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Posts Tagged ‘ parents ’

Early Childhood Development Current Trends

What Research Tells Us About Brain Development in the First Three Years
What Does This Mean for Parents?
What Does Research Say About Child Care?
What Are the Risks for Low-Income Families?

What Research Tells Us About Brain Development in the First Three Years

The brain is not fully developed at birth and weighs only 25 percent of its adult weight.

  • Newborns have nearly all of the brain cells they will need in a lifetime, but these cells are not yet linked to form connections that are needed for complex thinking and functioning.

  • By age three, the brain has twice as many synapses, or connections, in the brain as they will need as adults. The number of synapses remains constant in the middle childhood years and then begins to decline in late childhood and through adolescence.

  • Brain connections are formed and refined in response to experiences.

What Does This Mean for Parents?

  • The optimal time for parents to have the most influence on helping to nurture their child's brain development is the years from birth to age three.

  • Positive experiences provide nourishment for the brain, building the neural connections and networks for a lifetime.

  • Prolonged stress can actually destroy brain cells and promote networks that create negative patterns of thinking and feeling.

  • Researchers say that loving, responsive care provides babies with the ideal environment for encouraging exploration, which leads to learning.

  • There are no special tricks for making babies smarter. However, parents can promote advanced language skills by reading to and talking to babies.

  • Studies show that young children who form secure emotional attachments with parents and/or caregivers early in life make better social adjustments and perform better in school.

  • Attachment to fathers is critical in the development of language skills and academic performance.

What Does Research Say About Child Care?

  • Placing a baby in child care does not interfere with the development of parent-infant attachment.

  • Babies can thrive in child care—if it is of high quality.

  • Young children need sensitive, loving care and stimulating experiences.

  • Higher quality care is related to better mother-child relationships, higher language ability, a higher level of school readiness, and fewer behavior problems.

  • The elements of child care that are most essential include the child's safety, communication between the provider and parents, and a warm and attentive relationship between the provider and child. Parents should also engage in activities to stimulate their child’s development.

What Are the Risks For Low-Income Families?

  • By the time they reach kindergarten, children from low-income families are already at a disadvantage in learning and school readiness.

  • Poverty negatively affects the cognitive and behavioral development of young children.

  • Early intervention programs, such as Head Start, have shown to promote development in the areas that these children lack.

Sources:

  • Centers for Disease Control and Prevention
  • National Child Care Information Center
  • University of Georgia College of Family and Consumer Sciences
  • U.S. Department of Education, Office of Educational Research and Improvement
  • Zero to Three
Related Articles:

Family Safety Resources

The American Red Cross
Since its founding in 1881 by visionary leader Clara Barton, the American Red Cross has been the nation’s premier emergency response organization. As part of a worldwide movement that offers neutral humanitarian care to the victims of war, the American Red Cross distinguished itself by also aiding victims of devastating natural disasters. Over the years, the organization has expanded its services, always with the aim of preventing and relieving suffering.
www.redcross.org

CDC Guide to Community Preventive Services
Every day, children witness, hear about, or directly experience traumatic events. These can be single or repeated events, on an individual or a mass scale (e.g., a homicide versus a plane crash); they can be natural or manmade (e.g., a tsunami versus a bombing); and they can be intentional or unintentional (e.g., rape versus severe illness). The CDC has conducted a systematic review of seven common interventions to reduce harm among children and adolescents exposed to trauma. Before this review was conducted, many professionals who work with youth who have been exposed to trauma did not know whether the therapies they used were effective.
www.thecommunityguide.org

Child Welfare League of America
The Child Welfare League of America is the nation’s oldest and largest membership-based child welfare organization. It is committed to engaging people everywhere in promoting the well-being of children, youth and their families; and protecting every child from harm.
www.cwla.org

Choose Respect
Choose Respect is an initiative sponsored by the Centers for Disease Control to help adolescents form healthy relationships to prevent dating abuse before it starts. This national effort is designed to motivate adolescents to challenge harmful beliefs about dating abuse and take steps to form respectful relationships.
www.chooserespect.org

Domestic Abuse Intervention Services
Domestic Abuse Intervention Services, located in Madison, Wisconsin, offers a 24-hour crisis line, a 25-bed safe house for women and their children, legal advocacy, support groups, information and referrals. DAIS is a 501(c)(3) nonprofit organization.
www.abuseintervention.org

