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Showing posts with label behavior. Show all posts
Showing posts with label behavior. Show all posts

Tuesday, August 4, 2020

Life Lasting Lessons - “Make Your Bed. Little Things That Can Change Your Life and Maybe The World” by Admiral William H. McRaven

Monument to The Merchant Marines at Battery Park City, Manhattan

Former Navy SEAL Admiral William H. McRaven gave 10 lessons to the graduates at The University of Texas at Austin on May 17, 2014.

He outlined the lessons of the bed, paddle, heart, cookie, circus, obstacle, shark, dark moment, song, and bell. Each one was a metaphor for an important life part.
  1. Make your bed - Making our bed seems simple, but if we don’t do the simple things well the big things that come with time will overwhelm us and paralyze our existence. If we can get the bed part of our day right every morning, most probably we can get our lives right as well! 
  2. Find people to paddle with you - The more paddles the better. Getting along with the team players takes time, patience and perseverance but in the long run, it’s worth an effort and it brings a great result. It will ease your paddling. 
  3. Measure the size of heart, not flippers – It doesn’t matter how strong and handsome someone is, what matters is how big heart he has. If the person has a good heart he will do good things for the others and gain people’s trust, respect and support. Motivation seems to outperform intelligence.
  4. Get over being a “sugar cookie” and keep moving forward - Some days no matter what we do, no matter how hard we try, things go the opposite way. Therefore we need to prepare ourselves for that bad day, a failure. A Navy SEAL trainee is ordered into the surf to get good, cold, and wet, and then to roll around on the beach until he is completely covered in fine white sand – resembling a “sugar cookie.” A Navy SEAL trainee stay that way for the rest of the day, reflect on his weekness. If case of a bad day we have to push through it and look forward to having a better day tomorrow.
  5. Don't be afraid of the circuses - When the Navy SEAL fail a daily physical training he has to do two hours more of additional calisthenics - designed to wear him down, to break his spirit, to force him to quit. But that extra training actually can help build strength and stamina if he don’t quit. We all live though our own “circuses” in life and they can be wearing, perplexing and often discouraging. When you do an extra work, you become stronger, experienced, and confident. Doing the minimum is not enough, we have to practice the maximum.
  6. Sometimes you have to slide down obstacles head first - Twice a week an obstacle course was required for McRaven’s SEAL training. One of the most feared obstacle course challenges was the “slide for life.” It was dangerous and it put the SEALs at high risk. While it’s good to be frightened, if fear paralyzes our intellect and our motivation, then we are truly lost. Sometimes we have to take that chance and “risk” it, but it needs to be with our full awareness and purpose.
  7. Don't back down from the sharks - The lesson 6 reminds us that fear can weaken our capacity but if we prepare to meet face-to-face with “sharks”, our response may surprise us.  Attackers prefer to attack the weak not the strong. Your sharks could be physical attackers, so self-defense training can give you some confidence to avoid being easy prey. If your sharks attack you verbally, try to be adequately prepared, take a stand for yourself and others. Lock in your values and ethics.
  8. You must be your very best in the darkest moments - The Navy SEAL training missions require trainees to perform dangerous underwater operations in complete darkness. All of their training needs to carry them through that moment. We don’t have a SEAL training but we do have our principles, mysticism, and relationships to pull us through these darkest moments of our lives. It’s not important how do we start but how do we finish.
  9. Start singing when you're up to your neck in mud - The ninth week of the SEAL training (“Hell Week”) consists of six days without sleep, continual physical and mental harassment, and an woeful day at the mud. It is one of the most difficult Navy SEAL part. Often, many SEALs quit right there, but some find a way to get through it.While Admiral William H. McRaven’s group friends were up to their necks in mud, one SEAL trainee started singing and others joined him. Unity in singing was an affirmation that gave them hope. We can use your voice to transform a dark moment into hope.
  10. Don't ever, ever ring the bell - Any time a Navy SEAL wants to quit their training and leave, all they have to do is go up to the bell and ring it. Ringing a bell, even on a bicycle is a sign of weakness. Be tolerant, be patient, be persistent on you way to the finish line!

The Immigrants Monument at Battery Park City, Manhattan

Admiral William H. McRaven also said:
“Start each day with a task completed. Find someone to help you through life. Respect everyone. Know that life is not fair and that you will fail often. But if you take some risks, step up when the times are toughest, face down the bullies, lift up the downtrodden and never, ever give up - if you do these things, then the next generation and the generations that follow will live in a world far better than the one we have today.”

