Types of Flu

Want to learn more about the different types of flu? Surprisingly, not all types of flu are the same. Some types of flu can make you very ill while other types of flu cause milder symptoms.

What is flu?

Flu, or influenza, is an acute respiratory infection caused by a variety of flu viruses. Symptoms of flu involve muscle aches and soreness, headache, and fever.

How does a flu virus make me sick?

Flu viruses enter your body through the mucous membranes of your nose, eyes, or mouth. Every time you touch your hand to one of these areas, you are possibly infecting yourself with a virus.

This makes it very important to keep your hands germ-free with frequent and thorough hand washing. Encourage family members to do the same to stay well and prevent flu.

What are the different types of flu?

There are three types of flu viruses: A, B, and C. Type A and B cause the annual influenza epidemics that have up to 20% of the population sniffling, aching, coughing, and running high fevers. Type C also causes flu; however, type C flu symptoms are much less severe.

Each year, the flu is linked to an average of 36,000 deaths and 114,000 hospitalizations in the United States. The seasonal flu vaccine was created to try to avert these epidemics.

What is type A flu virus?

Type A flu or influenza A viruses are capable of infecting people as well as animals; although it is more common for people to suffer the ailments associated with this type of flu. Wild birds commonly act as the hosts for this flu virus.

Type A flu virus is constantly changing and is generally responsible for the large flu epidemics. Influenza A2 virus (and other variants of influenza) is spread by people who are already infected. The most common flu hot spots are those surfaces that an infected person has touched and rooms where he or she has been recently, especially areas where he or she has been sneezing.

What is type B flu virus?

Unlike type A flu viruses, type B flu is found only in humans. Type B flu may cause a less severe reaction than type A flu virus, but occasionally, type B flu can still be extremely harmful. Influenza type B viruses are not classified by subtype and do not cause pandemics.

How is type C flu virus different from the others?

Influenza C viruses are also found in people. They are, however, milder than either type A or B. People generally do not become very ill from the influenza type C viruses. Type C flu viruses do not cause epidemics and are not classified according to subtype.

MOTHER’S DAY CARTOONS

When Is Mother’s Day 2009?

Mother’s Day 2009 is on May 10, Sunday

In the United States, mother’s Day is celebrated in the second week of May.

Mothers Day is celebrated in several country across the globe though the month and date on which Mother’s Day is celebrated in different countries varies. Most countries celebrate Mothers Day on second Sunday in the Month of May.

This Mother’s Day date was declared by US President Woodrow Wilson on May 8, 1914 when he signed a Joint Resolution designating the second Sunday in May as Mother’s Day. This US tradition of celebrating Mothers Day and paying tribute to mothers spread across several countries over the years and these countries too adopted second Sunday of May as Mother’s Day.

However, in many countries the way Mothers Day is celebrated varies and is quite different from the manner in which Mothers Day is celebrated in US. But what is more important than the date and fashion of celebration is the feeling behind the festival. The idea of celebrating Mother’s Day the world over is to pay tribute to mothers for all their love and support and to make them feel special.

Teens and Communication

Parents worry a lot about teens. They worry their teen will get into trouble, that their teen won’t be ready for adulthood, that they don’t matter anymore with their teen. We’ve learned that teens worry a lot too, and good communication can help parents and teens work this out.

Teens are mostly worried that they are going to be treated like a baby forever, and at the same time they worry that they aren’t ready yet to be a grown-up. They worry about grades, school or finding a job. They worry about sex, drugs and alcohol. They worry about their families. They worry about their friends, but mostly they worry about themselves. The hard part about communicating with a teen is that she doesn’t always tell you what she’s worried about. This is because, for many teens, letting a parent in on the problem means that the teen can’t handle it herself; in other words, she’s still a little kid. Often the most that parents get to see is an uncommunicative or irritable teen, and the parent is left wondering what they said to make their child so angry.

The first step is recognizing that this stage doesn’t last forever. Once teens start feeling more comfortable about taking on grown-up stuff, usually around ages 17 to 22, they feel less that talking to a parent equals “being a baby”. In the meantime, here are some things that we find make communicating easier:

Make Your Point Fast:
When the lecture starts, teens stop listening. Parents sometimes worry about making sure their child “understands how important this is…”. Believe us, chances are your teen already knows how you feel. Keep your message short, calm and to the point. “I expect you not to smoke. If I find out you have been smoking, we will talk more about it. If you need help or have questions you can always come to me about it”.