Harvard Medical School Family Health Guide: Emergencies and First Aid
The Harvard Medical School Family Health Guide Web site offers information on basic lifesaving techniques including mouth-to-mouth resuscitation, cardiopulmary resuscitation (CPR), medical identification tags, what families should have in a first-aid kit and more.
www.health.harvard.edu/fhg/firstaid/firstaid.shtml

Homelessness Resource Center
The Homelessness Resource Center  is an interactive community of providers, consumers, policymakers, researchers, and public agencies at federal, state, and local levels. We share state-of-the art knowledge and promising practices to prevent and end homelessness through:  
training and technical assistance,  publications and materials,  on-line learning opportunities and  networking and collaboration.
http://www.homeless.samhsa.gov/Default.aspx?AspxAutoDetectCookieSupport=1

Lambda GLBT Community Services
LAMBDA is a non-profit, gay / lesbian / bisexual / transgender agency dedicated to reducing homophobia, inequality, hate crimes, and discrimination by encouraging self-acceptance, cooperation and non-profit, gay / lesbian / bisexual / transgender agency dedicated to reducing homophobia, inequality, hate crimes, and discrimination by encouraging self-acceptance, cooperation, and non-violence.
www.lambda.org

National Crime Prevention Council
The National Crime Prevention Council (NCPC) is a private, nonprofit tax-exempt organization whose primary mission is to enable people to create safer and more caring communities by addressing the causes of crime and violence and reducing the opportunities for crime to occur.   NCPC publishes books, kits of camera-ready program materials, posters, and informational and policy reports on a variety of crime prevention and community-building subjects.   NCPC manages the McGruff “Take A Bite Out of Crime” public service advertising campaign.
www.ncpc.org

National Latino Alliance
The mission of the National Latino Alliance is to promote understanding, sustain dialogue, and generate solutions that move toward the elimination of domestic violence affecting Latino communities, with an understanding of the sacredness of all relations and communities.
www.dvalianza.org

National Tribal Justice Resource Center
The National Tribal Justice Resource Center is the largest and most comprehensive site dedicated to tribal justice systems, personnel and tribal law. The Resource Center is the central national clearinghouse of information for Native American and Alaska Native tribal courts, providing both technical assistance and resources for the development and enhancement of tribal justice system personnel. Programs and services developed by the Resource Center are offered to all tribal justice system personnel — whether working with formalized tribal courts or with tradition-based tribal dispute resolution forums.
www.tribalreentry.org/resources/national-tribal-justice-resource-center

National Youth Violence Prevention Resource Center
This organization provides resources for professionals, parents and youth working to prevent violence committed by and against young people.
www.safeyouth.gov/Pages/Home.aspx

Office on Women’s Health, Violence Against Women
The Office on Women’s Health (OWH) was established in 1991 within the US Department of Health and Human Services. OWH coordinates the efforts of all the HHS agencies and office involved in women’s health. OWH works to improve the health and well-being of women and girls in the United States through its innovative programs, educating health professionals, and motivating behavior change in consumers through the dissemination of health information.
www.womenshealth.gov/violence-against-women/

Parents Anonymous ®
Parents Anonymous ® Inc. is the the nation’s oldest child abuse prevention organization, dedicated to strengthening families and building caring communities that support safe and nurturing homes for all children.   Parents Anonymous  leads a dynamic international network of 267 accredited organizations and local affiliates that implement quality Parents Anonymous Programs for adults and children.   Parents Anonymous provides training and technical assistance, develops publications and conducts research on meaningful Parent and Shared Leadership, systems reform and effective community-based strategies to strengthen families.

Parents Anonymous ® Inc.  operates the National Parent Helpline ®.  This toll-free service (1-855-4A PARENT/ 1-855-427-2736) and website (www.nationalparenthelpline.org) seeks to strengthen families by helping parents and building protective factors.  Helpline Advocates are available Monday-Friday from 10 AM -7 PM Pacific Standard Time, providing emotional support and referrals in English and Spanish to parents, caregivers and organizations.  Visit us on the web at www.nationalparenthelpline.org for online parenting resources and a bulletin board to share parenting  experiences, create caring communities and help others.  You can also find us on Facebook- http://www.facebook.com/NationalParentHelpline; Twitter- http://twitter.com/parenthelpline, & YouTube- http://www.youtube.com/parenthelpline. Please help us spread the word! Contact: Jodi Doane,  jdoane@parentsanonymous.org for more information.