“It matters not your gender, your ethnic or religious background, your orientation, or your social status. Our struggles in this world are similar and the lessons to overcome those struggles and to move forward - changing ourselves and the world around us - will apply equally to all.”

“Changing the world can happen anywhere and anyone can do it.”

Watch his speech on YouTube:
To read more check the links below:

Friday, July 31, 2020

Great Things To Do With Your Kids This COVID-19 Summer

Basia at the Catskill Mountains 

I would like to share great ideas collected by Katia Hetter and presented on CNN Health

Have a Snick Pick:

OLD-FASHIONED FUN
  • Family game night...
  • Family movie night...
  • Family dance party... 
  • House or neighborhood scavenger hunt...
  • Face painting...
  • Lego challenges...
  • Raise a glass to freedom...
  • Each one, pick one...
LET’S PLAY OUTSIDE
  • Create a splash pad...
  • Balloons fight...
  • Grow herbs, lettuces and flowers...
  • Welcome the birds...
  • Smash the virus...
  • Chalk art museum...
  • Map the neighborhood...
  • Hike the park...
  • Let’s have a picnic...
  • Outdoor game day...
FOOD AND DRINK
  • Cooking challenge...
  • Random birthday cake night...
  • Pantry challenge...
  • Ice cream social...
  • Host a Meatless Monday dinner...
  • Host a teatime...
  • Make a fun drink night...
  • Bake for a neighbor...
  • Historic recipe hunt...
  • Eat someplace else...
LEARN SOMETHING NEW
  • Make music...
  • Spanish, Chinese, Russian...
  • Time to learn science...
  • Take a happiness class...
  • Play video games...
  • Use that equipment...
  • Hire an intern...
  • Get down to science...
  • Dance, dance, dance...
DO FOR OTHERS
  • Phone a relative...
  • “Get well soon” cards...
  • Hand out snack bags...
  • Food donations...
  • Walk a dog...
  • Make food to share...
  • Lemonade stand...
READ OR WRITE SOMETHING INTERESTING
  • Pick a book...
  • Family reading time...
  • Book/movie combo...
  • Head to Hogwarts...
  • Write a book...
  • Your kid’s story...
  • Hit the road...
  • Raising girls and boys...
  • Broaden your worldview...
  • Baby books...
STYLE, ART AND ARCHITECTURE
  • Give your wall(s) a fresh coat of paint...
  • Declutter...
  • Arrange your books...
  • Mini-Marie Kondo...
  • Play/art/music...
  • Geek out on art apps...
  • Plan a photoshoot...
  • Paint with your family...
  • Try art-inspired recipes...
  • Make ornaments...
CONNECT AS A FAMILY
  • Would You Rather?...
  • Cut your bangs...
  • Do an at-home manicure...
  • Do yoga together...
  • Question a day...
  • Family meetings...
  • Clean the house together...
  • Play Roseand Thorn at dinner...
  • Sing together...
NIGHTTIME FUN
  • Camp out in your backyard...
  • Fort night...
  • Pillow fight...
  • Have a s’mores night outside...
  • Nighttime tag...
  • Capture the flag at night...
  • Go to the drive-in...
  • Glow-in-the-dark treasure hunt...
  • Look for the stars...
  • Go to sleep early...
For more details check:
https://www.cnn.com/2020/05/22/health/100-things-to-do-this-summer-wellness-trnd/index.html “Summer is not completely canceled. Here are 100 things we can do with or without kids.” By Katia Hetter

Tuesday, June 30, 2020

Augmentative and Alternative Communication – Like A Second Language

 

AAC communicative process is really complex:
  1. User receives auditory information
  2. User processes the linguistic message
  3. User formulates or identifies an appropriate response
  4. User translates and executes a response using AAC system

It is a similar process a bilingual speaker experiences:
  1. He first thinks of responses in his primary language
  2. Then he translates
  3. Finally he implements the response using the second language
If you are interested in the topic read:
Is AAC a Separate Language? by Stephanie Coogan




To learn about AAC read my other post “Augmentative and Alternative Communication (AAC) – List of Low and Light Tech Devices”
http://slpzone.blogspot.com/2013/10/list-of-augmentative-and-alternative.html

Check also “Augmentative and Alternative Communication Evaluation – Sample”