Stay Cool:
Teens often think parents are angry, even when it isn’t true. If you really are angry, admit it and ask yourself if you can calm down enough to talk it out. If the answer is no, put off conversation for a time you can be calm. Sometimes teens can be overly sensitive, and they read a lot of things into a simple sentence or question. It’s hard to put up with, but be patient and let your teen know you’re not angry. Chances are the “You’re always angry with me!” tactic is really about your teen worrying (there it is again!) that he or she is messing up in some way.

Allow for Space:
Don’t expect your teen to tell you everything. Teens need to feel they can manage things without parents. Sometimes they act like they are allergic to parents to point out to everybody, and mostly themselves, how grown-up they are. Let them do this. Don’t listen in on conversations, don’t read diaries, don’t snoop. On the other hand, explain there are some things you need to know, like where, who, when and what they’re doing (including online). We know, it’s tricky.

Take Care of Yourself (and Let Stuff Go):
Teens can be very thoughtless and hurtful at times. It’s OK, and even important, to let your teen know he made you angry or hurt your feelings, but don’t keep the fight going or say hurtful things back “to teach him a lesson”. You are the adult.  Adults take care of their own feelings. Children, including teenagers, feel overwhelmed at the idea of being a grown-up or taking care of one. Saying to your teen “I’m so upset, but you can make me feel better by…”, in other words, making him responsible for fixing how you feel, is too hard for your teen to handle.

Take Responsibility:
Teens become very good at catching parents at making mistakes, fudging the truth or not always living up to their own rules. This is part of how a teen learns to look critically at herself and the world. Be honest, and admit mistakes. Showing your teen that you know you’re not perfect, and that you’re OK with that, teaches her that it’s OK if she‘s not perfect either. It also teaches honesty and builds trust between you and your teen.

Most importantly, always tell your teen how much you love him or her, no matter what. Communicate!

How Can Parents Model Good Listening Skills?

by Carl Smith

Do Listening Skills Affect Learning?

Listening is not a school subject like reading and writing.  Many of us seem to feel it comes naturally and that as long as we can listen to directions on how to find the restroom, nothing more needs to be said.  The latest studies reveal that listening is a very large part of school learning and is one of our primary means of interacting with other people on a personal basis.  It is estimated that between 50 and 75 percent of students’ classroom time is spent listening to the teacher, to other students, or to audio media.

Can Parents Guide Their Children To Better Listening?

According to research on listening skills, being a good listener means focusing attention on the message and reviewing the important information.  Parents can model good listening behavior for their children and advise them on ways to listen as an active learner, pick out highlights of a conversation, and ask relevant questions.  Sometimes it helps to “show” children that an active listener is one who looks the speaker in the eye and is willing to turn the television off to make sure that the listener is not distracted by outside interference.

Guidelines For Modeling Good Listening Skills

· Be interested and attentive.  Children can tell whether they have a parent’s interest and attention by the way the parent replies or does not reply.  Forget about the telephone and other distractions.  Maintain eye contact to show that you really are with the child.

· Encourage talking. Some children need an invitation to start talking.  Children are more likely to share their ideas and feelings when others think them important.

· Listen patiently. People think faster than they speak.  Children often take longer than adults to find the right word.  Listen as though you have plenty of time.

· Hear children out.  Avoid cutting children off before they have finished speaking.  It is easy to form an opinion or reject children’s views before they finish what they have to say.  It may be difficult to listen respectfully and not correct misconceptions, but respect their right to have and express their opinions.

· Listen to nonverbal messages. Many messages children send are communicated nonverbally by their tone of voice, their facial expressions, their energy level, their posture, or changes in their behavior patterns.  You can often tell more from the way a child says something than from what is said.  When a child comes in obviously upset, be sure to find a quiet time then or sometime later.

Suggestions For Improving Communication With Children

· Avoid dead-end questions. Ask children the kinds of questions that will extend interaction rather than cut it off.  Questions that require a yes or no or right answer lead a conversation to a dead end.  Questions that ask children to describe, explain, or share ideas extend the conversation.

· Extend conversation. Try to pick up a piece of your child’s conversation.  Respond to his or her statements by asking a question that restates or uses some of the same words your child used.  When you use children’s own phrasing or terms, you strengthen their confidence in their conversational and verbal skills and reassure them that their ideas are being listened to and valued.