Safety House
The Cincinnati Children’s Hospital Medical Center designed the Safety House Web site to assist parents, grandparents, and young children in recognizing the hazards that can occur within the home. The majority of poisonings and other unintentional injuries can be prevent by following a few simple steps to make the child’s surroundings safe for them at each level of development.
www.cincinnatichildrens.org/health/safety-house/

StopAlcoholAbuse.Gov
StopAlcoholAbuse.Gov is a comprehensive portal of Federal resources for information on underage drinking and ideas for combating this issue. People interested in underage drinking prevention — including parents, educators, community-based organizations, and youth-will find a wealth of valuable information here.
www.stopalcoholabuse.gov

Adoption and Foster Care Real Life Story – Social Worker is a Foster Care Success Story

The Little Boy and  His Social Worker

In today’s Wednesday’s Child segment we meet a young man who says the foster care system may have saved his life.”He was a little thin kid, really quiet. Even today he doesn’t look a day older,” says Pamela Cranford from the Department of Children & Families.

Pamela Cranford and Carlos Toro are more than colleagues, they’re friends, and their union began more than a decade ago when Carlos, now 29, was in state care.

“My mother was still involved in drugs and my father was in jail and so I ended up staying with a friend of the family, and DCF became involved,” says Toro.

Social Worker  a “Guardian Angel”

That family friend stepped in as Carlos’ foster mother, and, says supervising social worker Pamela, became what Carlos calls his guardian angel.”I really didn’t make my needs known too much, but I ended up going to counseling because I needed counseling to deal with what went on with my family,” says Toro.

“And when he told me, ‘No, you’re the one who made a mark’ and I guess those ice creams, the drives, and those hugs meant more than I thought,” says Cranford.

It’s Carlos’ foster mom who deserves all of the praise.
“But the bottom line is this lady’s motivation was from the heart. It wasn’t for a paycheck, it wasn’t from DCF coming if I have a problem or not,” says Toro.

Carlos Toro  Becomes a Social Worker Too

As a social worker at the Department of Children and Families in Hartford, Carlos is helping many Connecticut children during difficult times. But he says it’s his faith which sustains him.

“The Lord had his hand on me since I was a young person. I didn’t know that then but now I know, he’s telling me about my life and I wouldn’t be sitting where I am."
Now this University of Connecticut graduate is married and expecting his first child. He has this advice for the hundreds of other children coping with life’s challenges, “Now you can look at your situation and be a victim or you can look at it and be victorious.”
Advice from a man who’s turned his pain into passion.
Carlos is happy to report he continues a relationship with his biological parents and siblings and all are doing well.
———-
For more information about foster care call Casey Family Services at 1-888-799-K.I.D.S
Casey Family Services
127 Church Street
New Haven, CT
1-888-799-KIDS

Reprinted with permission  of WTHN-TV.

Adoption and Foster Care – How Social Workers Help

Introduction Legal Risk Adoptions
Types of Adoption

Deciding Whether to Pursue Adoption 

Foster Parenting Option

Post-Adoption Challenges
Public Agency Adoptions How Social Workers Help

Introduction

Children need parents.  When a birthparent is unable to parent a child, adoption creates a new family for the child.  In adoption the birthparent’s parental rights are legally terminated and another person becomes the child’s legal parent.

Types of Adoption

Birthparents who may be planning an adoption and prospective adoptive parents need to know the range of adoption options and decide which route to adoption best fits their needs. Adoption agencies and professionals have very different philosophies and practices.

Adoptees may be newborns or older, born in the U.S. or abroad, or vary in race, culture, and ethnicity. Adoptive parents may be married, single, gay, or lesbian. Adoptions may be facilitated by public agencies, private agencies, attorneys, or adoption facilitators.  Adoption laws vary by state.

Every state has a public child welfare agency whose mission is to protect children from abuse and neglect. Sometimes children who have been removed from the home of their biological parent(s) cannot be safely returned and the state terminates parental rights without the birthparent's consent. In other instances, a birthparent whose children are in state custody voluntarily terminates parental rights. In either case, the child is freed for adoption.

As a result of the Adoption and Safe Families Act of 1997, whenever a child enters foster care the state must simultaneously (1) provide services to the birthparents so that they and the child can be safely reunited if at all possible, and P(2) begin the process of freeing the child for adoption. These simultaneous activities are called concurrent planning.

