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Both times of growth and great change When and how to set limits is universal parental dilemma& often at its most acute with toddlers and teenagers. !!7The growing toddler / nursery child: Some common issues88 2We get anxious at maxamaid time so I let her do & & . I end up chasing him around the room to try and get maxamaid into him If she gets in a real strop she won t take her maxamaid so I try not to confront her. We ll do anything to get him to take his drink / her food / do a prickZ>N9i"""The adolescent: Some common Issues## We end up arguing about food New friends don t understand the importance of the diet, he s finding it hard to explain. One minute he seems up to speed with it all and the next he s hopeless and drives me mad I know sounds OTT but sometimes I don t want her to go out of my sight She just wants to be the same as her friends &EPPF2(Where to start?Stepping back and thinking about the situation, talking with someone who is outside Keeping a record can be one way stepping back and looking at what has been happening. )Taking a step back: To look at behaviour.**0Who does what when? Keep an accurate record as a first step. Use a weekly sheet so you can easily see patterns Can you spot times when its going well& what s different? Generate some ideas about what is happening. Can you learn from when it goes well as well as when it goes wrong?HZfD 4Taking a step back: To look at thoughts and feelings556Oh he has so much to contend with it doesn t feel right to be strict about X X is too strict so I give him a little bit extra Rewards and attention are  bribery . Children should do things without a reward. We daren t change anything in case it gets worse I get too upset so I & & Z5*Some common patterns(Are children getting more attention for the behaviour you don t want? Are children getting attention for the behaviour you do want? Are there times in the day when things are better worse, what are the factors? Do things go wrong when everyone is under pressure (eg everyone trying to get out of the house in the morning or at tea time when everyone gets home tired) pPpg6+Analysing your behaviour recordBest solutions are the ones that emerge from your problem solving When I see families I try not to suggest things but work with families to find what works for them Some of the ideas below have worked well for families I have seen Easier Said Than Done 1 PKU related demands are not the only things that are non negotiable Adults involved work to the same rules Work to children s strengths and wishes& use these as incentives to help them learn to do the right thing, when you have had your drink we ll do X ( Daisy example) "3)Easier said than done 2Time taken to talk and do things together as couple or as family or with friends depending on circumstances. Time for non directed play with children (Hospital play can help) Time for children to learn age appropriate understanding of PKU With adolescents - talking to less involved outsider about how it feels to have PKU can help - this can be a relative friend of family or professional Z###What helps both teens and toddlers?$$(Clear House rules so disputes are not always about PKU related matters Rule of consequences - if this then that happens with no fuss. Acknowledgement of impact of PKU Age appropriate information about PKU Adults have last action not last word! 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U_UE  0  (  ~  s *ķ_^   x  c $l  R  C *Aj0300840}& A  0d_ uDemands Dealing with NHS, medical systems Diet regimes Balancing work other family and hospital appts and monitoring.v0 2 na  0¢] a#How do you recharge your batteries?"$0 2$   0Ģ JWhat sources of support and information Opportunity for fun and relaxationK0 2KH  0޽h ? )R{f___PPT10i.9+D=' '= @B + 0  L(  Lx L c $͢   ^B L@ 6D) ^B L 6D) ^B L 6D)m f  L 0F T A Thinking  2 (ff  L 00Jp  ?Feeling 2(ff  L 0(NjV =Doing 2(ffX2  L 0Z   L 0 S Y g  D0 2   L 04V Z` l  ^$Relationships Who does what when how%0 2%H L 0޽h ? fQ3h80___PPT10.0|$  0 P,$(  ,r , S \_^   r , S p]_^  H , 0޽h ? d___ffGBa%qw80___PPT10.2Wd0  0 0(  x  c $e_^   x  c $f_^  H  0޽h ? d___ffa%qw80___PPT10. 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GB2 ' PKU and YOU   ."Systemp4-@"Verdana-. 62 DThinking psychologically about .-@"Verdana-. !2 N5PKU in the family.-՜.+,0    $ bOn-screen ShowCardiff & Vale NHS Truste ArialTimes New RomanVerdana Wingdings Arial BlackEclipse PKU and YOU(What do you mean think psychologically?OA Framework for thinking psychologically: Factors that contribute to dilemmas.Demands of a conditionParticular demands of PKU 8Stress and Coping: The balance of Resources and Demands"Emotional Life and Relationships !Challenges of Toddlers and Teens8The growing toddler / nursery child: Some common issues#The adolescent: Some common IssuesWhere to start?*Taking a step back: To look at behaviour.5Taking a step back: To look at thoughts and feelingsSome common patterns Analysing your behaviour recordEasier Said Than Done 1Easier said than done 2$What helps both teens and toddlers?Acknowledgements  Fonts UsedDesign Template Slide Titles_おSteningStening  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOQRSTUVWYZ[\]^_abcdefgjRoot EntrydO)PicturesaCurrent User`SummaryInformation(PPowerPoint Document( DocumentSummaryInformation8X