YC Magazine, Helena - Jan 2026

Magic

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ABOUT YOUTH CONNECTIONS

Youth Connections is a coalition of over 1100 community members representing parents, educators, churches, youth-serving organizations, businesses, and more who want to make Helena a healthy and supportive place for kids and families. Youth Connections recognizes the need to reduce negative behaviors including substance use and violence while also working to increase positive opportunities and mental wellness for all our local kids.

So how do we do that? We know there is no silver bullet to making communities great, and so we do LOTS of things that we know make communities better. We support agencies and businesses who offer youth activities because we know kids who are involved in positive activities aren’t involved in negative ones. We support student mentoring relationships because research shows it helps kids stay in school and be successful. We also know that when kids know better, they do better, so we support classroom education in the areas of bullying prevention and substance use prevention. Youth Connections also understands we must support the adults in kids’ lives and therefore we provide training, education, networks, and collaborative opportunities for parents and professionals to connect with others who care about kids.

Youth Connections is well known for its quarterly publication, YC Magazine, a resource for parents and the entire community. These are just some of the projects we’re working on to serve our mission of engaging our community to create environments where youth thrive and succeed. For a comprehensive list of activities, services, and ways you can get involved, please visit our website at www.youthconnectionscoalition.org.

ow, it’s already a new calendar year. Where does the time go?

The magazine committee has assembled a slate of articles to help parents power through winter. Many of the articles have points on how to talk to your kids about different topics. I know when I was parenting, I often heard ‘talk to your kids’, but they never said what to say or how to do that. We had several experts give examples of things to say, sometimes what not to say, and tips on keeping the conversations going. We hope these will be helpful for you and a resource you can return to again and again.

Remember – you don’t have to keep this hard copy of the magazine (if you don’t want to). You can re-read all the past issues on our website: youthconnectionscoalition.org and click on the Magazine tab. Often you may not be currently addressing a topic we’ve covered, but you certainly will at some point. Please use our website as your personal library. You can even search for topics!

We are excited to have a couple of new authors for this issue as well as some of our past favorites. We’re highlighting a topic we’ve never featured before –gambling. We’re not just talking about betting on horse racing. It’s a real addiction and it’s affecting more and more youth. We know we can’t help fix something if we don’t know it’s a problem. This article will give you things to look for as well as spread awareness of the issue.

In our Confessions of the Kitchen Table segment, we had one mom share some ideas on helping kids (and parents) survive the winter months. I think we’ve all struggled with this at one point or another. We hope you find it helpful as well.

As always, please visit our advertisers. They make these FREE issues possible.

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Here’s to a fun and successful winter!

Helping children and their families overcome homelessness and become sustainably housed.

What we offer:

Prevention – Helping families stay in their homes during difficult times

Case Management – Walking alongside families to find solutions and build stability

Parenting Classes – Supporting parents with skills and confidence

Resources & Referrals – Connecting families to community supports Emergency Shelter – Providing a safe place for families when they need it most

311 Power St Helena , MT 59601 (406) 465-9476

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CONFESSIONS FROM THE KITCHEN TABLE

Helping Kids Navigate the Winter Blues

Idread this time of year. As the days grow shorter and temperatures drop, my kids experience what I call the “winter blues.” While not as severe as Seasonal Affective Disorder (SAD), these mild mood shifts—lower energy, irritability, decreased motivation, and a dip in enthusiasm— I found are surprisingly common. I researched some ways to help them, and me, through this time of the year. With mindful routines, emotional support, and creative activities, winter can become less of a struggle and more of a season for growth and connection. Yay!

1. ACKNOWLEDGE THEIR FEELINGS: One of the most helpful things we can do is validate what kids are feeling. Children may not have the vocabulary to describe mood changes, so their “blues” might show up as clinginess, boredom, or frustration. Rather than brushing it off as misbehavior, take a moment to ask open-ended questions like, “What’s been feeling hard lately?” or “Have you noticed you’re more tired when it gets dark early?” When kids feel understood, their emotional load often becomes easier to manage.

2. KEEP ROUTINES STEADY BUT FLEXIBLE: Winter months can disrupt normal patterns—holiday breaks, unpredictable weather, and earlier sunsets can all throw off a child’s internal rhythm. Maintaining consistent wake times, mealtimes, and bedtime routines helps provide stability. At the same time, build in flexibility for indoor days or low-energy moments. If they usually play outside after school but it’s too cold or dark, create a “winter routine alternative,” like 15 minutes of yoga, a puzzle, or a favorite audiobook. Predictability gives children a sense of safety, while gentle flexibility prevents frustration.

3. PRIORITIZE NATURAL LIGHT AND MOVEMENT: Movement and sunlight are natural mood lifters, but both are harder to come by in winter. A few simple tweaks can go a long way:

• Open curtains early to let in morning light.

• Bundle up and take brief outdoor breaks, even on cold days. A fiveminute walk or a quick dash to the mailbox still helps regulate mood.

• Create indoor movement opportunities—dance parties, obstacle courses, and stretch breaks keep bodies energized and minds alert. If daylight is extremely limited, consider using a child-safe light therapy lamp after consulting your pediatrician.

