewish folk art since the Middle Ages and, by the 17th century, it was popular for Shavuot.

Shevuoslekh (little Shavuots) and roysele (rosettes or flowers) were used to decorate windows on Shavuot. They were made of white paper, usually, and frequently displayed the phrase, “Chag haShavuot hazeh” – “this holiday of Shavuot.”

According to an article by Sara Horowitz in the recently defunct Canadian Jewish News a couple of years ago, “for Ashkenazi Jews, there was a particular link between papercutting and Shavuot, which stems from an old practice of decorating homes and synagogues with flowers, branches, boughs and trees. In shtetl culture, cut flowers were a luxury – pricey and perishable. And Jewish culture was deeply literate, so paper, especially used paper – was always around and available for artistic repurposing. Some sources cite the objection of 18th-scholar Vilna Gaon to the Shavuot greening as another reason for the development of a Shavuot papercutting tradition. Because church décor involved cut flowers and pagan practices involved trees, the Vilna Gaon viewed such customs as inherently non-Jewish.”

An acquaintance of mine from many years ago, Yehudit Shadur (1928-2011), and her husband, Joseph, wrote a history of the last three centuries of Jewish papercutting, called Traditional Jewish Papercuts: An Inner World of Art and Symbol. The book won a 1994 National Jewish Book Council Award.

Yehudit Shadur was considered to be the one who pioneered the contemporary revival of the Jewish papercutting tradition. Her works are represented in major museum collections. She also had museum exhibits in Israel, England and the United States.

Shadur’s website offers many quotes from the artist, including one from a 1996 exhibit catalogue, in which she states, “What at first seemed a simple craft proved to be an artistic medium of endless possibilities and variations – not only in the arrangement of time-honoured Jewish symbols imbued with deep and often complex significance, but also in the challenges of colour, composition and texture. Eventually, the subject matter of my papercuts went beyond traditional forms and content to express my personal vision as a contemporary artist….”

Some typical symbols in Shadur’s Jewish papercuts – and in those of others – are menorot, crowns (keter Torah, the crown of Torah), columns representing the Temple in Jerusalem, plants or trees (the Tree of Life, the Torah), and grapevines, lions and gazelles (all representing the people of Israel).

For an in-depth article on the history of Jewish papercutting, visit myjewishlearning.com/article/jewish-papercutting.

If you’re looking for an activity to do with your children, PJ Library (pjlibrary.org) offers the book The Art Lesson: A Shavuot Story written by Allison and Wayne Marks and illustrated by Annie Wilkinson, in which “Grandma Jacobs teaches Shoshana how to make traditional papercuts,” and readers also learn to make a papercut. For anyone interested, there are various websites that have papercutting tutorials for kids and adults alike.

Chag sameach!

Sybil Kaplan is a journalist, lecturer, book reviewer and food writer in Jerusalem. She created and leads the weekly English-language Shuk Walks in Machane Yehuda, she has compiled and edited nine kosher cookbooks, and is the author of Witness to History: Ten Years as a Woman Journalist in Israel.

Supporting gender diversity

Ara Morris, principal of Brock Corydon School, left, and Naomi Finkelstein, co-founder of Parents Family Friends of Transgender Individuals. (photo from Morris and Finkelstein)

The Winnipeg School Division recently assembled a panel to discuss ways to best support trans and gender diverse children and youth, especially in school settings.

Ara Morris, principal of Brock Corydon School, was invited to sit on the Jan. 22 panel, which took place at Prince Charles Education Resource Centre. “Our school has been very active in talking about gender,” said Morris. “We’ve been making changes to our school as a result of having children in our school who are transgender. We want all of our students, all of our families, to feel included, important, and as equal members of our community and so, to do that, sometimes we have to reflect on the different ways that we are speaking, the different language that we are using.

“We know that many times children identify themselves in all different ways,” she said. “We want to be respectful of that. We have had a lot of professional development for our teachers and that has included programs from the Rainbow Resource Centre,” which offers support, counseling and educational programs for LGBTQ2S+ individuals and allies.

Brock Corydon has invited the parent of a transgender student to speak with school staff, and teachers have led sessions among themselves, as well as having had other teachers come to share how they work on being inclusive in the classroom.

“Our school division has a policy and it was updated in June 2018 for diversity and equity,” said Morris. “With all the research that our school division has been doing, I’d be surprised if other school divisions weren’t doing the same.”

Morris has received many phone calls from other principals asking for suggestions, and she works with parents to identify any needs, such as the need for a gender-neutral bathroom, which the school now has.

Even though full-time staff has been educated on the topic, part-time or causal staff also need to be informed about the proper way for teachers to speak at the school, including the use of gender-neutral language.

Naomi Finkelstein, a retired teacher and the mother of a trans child, was also on the event panel. Finkelstein was dealing with the situation 13 years ago and recalled having tried to find proper supports, which were lacking. She started a support group with another parent, called Parents Family Friends of Transgender Individuals (PFFOTI).

“I had a daughter and, when she was about 20 and a half, she came out and shared that she was transgender,” said Finkelstein. “I knew that this was something I was going to have to get support for, so I went to the Rainbow Resource Centre.”

PFFOTI started out with the two founding members and is now providing support to 170 parents. “Of course, that many do not come to all the meetings and, really, what happens is people kind of grandfather out. Their children are older now, they’ve made their transitions … maybe some have had surgery and they don’t feel the need to attend anymore. We’re always getting new people,” said Finkelstein.