Foster Parenting Option

Prospective parents who want to adopt a child through the public child welfare system may first become the child’s foster parent.  A foster parent is not the same as an adoptive parent because a child who is in foster care is in the state’s custody, while an adoptive parent has all the legal rights and responsibilities of any other parent.  When a prospective adoptive parent first becomes a foster parent, it may be in the hope that the child will ultimately be freed for adoption. 

Public Agency Adoptions

Many children available for adoption via public agencies have special needs. Newborns may have been placed in foster care at birth due to prenatal exposure to alcohol, illegal drugs, and other substances. Virtually all children in the public child welfare system have been abused and/or neglected and have experienced out-of-home placement. Some need to be adopted as sibling groups. Others have physical challenges, mental health issues, and learning differences. Many are children of color and many are teenagers.

Generally, adoptions via public child welfare agencies are publicly funded. Adoption subsidies may be  available to help families who adopt children with special needs that require special education, counseling, extensive medical care, respite, and other services. An adoption subsidy is available only to families that have a written agreement, before finalization of the adoption, specifying the exact nature of the subsidy.

Private Adoptions

There are many ways to adopt a child via private agencies. Private agencies may specialize in the adoption of healthy infants; children of color; children with special medical, emotional, and educational needs; and children born abroad. Agency fees vary considerably; fees to adopt children who are older, of color, have special needs, and are in sibling groups tend to be lower.

Some private agencies do what is called "identified adoption." This means the prospective adoptive parent and birthparent find one another (sometimes through advertising or word of mouth) and then locate an adoption agency to obtain counseling and legal services.

Adoption attorneys and "facilitators" also locate children for prospective adoptive parents, help birthparents find adoptive families, and assist with identified adoptions. These are called independent adoptions. Some state laws prohibit independent adoptions and require that all adoptions be handled by licensed agencies.

Some private agencies, attorneys, and facilitators specialize in international adoption, that is, adoptions of children born outside the United States. International adoption agencies specialize in specific countries or regions. The social, medical, financial, political, and legal issues vary by country.

Lesbian, gay, single, and older prospective adoptive parents can be served by public or private agencies, attorneys, and facilitators. These groups may encounter discriminatory policies and practices.

Legal Risk Adoptions

"Legal risk" adoptions are available through private agencies, facilitators, and attorneys, just as they are through public child welfare agencies. In "legal risk" placements, a child is placed in the pre-adoptive home before the birthparent's parental rights have been legally terminated. Hence, some legal risk placements fall through before the adoption is finalized, because birthparents or pre-adoptive parents have a change of heart. This is likely to be traumatic for everyone involved.

There is a federal adoption tax credit to help qualified families offset adoption expenses. Adoption insurance may be available through the private sector to help reimburse prospective parents for adoption-related expenses if an adoption falls through before it is finalized.

Deciding Whether to Pursue Adoption

Most people think of adoption as a happy event – a child who needs a family and a parent who wants a child are joined. While this is true, it is also true, and often unrecognized, that there is no adoption without loss – the child loses a birth family, the birthparent loses a child, and the adoptive parent loses the dream of a child by birth. These losses must be recognized and coped with throughout life. Pre-adoption counseling, education, and support are useful in helping birthparents and adoptive parents prepare themselves for the journey ahead.

Every state requires prospective adoptive parents to go through a home study conducted by a licensed agency. The home study is designed to help parents examine their feelings, beliefs, motivations, and readiness for adoptive parenting. Agencies differ in the pre-adoption counseling and education they offer, how much support they provide in the home study process, and how much they encourage or permit the birth family and adoptive family to know about and have on-going contact with each other. The cost of the home study varies by agency.

Prospective adoptive parents must ask themselves many important questions:

  • Am I ready to love a child to whom I have not given birth?

  • How comfortable am I accepting the fact that the birthparents exist and will always be important to the child, whether I know the birthparents or not?

  • Am I prepared to meet the birthparents, exchange identifying information with them, and have some form of ongoing communication with them for the child's sake?

  • Will I support my child if she or he decides to search for and reunite with the birthparents?

  • Is my primary motivation for international adoption my wish to keep the birthparents far away from my family?

  • How ready am I to become a transracial/transcultural family that assertively pursues activities linking my child to her or his ethnic/racial/cultural group of origin?

  • What ages, ethnicities, and special needs can I accept and cope with?