4. ENCOURAGE CREATIVE EXPRESSION: Creative outlets let children process their emotions in ways that feel safe and engaging. Art projects, journaling, storytelling, music, and imaginative play all help kids articulate what they’re experiencing—even when they don’t fully understand it. Set up a “winter creativity corner” stocked with crayons,

craft materials, or Lego bricks. You may be surprised by what your child expresses through play or art when given the space.

5. STAY CONNECTED SOCIALLY: Cold weather and fewer outdoor activities often mean more time at home, which can lead to feelings of isolation. Support their social connections by arranging playdates, enrolling them in winter clubs, involving them in community activities, or volunteering as a family. Even virtual check-ins with grandparents or friends can brighten a gloomy week. For many kids, seeing familiar faces and sharing experiences helps combat the emotional heaviness that winter can bring.

6. TEACH COPING SKILLS THROUGH EVERYDAY MOMENTS:

Small challenges are perfect opportunities to teach resilience. Practice deep breathing, name emotions together, or try a simple grounding exercise like identifying five things you can see and four things you can hear. When kids learn coping strategies in calm moments, they’re more equipped to use them when feeling low. Model these habits yourself— children learn best by watching. And they help adults too!

7. MAKE WINTER SOMETHING TO LOOK FORWARD TO: Reframing winter can have a powerful emotional impact. Instead of treating it as a season to simply “get through,” create rituals and traditions that make it special. Try:

• Weekly hot chocolate nights

• Winter scavenger hunts

• Cooking seasonal recipes together

• Family game nights

• A “winter wonder jar” filled with small fun activities to draw from on dreary days

These traditions help kids associate winter with warmth, connection, and joy.

8. KNOW WHEN TO SEEK ADDITIONAL SUPPORT: While occasional winter blues are normal, persistent sadness, withdrawal, extreme irritability, or sudden academic changes may signal something deeper. If concerns grow, talk to a pediatrician, therapist, or school counselor. Early support can make a meaningful difference.

Winter can be challenging for kids—and parents—but it also offers opportunities for bonding, creativity, and emotional growth. With steady routines, intentional activities, and compassionate support, we can help children not only navigate the winter blues but emerge from the season feeling stronger, more connected, and more resilient.

YOU CAN SUBMIT YOUR STORY AT: coleen@preventionsupport.org

For many of us the kitchen table represents the typical family experience. We have laughed while having family game night. We have cried over our children’s choices. We have blown out the candles on many cakes. We have argued our way out of doing the dishes. We have struggled through those “three more bites.” We have learned hard lessons and celebrated many deserved successes. One thing is for sure though—if our kitchen tables could talk, there would be plenty of stories! So often it is in relating to others’ stories that we realize there isn’t always one answer, or even a right answer. Parenting is hard work! If you have a story of lessons learned, we invite you to share it with our readers. Sometimes, knowing we aren’t the only ones struggling to find the answer is all the help we need.

SUBSTANCES How to Talk to Your Kids About

A PRACTICAL, AGE-APPROPRIATE GUIDE FOR PARENTS

by BARBARA BESSETTE, CPS

Talking to your children about substances, whether it is alcohol, tobacco, vaping, cannabis, prescription medications, or illegal drugs, can feel overwhelming. You may worry about saying the wrong thing, making your child curious, or triggering defensiveness. According to SAMHSA (Substance Abuse and Mental Health Services Administration), kids who have open, ongoing conversations with their parents about substances are significantly less likely to experiment or develop problematic use. The key is not one big talk, but many small, age-appropriate conversations that build trust and decision-making skills over time.

WHY TALKING EARLY AND OFTEN MATTERS

Youth are exposed to messages about substances long before we as parents expect them to be. Even preschoolers may see adults drinking at gatherings, advertisements for beer on TV, or vaping devices in public spaces. By the time kids reach middle school, many have classmates or online influencers who talk about or display substance use casually. Having open and honest discussions early does several things:

Normalize Communication: Children learn that they can discuss challenging topics with you without fear of judgment.

Build Knowledge: Instead of learning from peers or the media, they receive clear and accurate information.

Form Values: Children look to parents for guidance on right and wrong, especially when messages elsewhere are conflicting.

Create Protective Factors: Strong parent-child relationships, good decision-making skills, and thoughtful boundaries significantly reduce risk.

Remember, the goal is to empower kids with understanding and confidence, not to scare them.

UNDERSTANDING OUR ROLE AS THE PARENT

We often underestimate their influence. Even teens, who may seem uninterested in parental guidance, consistently report that parents’ opinions matter more than peers’ when it comes to avoiding substances.

Parents’ role includes:

• Being a reliable source of information

• Modeling healthy behaviors

• Setting realistic expectations

• Keeping communication open

What they see is as important as what is said. If you drink alcohol or use substances responsibly, talk about your choices in context, why you avoid driving afterward, why it’s legal for adults but unsafe for children, or why moderation matters.

AGE-BY-AGE GUIDANCE

PRESCHOOL AND EARLY ELEMENTARY (AGES 3–7)

Kids this age understand basic health concepts but not complex risks. Keep things simple.

How to talk:

• Use everyday situations, such as medicine time, someone smoking nearby, or advertisements, to start small conversations.