“Our group is specifically for parents,” she continued, “because there are some parents who have just found out and they need the support. And there are always Kleenex boxes on the table. For some parents, it is a real shock.

“I was shocked, too, but I did my crying at home in the shower, which was really very good. There was something, I don’t know why, it was almost like being in a womb, feeling protected in there…. We want the parents to be able to share their fears and concerns; you can’t do that if a child is there.”

Over the years, Finkelstein has developed a list of do’s and don’ts for parents who suspect that their child might be trans.

The do’s list includes respecting your child’s identity and following your child’s lead and listening to them about what trans is all about. Each child is different and there’s no right way to be trans. As Finkelstein pointed out, “some go on hormones, some don’t, and some just dress in what they consider the gender’s clothing.”

The list encourages parents and others to learn about the difference between sex and gender – gender is a social construction, whereas sex is biological.

PFFOTI advises parents to start by helping and educating themselves so they can better help their child. “This involves reading and coming to support groups,” said Finkelstein. “And parents need to take into account if there are other siblings. There can be issues for the other siblings, and they need to be educated, too.”

If the children are minors, parents need to take the lead in setting up doctors’ appointments, buying appropriate clothing, getting haircuts, etc.

“Truly, the key to success is offering the kids your unconditional support,” said Finkelstein. “One of the support groups online, their motto was, ‘Fake it until you make it.’ But, we also talk about what parents need to do within the school system and that they need to advocate for their children. Although the human rights law says that they have rights, not all school divisions are on board. Winnipeg [School Division] 1 is totally on board and they have a process. We need parents to take part in the process and get the school to take part in the process.

“And a critical thing is bathroom talk,” she said. “You have to talk to your child before you go to the administration, so you’re both on the same page as to what the child wants to do. Some schools now have non-gender-specific bathrooms, which is great. I wish every school would have one.

“And then they have to talk to the administration about what their rights are. They should know those rights before they go in.”

Setting up a safe person at the school, with the help of administration, who the child can go to, someone who affirms their identity, if they are having problems, is also important, as is talking about the school’s anti-bullying policy and how that is handled.

“Past the age of 12 and up, you’re also dealing with all these hormones that rage through the child’s body,” said Finkelstein. “So, some kids are going to have to get on blockers to prevent their periods and their breasts from developing, and stuff like that.”

Parents and others must understand that a child’s identification as trans is not likely a passing phase. Although some children identify as trans and later change their mind, that is uncommon. So, do your best to avoid calling your child by their previous name, said Finkelstein.

Parents “really have to make an effort not to misgender,” she said. “Misgendering kind of denies their existence as a person, and that’s a big negative. But, as a parent, if you screw up, you just apologize. I think kids are very understanding about that. As long as you don’t deliberately misgender a child, they are open to the fact that, you’ve had them for 13, or 18, or 20 years, and, yeah, that other name is going to come out. It takes you awhile to reformat.”

Another PFFOTI recommendation is to never out your child – let them do it when they are ready.

“Statistics have proven that, [even] with children who are trans who get support from their parents and their family … four percent commit suicide,” said Finkelstein. “The statistics are much higher – about 45% – for those who do not get support. This past summer, we lost four kids (three in Winnipeg and one who had moved to Vancouver).”

Finkelstein regularly checks in with her son to talk about his mental health and to assure him she accepts him as he is.

Rebeca Kuropatwa is a Winnipeg freelance writer.

Blending families

Rebecca Eckler’s latest book is one of her most candid. (photo from Rebecca Eckler)

Rebecca Eckler knows firsthand the challenges of forming a mixed, blended or bonus family. Based on her experiences, the author, blogger and former National Post columnist has written Blissfully Blended Bullshit: The Uncomfortable Truth of Blending Families.

“Everyone was private messaging me saying, ‘I’m going through this with my blended family. I know you are in one. How do you handle this?’ I’m thinking, ‘People need help,’” Eckler told the Independent.

When the American television show The Brady Bunch first aired 50 years ago, its premise relied on what was then a rarity – two parents on their second marriage, each bringing three children into the same home.

“The difference with The Brady Bunch is you never saw exes. You never saw the grandparents or cousins. It was just about the family. But blended family is so many other people,” said Eckler. “There is a lot of suffering, and people in blended families don’t want to admit how hard it is,” including when parents take sides with their biological children in a tiff between siblings.

“I had no idea all the BS that pops up, and all the variations of people who have to get along,” she said.

Eckler described this, her 10th book, as “my favourite book because it’s so candid.” During the writing process, she and her then-partner “unblended” and she discusses many of the unexpected issues that arose from the breakup. For example, the biological siblings, half-siblings and bonus children now weren’t – quite suddenly – in one another’s lives regularly. The more familiar struggles of breaking up with someone included the division of possessions; in Eckler’s case, agonizing back-and-forths over mundane items like the microwave and bed.

While she and her ex now have new partners, other difficult situations lay ahead.

“You know what was the hardest thing for me?” she said. “Telling [her daughter] Rowan’s dad that another man was moving into the house with two children. I felt like he would feel that another man is taking over the role of ‘dad’ in my daughter’s life. I could hear him choking up when I was telling him.”