Check also “Augmentative and Alternative Communication Evaluation – Sample 1”

Friday, June 5, 2020

Emotional eating – Obesity and COVID-19 mortality



Eating disorders - In clinical terms, the American Psychiatric Association's http://glossary.feast-ed.org/home      current diagnostic manual, identifies three categories of eating disorders: 

Video - Stress Eating


EMOTIONAL EATING
Definition
Emotional eating is defined as the "propensity to eat in response to positive and negative emotions https://en.wikipedia.org/wiki/Emotional_eating, as a means of suppressing, numbing and/or soothing emotions such as Stress, Anger, Frustration, Fear, Anxiety, Depression, Boredom, Loneliness, Insecurity, Resentment, Fatigue or Happiness.

Common signs of emotional eating are:
  • Changing your eating habits when you have more stress in your life.
  • Eating when you are not hungry or when you are full.
  • Eating to avoid dealing with a stressful situation.
  • Eating to soothe your feelings.
  • Using food as a reward. (For example, "That was really a tough job/ assignment/ argument. I need some ice cream/candy/popcorn!")

Long-term effects of an emotional eating include:

  • All of the many health risks associated with obesity, such as heart disease, hypertension and stroke
  • Rickets, scurvy and other diseases caused by chronic vitamin deficiency
  • Tooth decay
  • Depression, either caused or exacerbated by the underlying eating disorder

"Comfort" Foods

We all have our own comfort foods. Interestingly, they may vary according to moods and gender. One study found that:
  • happy people seem to want to eat things like pizza,
  • sad people prefer ice cream and cookies, while
  • bored people crave salty, crunchy things, like chips,
  • guys seem to prefer hot, homemade comfort meals, like steaks and casseroles, while
  • girls go for chocolate and ice cream.
Why does no one take comfort in carrots and celery sticks?
High-fat foods, like ice cream, may activate chemicals in the body that create a sense of contentment and fulfillment. This almost addictive quality may actually make you reach for these foods again when feeling upset. https://kidshealth.org/en/teens/emotional-eating.html

Physical Hunger vs. Emotional Hunger
The trouble with emotional eating is that once the pleasure of eating is gone, the feelings that
cause it remain. And you often may feel worse about eating the amount or type of food you did.

The differences between physical hunger and emotional hunger.
Physical hunger:
  • comes on gradually and can be postponed
  • can be satisfied with any number of foods
  • means you're likely to stop eating when full
  • doesn't cause feelings of guilt
Emotional hunger:
  • feels sudden and urgent
  • causes very specific cravings (e.g., for pizza or ice cream)
  • you tend to eat more than you normally would
  • can cause guilt afterward


Treatment 

First step

Break the Cycle and get emotional eating under control.


Tips to Try https://kidshealth.org/en/teens/emotional-eating.html

1. Explore why you're eating and find a replacement activity. For example:
  • If you're bored or lonely, call or text a friend or family member.
  • If you're stressed out, try a yoga routine, listen to some feel-good tunes and let off some stress by jogging in place, doing jumping jacks, or dancing around your room until the urge to eat passes.
  • If you're tired, rethink your bedtime routine. Tiredness can feel a lot like hunger, and food won't help if sleepless nights are causing daytime fatigue.
  • If you're eating to procrastinate, open those books and get that homework over with. You'll feel better afterwards.
2. Write down the emotions that trigger your eating in journal.
  • Write down what you ate, how much, and how you felt as you ate (e.g., bored, happy, worried, sad, mad) and whether you were really hungry or just eating for comfort.
  • You'll be able to use this information to make better choices (like choosing to clear your head with a walk around the block instead of a bag of chips).
3. Pause and "take 5" before you reach for food. Just tell yourself to wait and take time to reflect.
  • Can you put off eating for five minutes? Or just start with one minute. Don’t tell yourself you can’t give in to the craving; remember, the forbidden is extremely tempting. 
Second step
Eat balance and healthy food. Stop snacking between meals. Practice mindful eating, at the table, without distractions (TV, phone…)

Third step
Exercise regularly. Physical activity does wonders for your mood and energy levels, and it’s also a powerful stress reducer.


Support yourself with healthy lifestyle habits!