• Explain that some things help your body and others can hurt it.

• Use straightforward language:

“Cigarettes can make your lungs sick.”

“Medicine helps when a doctor says you need it, but it can hurt if you take it when you’re not supposed to.”

What to avoid:

• Avoid graphic descriptions or fear-based explanations.

• Don’t underestimate their awareness of substance use.

Your goal: Build a foundation for health and safety awareness.

TWEENS (AGES 8–12)

During the crucial preteen years, kids increasingly confront peer pressure, social status, and media influence, making this a pivotal developmental stage where they form identities and values.

How to talk:

• Use open-ended questions:

“What have you heard about vaping at school?”

“Why do you think kids try alcohol?”

• Reinforce facts in clear, age-appropriate ways. At this age, kids appreciate information, not lectures.

• Discuss how substances affect brain development, sports performance, mood, academic success, and judgment.

Important strategies:

Provide instruction on how to say no effectively.

• “If someone offers you something, you can say, ‘Nah, I don’t want that,’ and change the subject.”

• Role-play situations together.

• Talk about media influence and why influencers may promote vaping or alcohol.

Your goal: Build critical thinking, confidence, and communication skills before experimentation typically begins.

LIFTS connects Montana families with the resources they need to thrive.

The LIFTS online resource guide lists Montana services by location and type.

On the LIFTS podcast, we hear from families, providers, and advocates.

LIFTS magazine shares real stories of how getting help makes a difference. Call

Whether you’re looking for behavioral health suppor ts, indoor play spaces, or trusted guidance to resources, let LIFTS be your guide

Because no one in Montana should have to navigate early parenthood alone.

TEENS (AGES 13–18)

Teens naturally seek more independence and autonomy, so your conversations with them should evolve to reflect that.

How to talk:

• Approach discussions with respect and calm curiosity.

• Acknowledge the real pressures they face. Teens shut down when parents dismiss their experiences.

• Instead of giving orders, discuss decision-making and natural consequences:

“How would using this affect your goals?”

“What would you do if you were at a party and someone offered you something?”

Set Clear Expectations:

Research consistently shows that teens are less likely to use substances when parents:

• Set firm but reasonable boundaries

• Communicate expectations clearly

• Enforce consequences consistently and fairly

Be explicit about your rules and the reasons behind them.

Your goal: Support autonomy while reinforcing safety, boundaries, and responsible decision-making.

KEY PRINCIPLES FOR ALL AGES

1. KEEP THE CONVERSATION GOING

Make discussions ongoing, not one-time events. Brief, natural moments often work best, for example, during car rides, after seeing something on TV, or after a school event.

2. LISTEN MORE THAN YOU TALK

If you jump straight into lecturing, kids may shut down. Instead:

• Ask questions

• Show genuine interest

• Validate their feelings

• Listening helps you understand what they actually need.

3. STAY CALM AND NONJUDGMENTAL

If a child admits to trying something, your reaction matters more than the information itself. A calm response keeps the door open:

“Thank you for telling me. Let’s talk about what happened and how you felt.”

4. USE REAL FACTS, NOT SCARE TACTICS

Fear-based messages often backfire. Kids need realistic information:

• How substances affect the body and brain

• How decisions can impact academics, sports, and relationships

• Why some kids may try substances despite risks

Be prepared to correct misinformation from peers, movies, games, or social media.

5. MODEL HEALTHY COPING SKILLS

Kids watch how adults handle stress. If you cope with frustration through healthy strategies, such as exercise, talking it out, or engaging in hobbies, they learn that substances aren’t needed to regulate emotions.

6. KNOW YOUR CHILD’S ENVIRONMENT

Stay engaged with:

• Their friends

• Their online world

• Their school culture

• Their extracurriculars

Awareness helps you anticipate challenges and stay supportive.

HANDLING DIFFICULT SITUATIONS AND QUESTIONS

If your child asks about your own past substance use:

You don’t need to share every detail. Offer honesty without glamorizing:

“I made some choices I wouldn’t make today because I understand more now. My job is to help you stay safe and make healthy decisions.”

If you discover they’ve experimented:

Approach the situation calmly:

1. Focus on safety first.

2. Ask open questions: “What happened? What made you curious?”

3. Discuss consequences collaboratively.

4. Reinforce that you’re there to help them learn and grow, not shame them.

If they refuse to talk:

Stay patient. Many kids shut down out of fear, not defiance. Keep offering openings:

“Whenever you’re ready to talk, I’m here.”

They’ll usually come back when they feel safe.

CREATING A FAMILY PLAN

A family plan helps set clear expectations. It may include:

• Rules about parties, curfews, and transportation

• What to do if your child needs help (e.g., “no-questions-asked pickup policy”)

• How to handle medicines at home

• Agreement on consequences for breaking rules

Post it somewhere visible and revisit it yearly.

WHEN TO SEEK ADDITIONAL SUPPORT

Reach out to professionals if you notice:

• Sudden mood or behavior changes

• Declining grades

• Loss of interest in hobbies

• New friend groups and secrecy

• Physical signs like unusual smells, red eyes, or fatigue

Early support from a school counselor, pediatrician, or therapist can make a meaningful difference.