Then there was the time that one of her (new) stepdaughters asked Eckler to go prom-dress shopping. While in the dressing room, the daughter took selfies and sent them to her biological mother. “So,” said Eckler, “while I was invited to come with her, it was her mother who had the final say. These are things that you don’t think about until they happen to you.”

One lesson learned through all of this was that partners need to keep open the lines of communication.

“I think one of the biggest mistakes at the very beginning is, we discussed nothing, which was ridiculous, but I had ‘love goggles’ on. He moved into my house and his kids were in my house 50% of the time. So, for them, I think it never felt like their home. To me, it always felt a little like, ‘this is my home’ that you guys have moved into. The [new] kids didn’t even get to pick their room.”

Horns locked over Jewish issues, too. When her partner wanted to bring ham into the home, discussions ensued – over the ‘December dilemma’ of a Christmas tree (she refused), Jewish versus mainstream summer camps, and to which grandparents they’d go to for the Passover seder.

“It’s almost like a cautionary tale, and it’s very juicy. It’s also a book for grandparents to read,” said Eckler. “I think I’d probably make a shitload of money if I came out with a line of greeting cards for blended families. ‘Happy bonus granddaughter’s day!’”

Dave Gordon is a Toronto-based freelance writer whose work has appeared in more than 100 publications around the world.

Not just in summer

(photo from Camp Shalom)

A couple of years ago, the Jewish Community Centre of Greater Vancouver’s Camp Shalom made a new commitment to families: “When they need us, we will be there!”

Camp staff decided on this motto when they noticed that their current families needed an increased amount of care. As a result, in addition to the existing summer and mid-year school-break camps, Camp Shalom started offering care for children from Vancouver Talmud Torah, Vancouver School Board, Vancouver Hebrew Academy and Richmond Jewish Day School on professional development days. Camp Shalom offers programs for children ages 3 to 15 for an average of 40 weeks out of the year, and is accessible to children who might have mental or physical disabilities.

“We want camp to be an inclusive environment for everyone. We want all campers to feel like they can participate in any of the activities,” said Marina Cindrich, Camp Shalom assistant director.

Supporting families and treating all campers as individuals has always been important to the Camp Shalom team. They recognize that they are a steppingstone into the Jewish camping world for many children in the city.

Director Ben Horev has committed the camp to providing a personalized experience for each family – whether it’s their first time at camp or their 10th, they will receive personal attention. This includes family meetings, scholarships and any other support a family might need for their child to attend camp. In the past, Camp Shalom has partnered with families from the Tri-Cities to bring them camp. This past summer, they introduced Kaitana Shalom, an ulpan-like day camp with Hebrew-speaking counselors and all activities in Hebrew, to help Israeli families integrate into Canada.

Camp Shalom will be kicking off 2020 summer camp registration with a Family Day concert and camp event (in partnership with PJ Library), which will feature Music with Marnie, as well as activities for the whole family. The event will take place on Feb. 17, 10 a.m.-2 p.m.

New this year, Camp Shalom is introducing a major change to their enrolment. They will be retiring the two-week sessions and replacing them with week-to-week registration instead. This will allow families to design a better fitting schedule for their needs.

For more information about Camp Shalom, contact Horev at 604-638-7282 or [email protected].

In the unlikely event that …

Most issues that arise at camp can be solved so that your child enjoys the experience, and perhaps learns that problems can be overcome. (photo from flickr.com)

The moment most working parents dread is when they discover, halfway through, that the summer camp they chose is not a good fit for their kid. The money is often already spent. How can this best be resolved for the child, the parent and the camp itself?

The first step is easy. If you’re relying on your child to relay all the issues, it’s possible you aren’t getting the whole story. The moment something seems to be going wrong, speak to your child’s counselor or the supervisor in charge of their daily activities. This could be something simple. Is your kid too hungry, too tired or getting too much sun? Is there a personality conflict between kids in the bunk? Sometimes it is possible to catch things before they get out of hand, such as separating the kids who are having difficulties, or to find solutions to the problems causing discomfort.

Next, keep communication lines open and keep abreast of the problems. How are the solutions working? Keep evaluating how things are going on a day-to-day basis. If it doesn’t change at all, don’t dally. Camp sessions don’t last long. It can be hard to find out exactly what’s happening to your kid if communication isn’t good.

If things don’t improve, it’s time to talk to the camp director. This can be a quick conversation in a hallway or a formal meeting. It’s important to air your concerns and see how they can be addressed. This is an opportune moment to figure out exactly what’s going on. Does the director seem concerned? Hopefully, the director will want to seek solutions, instead of explaining defensively that things should stay as they are.

In some cases, your kid might need extra help or to spend less time at camp. In these cases, a smart director can evaluate on the spot what might help. One year, I figured out which camp activity days sounded too hard for one of my kids to manage. On those days, he went to work with me while his twin was at camp. He didn’t drop out entirely, and I had a back-up plan that worked out.

A quick example here of when you know it’s time to bail. When my twins were in preschool, I signed them up for a Jewish community centre summer camp. I was surprised to find that there was little Jewish content. Further, they spent a part of every Friday watching movies at the day camp for 3- to 5-year-olds. When I asked about it, I was told that no one else saw the movies as a problem, but that they would switch the movies to the afternoons, since my children attended the morning half-day session.