Tuesday, April 29, 2014

Understand Feelings and Express Emotions

Anyone can become angry – That is easy.
But to be angry with the right person,
To the right degree,
At the right time,
For the right purpose,
And the right way –
This is not easy.
Aristotle, The Nicomachean Ethic
"Emotions" by Basia P., 2012

Be happy for this moment.
This moment is your life.
Omar Khayyam 
"Emotions" by Basia P., 2012

You will never be happy
If you continue to search for what happiness consists of.
You will never live
If you are looking for the meaning of life.
Albert Camus
 "Happy World" by Basia P., 2011

Feelings are an important part of our life. In order to live fully and effectively, we need many sources of information (e.g., our senses, thoughts, and perceptions) to guide us, motivate, and help to make sense of things we do and see. Often, there is a strong relationship between the events in our life and our feelings, for example, we feel sad in response to loss, or we feel happy in response to winning a tournament. The feelings are related to our interpretations of events more than to the events themselves. While it is natural to think that we respond only to the events of our life, in fact we make interpretations or judgments of these events, and these interpretations play a key role in our emotional responses. When we stop to think about it, each event could defer a variety of emotional responses. Our interpretation of the event helps link a particular emotional response to that event.

When we feel something we can ask ourselves some questions:
  • What is this feeling?
  • What is this feeling telling me about this situation?
  • Why has this feeling come up right now?
Next comes labeling. 
To learn appropriate vocabularies go to http://www.sba.pdx.edu/faculty/mblake/448/FeelingsList.pdf
Or to http://karlamclaren.com/wp-content/uploads/2010/11/Emotional-Vocabulary.pdf from “The Language of Emotions” by Karla McLaren

Experiencing and expressing emotions are integral parts of our everyday life. We learn to incorporate emotions into our life by observing our surrounding and participating in different situations. Yet, for many people, emotions remain mysterious, confusing, and difficult to express constructively. Just imagine, if it is hard for a grown up how difficult it must be for a child. Just as we have choices about how to interpret an event, we also have options about how to express those feelings we experience. Often we limit the range of our expressive options by believing that there are only two options: either directly expressing them to someone else (e.g., in a personal confrontation), or keeping them to ourselves. In reality, there are many ways to respond to our feelings and express them. To some extent, we express a feeling any time our behavior is influenced by that feeling, but the way we express that feeling, and the intensity of that expression can vary widely. This is where decision - making comes in. First, we consider what our options are, for example, if a close friend is moving away, we may feel very sad about that. We have many options, for example, we can tell our friend how much we will miss him/her and make a special effort to spend more time with him/her. These options may be painful at the time, but they give us the opportunity to express our feelings to our friend. On the other hand, we can avoid the friend until he/she leaves town, so we won’t have to say good-bye, or we can stay busy making other friends, so we won’t miss this particular friend as much after he/she leaves. These choices may allow us to postpone or avoid painful feelings at the time, but they do not provide the opportunity for closure with our friend. The point is that we have options, and it’s our decision.

Here are some questions to think about when deciding how to respond to your feelings:
  • Does the intensity of my feelings match the situation?
  • Do I have several feelings that I need to pay attention to?
  • What interpretations or judgments am I making about this event?
  • What are my options for expressing my feelings?
  • What are the consequences of each option for me?
  • What are the consequences of each option for others?
  • What result am I hoping for?
  • What do I want to do?
  • What if I do nothing?
Our families helped shape our attitudes about emotions, abilities to identify emotions, ways of interpreting events, and ways of expressing emotions. If we are having difficulties in any of these processes and are trying to change them, we may find it helpful to consider what we learned about them from our family. Many people do not recall being taught “family rules” concerning emotions, but such teachings occurred, whether directly or indirectly. A subtle example might be when a parent left the room whenever we got angry, thus indicating that expressions of anger were unacceptable. In other families a parent may yell, “Don’t raise your voice at me,” suggesting a rule against the child’s expressing anger, but subtly conveying the rule that expressions of parental anger are permissible. Identifying our family’s rules can help us change the ways we experience and express our emotions.