· Share your thoughts. Share what you are thinking with your child.  For instance, if you are puzzling over how to rearrange your furniture, get your child involved with questions such as, “I’m not sure where to put this shelf.  Where do you think would be a good place?”

· Observe signs. Watch the child for signs that it is time to end a conversation.  When a child begins to stare into space, give silly responses, or ask you to repeat several of your comments, it is probably time to stop the exchange.

· Reflect feelings. One of the most important skills good listeners have is the ability to put themselves in the shoes of others or empathize with the speaker by attempting to understand his or her thoughts and feelings.  As a parent, try to mirror your children’s feelings by repeating them.  You might reflect a child’s feelings by commenting, “It sounds as if you’re angry at your math teacher.”  Restating or rephrasing what children have said is useful when they are experiencing powerful emotions that they may not be fully aware of.

· Help clarify and relate experiences. As you listen, try to make your child’s feelings clear by stating them in your own words.  Your wider vocabulary can help children express themselves as accurately and clearly as possible and give them a deeper understanding of words and inner thoughts.

Why Are Parents Important In Building Children’s Communication Skills?

Parents play an essential role in building children’s communication skills because children spend more time with their parents than with any other adult.  Children also have a deeper involvement with their parents than with any other adult, and the family as a unit has lifelong contact with its members.  Parents control many of the contacts a child has with society as well as society’s contacts with the child.

Adults, parents, and teachers set a powerful example of good or poor communication.  Communication skills are influenced by the examples children see and hear.  Parents and teachers who listen to their children with interest, attention, and patience set a good example.

The greatest audience children can have is an adult who is important to them and interested in them.

Communication With Your Adolescent

Adolescence. For your preteen or teenager, this can be a very difficult period. The changes that occur during adolescence are often confusing for both you and your son or daughter. Although this may be a challenging time, it can also be very rewarding to watch your child become an adult. Here are some tips that can help smooth the transition into adulthood for your teen and your family:

• Spend family time with your adolescent. Remember, although many preteens and teens may be more interested in friends, this does not mean they are not interested in family!
• Spend time alone with your adolescent. Even if he or she does not want time alone with you, take a moment here and there to remind your child that your “door is always open”; you are always there if he or she needs to talk. Gentle reminders of this need to occur often.
• When your adolescent talks:
  1. Pay attention.
  2. Watch as well as listen.
  3. Try not to interrupt.
  4. Rephrase his or her words or ask your child to “break it down” to be sure you understand him or her.
  5. If you don’t have time to listen right now, set a time when you do have time.
  6. It’s okay to disagree with him or her, but disagree respectfully, not insultingly.
• Respect your adolescent’s feelings. Don’t dismiss her or his feelings or opinions as silly or senseless. You may not always be able to help when your child is upset about something, but you can say, “I understand” or “Help me to understand.” That’s important!
• It’s okay to get angry; children at this age can be very frustrating! However, be sure to criticize actions, not character; send “I” not “you” messages.
• Direct the discussion toward solutions. Be willing to negotiate and compromise. This will teach problem solving in a healthy way.
• When rules need to be set, go ahead and set them! Don’t be afraid to be unpopular for a day or two. Believe it or not, adolescents see setting limits as a form of caring.
• Try not to get upset if your adolescent makes mistakes. This will help your adolescent to take responsibility for his or her own actions. Remember to offer guidance when necessary.
• Let your child be the adolescent he or she wants to be, not the one you wish he or she was. Also, try not to pressure your adolescent to be like you were or wish you had been at that age. Be sure to praise your adolescent, not only for success but for the effort as well.
• Be a parent first, not a pal. Your adolescent’s separation from you as a parent is a normal part of development – don’t take it personally.
• Don’t sweat the small stuff. Some little annoying things that adolescents do may not be worth a big battle–let them go. Give your teen some leeway with regard to clothes, hairstyle, etc. Many teens go through a rebellious period in which they want to express themselves in ways that differ from and frequently annoy their parents. However, stay aware of the messages and ratings of the music, movies, and video games to which your child is exposed.
• Don’t be afraid to share with your adolescent that you have made mistakes as a parent. A few parenting mistakes aren’t that crucial. Parents also should share with their teens some mistakes they made as adolescents.
• Talk to your pediatrician if you are having trouble with your adolescent. He or she may be able to help you and your preteen or teen find ways to get along.

Finally, keep an open line of communication. If you find talking with your child difficult, try writing notes or simply listening. Also, talk to your pediatrician; he or she is there to help both you and your adolescent.