What followed was a big show each week about how careful they were to adjust the movie activities – solely on my behalf. I was also told that the camp consisted of 50% non-Jews. They wouldn’t provide more Jewish flavour (blessings before meals, songs or activities) at the Jewish community centre where we were living at the time, for fear of alienating non-Jews.

The director then told me that, if I really wanted to iron this out, I would need to wait until after the summer camp season so he could have time to explain how his camp functioned. (This wasn’t the right place for us – I didn’t set up the mansplaining follow-up meeting.)

There are times when it’s immediately necessary to withdraw your kid from a camp, perhaps due to safety issues. This is a case of triage. You must find alternate childcare or summer activities and bounce back from a trying situation.

In these cases, it is unlikely that you’ll get your money back. The camp has already committed to paying its staff, buying equipment, paying rental fees and more. Further, unless they have done something illegal or egregiously wrong, it’s hard to prove that your difficulties require reimbursement.

Yes, it’s a bad feeling, but often we need to model moving on from bad experiences for our kids. It’s important to meet your child’s needs and get that kid back to enjoying the summer. If it’s possible to offer fair feedback about the camp to the director, sponsoring organization or agency, that is a worthwhile step. If another parent asks, you can explain what went wrong. But, on no account is it helpful to smear the camp through social media – avoid the lawsuit! Instead, focus on making things right with your children.

Our summers are short. Sometimes a bad camp experience is a good example of how to make the best of things. Learning to seek solutions and closure when problems arise are great life lessons to learn.

Joanne Seiff has written regularly for CBC Manitoba and various Jewish publications. She is the author of three books, including From the Outside In: Jewish Post Columns 2015-2016, a collection of essays available for digital download or as a paperback from Amazon. Check her out on Instagram @yrnspinner or at joanneseiff.blogspot.com.

Tips for inclusivity

If you’ve got a kid with special needs, it can be hard to find the right learning experiences and it can require extra work to make them accessible. (image from clker-free-vector-images (pixabay.com))

All Jewish kids deserve to have access to wonderful summer camp experiences. However, if you’ve got a kid with special needs, it can be hard to find the right learning experiences and it can require extra work to make them accessible. Every kid is different, so these tips are only a start, and from just one parent. Here’s to hoping your child has a great experience with Jewish camping, and that you do, too.

Start early. Finding the right situation takes research. For us, the best advice came from the parents of other special needs kids. Every special needs parent I’ve met wants to help others, as well. Taking care of a kid with challenges can be a struggle.

Even if your child isn’t ready for camp now, listen carefully, as advice may make it easier when the time comes. Starting early might mean gathering information years in advance or just signing up early in the new year to get into the summer program that is the best fit for your kid.

Ask for more information. Many camps say they work to meet every kid’s needs, but their program descriptions may not offer details. Contact the camp office to ask how they can meet your specific child’s needs. Be polite and detailed. The camp director should demonstrate professional competence that shows they can rise to any challenges that may occur.

Ask for a tour. If a child has physical disabilities or sensory challenges, for example, the physical environment can make or break the kid’s experience. Some places give lip-service to accessibility but haven’t tested it. Maybe a kid using a wheelchair can’t use the bathroom, or the hiking trails are too rugged for the wheelchair to manage. If a child uses an iPad assistive communication device that requires charging, check that the camp’s got adequate plugs to recharge it.

Walk through the grounds. Imagine your child on a camp day. If your child is open to it, bring the kid along. How will this environment work physically for him or her? Is it truly accessible?

Ask about professional supports. Many camps are staffed with eager but inexperienced young adults. These counselors are often full of energy and great ideas but many have never encountered special needs situations. Does this camp have a professional on staff who works with kids with challenges? Does this person have any training or experience?

In some school environments, even the teachers aren’t expected to have special education training. If it isn’t required at school, it may not be available at camp.

While professionals are essential, sometimes the best support can be an older student or even another parent who has experience with a sibling, child or friend with special needs. If the camp looks like a possibility, see if your child can be paired with an assistant who really knows what she or he is doing. Sometimes, you need to pay extra to get this help.

Good communication is key. A camp that doesn’t respond to questions isn’t likely to work out well. This is particularly true if your child isn’t verbal or can’t advocate for themself. You should feel reassured that, from start to finish, the camp is willing and able to connect with you, let you know about the successes and difficulties each day, and even ask you for advice about your kid.

It doesn’t have to be formal, it can be a few words at pick up and drop off, but communication needs to be good to keep your kid safe.

Ask if you can observe or drop in. If you can see camp in session, with or without your camper present, you may have a much better idea of whether it will work. For instance, a kid who is sensitive to noise may need accommodation to cope with common camp experiences like bunk cheers or song sessions, as these frequently offer an opportunity for over-the-top yelling. You cannot hear that noise unless you are there when the campers and counselors are, too.

Compromise. The best Jewish environment for your child may not be the one you planned on. If your family is traditional but the Reform day camp has the most accessible campus, you might choose that camp. Or, if your local Chabad provides the most supportive environment in terms of counselor/camper ratio, but you’re raising an egalitarian Conservative family, you may need to decide which values are most important. For many, there are the things that their special needs camper must have, and then there are many other compromises along the way. Do what is best for your child. Sort out the theological discrepancies later.

