Lynn McLaughlin 9/9/23 Lynn McLaughlin 9/9/23

Research/ change agents - Children's Emotional Well-Being

We are passionate about being proactive when it comes to children’s mental health. We have become accustomed to waiting for symptoms for our physical and mental health. We know much more than ever that children can learn strategies at a very young age and have them for life.

This page provides links to evidence based research and studies specific to child and youth mental health.

Jon Kabat-Zinn is an American professor emeritus of medicine and the creator of the 'Stress Reduction Clinic' and the 'Center for Mindfulness in Medicine, Health Care, and Society. A compilation of his research is included in this blog post.

This page provides links to evidence based research and change-agents with expertise in child and youth mental health.

Simon Sinek Millennials in the Workplace Video Interview

“Simon Sinek is an unshakable optimist. He believes in a bright future and our ability to build it together. Simon has devoted his life to help advance a vision of the world that does not yet exist; a world in which the vast majority of people wake up every single morning inspired, feel safe wherever they are and return home fulfilled at the end of the day. Every day is an opportunity to inspire someone.”

Wait Until 8th

The Wait Until 8th pledge empowers parents to rally together to delay giving children a smartphone until at least 8th grade. Banding together helps decrease the pressure to have a phone at an early age. Ten years old is the average age children get their first smartphone and the negative impacts are clear.

More than 50,000 parents have said yes to waiting on the smartphone for their families. Why we should wait, resources, research, smartphone alternatives and more are found on this site.

Science Daily - New Treatment For Childhood Anxiety Works by Changing Parent Behavior

Excerpt … click above for full article. “A study in the Journal of the American Academy of Child and Adolescent Psychiatry (JAACAP), published by Elsevier, reports that an entirely parent-based treatment, SPACE (Supportive Parenting for Anxious Childhood Emotions), is as efficacious as individual cognitive-behavioral therapy (CBT) for the treatment of childhood and adolescent anxiety disorders.”

Boston University: Moms Using Mobile Devices During Mealtime Interact Less With Children

According to the researchers, nonverbal interactions are a primary mode through which emotional content is communicated between parents and children, so its frequent displacement could represent a significant decrease in emotional connection. “We theorize that mobile device use was associated with a decreased number of maternal verbal and nonverbal interactions through decreased awareness of the child’s social cues while the mother’s gaze and/or attention was directed at a device,” explained corresponding author Jenny Radesky, MD, clinical instructor in Developmental-Behavioral Pediatrics at BUSM and a former fellow in pediatrics at Boston Medical Center.

ResearchGate - Jon Kabat-Zinn's Research While Affiliated With University of Massachusetts Medical School and Other Places

What Does the Research Say? Collaborative for Academic, Social, and Emotional Learning (CASEL)

The benefits of social and emotional learning (SEL) are well-researched, with evidence demonstrating that an education that promotes SEL yields positive outcomes for students, adults, and school communities.

The findings come from hundreds of independent studies across multiple fields and sources that show SEL leads to beneficial outcomes related to: social and emotional skills, academic performance, mental wellness, healthy behaviors, school climate and safety, and lifetime outcomes.

CAMH Research Impact Report 2019

Excerpt.. Click above for the full report. “Compared with 15 years ago, there is now widespread public understanding that young people can experience depression and other mental illnesses, and that addressing mental health early is key, says Dr. Peter Szatmari. It has been shown that half of all cases of mental illness begin by age 14. Intervening in childhood and adolescence may prevent mental illness or lessen its impacts over a person’s lifetime.”

Children’s Mental Health Quarterly - Prevention: Reaching More Kids

Excerpt “ne of the most effective ways to help children and youth is to reach them with prevention efforts before mental disorders develop. Yet to build prevention capacity and to reach more young people, approaches are needed that do not rely solely on direct provision by practitioners. We therefore aimed to identify effective self-directed prevention programs.”

Children’s Healthcare Canada - Child and Youth Mental Health

Excerpt… Click above for the full document “Research conducted by SickKids (2021) involving 350 children and youth reveals that over 70 per cent reported the pandemic had evoked symptoms of depression, anxiety, irritability, reduced attention span, hyperactivity, or obsessions. Among children identifying as visible minorities, almost 28 per cent reported poor mental health symptoms, and 30 per cent experienced symptoms consistent with “moderate” or “severe” generalized anxiety disorder.”