En examples of my family rules:

  • Never ignore your feelings, but trust them.
  • Treat other people’s feelings as your own.
  • Don’t use anger to get attention.
  • Express your anger with words in civilized manner.
  • Trust others with your feelings and don’t keep them just to yourself.
  • Be happy when it is time for happiness. Mourn when it is time for mourning. 
As the parents we must help our children to learn, understand and express their feelings and emotions. If our child says that he or she is worried or scared, you shouldn’t say "No you're not!" or "You're fine." That doesn't help our child. Instead, it is likely to make our child believe that we do not listen or do not understand him/her. Instead, we should validate our child's experience by saying things like "Yes, you seem scared. What are you worried about?" Then have a discussion about our child's emotions and fears. Once we have validated our child's emotions and demonstrated that we understand his, her experience and listened to what our child had to say, we should help our child to solve a problem. It doesn’t mean we should solve the problem for our child, but it means we help our child to identify possible solutions. If our child can generate solutions, that is great, if not, generate some potential solutions for our child and ask our child to pick the solution that he or she thinks would work best.

Techniques of Active Listening adapted from The Inner Resilience Program
Paraphrasing - Repeat what was said
Encouraging - Tell me more… Anything else?
Clarifying - Where, why how questions, e.g. When did this happen?
Reflecting - State the feelings. You seem upset, angry, etc.
Validating - Express appreciation for sharing, e.g. I’m glad you came to me.
Summarizing – Restate major ideas and feelings expressed, e.g. These seem to be the key ideas.

Teach your child to express his/her anxiety.
"Angry Girl" by Basia P., 2012
Listen carefully to your child and answer the questions.
Talking, Cambodia 2013
Try to find the best solution.
Vietnam, 2013
Use an interactive book “How Do I Feel?” by Greenhouse Publications http://www.greenhousepub.com/howdoifeel.html
Make emotion prints and masks.

Practice opened questions associate to social situations.
Vietnam, 2013

Play Theater

Concluding: Learning to experience our feelings fully and expressing them in ways that are adaptive and healthy is not a simple process, but there are some key components that can help. In general, it is important to become a good observer of our feelings, to accept and value them, and to attend to what they signal to us. We should pay attention to how our interpretations and thoughts affect how we feel and also how the lessons learned in our family about emotional expression continue to influence our behavior. When deciding how to express how we feel, give some thought to all of our options. And most importantly, we should be patient and don’t become discouraged when we find ourselves struggling with this process. Learning to experience and express our emotions is a life-long process.

References and Resources:
Burns, David (1980 ), Feeling Good. New York: Avon Books
Ellis, Albert (1962), Reason and Emotion in Psychotherapy. New York: Lyle Stuart
Jeffers, Susan (1987), Feel the Fear and Do it Anyway. San Diego: Harcourt Brace
Lerner, Harriet (1985 ), The Dance of Anger. New York: Harper & Row
Potter-Efron, Ronald & Potter-Efron, Patricia (1989, 1995), Letting Go of Shame. New York: Harpercollins Publishers
Rubins, Isaac (1969, 1997), The Angry Book. New York: Simon & Schuster

Saturday, April 26, 2014

Pet Loss and Child’s Grief

Basia with Terrence, 2013
Children respond to death different way as adults do. Their normal reaction is more natural, inquisitive and diverse. How the child responds depends on the strength of the bond with a pet, as well as child’s age and developmental stage. We may be astonished how much our child does know about death. The universal subject of passing away is known to a child through fairy-tales, legends, TV, movies, or schoolmates and friends.
Basia with Terrence, 2013
The death of a child’s beloved pet matters a great deal in child’s life. It is often the first death experienced by a child. Children naturally develop strong attachments to companion animals, relating them often as siblings, playmates, and even imaginary protectors. Although children experience grief differently than adults, they do grieve. They need support and guidance to understand their loss, to mourn that loss, and to find ways to remember and memorialize their deceased loved one. Children look to us for guidance in word as well action. The death of a beloved pet presents an emotional stress, even for a well-adjusted adult. Thus, it is important for adults to access grief supports for themselves, in order to deal with their emotions and be more effective parents for their children. Also, we must avoid projecting our own over concerns on a child, creating problems that would not have otherwise existed. Children see tears and grief, and they learn from total immersion what grief means. We shouldn’t try to protect them from the reality, but let them share their feelings and hear something about ours, to a reasonable degree - according to their maturity and ability to understand. This will help them to know that grief is normal and is acceptable, in whatever loss they are experiencing. We should teach the kids that ultimately, all life is change and growth. That is a very hard lesson to learn, but a necessary one. They need to understand that tears in a loving and understanding environment can help people get past the worst of the sadness. And through experience they will later learn that time will always help make things feel better. How the whole situation is handled will remain with the child for the rest of his or her life.
Hamster Terrence and Basia, 2014