Trust your gut. Sometimes, we don’t have all the information in advance, but we know the people involved and their good relationship with our children. If you feel confident and trust those in charge, that’s a great start. On the other hand, if you get a bad feeling from an interaction, pay attention! Your child is dependent on the adults in charge at camp. If you doubt their ability to meet your kid’s needs, don’t sign up, or take your kid out of the camp.

Your kid (and every kid) is precious. Do your homework. A good camp is more than daycare. It’s powerful enrichment that boosts Jewish identity and enthusiasm for the whole year.

Joanne Seiff has written regularly for CBC Manitoba and various Jewish publications. She is the author of three books, including From the Outside In: Jewish Post Columns 2015-2016, a collection of essays available for digital download or as a paperback from Amazon. Check her out on Instagram @yrnspinner or at joanneseiff.blogspot.com.

Reflections on parenting

So, I’m thinking about the times of our growing up, and who did what in the story of our lives. We never think much about it while it’s happening, during the years when we are coming to our senses. During those times, we are too busy trying to figure out what’s going on.

This process has always fascinated me, wondering what I was thinking. I can’t remember any details about how it was for me. Do you ever wonder how we ended up in the particular places we were, with the people with whom we were packaged? Do you ever wonder how it was that these particular people came to inhabit your life?

Didn’t we just take for granted what was happening all around us as we were growing up, and just went on from there? But, let’s face it, the operation of our lives didn’t just happen. Somebody was out there doing the heavy lifting for us while we just floated along with the tide. It may take us a lifetime to figure that out and to begin to appreciate how generous other people have been, with what may have been meagre resources, in the making of our lives. I remember I resented, for the longest time, never having had any choice about the particular place in which I found myself. I couldn’t wait to get out of that place into one of my own making. Are all of us that arrogant as to our imagined rights at that young age? Did you ever have similar disloyal thoughts?

I think about the roles I had in bringing up my own children. I get the feeling that I sleepwalked through that job, concentrated as I was on making the best of my career opportunities. How much of that was ego and how much of that was an inbred drive, an absorbed imperative to provide for my dependents? I always told myself that they were the ultimate beneficiaries of my misguided priorities. My dependents may have a different view.

How much time did I spend preparing them to cope with the demands of a sometimes hostile world? Did I spend enough time counseling them as to how they might overcome the challenges they were sure to face? Did I do enough beyond providing food, clothing and housing? Was it enough? Did I do a better job than my parents did, as I was convinced I could? Didn’t I have a greater capacity to do that, so that so much more was expected?

I’ve never talked to my kids much about these concerns. Now I am a little hesitant about broaching the subject. I fear the memories they might have would have them judging my behaviour as bordering on neglect. Horrors! Did I do enough of the heavy lifting that was required? Do you people out there ever think about this stuff? Don’t we all console ourselves with the thought that we always did our best under the circumstances? Do we dare ask our kids about that?

If we look at nature, at the way creatures go about raising their young, it is clear that, in most cases, mammals and birds will, like humans, protect and nourish their young during their vulnerable periods, even to the point of surrendering their lives if need be. For wild creatures, the pains they go to, making nests and burrows, hunting and gathering food, seem without limit, commandeered by instinct. And the young learn by following their parents’ example. For humans, that period of vulnerability is so much longer. And what our young have to learn is so much more complex.

I always thought I would do better when my turn came, only to realize on maturity how the many gifts I had been given by my parents would challenge my own capacities to match them with my own brood. We know what a difference parental attendance can make in an offspring’s future.

How many parents stick with a job they hate to put bread on the table? How many parents stay in a relationship they loath to keep a roof over the heads of their young? Most just keep on doing what they have to do, day after day, year after year. That’s heavy lifting!

How many parents abandon places where they know all the rules for the unknown, in the hope of ensuring their children will have a better chance at life? How many jump off into danger in the hope of finding a better life? We are hearing a lot about that these days at the Unites States’ southern border. And at many European borders for the last several years. Didn’t most of us have it a lot easier?

How do we define what we owe ourselves and what we owe to those we are responsible for bringing into this world? How many of those rules come from outside ourselves, absorbed from our parents, from our communities? (What a hierarchy of social imperatives I inherited just by being born Jewish! What was in your birth box?) Or, like other creatures, do we mostly act out of instinct? We see all kinds of behaviours. And we can’t help judging what we see, whatever our own performance has been, with whatever tatters of standards remain to us.

Now, no longer under the gun, and seeing things with a broader perspective, what do we do now? Do we think we have the right to butt in on our offspring with our own views about how things should go? How do you think we would feel if we were in their place? Isn’t it obvious? Do we have the wisdom to wait to be invited to comment? Will that invitation ever come?

For many of us, the heavy lifting is now in other hands.

Max Roytenberg is a Vancouver-based poet, writer and blogger. His book Hero in My Own Eyes: Tripping a Life Fantastic is available from Amazon and other online booksellers.

A case for mothering

“Oh, I know that I owe what I am today to that dear little lady so old and grey / To that wonderful Yiddishe momme of mine.” (from the song “My Yiddishe Momme,” by Sophie Tucker, 1920s)

It was not until the early part of the 20th century that a day was created to honour and officially acknowledge the importance of mothers. Founded by American Anna Jarvis and first observed on May 10 in 1908, Mother’s Day will be celebrated this year on May 12.