Coping with the problems of adolescence may seem too much for you to take at times, but the important thing to remember is you will make it through your child’s teenage years.

The 9 Temperament Traits

Classic child development research conducted by Doctors Chess and Thomas has identified 9 temperamental traits:

Activity Level: This is the child’s “idle speed or how active the child is generally.  Does the infant always wiggle, more squirm?  Is the infant difficult to diaper because of this?  Is the infant content to sit and quietly watch?  Does the child have difficulty sitting still?  Is the child always on the go?  Or, does the child prefer sedentary quiet activities?  Highly active children may channel such extra energy into success in sports; may perform well in high-energy careers and may be able to keep up with many different responsibilities.

Distractibility: The degree of concentration and paying attention displayed when a child is not particularly interested in an activity.  This trait refers to the ease with which external stimuli interfere with ongoing behavior.  Is the infant easily distracted by sounds or sights while drinking a bottle?  Is the infant easily soothed when upset by being offered alternate activity?  Does the child become sidetracked easily when attempting to follow routine or working on some activity?  High distractibility is seen as positive when it is easy to divert a child from an undesirable behavior but seen as negative when it prevents the child from finishing school work.

Intensity: The energy level of a response whether positive or negative.  Does the infant react strongly and loudly to everything, even relatively minor events?  Does the child show pleasure or upset strongly and dramatically?  Or does the child just get quiet when upset?  Intense children are more likely to have their needs met and may have depth and delight of emotion rarely experienced by others.  These children may be gifted in dramatic arts.  Intense children tend to be exhausting to live with.

Regularity: The trait refers to the predictability of biological functions like appetite and sleep.  Does the child get hungry or tired at predictable times?  Or, is the child unpredictable in terms of hunger and tiredness?  As grown-ups irregular individuals may do better than others with traveling as well as be likely to adapt to careers with unusual working hours.

Sensory Threshold: Related to how sensitive this child is to physical stimuli.  It is the amount of stimulation (sounds, tastes, touch, temperature changes) needed to produce a response in the child.  Does the child react positively or negatively to particular sounds?  Does the child startle easily to sounds?  Is the child a picky eater or will he eat almost anything?  Does the child respond positively or negatively to the feel of clothing?  Highly sensitive individuals are more likely to be artistic and creative.

Approach/Withdrawal: Refers to the child’s characteristic response to a new situation or strangers.  Does the child eagerly approach new situations or people?  Or does the child seem hesitant and resistant when faced with new situations, people or things?  Slow-to-warm up children tend to think before they act.  They are less likely to act impulsively during adolescence.

Adaptability: Related to how easily the child adapts to transitions and changes, like switching to a new activity.  Does the child have difficulty with changes in routines, or with transitions from one activity to another?  Does the child take a long time to become comfortable to new situations?  A slow-to-adapt child is less likely to rush into dangerous situations, and may be less influenced by peer pressure.

Persistence: This is the length of time a child continues in activities in the face of obstacles.  Does the child continue to work on a puzzle when he has difficulty with it or does he just move on to another activity?  Is the child able to wait to have his needs met?  Does the child react strongly when interrupted in an activity?  When a child persists in an activity he is asked to stop, he is labeled as stubborn.  When a child stays with a tough puzzle he is seen a being patient.  The highly persistent child is more likely to succeed in reaching goals.  A child with low persistence may develop strong social skills because he realizes other people can help.

Mood: This is the tendency to react to the world primarily in a positive or negative way.  Does the child see the glass as half full?  Does he focus on the positive aspects of life?  Is the child generally in a happy mood?  Or, does the child see the gall as half empty and tend to focus on the negative aspects of life?  Is the child generally serious?  Serious children tend to be analytical and evaluate situations carefully.

Birth Order

Where a child places in the birth order can have an effect on how he sees himself.  Research on birth order, sometimes referred to as ordinal position, shows that first born children are more likely to go to college than children in any other position in the family.  These apply to “typical families” and probably do not apply to “dysfunction families” and may vary across various cultures.  Parents should attempt to help each child to see themselves as unique individuals and avoid comparisons with siblings or others.

The middle child often seems to have the most negative impressions of his lot in life.  One approach to help middle children reframe things is to point out that in a sense they have the best of both worlds.  They are the youngest to the older sibling and the oldest to the younger sibling.  Therefore they are both a big brother/sister and a little brother/sister.  Younger children always want to be able to do the things older siblings are allowed to do.  And older siblings may feel that the younger siblings get away with things they were not able to when they were the same age.