Talking to your kids about substances is not about giving a single lecture; it’s about building an environment where honesty, respect, curiosity, and safety are the norm. When we listen instead of judge, inform instead of scare, and support instead of control, kids become far better equipped to navigate peer pressure, misinformation, and the complicated world of substance use.

You don’t need perfect words. You just need to show up, stay present, and speak from a place of care. Your influence is more substantial than you think, and every conversation—no matter how small—strengthens your child’s ability to make safe, healthy choices.

For more information on talking to your kids about substance use search: Talk. They Hear You. ■

Check out who’s standing out in our community.

IS THERE

SOMEONE

YOU’D LIKE TO NOMINATE?

Please email coleen@preventionsupport.org and tell us why this individual has stood out in your crowd.

Amelia Tague CENTRAL ELEMENTARY SCHOOL, 5TH GRADE

Meet our Student Council President, Amelia Tague, who has been part of Central since second grade. Her decision to run for president came from a heartfelt memory. She remembers what it felt like to be new and wanted to make Central a welcoming place for all students, especially with the addition of more than 90 students from Hawthorne this year. Her goals for Student Council include installing mirrors in the bathrooms, hosting a bake sale, and creating inclusive ideas for Spirit Weeks. Outside of school, she performed in Frozen at Grandstreet. Through leadership, she has learned that every voice matters and is committed to ensuring all students have the opportunity to be heard.

Kelly Zamora HELENA MIDDLE SCHOOL, 8TH GRADE

Kelly is a kind, hardworking and incredibly well-rounded young person at Helena Middle School. She challenges herself academically by taking Honors Math I and Spanish I, and is consistently a straight-A student quarter after quarter. She takes her academic success very seriously and is a diligent worker daily. As a peer and a friend, Kelly is an extremely kind, caring, and compassionate young person who always brings her big smile and positive vibe with her to school every day! She participates in multiple extracurricular activities and is a great teammate and competitor who shows the highest levels of sportsmanship while constantly working to get better at her skillset and craft.

Amy Adams

Ethan Hammerstaedt CAPITAL HIGH SCHOOL, 12TH GRADE

Ethan transferred to Capital High School in the middle of his junior year. He was apprehensive at best, but the progress he has made toward graduation is undeniable. Ethan has not only become a great student, but he has also built lasting relationships with peers and staff. Ethan has put his trust in the CHS staff, he has overcome many obstacles to be where he is today, and his hard work and determination have set a new course for his future. Every day he lives the Capital Code, he is respectful, he is responsible, and in June, he will be a graduate! CHS is beyond proud of what Ethan has accomplished!

Amy’s Mess began with a simple belief: no child or family in our community should ever feel forgotten. As Amy watched families struggle with food insecurity, housing instability, and unexpected hardships, she felt called to step in and help in whatever ways she could. What started as cooking meals has grown into providing meals, clothing, food pantry support, holiday help, and everyday essentials for families in need. Amy’s Mess exists to fill the gaps—big and small— that often go unnoticed. Thanks to Amy and her volunteers, donors, and a generous community, who continue to lift families up and remind them that someone cares.

Helena ATA

Helena ATA’s mission is to enrich the lives of families by empowering children with essential life skills through martial arts training. Their Tiger Program, ages 4 through 6, utilizes Taekwondo Training to enhance age-appropriate development in Social, Emotional, Physical, and Cognitive skills. They use games-based training to provide a structured environment that kids love and parents appreciate. Even kids who struggle with attention and emotional regulation thrive at Helena ATA. The athletes practice valuable life skills in class, as well as “Beyond the Mat”. Besides high energy Taekwondo classes, they offer fun social events, opportunity for all levels of competition, and up-grade programs that bring both kids and adults to higher levels of success both on and off the mat.

DEVELOPMENTAL ASSETS

40 Developmental Assets are essential qualities of life that help young people thrive, do well in school, and avoid risky behavior.

Youth Connections utilizes the 40 Developmental Assets Framework to guide the work we do in promoting positive youth development. The 40 Assets model was developed by the Minneapolis-based Search Institute based on extensive research. Just as we are coached to diversify our financial assets so that all our eggs are not in one basket, the strength that the 40 Assets model can build in our youth comes through diversity. In a nutshell, the more of the 40 Assets youth possess, the more likely they are to exhibit positive behaviors and attitudes (such as good health and school success) and the less likely they are to exhibit risky behaviors (such as drug use and promiscuity). It’s that simple: if we want to empower and protect our children, building the 40 Assets in our youth is a great way to start.