But times change, and what may have applied in Jarvis’s time doesn’t go far enough in our present society. A distinction should be made between the mother and the act of mothering: one is a noun, the other a verb. Historically and biologically driven, the role of mothering has been primarily fulfilled by the biological mother. However, in the 21st century, this role is now often carried out by a variety of others, such as fathers, grandparents, adoptive parents, foster parents, step-parents or paid caregivers.

The explosion of neuroscience research over the past few decades has provided a meteoric rise in neurobiological literature with findings that support their predecessors’ observations and predictions in child development. Selma Fraiberg (1977) was farsighted when she wrote that mothering “is the nurturing of the human potential of every baby to love, to trust and to bind to human partnerships in a lifetime of love.” The evidence from various sources converges in the consensus that the human capacity to love is formed in infancy and this bond should not only be considered a gift of love to the baby, but a right – “a birthright for every child.”

Unfortunately, the recognition and awareness of the crucial role of mothering in a child’s healthy development and, consequently, to future generations, is gradually being eroded. It is often seen as a secondary role in the scheme of our busy lives. It was 42 years ago when Fraiberg wrote that we are seeing a devaluation of parental nurturing and commitment to babies and young children, which may affect the quality and stability of the child’s human attachments in ways that cannot yet be predicted. She warned that the deprivation of a mother or mother substitute will diminish a child’s capacity for life.

Fraiberg’s cautionary notice is eerily apparent in the growing numbers of young children and troubled youth as reflected in mental health issues and criminal behaviours. For example, Canadian Bullying Statistics (Canadian Institutes of Health Research, 2012) indicated that 47% of Canadian parents have had a child who has been a victim of bullying; Canada has the ninth-highest rate of bullying in the 13-year-old category in a survey of 35 countries; and at least one in three adolescents have reported being bullied.

The basic needs of children have not changed, but our priorities seem to have been rearranged, as advertisers increasingly shape our wants into needs. We did not invent childhood. We are only discovering what has likely existed since the beginning of time. Louis Cozolino, PhD, (2014) notes there is “a causal link between interpersonal experiences and biological growth.” These links are of particular interest in their impact on early caretaking relationships, when the neural infrastructure of the social brain is forming.

As Lloyd deMause notes in The History of Childhood, “That because psychic structure must always be passed from generation to generation through the narrow funnel of childhood, a society’s child-rearing practices are not just one item in a list of cultural traits. They are the very condition for the transmission and development of all other cultural elements, and place definite limits on what can be achieved in all other spheres of history.”

A world of mothers and mother substitutes has taken on the loving and arduous tasks of mothering, with all the pleasures and perils of parenting. To those who are fortunate to still have mothers in their lives – be thankful and let her know how much she is cherished. For those who don’t, treasure the memories that have become even more precious. And for those who are themselves mothers, you have undertaken the most difficult but important task of life with all its joys and sorrows. You have taken on the most valuable contribution to society and its future as well. So, to mothers and to those who mother, we honour you today and every day.

Libby Simon, MSW, worked in child welfare services prior to joining the Child Guidance Clinic in Winnipeg as a school social worker and parent educator for 20 years. Also a freelance writer, her writing has appeared in Canada, the United States, and internationally, in such outlets as Canadian Living, CBC, Winnipeg Free Press, PsychCentral and Cardus, a Canadian research and educational public policy think tank.

Stressed out by technology

Elan Divon speaks at King David High School earlier this month. (photo from KDHS)

Elan Divon has found his passion and purpose in life – helping people to find their passion and to confidently fulfil a purpose that not only builds their own positive energy but also lets that energy spill out to improve the world in both small and potentially large ways.

On April 8, King David High School’s PAC hosted an evening that featured Divon, founder and chief executive officer of the Divon Academy, which, according to its website, “help[s] students and professionals stand out, and develop skills that are proven to boost their long-term success and well-being.”

He began by sharing the story of avoiding a deadly suicide bombing by sheer coincidence. Twenty years old, a soldier in the Israeli army, he had just returned home and was on a date at a café. The woman wanted ice cream instead, so they left; moments later, they heard three bombs go off, many people were killed, hundreds were injured, in the area they had just been. The experience jolted Divon onto a path of self-reflection and a search for spiritual meaning.

He went to study abroad, later quitting a Wall Street job and then studying archeology and anthropology at Brandeis University, followed by comparative religion at Harvard University.

“Since then,” reads his bio, he “has directed a peace camp for embattled Israeli and Palestinian teens; delivered countless personal development workshops to young professionals around the world, frequently presents before CEOs and business leaders; and, most recently, co-founded the Einstein Legacy Project to inspire the next generation of brilliant minds on the planet.”

Divon explained to the audience at KDHS that he feels he has found his purpose and can, therefore, live his purpose and make every moment count. He wants others to be able to do the same. He spoke about what he called a “stress epidemic” and identified five key aspects that inhibit personal growth and cause poor performance for students and adults alike.

The first factor is how much technology has invaded our ways of behaving and thinking. “Because of technology, people feel that everything needs to happen instantly,” he explained. With smartphones and constant access to the internet and apps, people find the answers they are looking for without really having to search, and they communicate with others without really having to interact.

“Our outer reality works very quickly but our inner reality takes time to develop,” he said about why this causes stress. Using the example of gestation, Divon explained how certain biological functions cannot be rushed – by technology or just because we shower them with attention. It takes time and experiences – both positive and negative – to build the necessary skills for human interaction and resilience, to be a well-rounded and confident person, he said.