The following characteristics will not apply to all children in every family.  Typical characteristics, however, can be identified:

Birth Order	Typical Characteristics
Only Child	Pampered and spoiled. Feels incompetent because adults are more capable. Is center of attention; often enjoys position. May feel special. Self-centered. Relies on service from others rather than own efforts Feels unfairly treated when doesn’t get own way. May refuse to cooperate. Plays “divide and conquer” to get own way.
First Child	Is only child for period of time; used to being center of attention. Believes must gain and hold superiority over other children. Being right, controlling often important. May respond to birth of second child by feeling unloved and neglected. Strives to keep or regain parents’ attention through conformity.  If this failed, chooses to misbehave. May develop competent, responsible behavior or become very discouraged. Sometime strives to protect and help others. Strives to please.
Second Child	Never has parents’ undivided attention. Always has sibling ahead who’s more advanced. Acts as if in race, trying to catch up or overtake first child. If first child is “good,” second may become “bad.” Develops abilities first child doesn’t exhibit. If first child successful, may feel uncertain of self and abilities. May be rebel. Often doesn’t like position. Feels “squeezed” if third child is born. May push down other siblings.
Middle Child of Three	Has neither rights of oldest nor privileges of youngest. Feels life is unfair. Feels unloved, left out, “squeezed.” Feels doesn’t have place in family. Becomes discouraged and “problem child” or elevates self by pushing down other siblings. Is adaptable. Learns to deal with both oldest and youngest sibling.
Youngest Child	Behaves like only child. Feels every one bigger and more capable. Expects others to do things, make decisions, take responsibility. Feels smallest and weakest. May not be taken seriously. Becomes boss of family in getting service and own way. Develops feelings of inferiority or becomes “speeder” and overtakes older siblings. Remains “The Baby.” Places others in service. If youngest of three, often allies with oldest child against middle child.

How to be a Great Mother in Law

Building a Good Relationship With Your Son’s Wife

With these tips, you’ll learn how to say “I love you” without even opening your mouth. Before you know it, you’ll build a good relationship with your son’s wife – and she’ll think you’re a great mother in law.
To be a great mother in law, DO:
1. Remember that your children and daughter in law have their own lives. If you want to see them, call and ask when they’re available.
2. Be flexible. Flexibility is a prime way to be a great mother in law.
3. Ask “why” if your daughter in law asks you to change your behavior. Ask why to understand better, not to argue or defend yourself.
4. Be patient if you experience hostility, suspicion, or distance from your daughter in law. Build a good relationship with your daughter in law by not reacting immediately to slights.
5. Ask before you help with dinner, housecleaning, or rearranging the furniture. Building a good relationship with your daughter in law involves knowing your boundaries.
6. Accept and learn about your daughter in law’s generation, culture, nationality, age, and mindset – which is supposed to be different than yours!
7. Talk openly, honestly, and humbly about miscommunications, arguments, or other conflicts with her. Talk about building a good relationship with your daughter in law and your experiences as a mother in law.
8. Be responsive to your daughter in law’s needs and feelings even if you don’t understand them. Building a good relationship with your daughter in law is about empathy.
9. Treat all your children equally – including your in-laws. A great mother in law is impartial and fair.
10. Respect your daughter in law. Look at the positive side of her rather than the negative side.
11. Tell mother in law jokes!
To be a great mother in law, DON’T:
1. Walk into your daughter in law’s house whenever you feel like it. Building a good relationship with your daughter in law requires respect.

2. Give your daughter in law advice unless asked.

3. Comment on your daughter in law’s parenting, housekeeping, cooking, or relationship skills (or your son’s).

4. Punish your family when they don’t conform to your expectations. Be a great mother in law by letting your family be themselves.

5. Make up stories about your son or your son’s wife.

6. Comment on your daughter in law’s personality such as hair, clothes, weight, makeup, job, income, extracurricular activities, or cosmetic surgery (unless you’re offering genuine, sincere compliments!).

7. Talk constantly about your gout, trips, past, death, funeral arrangements, or garden. Build a good relationship with your daughter in law by being interested in her.

8. Hold a grudge or try to make her your son’s wife or son feel guilty.

9. Exclude your daughter in law from serious events in your life, such as surgeries or medical diagnoses. Being a great mother in law involves honesty.