  • What risks am I able to take (for example, adopting a child who received no prenatal care, was exposed in utero to substance abuse, has learning disabilities, was conceived by rape, or comes from a birth family that has a history of mental illness)?

  • What financial risks am I able and willing to take in pursuing adoption? How much money can I spend on the adoption process?

  • How able am I to enter into a "legal risk" adoption?

  • Am I open to adopting a sibling group?

  • What kind of wait can I handle?

Honest self-exploration as one grapples with these challenging issues is crucial. It is ill advised simply to choose the fastest, most affordable route to adoption.

Post-Adoption Challenges

Adoptive parenthood involves issues that parents by birth do not face. Adoption is a lifelong process, not an event; predictable adoption issues emerge at each stage of life, for adoptive parent, birthparent, and child. Post-adoption support services need to be available throughout the adoptive family's life, including family, individual and parent/child counseling; support groups; post-adoption education; respite care; and special education. Many adoptive families and birthparents struggle to locate the specialized services they need.

How Social Workers Help

Social workers can provide birthparents, adoptive parents, and children with:

  • Information about adoption options
  • Information about financial and legal issues and resources
  • Names of reputable adoption agencies and professionals
  • Home study services that help participants decide whether to pursue adoption, when, and which type feels right for their family
  • Pre- and post-adoption support and counseling for all participants, helping them develop cooperative relationships focusing on shared goals
  • Services for families who have children with special emotional, behavioral, medical, and educational needs
  • Search and reunion counseling, support, and technical assistance
  • Guidance in forming and living with open adoption in a way that honors and respects all participants' needs

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Frederic G. Reamer, PhD, is the author of The Pocket Guide to Essential Human Services which contains diverse resources compiled into a user-friendly guidebook appropriate for use by professionals, volunteers, and consumers.

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The opinions expressed in this article are those of the writers, and do not necessarily reflect those of the National Association of Social Workers or its members.

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Related Articles:

Attention-Deficit Hyperactivity Disorder Tip Sheet for Parents

Introduction
What Should You Do If You Think Your Child Might Have ADHD?
My Child Had ADHD: Now What?
School Issues

Introduction

ADHD (Attention-Deficit Hyperactivity Disorder) is one of the most common mental health disorders seen in childhood. Studies estimate that between 3-7% of all children have ADHD. That means approximately 2 million children in the USA alone, or one child in every classroom.

The main symptoms seen in this condition are inattention, hyperactivity, and impulsivity, however, it’s important to note that not all children with ADHD have hyperactivity. Many have the inattentive sub-type; these are the children who are often over-looked because they rarely present with behavioral problems. Rather, they are the dreamers who find it difficult to pay attention and who may instead, seem withdrawn or even depressed. It is far more likely that the hyperactive, impulsive children are identified in school for their acting out behaviors. Often times, teachers will report to the families that an evaluation for ADHD may be indicated.

What Should You Do if You Think Your Child Might Have ADHD?

  • Have your pediatrician give your child a complete physical to rule out any possible medical condition that can mimic ADHD symptoms. Some children with chronic allergies, for example, simply cannot focus.

  • If your child is given a clean bill of health, discuss your concerns with your child’s teacher. Find out how your child is behaving in school. Some questions to ask would be:

  • Is he completing homework assignments?

  • Is he paying attention in class

  • Is she able to make friends easily?

  • Does she have materials (books, paper, pencils) handy, or do they often get lost?

  • Is he getting to class on time?

Keep in mind that many children with ADHD can do well in school and often excel in structured environments. It often isn’t until the later school years- often middle school- that these children “hit the wall” and can no longer keep up. It is imperative that interventions be carried out to avoid failures.

  • Note your child’s behaviors at home. Does he seem more immature than other children his age? Does he have a hard time following directions? Sitting at the dinner table?

If you feel that your child exhibits many of the traits of ADHD, then it’s time to get evaluated. Schools should have psychologists on staff who can offer testing. However, many parents prefer to go for an outside evaluation. Some pediatricians feel capable of evaluating ADHD, but many child psychologists, psychiatrists and neurologists have special training to help decipher which behaviors could indeed be ADHD and which might be something else, such as depression, anxiety or a learning disability.

My Child Has ADHD: Now What?

If you find that your child does, indeed have ADHD, it’s important to educate yourself as much as possible. There are numerous books on the subject. Consulting with a mental health professional to help you with the many challenges ADHD can present, is invaluable. Finding support by attending local groups such as CHADD (Children and Adults with Attention Deficit Disorder) also are immensely helpful in not only learning more about ADHD, but also to connect with other families who are struggling.