The culture of comparison that dominates the internet is the second challenge. Before the advent of the internet, said Divon, a person might compare themselves to their sibling, a neighbour or the most impressive student at school. Today, we see carefully crafted virtual personae online from all over the world, and use those as a totally unrealistic benchmark for self-comparison, he said.

Next, Divon focused on the benefits that can be gained from discomfort. “Parents need to give their children space to solve their problems themselves,” he said, noting that, currently, teens can avoid uncomfortable situations by hiding behind their over-involved parents or their phones.

Social isolation – Divon’s fourth area of concern – can result from living a virtual life. Without direct personal contact, he said, people suffer all kinds of stress. Age-old ways of coping with painful situations or celebrating happy moments are eliminated by text communication. “Studies show that when good news is shared via text, it’s like it didn’t happen, even when the recipient of the text responds. Only through personal contact do people feel supported and connected,” explained Divon.

Finally, he said that overstimulation is damaging everyone. “We are drowning in information but starving for wisdom,” he said.

Divon outlined three ways to enhance happiness and purpose in life.

First, we need to have a proactive rather than a reactive mindset, he said. Using the establishment of the state of Israel as an example, Divon explained how the nascent state was able to turn a rocky beginning into a success. Rather than focus on the paucity of resources and abundance of hostile neighbours, those who established the modern state of Israel were optimistic and counted their blessings. “Being a victor over circumstances rather than a victim of circumstances is what sets people with a positive mindset apart from those with a negative one,” said Divon.

A positive mindset helps build the second key factor: relationships. A strong – real, not virtual – support group is a protection from stress, it helps most people find their jobs and determines and gives meaning to life, said Divon.

The third component to finding contentment and productivity is stress management. “Stress is resisting what is in a present moment,” Divon said. If stress is resistance and 95% of stress occurs in the mind, it is possible to eliminate or manage most of the stress we perceive in our lives, he explained. While the steps needed to manage stress are not easy, Divon said that, with practise, step-by-step, people of all ages can change their habits and develop more effective ways of coping.

Neuroplasticity is the ability of the brain to adapt and change. Divon explained that, although there are many stressors and that technology is often our foe instead of our friend, we can all develop new pathways in our brain. We can enhance the quality of energy we possess and make ourselves and those around us happier.

Michelle Dodek is a freelance writer living in Vancouver, and the mother of a 12- and a 13-year-old.

Love starts with the self

Most of us are familiar with the concepts of “inherent worth” and “unconditional love.” But many fewer of us actually live by these precepts. Anne Andrew would like to help change that fact. She does this in her work, as well as in her new book, What They Don’t Teach in Prenatal Class: The Key to Raising Trouble-Free Kids and Teens, the launch of which takes place April 11, 2 p.m., at the Isaac Waldman Library at the Jewish Community Centre of Greater Vancouver.

In the introduction, Andrew shares, “My experience as a worried parent of a once-troubled teenager (now a well-functioning adult) and my wish to help other parents avoid the sleepless nights, debilitating fear, helplessness and despair, led me to write this book. Our family’s ordeal lasted more than six years and, during that time, we learned strategies that not only helped us survive but actually allowed us to thrive…. At the same time, I was working as a school principal and became aware of the mental health crisis that was starting to take hold in younger and younger students.” As examples, she notes that 77% of children report having been bullied at school and 80% of 10-year-old girls wish they were thinner.

Andrew was a school principal at Temple Sholom for 20 years. “It’s likely,” she writes, “that one or more of your children will face some kind of difficulty, whether it’s an eating disorder, bullying, drug addiction, depression or other mental health issue, and it is almost impossible to predict whose child that might be. You can’t always see it coming – we certainly didn’t!”

Based on what she was learning from her family’s therapist, Andrew “concluded that there is an absolute and fundamental concept that underpins healthy human life.” That concept – inherent worth – is the subject of the first section of What They Don’t Teach in Prenatal Class. Part 2 focuses on unconditional love, explaining “why it is so difficult for us to accept and own our inherent worth, then explain[ing] how this can be done and become part of your ‘way of being.’” The third part of the book discusses parenting priorities, “kindness versus grades,” and “teaches how to parent out of love – not fear.”

While targeted to parents, What They Don’t Teach in Prenatal Class is a valuable guide for anyone who has negative opinions about themselves, which, to hazard a guess, is the vast majority of us.

“Part of the reason that I named my book the way I did is that it would be ideal if parents did some of the self-work ahead of having children,” Andrew told the Independent. “That way, they’d be better prepared to face the challenges of parenting and they would have a deeper understanding of how their children pick up negative beliefs right from the beginning. They’d have a bit more time and space to think clearly about the bigger picture in terms of purpose and priorities before the baby arrives. Imagine if prenatal classes included a few sessions on this topic!”

One of the tools Andrew presents in her book is the Choose Again Six-Step Process, which was developed by Diederik Wolsak, founder and program director of Choose Again Attitudinal Healing Centre and author of Choose Again: Six Steps to Freedom. Wolsak wrote the foreword of What They Don’t Teach in Prenatal Class. In it, he notes that Andrew – who is a Choose Again facilitator – “has written a manual which draws directly from her own heroic and victorious battle with depression and her transformation of some crippling core beliefs. But, more to the point, it tells the story of two people, parents, coming to terms with what they needed to heal to become real parents. Real parents teach by demonstration. Real parents are transparent and not afraid of what they’ll encounter when they begin their own journey to removing all barriers to love.”