Look over the list of Assets on the following page and think about what Assets may be lacking in our community and what Assets you can help build in our young people. Do what you can do with the knowledge that even through helping build one asset in one child, you are increasing the chances that child will grow up safe and successful. Through our combined efforts, we will continue to be a place where Great Kids Make Great Communities.

assets in action 40 DEVELOPMENTAL ASSETS

SUPPORT

1. Family support: Family life provides high levels of love and support.

2. Positive family communication: Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parent(s).

3. Other adult relationships: Young person receives support from three or more nonparent adults.

4. Caring neighborhood: Young person experiences caring neighbors.

5. Caring school climate: School provides a caring, encouraging environment.

6. Parent involvement in school: Parent(s) are actively involved in helping young person succeed in school.

EMPOWERMENT

7. Community values youth: Young person perceives that adults in the community value youth.

8. Youth as resources: Young people are given useful roles in the community.

9. Service to others: Young person serves in the community one hour or more per week.

10. Safety: Young person feels safe at home, at school, and in the neighborhood.

BOUNDARIES & EXPECTATIONS

11. Family boundaries: Family has clear rules and consequences and monitors the young person’s whereabouts.

12. School boundaries: School provides clear rules and consequences.

13. Neighborhood boundaries: Neighbors take responsibility for monitoring young people’s behavior.

14. Adult role models: Parent(s) and other adults model positive, responsible behavior.

15. Positive peer influence: Young person’s best friends model responsible behavior.

16. High expectations: Both parent(s) and teachers encourage the young person to do well.

CONSTRUCTIVE USE OF TIME

17. Creative activities: Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.

18. Youth programs: Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community.

19. Religious community: Young person spends one or more hours per week in activities in a religious institution.

20. Time at home: Young person is out with friends “with nothing special to do” two or fewer nights per week.

If you or your child would like to submit a picture that represents one of the 40 Developmental Assets, please email coleen@preventionsupport.org with a picture and the number of the asset the picture represents.

COMMITMENT TO LEARNING

21. Achievement motivation: Young person is motivated to do well in school.

22. School engagement: Young person is actively engaged in learning.

23. Homework: Young person reports doing at least one hour of homework every school day.

24. Bonding to school: Young person cares about her or his school.

25. Reading for pleasure: Young person reads for pleasure three or more hours per week.

POSITIVE VALUES

26. Caring: Young person places high value on helping other people.

27. Equality and social justice: Young person places high value on promoting equality and reducing hunger and poverty.

28. Integrity: Young person acts on convictions and stands up for her or his beliefs.

29. Honesty: Young person “tells the truth even when it is not easy.”

30. Responsibility: Young person accepts and takes personal responsibility.

31. Restraint: Young person believes it is important not to be sexually active or to use alcohol or other drugs.

SOCIAL COMPETENCIES

32. Planning and decision making: Young person knows how to plan ahead and make choices.

33. Interpersonal competence: Young person has empathy, sensitivity, and friendship skills.

34. Cultural competence: Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.

35. Resistance skills: Young person can resist negative peer pressure and dangerous situations.

36. Peaceful conflict resolution: Young person seeks to resolve conflict nonviolently.

POSITIVE IDENTITY

37. Personal power: Young person feels he or she has control over “things that happen to me.”

38. Self-esteem: Young person reports having a high self-esteem.

39. Sense of purpose: Young person reports that “my life has a purpose.”

40. Positive view of personal future: Young person is optimistic about her or his personal future.

NAVIGATING THE “HIDDEN” DIVIDE: Social Communication Disorders

By ALEXIS MOLINEAUX GIBBONS, M.A., CCC-SLP

Even for the most skilled of us, navigating the social world can be difficult. As adults, we sometimes find ourselves “putting a foot in our mouth” or making a social “faux pas” or misstep. Social interaction requires that we not only understand what someone has said, but that we consider nonverbal cues, the context or situation, conversational conventions, and the feelings and thoughts of our listener. With split second efficiency, we then make decisions about our responses to others. Although learning to be a skilled communicator can take a lifetime, children begin to use and understand the “hidden” rules of social communication in their preschool years.

For children with Social Communication Disorder (SCD) these skills can be overwhelming and seemingly impossible to obtain, creating anxiety, frustration and loneliness. Children with Attention Deficit Hyperactivity Disorder, Traumatic Brain Injury, Speech and Language Disorders, Autism Spectrum Disorders, and Disruptive Behavior Disorders can be especially susceptible to communication difficulties. SCD is a cluster of symptoms impacting a child’s ability to form and maintain close relationships.

So, what are the signs of a Social Communication Disorder?

• Not modifying tone of voice/ word choice based on the listener: Speaking to a teacher, infant or peers in the same way.

• Difficulty following conversational conventions: Entering a conversation appropriately, staying on topic, and conversational turn taking. Difficulty participating in back-and-forth conversation.

• Trouble repairing/ identifying communication breakdowns: Observing when someone doesn’t understand what’s been said, and rephrasing or clarifying.

• Challenges understanding/ responding to nonverbal language: This includes gestures, tone of voice and facial expressions.

Most of us develop social expertise on our own. But children with SCD may require explicit teaching to master and understand these “hidden” rules.

• Difficulty understanding ambiguous and figurative language: This includes figures of speech, words with multiple meanings, and sarcasm.

• Trouble making inferences: Understanding what is implied but not specifically stated.

• Challenges taking another’s perspective: Understanding how a situation might make another person feel or think.

• Difficulty looking at the context or situation: Understanding that our behavior has to be modified based on where we are and who we are with.

Most of us develop social expertise on our own. But children with SCD may require explicit teaching to master and understand these “hidden” rules. Social communication disorders are diagnosed and treated by Speech-Language Pathologists, who provide targeted individual or group therapy to support communication skills. Treatment typically takes a holistic approach, with collaboration with teachers, parents and other professionals to support carryover and practice of skills to school and home.