Since the treatment of ADHD often includes parenting strategies, it is imperative that you work with a professional to help you learn new techniques to not only help manage your child’s behavior, but to also help him learn organizing strategies, homework management, social skills and more.

Treatment also often includes medication to help quiet the hyperactivity and impulsivity and/or improve attention. Many parents are reluctant to give their child medications, but stimulants (the most common and beneficial medication for ADHD) are safe when given as directed. Still, all parents have concerns. Here are some questions to ask your doctor to help you in making the decision as to whether medication is right for your child:

  • What are the risks vs benefits?

  • What side effects might I observe?

  • Which medications will work best for my child?

  • What options do I have if I don’t want to use medications for my child?

  • How will I know if the medications are working?

School Issues

Since ADHD usually impedes a child’s performance in school, it is essential to work closely with teachers and staff so that your child can perform her best. Many with ADHD qualify for special help. If the ADHD is getting in the way of academic or social success, you can request accommodations or even special education services. In order to receive such services, you will need to have a letter from the professional who diagnosed your child. If the school psychologist administered the evaluation and found your child eligible for special help, discuss your concerns with her to see what sort of support your child needs and is entitled to in school.

Some ADHD accommodations often include:

  • Having your child sit closer to the teacher

  • Keeping your child away from distractions, such as the door leading to the hallway, windows, noisy classmates

  • Having a note taker, especially if your child has poor handwriting skills

  • Having assignments written on the blackboard

  • Asking the teacher to check for homework when your child arrives at school to eliminate the possibility of his losing it

  • Have teacher maintain frequent eye contact

  • Break down assignments and instructions into smaller chunks

  • Give your child extra time to take tests and complete assignments

  • Allow for your child to work in a quieter area of the room, as needed

  • Get help with organizing books, papers, backpack, desk, locker, etc

All in all, ADHD is a highly treatable condition and with the right support, most children will thrive and enjoy success personally, socially and academically.


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The opinions expressed in this article are those of the writer, and do not necessarily reflect those of the National Association of Social Workers or its members.

Related Articles:

Suicide Prevention Real Life Story – Don’t Remember Me











Dottie Wormser of Hampden Township looks at photographs of her son, Mark Wormser, who took his life by hanging at age 15 in November 2000. (Jason Minick/The Sentinel)


Most teens deal with adolescent angst and emerge as healthy young men and women.


But some don’t.

Suicide is the third leading killer of youth between the ages of 15-24.

Warning signs of depression and suicide often are attributed to normal teenage behavior — making it difficult for parents and teachers to respond to youth in crisis. In addition, some question whether schools should play any role in providing mental health services for troubled students.

The Sentinel takes a look at these sensitive issues in a four-part series that starts today with the story of Dottie Wormser’s struggle to lead a normal life in the wake of her son Mark’s Nov. 14, 2000 decision to take his own life.


Graduation — the right of passage to adulthood. In this case, Cumberland Valley High School, Class of 2004.

This should have been the happiest night of their young lives. Instead, it was filled with moments of crushing sadness.










Mark Wormser’s CV classmates included him in their yearbook.


The class was short two members— two outwardly happy, healthy young men who each seemed destined to accomplish great things and change lives.

But they chose death instead.

Mark Wormser, 15, of Hampden Township, was in therapy when he took his life in 9th grade. The product of an otherwise happy home, he began cutting himself during the summer of 2000 and quickly descended into a personal hell culminating with his death at home on Nov. 15.

Fast forward three-and-a-half years. Tragedy again touched the lives of classmates when popular senior Corey Bischof, 18, disappeared and was found dead of a self-inflicted gunshot wound in May 2004. Starting quarterback for the wildly successful CV Eagles football team, Bischof’s death stunned the entire community.

Family members and friends of both teenagers were left to grapple with the obvious question: why?

“You take it very personally that the love I had for Mark wasn’t enough to keep him going,” says Dottie Wormser, Mark’s mother. “I have to remind myself that Mark just couldn’t see past his problems.”

A piece of Dottie Wormser died with her son. Her road to peace and recovery has been bumpy. The Wormsers’ Hampden Township house burned to the ground two months after Mark died. Years of therapy followed the tragedy.

Today, Wormser lives in New Cumberland and leads the Suicide Survivors Group that meets monthly at Polyclinic Hospital in Harrisburg.