10. Be mean or grumpy to your daughter in law. Be a great mother in law by being polite and kind.

11. Discipline your grandchildren your way.

12. Feed the grandchildren “forbidden” foods. Heed your daughter in law’s house rules.

13. Take control of family holidays, events, or visits. Be a great mother in law by letting go.

14. Call your daughter in law or grandchildren names. Build a good relationship with your daughter in law by being respectful.

15. Nag. Build a good relationship with your daughter in law by letting things go.

16. Force your perspective or way of doing things on your son’s wife.

17. Ignore your daughter in law.

18. Wait for your son to leave the room and then make “harmless”, unhelpful or even snide comments to your daughter in law about their lifestyle.

19. Complain that your daughter in law is wasting electricity, water, plastic sandwich bags, wrapping paper, or bows. A great mother in law keeps her opinions to herself.

20. Don’t forget that all your children – including your son’s wife – feels loved and appreciated in different ways.

These do’s and don’ts will help you build a good relationship with your son’s wife. The bonus is that they’re really ways to say “I love you” and “I value you” without even having to say the words!

This articel specially dedicated to Kak Mala…………………………

Ten Tips for Dads of Daughters

by Courtesy of DadsandDaughters.com

1. Listen to girls. I focus on what is really important–what my daughter thinks, believes, feels, dreams and does –rather than how she looks. I have a profound influence on how my daughter views herself. When I value my daughter for her true self, I give her confidence to use her talents in the world.

2. Encourage my daughter’s strength and celebrate her savvy. I help her learn to recognize, resist and overcome barriers. I help her develop her strengths to achieve her goals, help other people and help herself. I help her be what Girls Incorporated calls Strong, Smart and Bold!

3. Respect her uniqueness, Urge her to love her body and who she is. I tell and show my daughter that I love her for who she is and see her as a whole person, capable of anything. My daughter is likely to choose a life partner who acts like me and has my values. So, I treat her and those she loves with respect. Remember 1) growing girls need to eat often and healthy; 2) fad dieting doesn’t work, and 3) she has her body for what it can do, not how it looks. Advertisers spend billions to convince my daughter she doesn’t look “right.” I won’t buy into it.

4. Get her playing sports and being physically active. Start young to play catch, tag, jump rope, basketball, Frisbee, hockey, soccer, or just take walks…you name it! I help her learn the great things her body can do. Physically active girls are less likely to get pregnant, drop out of school, or put up with abuse. The most physically active girls have fathers who are active with them!

5. Get involved in my daughter’s school. I volunteer, chaperone, read to her class. I ask questions, like: Does her school use media literacy and body image awareness programs? Does it tolerate sexual harassment of boys or girls? Do more boys take advanced math and science classes and if so, why? (California teacher Doug Kirkpatrick’s girl students didn’t seem interested in science, so he changed his methods and their participation soared!) Are at least half the student leaders girls?

6. Get involved in my daughter’s activities. I volunteer to drive, coach, direct a play, teach a class—anything! I demand equality. Texas mortgage officer and volunteer basketball coach Dave Chapman was so appalled by the gym his 9-year-old daughter’s team had to use, he fought to open the modern “boy’s” gym to the girls’ team. He succeeded. Dads make a difference!

7. Help make the world better for girls. This world holds dangers for our daughters. But over-protection doesn’t work, and it tells my daughter that I don’t trust her! Instead, I work with other parents to demand an end to violence against females, media sexualization of girls, pornography, advertisers making billions feeding on our daughters’ insecurities, and all “boys are better than girls” attitudes.

8. Take my daughter to work with me. I participate in April’s Take Our Daughters & Sons to Work® Day and make sure my business participates. I show her how I pay bills and manage money. My daughter will have a job and pay rent some day, so I will introduce her to the world of work and finances!

9. Support positive alternative media for girls. Our family watches programs family that portray smart savvy girls. We get healthy girl-edited magazines like New Moon and visit online girl-run “’zines” and websites. I won’t just condemn what’s bad; I’ll also support and use media that support my daughter!

10.Learn from other fathers. Together, we fathers have reams of experience, expertise and encouragement to share – so let’s learn from each other. I use tools like the newsletter Daughters: For Parents of Girls (www.daughters.com). I put my influence to work – for example, Dads and Daughters protests have stopped negative ads. It works when we work together!

© Dads and Daughters, all rights reserved. These tips may be used for educational purposes if reproduced unaltered, in their entirety, and include: “© Dads and Daughters http://www.dadsanddaughters.org All Rights Reserved.”