You can support your child’s social communication development by talking to them about the “hidden” rules of social communication:

• Point out body language/ facial expressions and explore what they mean. For example, “Johnny is frowning, and is crossing his arms. I bet he feels mad.”

• Talk about what other people might be thinking or feeling. “Johnny didn’t get a turn on the swing. I bet he feels sad and thinks it’s not fair”.

• Talk to your child about social contexts. For example, when at the movie theater, “See how everyone is staying in their seat, and quietly watching the movie? We need to sit and quietly watch.”

• Help your child make inferences. For example, when picking your child up from school, “Look! I brought your swimsuit and a towel! Where do you think we’re going? To swimming lessons!”

• Explain ambiguous figurative language. “Your coach said to give it a shot. What does that mean? It means to try.”

• Point out that we talk to different people differently. “It’s okay to say, ‘what’s up’ to friends, but you should say ‘hello’ to your teacher.”

• Talk about or model how to have a conversation. Saying hi, taking turns, acknowledging what the other person has said, staying on topic, and ending a conversation.

• Help your child understand/ fix breakdowns. For example, “I don’t understand. Can you tell me again? Or say it in another way?”

If you have concerns about your child’s social communication, speak to their pediatrician about a referral to a Speech-Language Pathologist. Research consistently demonstrates that early intervention for communication disorders (including SCD) leads to better long-term outcomes for children. Although SCD is not something that children typically “grow out of”, children can learn strategies and skills that significantly improve their social interactions and quality of life. ■

AND DRIVING DANGERS Teen Texting

By BARBARA BESSETTE, CPS

Driving marks an important step toward independence for your child, but it also exposes teens to serious risks, one of the most dangerous being texting while driving. Despite widespread awareness campaigns, texting and driving remains a leading cause of accidents among young drivers. Understanding why teens take this risk, the actual dangers it poses, and what parents can do to prevent it is key to keeping teens safe. Teenagers today are the first generation to grow up fully immersed in smartphones and constant digital communication. For many of them, the phone is not just a tool; it is a lifeline to their social world. This constant connection creates several pressures and habits that make distracted driving more likely.

Teens often feel a strong obligation to respond immediately to messages. A notification can trigger anxiety or fear of missing out, making it harder for them to ignore their phones, even when driving. Many teens believe they can multitask successfully. They may think that quickly glancing at a text is harmless, especially if they’ve done it before without a negative consequence. Checking the phone can be an automatic habit. Without intentional boundaries, many teens reach for their devices without fully realizing what they’re doing.

Texting while driving is uniquely dangerous because it combines three types of distraction: visual, manual, and cognitive. A driver takes their eyes off the road, hands off the wheel, and mind off the task of driving. Even a momentary glance away can have severe consequences. At 55 mph, looking down for just five seconds means traveling the length of a football field without paying attention to the road. For inexperienced drivers, that can be catastrophic. Teens already have slower reaction times and less practice in anticipating hazards. Add a phone into the mix, and the risk of a collision skyrockets. Studies consistently show that texting while driving increases the likelihood of a crash far more than many other risky behaviors.

Parents cannot expect teens to ignore their phones while driving if they do not do the same. Even checking messages at red lights or during slow traffic sends the wrong message.

Set an example for your teen by putting your phone away and turning off notifications before you start driving.

Beyond the immediate threat of injury or death, texting and driving can also lead to long-term consequences. Teens may face fines, license restrictions, or high insurance premiums. Even when no one is hurt, the emotional stress of causing a crash can be devastating. Many young drivers only understand the severity of distracted driving after a frightening incident occurs.

Parents have more influence on their teens than they think. Consistent communication, strong expectations, and a good example can significantly reduce the likelihood of distracted driving. Parents cannot expect teens to ignore their phones while driving if they do not do the same. Even checking messages at red lights or during slow traffic sends the wrong message. Set an example for your teen by putting your phone away and turning off

notifications before you start driving. Teens are far more likely to follow rules they see modeled consistently.

Establishing a written family driving agreement can be highly effective. List expectations like:

• No texting, calling, or using social media while driving.

• Phones should remain in the glove box, center console, or back seat.

• If a message is urgent, the driver must pull over before responding. Be firm and consistent in enforcing consequences when rules are broken. Losing driving privileges, reduced screen time, or parental monitoring apps can help reinforce expectations.

Smartphones and vehicles now include features designed to reduce distracted driving. “Do Not Disturb While Driving” modes can silence notifications and send automatic replies. Some apps alert parents if the phone is used while the vehicle is moving. Many newer cars also offer teendriver settings that block certain functions altogether. These tools aren’t perfect, but they significantly reduce temptation.

Have an open and honest talk with your teen about the risks of texting while driving. Ask about their phone-related pressures and note that ignoring messages is challenging. Share real-life stories or news articles to help them understand why the rules exist. Encourage them to speak up when riding with peers who are texting and driving, because their voice could save a life.