And she continues to heal a little bit each day.

“It doesn’t come after me like a sledgehammer anymore,” she says of the pain.

This is her story.

A tragic day

Wormser understands all too well the hell the Bischofs are living. She has lived it since returning home from work the day she discovered Mark had hung himself.

“I look at it as Mark took himself out of his own personal hell and put me in it,” she says quietly at her kitchen table.

Wormser says her youngest son “seemed to enjoy life.” He looked forward to the things typical 15-year-olds do — getting a driver’s license and his first job.

A Florida Marlins baseball fan, Mark rode skateboards in the summer and snowboards in the winter. He studied karate. He wrote poetry and had a girlfriend he loved. Proficient in computers, he talked of becoming Microsoft-certified or even attending West Point after high school.

Mark was the kid who sought out wandering students in the hallways and pointed them in the right direction, his mother says. He was known as “Little Worm,” while older brother Kevin was the original “Worm.”

“Mark had an eye out for how other people were doing,” Wormser says. “He was very charming. That’s not to say we didn’t have typical teenage ups and downs because we did.”

She recalls no specific incidents that led her to believe Mark would take his own life. He was a normal teenager, she says, and that includes typical “rebellious behavior.”

Mark toyed with coloring his hair, but he never did. He was surprised when his mother gave her permission for him to pierce his ears. He never did. Once early that summer, Mark ran away and was gone all night. That episode was quickly forgotten.

“He was spending a lot of time on the Internet, but he said he was chatting with his friends,” Wormser says. “That was a mistake I guess — having the computer in his room.”

She later discovered that Mark’s webpage included observations on suicide.

A change

Mark’s mood changed for the worse the summer before his death.Hewithdrew, spending more time in front of the computer.

Finally, his mother suspected he was cutting himself.

“I had seen the scratches on his arm and he’d say ‘The cat scratched me’ or ‘I was roughhousing with the dog,’” Wormser recalls.

Later, Mark admitted he had cut himself “to prove to himself that he was alive,” she says. A picture in a spare bedroom shows Mark skateboarding that summer while wearing a long-sleeved coat. Wormser now believes he was hiding self-inflicted wounds on his arms.

She recognized the cry for help and got Mark into therapy. Unfortunately, she was unaware of the depths of his depression — underscored in the poetry he wrote and the suicidal messages she later read on his website.

“There were some dark places in that poetry,” she says. “He was so good at hiding things from me I guess.”

As therapy progressed, Wormser became a vigilant protector of her son, making nightly phone calls from work and urging him to make morning promises regarding his own safety.

“I made him promise not to take his life that day,” she says, recalling a typical conversation. “I did whatever I thought I needed to do to keep him going.”

The two-week program at PinnacleHealth was “very focused,” Wormser says. “Unfortunately, Mark balked at most of it. He wasn’t doing a lot to open up or cooperate.”

The program took place in October. Mark wrapped it up a day early and did not go back. Still, the Wormsers had high hopes.

“I didn’t have a lot of anxiety about it because I knew that kids who cut themselves are not generally suicidal,” Wormser recalls. “I thought we had a pretty clear road ahead of us. I thought he’d get the help he needed and we’d be OK.

“After we discovered he was suicidal, I don’t remember much about that time. I know we had a great deal of difficulty getting him to go to therapy.”

Mark was prescribed Prozac. His mother later learned he stopped taking the drug sometime before his death.

Initially, “he showed no hesitation,” she recalls. “He took it very willingly. I thought he was taking it. I probably should have watched him take them every day.”

Wormser concedes the likelihood that “as a parent you’re looking for signs that your child is better or over (the crisis).”

‘Tried several times to get through’

Wormser frequently called home from work to check on her sons. The night Mark died, she believes he was on the computer for several hours.

“I don’t have a clear picture of what happened that night,” Wormser says. “I tried several times to get through that evening and I never did.”

Returning home after her 3-11 p.m. shift, Wormser found Mark’s lifeless body.

She futilely tried to revive him with CPR. A suicide note in his pocket revealed 13 wishes. Among the most disturbing is Mark’s wish “not to be remembered.”

“Everybody wonders why,” Wormser says. “Why would this wonderful boy not want to be remembered?”

Wormser feared for Kevin and became fiercely protective or her remaining son. Research indicates family members of a suicide victim are susceptible to repeating the tragedy. Wormser admits the thought crossed her mind once or twice.