By healing a negative belief about ourselves, we can change our behaviour. “By following our familiar feelings, we can retrieve early childhood memories in which we can discover the genesis of our beliefs and we can begin to transform them,” writes Andrew. “You have to be in the feeling for it to work – it is a process that has to be felt, not an intellectual exercise.” In brief, when you’re upset, for example, acknowledge that you’re upset; take responsibility for the feeling – it is not your child’s fault, but rather “a negative belief that you made up in early childhood has been triggered”; focus on the feeling and identify it; remember the feeling and try to determine when you first ever felt it; once you have that memory, contemplate how you judged yourself in that moment and how you thought others judged you; and, lastly, try “to fix your mistaken belief by a process of forgiveness that replaces your mistaken belief with the truth of you – that you are inherently worthy, whole and complete.”

If loving ourselves isn’t hard enough, parenting out of love, and not fear, is as much or more of a challenge. Not blaming your children for your anger, not punishing them for acting out, etc., would seem to require infinite patience and constant self-awareness.

“If people read my book and are feeling overwhelmed, then I would say do one thing, and that is to have a gratitude practice,” said Andrew. “I have a section in the book on exactly how to do that and I know that it’ll make a huge difference. Begin with one thing and then perhaps add another.

“Awareness is half the battle, so simply being aware that young children are developing negative beliefs about themselves will be helpful in the ways you respond to your child’s behaviour. I’ve presented the concept of inherent worth as the antidote to all of these beliefs, so I have actually simplified parenting into one challenge – how to get across to our children that they are inherently worthy beings. They don’t have to establish their own worth by getting good grades or winning competitions. I’ve suggested several techniques, so parents just need to adopt the ones that will work for their family.

“Many of the things that I suggest are simple, such as remembering to smile at your children more often – put a smiley face sticker on your phone, on the fridge or on the bathroom mirror to remind you. Mindfulness can be practised at the dinner table or getting ready for bed by helping children focus on their senses in the here and now.

“Parenting is a marathon, not a sprint,” she continued, “and it is OK to take awhile to get into the stride, stumble and get back up. Parents tend to judge themselves rather harshly (we all do!) and that’s not helpful. Be gentle with yourself and know that it is impossible to make a mistake – we make healing opportunities for ourselves and our children!”

Andrew invites “parents to use the day-to-day parenting upsets as portals to self-healing so that parenting becomes a journey into self-awareness. This in turn benefits the kids enormously. When parents heal their own negative beliefs, they won’t worry about being judged by others, they won’t be drawn into competitiveness and will not need to over-program their children, so that makes life and parenting less stressful and more fun for the whole family.”

Andrew is a parenting coach, and she presents workshops in the United States, Canada and Europe. She said parents take what they can from her recommendations.

“Parents who have taken my workshops, on which my book is based, report that they have more patience, greater understanding of their children’s behaviour and their own, and the ability to communicate more effectively with their children as well,” she said. “I have been told that the methods are transformational and that was certainly my experience. One parent (Roanna Glickman) told me that she dived headfirst into self-healing using the Choose Again Six-Step Process and she has transformed her life and her kids are thriving as a result. She said, ‘It may seem like more work initially but, when you take away the power struggle, it’s way less work in the long run.’”

Andrew shared feedback from another parent, Pam Roy, who said, “Parenting isn’t about trying to do it right but about learning along the way, being authentic with your kids when we don’t get it right; making yourself better helps you be more present and aware with and for your kids.” While acknowledging that self-work is time-consuming and difficult, Roy said it is crucial and, if Andrew’s suggestions “feel overwhelming or time-consuming, that should trigger that there’s work to be done. Change aversion is there but, when these fears come up, it’s the more reason they should be looked at.”

One of the more surprising pieces of advice, perhaps, is to be careful with praise. “How many of us do what we do to win approval from our bosses, peers, spouse, other family members and even our children?” writes Andrew. “When that approval is not forthcoming we beat ourselves up wondering what we did wrong or reminding ourselves that once again we failed.”

As to how to reduce our dependency on external validations of our worth, Andrew told the Independent, “Firstly, I suggest you gradually phase out praise – it tends to be a habit so takes awhile to correct. Notice when you automatically use praise and then follow it up with a question that indicates your sincere interest in whatever it is that was praised. Praise-dependency tends to undermine the concept of inherent worth – it encourages kids to look outside themselves for their worth.

“As far as knowing how to handle praise and criticism, knowing one’s inherent worth is the way to handle praise and criticism. Neither praise nor criticism has an impact on one’s inherent worth, though it may have an impact on self-esteem. Criticism says more about the person doing the criticizing than it does about the one being criticized. Children can be taught to just say ‘thank you’ to anyone who offers them criticism (or praise for that matter). The criticism can be taken for what it is – a neutral fact to be examined or ignored – not an emotionally charged thing.”

If you can’t make the April 11 launch, What They Don’t Teach in Prenatal Class is available on Amazon, and Andrew is currently putting her workshops online so that parents can access them more easily. She said they should be available in May or June at anneandrew.com.