Texting while driving is a serious threat to teen safety, but parents have the power to make a meaningful difference. By modeling safe behavior, setting clear guidelines, utilizing technology effectively, and maintaining open communication, parents can help their teens develop responsible driving habits. Preventing distracted driving isn’t about restricting independence. It’s about protecting the lives and futures of the young people we care about most. ■

How can I support my child’s learning in a world filled with technology?

Digital tools can enhance learning, but they can also be a distraction, especially if they are taking away from what’s going on in the classroom. Multitasking hurts concentration, especially with youth.

• Understand the school’s (and teacher specific policies) on cell phone use. Talk to your child about the rules and the rationale behind them. Encourage adherence to these policies.

• Instead of calling or texting your child during school hours, communicate with them using the channels established by the school. This shows that you value their education and want them not to be distracted while they are learning.

• Attend school meetings and participate in discussions to promote responsible technology use at school. Talk to other parents and get their thoughts.

• Use parental controls and monitoring to set screen time limits, filter content and restrict app downloads during school hours.

• Work with your child to develop rules about when and where phones can be used. Establish rules such as no phones an hour before bed to promote sleep, or that phones aren’t allowed in the bedroom at night.

• Model balanced phone use and screen-free time. Explain when you are using your phone for productive tasks versus personal time. Always put your phone down when having a conversation with your child so they have your undivided attention.

• Talk to your child about responsible online behavior, digital footprints, and how to evaluate reliable sources of information online. Help your child evaluate sources, recognize misinformation, and develop critical thinking online—these are essential academic skills.

• Encourage your child to be mindful, and to think before they post or share anything online. They may think things “disappear” but they never truly do. If they’re texting inappropriate pictures, those can be forwarded 100s of times, often captured by sexual predators.

• Talk to your child about the risks of using Artificial Intelligence (AI) to complete school assignments such as the potential for plagiarism. It can potentially affect grades, skills and the student’s integrity. This can follow them well into adulthood.

There are many online resources for parents. The FTC has a good one. Visit https://consumer.ftc.gov/identity-theft-and-onlinesecurity/protecting-kids-online.

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3324

The length in feet of the world’s largest swimming pool.

82

The percentage of protein found in earthworms. (They reportedly taste like bacon.)

7

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The number of years astronaut Gene Cernan’s daughter’s name will remain on the moon after he wrote it there.

1

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100

The number of different expressions a dog can make.

What Parents Need to Know About YOUTH GAMBLING

By SUSAN SHERIDAN TUCKER

Gambling may not be the first risk that comes to mind when parents think about threats to their children’s wellbeing. Concerns such as alcohol, vaping or drug use often top the list. Yet youth gambling is a growing public health issue that often flies under the radar. While it may look harmless compared to other risky behaviors, gambling can become addictive, and the earlier a young person starts gambling, the greater their risk for addiction.

Youth gambling includes more than betting on sports or playing cards for money. Today’s teens encounter gambling-like activities in places that feel fun and familiar, especially within video games and online entertainment. This makes prevention more complex, but also more important.

Although gambling is legally restricted to adults, underage gambling is more common than many parents assume. According to the Minnesota Student Survey, 30 percent of middle and high school students reported gambling in the previous year. It’s estimated that more than 7,100 high school students show signs consistent with gambling disorder. These numbers matter because the consequences can be serious. Teens experiencing gambling problems may struggle emotionally, socially and academically. They might withdraw from friends, lose interest in activities, feel anxious or irritable when they aren’t gambling or take bigger risks to keep playing. Problem gambling is linked to both mental and physical health challenges and can create strain within families.

There’s also a developmental reason youth are more vulnerable. Research on brain development shows the frontal lobe, the region responsible for decision-making and impulse control, doesn’t fully mature until around age 25. This means teens are naturally more likely to make impulsive choices and less likely to weigh long-term consequences, especially when activities feel exciting or competitive. This reinforces why gambling is restricted to adults and highlights the importance of early prevention.

Parents might assume their children would never gamble because they don’t visit casinos or buy lottery tickets. But gamblinglike experiences are increasingly common in video games, apps and online platforms, and they’re reaching children at younger ages than ever.

Loot boxes are one example. These digital grab bags allow players to pay for access to unknown items, such as weapons or character outfits. Although they appear harmless, loot boxes meet the definition of gambling: they involve chance, a prize and something of value given up in exchange. Studies from the U.K. Gaming Commission found that nearly one-third of youth ages 11 to 16 had paid to open loot boxes. Research also shows a link between the amount of money spent on loot boxes and the severity of later gambling problems.

Even “free” games that mimic slot machines or casino-style play can normalize gambling. Social casino games, which use virtual currency rather than real money, can act as training grounds for future gambling behavior because they look and feel like real gambling but don’t carry the same consequences. These games are widely accessible and typically unregulated.

Another trend is wagering on video game outcomes or esports. For teens who already spend significant time gaming, these activities can make gambling feel like a natural extension of play rather than a risky behavior.

Today’s teens are the first generation to grow up with constant access to electronic gambling, whether through simulated gambling apps, online casinos or video slots. Electronic gambling tends to be more addictive than traditional forms for several reasons. Games move quickly, players can spend money instantly and the activity often takes place in isolation. Many platforms also operate outside regulatory oversight, meaning they may use design features intended to keep players engaged for longer periods.