“I remember thinking wouldn’t it be nice to join Mark,” she says. “I wanted to be there to guide him through the afterlife.”

Wormser has few memories of the days and weeks following her son’s death.

“I remember going to plan his funeral with the funeral director,” she says. “It was something that I had to do for my son. For the first week or so you’re kind of on autopilot.”

Mark’s best friend insisted on speaking and did so quietly. Another friend played “Amazing Grace” on the bagpipes.

Every so often, Wormser hears from someone who was at Mark’s funeral. Most of the time she does not remember having seeing that person.

She calls her work as a nurse at Harrisburg Hospital “my saving grace” and credit co-workers for keeping her alive.

“After Mark died, I remember thinking the best thing that would happen to me was I would go to work. It kept me sane for awhile. But for the first few months, it wouldn’t take more than five minutes for Mark to creep into my mind. Anything and everything would remind me of him…

“For months and months the first year,” she adds that “every time I drove home from work I would almost always cry because it would be all that pent-up anxiety from being at work.”

Therapy helped Wormser work through the grieving process.

“For those first few months my thoughts of Mark were almost never happy memories,” she says. “Now it’s very comforting to know I can think about Mark… and I rarely cry. I wonder if that isn’t because I cried all the tears out of me. Now mostly I tend to feel like I want to cry when I find out about somebody else who has lost somebody to suicide.

“I remember the first day I didn’t shed a tear for Mark,” she says, “and I felt so guilty. It got to be about 10 (p.m.) or so and I remembered I hadn’t shed a tear for Mark… I was berating myself for not crying for my son.”

A graduation remembrance

Principal Dominic Cavallaro urged CV families to remember both Mark Wormser and Corey Bischof during the class’ June 8 graduation ceremonies at The Giant Center in Hershey.

In the front row, Wormser and a friend sat with the Bischofs. Random thoughts raced through her mind as Cavallaro spoke: “Don’t cry… Don’t make a fool out of yourself… Be strong for the Bischofs…”

Candles were lit in honor of Wormser and Bischof and their parents were called forward to receive diplomas meant for their deceased sons.

“I was told by people in the audience that it was very moving and very touching,” Wormser says.

Although she still cries easily when talking about her late son, the graduation represented a healing of sorts.

“A certain calm came over me since his graduation,” she says. “I don’t feel that inner churning that I feel a lot when I think about Mark.”

Helping to ease the pain

Dottie Wormser might not have survived were it not for her suicide support group.

Now she is taking over as facilitator of the group — which meets the first Wednesday of every month at Polyclinic Hospital, 1 Landis, Simpson Board Room, 2501 N.Third St., Harrisburg.

A licensed social worker, Ned Hoffner, ran the support group for the last seven years. About 8-10 people attend — some for many years.

“We have parents, we have grandparents, we have siblings, we have spouses,” he says. “While the pain is still there for them, they’ve moved on to some degree. That pain will always be there for them but they’ve found a better way to control it.”

Most of the members in the group have lost someone younger than 21, Hoffner notes. “At this time, the makeup of the group is everybody’s grieving a male,” he adds.

Sponsored by WomanCare Resource Center, the group meets from 7-9 p.m.

Young males often choose hanging

Hanging and other forms of suffocation have overtaken guns as the chief means of suicide among American youngsters aged 10-14, according to statistics released last summer.

Researchers from the Centers for Disease Control and Prevention say they first noticed the trend in the early 1990s. By the end of that decade, suffocations had surpassed self-inflected shootings.

Health officials said they do not know why the switch occurred and whether it had anything to do with the use of trigger locks, lock boxes and other measures taken to keep guns out of youngsters’ hands.

By contrast, suffocations are often carried out with common household items such as belts, ropes or plastic bags.

The CDC reports 96 suicides by suffocation among Americans aged 10-14 in 1992.

The number rose to 163 in 2001, with firearm suicides dropping from 172 to 90 during the same period.

Suffocation suicides also rose among teens aged 15-19 during the same period (from 333 deaths a year to 551).

Firearms remain the most common means of suicide for that group, although the number of deaths from self-inflicted shootings dropped from 1,251 a year to 838, the CDC says.

Overall, the suicide rate for ages 10 to 19 fell by about a quarter, from 6.2 deaths per 100,000 people in 1992 to 4.6 per 100,000 in 2001, the CDC adds.



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