Age Developmental Stages of Grieving
2-3 Year Olds…
… do not have the life experiences to understand death. They should be told the pet has died and will not return. It is important that they be reassured that they did not do or say anything to cause the death. Children at this age may not understand what death really means, but they will sense and copy your emotions and behavior. Note that it is good to cry and show your own feelings of grief, but these must be controlled and perceived as a normal response to the loss of a loved one. Extra reassurance, as well as maintaining usual routines will help the child. At this age a child will usually accept a new pet very easily.
Terrence, 2013
4-6 Year Olds…
…usually have some understanding of death but may not comprehend the permanence of it. They may even think the pet is asleep or continuing to eat, breathe and play. They may also feel that past anger towards their pet, or some perceived bad behavior was responsible for its death. Manifestations of grief may include a change in playing, eating and sleeping habits. Through frequent, brief discussions allow the child to express feelings and concerns. Give extra reassurance. Drawing pictures and writing stories about their loss may be helpful. Include the child in any funeral arrangements.
Basia with Terrence, 2014
7-9 Year Olds…
… know that death is irreversible. They do not normally think this might happen to them, but they may be concerned about the death of their parents. They are very curious and may ask questions that appear morbid. These questions are natural and are best answered frankly and honestly. At this age they may manifest their grief in many ways, such as school problems, anti-social behavior, somatic or physical concerns, aggression, and withdrawal or clinging behavior. It is important that they be reassured that they did not do or say anything that caused the death.
Terrence, 2014
Basia for her Terrence, 2014
10-11 Year Olds…
… are usually able to understand that death is natural, inevitable and happens to all living things. They often react to death in a manner very similar to adults, using their parent’s attitude as their model. A pet’s death can trigger memories of previous losses of any kind, and this should always be open for discussion.
Basia with Terrence, 2013
Adolescents…
… react similarly to adults. However, the typical adolescent span of expression can range from apparent total lack of concern to hyper-emotional. One day they want to be treated like an adult, and the next day they need to be reassured like a young child. Peer approval is also very important. If friends are supportive, it is much easier for them to deal with a loss. Also, keep in mind that an adolescent is trying to find his or her own true feelings, and may be prone to conflict with a parent on how to express feelings and grief, at this time. It is important to avoid antagonisms over this.
Terrence, 2013
Young Adults…
… can hardly be called children, the loss of a pet in this age group can be particularly hard. They may also have feelings of guilt for abandoning their pets when leaving home for college, work or marriage. There may have been a very close relationship with that pet since early childhood. Among other pressures experienced after the departure from home, this can add additional stress. Due to geographical distances, they are often unable to return to the family home to say goodbye to the pet or participate in family rituals associated with the loss.
Basia with Terrence, 2014

Sharing a book about the Loss of a Pet can provide comfort to a child of different age 
and opportunity for express his, her feelings.
Terrence, 2014

1. Goodbye Mousie by Robie H. Harris
(Aladdin, 2004. ISBN: 9780689871344)

2. The Tenth Good Thing About Barney by Judith Viorst
(Atheneum, 1971. ISBN: 9780689206887)

3. Jasper’s Day by Marjorie Blain Parker
(Kids Can Press, 2002. ISBN: 9781550749571)

4. Lifetimes: The Beautiful Way to Explain Death to Children by Bryan Mellonie
(Bantam, 1983. ISBN: 9780553344028)

5. Toby by Margaret Wild
(Ticknor & Fields, 1994. ISBN: 9780395670248)

6. Saying Goodbye to Lulu by Caroline Demas
(Little, Brown and Company, 2004. ISBN: 9780316702782)

7. Murthy and Kate by Ellen Howard
(Aladdin, Simon & Schuster, 2007. ISBN: 9781416961574)

8. Dog Heaven by Cynthia Rylant
(Scholastic, 1995. ISBN: 9780590417013)
Brave New Publishing www.bravenewpub.com Editing, Marketing and Submission Consulting for the Brave New Author
TheBest Book for Teens www.aimhigh101tips.com 101 Tips to Help Teens Succeed in School & Life. Download Free eBook.

9. Jim's Dog Muffins by Miriam Cohen
(Star Bright Books, 2008. ISBN: 9781595720993)

10. Cat Heaven by Cynthia Rylant
(Blue Sky Press, 1997. ISBN: 9780590100540)