Youth rarely recognize these risks on their own. In many cases, they don’t think of what they’re doing as gambling, especially when

no real money is involved. But over time, these experiences can normalize gambling and increase the likelihood of problems later. The good news is that prevention efforts can make a meaningful difference. Parents and caring adults play a powerful role in helping youth understand risks and build healthy habits.

• Start the conversation early. Talk about gambling the same way you discuss alcohol or other risky behaviors. Explain what gambling is, including how it may show up in games and apps.

• Ask about their games. Take an interest in what your child plays. Ask whether their games include loot boxes, social casino features or opportunities to spend money for randomized rewards. Discuss why these features can be risky.

• Set clear expectations. Establish family rules around spending money on games. Consider disabling in-app purchases or requiring permission before any digital spending.

• Watch for changes. Signs of problem gambling can include secrecy, declining grades, mood swings, asking for money, skipping activities or becoming preoccupied with gaming or betting.

• Encourage balance. Promote a healthy mix of offline activities. Youth who feel connected and supported are less likely to turn to risky behaviors.

• Stay informed. Gambling platforms evolve quickly. Keeping up with trends— especially those involving gaming—helps parents respond proactively.

By understanding how gambling appears in today’s digital landscape and talking openly with young people, parents and guardians can help prevent harm before it starts. With awareness, boundaries and ongoing conversations, families can create an environment where youth feel supported in making healthy choices, now and into adulthood. ■

Article courtesy of https://mnapg.org/gambling-addiction/youth-gambling/

Improves attention and memory Academic Performance

Builds strong muscles and endurance Muscular Fitness

Cardiometabolic Health

Helps maintain normal blood sugar levels

Bone Strength

Strengthens bones

Brain Health

Reduces risk of depression

Heart and Lung Health

Improves blood pressure and aerobic fitness

Reduces risk of several chronic diseases, including type 2 diabetes and obesity Long-term Health

Healthy Weight

Helps regulate body weight and reduce body fat

Source : Physical Activity Guidelines for Americans, 2nd edition

To learn more, visit: https://www.cdc.gov/physicalactivity/basics/adults/health-benefits-of-physical-activity-for-children.html

VAPING NICOTINE The Dangers of

By LEN LANTZ, M.D.

You might be surprised to learn that the number one reason teens are vaping nicotine is to “relax.” In a recent study on teen nicotine vaping, researchers found that among 12th graders who were vaping daily:

• 71% said they vaped to “relax or relieve tension”

• Over 40% of the kids listed that they vaped due to:

– Boredom

– They were “hooked”

– They liked the “taste”

• Only 30% said they vaped to “have a good time with my friends”

One of the biggest problems with any use of nicotine is that it is highly addictive, and before long, the main reason for use is to treat nicotine withdrawal.

There are numerous problems when adolescents are regularly vaping nicotine, including changes in their brain development to increased rates of dependence (aka addiction) to lung problems.

Most people agree that vaping nicotine is bad, but few people are aware of the negative associations between mental health and vaping.

The research findings ought to freak us all out. Youth who regularly vape nicotine are at higher risk for these mental health conditions:

• Depression

• Suicidality

• Disordered eating

• ADHD

• Conduct disorder

• Perceived stress

• Anxiety

Among my patients who quit smoking cigarettes or vaping nicotine, most have seen substantial overall improvement in their anxiety.

Besides encouraging our kids not to start vaping, what can we do if they have already started? It can be pretty challenging to quit nicotine, but the more attempts a person makes, the more likely they are to become free from nicotine.

Scare tactics don’t work, so we need to stay

positive with our kids as we help them to stop using nicotine.

If kids are open to learning more about quitting, they could start by signing up for free support at mylifemyquit.org. We can also support our kids by:

• Arranging appointments with therapists or addiction counselors trained in cognitive and motivational therapies

• Providing transportation to therapy

• Encouraging accountability in following behavioral interventions and medical treatments

• Rewarding kids with money or other incentives in achieving milestones toward abstinence

If our kids choose to vape nicotine, we can support them to quit. And getting them to take ownership of stopping nicotine is one of the most important aspects of quitting. Staying positive as you encourage your kids to make healthy choices will preserve your relationship with them and increase their chances of success. ■

SECONDHAND SMOKE AND AEROSOL SMOKE SECONDHAND AEROSOL SECONDHAND

SECONDHAND SMOKE

presents a major health risk to nonsmokers and is known to cause cancer in humans and animals.

SECONDHAND SMOKE

causes the premature death of 41,000 adults and more than 400 infants each year – and deaths caused by secondhand smoke have a disproportionate impact on Black Americans and Hispanic/Latino Americans.

x41,000 x400

SECONDHAND SMOKE

SECONDHAND AEROSOL

from e-cigarettes is a known source of secondhand exposure to nicotine and can also contain aldehydes and heavy metals, which are also found in cigarette smoke.

67.2% 67.2% of youth who live with a smoker have been exposed to secondhand smoke. 48.4%

SECONDHAND AEROSOL

In 2019, less than half of working adults (48.4%) reported that their employer had a formal policy addressing vaping in the workplace.