Child and Youth Mental Health in Canada - Library of Parliament Research Publications

Excerpt … Click above for reference “This Background Paper briefly examines current mental health issues faced by young people in Canada, highlights the role of the federal government in addressing these challenges and describes some recent federal initiatives and investments.”

SickKids Releases New Research on How COVID-19 Pandemic has Impacted Child and Youth Mental, Physical Health

Excerpt … Click above for full document “While the COVID-19 pandemic has occurred in a series of waves, the heightened levels of depression and anxiety among children and youth seen at the start of the pandemic has remained consistent. This is one of many new preliminary findings from the ongoing COVID-19 mental health study led by The Hospital for Sick Children (SickKids). Taken together, the latest findings demonstrate a serious, sustained negative impact on the mental health of Ontario children, youth and their families.”

Simon Fraser University Children’s Mental Health Quarterly - Children’s Mental Health, the Numbers and the Needs

Excerpt … Click above for full volume Spring 2022. “How many children are affected by mental disorders? What are the most common disorders that children face? And what is the impact of these disorders? We address these and other questions in this overview.”

National Library of Medicine … The Importance of Early Bonding on the Long-Term Mental Health and Resilience of Children

Excerpt… Click above for full journal article “The evidence on the powerful role of loving nurture in the emotional, social and cognitive development of children is powerful. Parenting is therefore more important than we could ever have imagined.”

BMC Psychology - Mindfulness in Primary School Children as a Route to Enhanced Life Satisfaction, Positive Outlook and Effective Emotion Regulation

Excerpt … Click above for full research article. “Taken together, this study provides preliminary evidence that the Living Mindfully Primary Programme is feasibly delivered by school staff, enjoyed by the children and may significantly improve particular components of wellbeing. Importantly, higher levels of mindfulness as a result of training may be related to effective emotional regulatory and cognitive reappraisal strategies.”

MINDFULNESS GOES TO SCHOOL: THINGS LEARNED (SO FAR) FROM RESEARCH AND REAL-WORLD EXPERIENCES

Excerpt … Click above for full research article. “Limited research with youth has shown promise for the effectiveness of mindfulness-based programs in schools to improve attention and executive functioning, bolster social-emotional resiliencies, and help teachers and students manage school-related stressors. Many schools have begun to integrate these programs into their curricula…”

The Impact of Emotional Intelligence on Childhood Anxiety | Literature Review

We are at the core of an anxiety epidemic (Russell, 2014), with roughly 4.4 million (7.1%) of the world’s children diagnosed with anxiety, an increase from 5.5% in 2007 and 6.4% in 2012 (CDC, 2020). This phenomenon is on the rise. Additionally, one-third (37.9%) of children aged 3-17 diagnosed with anxiety have also been diagnosed with behaviour problems or depression (32.3%). Anxiety disorders, such as social phobia, separation anxiety, and generalized anxiety, are among the most common mental health affliction present in children (CDC, 2020; Elseviere, 2020; Polanczyk et al., 2015), often emerging before they reach eleven (CDC, 2020; Kesler et al., 2005; Reardon et al.,2018). Additionally, many children go undiagnosed (Russell, 2014), and only 59.3% of children aged 3-17 formally diagnosed with anxiety received treatment (CDC, 2020; Reardon et al., 2018). Childhood anxiety is distressful for both children and their families (Elsevier, 2020) and without early intervention and effective resources, anxiety will follow children into adulthood (Copeland et al., 2014), often resulting in adverse outcomes coupled with the related financial burden toll on society (Reardon et al., 2018). Therefore, it is essential, now more than ever, to develop resources for parents, teachers, and the like to assist in supporting anxious children (Klein, 2009). The evidence says it is important to speak openly about the realities of anxiety and educate children on how to tolerate anxiety to learn they can manage their anticipatory fears (Goldstein, n.d.). Children turn to their parents for support and guidance in managing things that scare them (Elsevier, 2020), and the modern contemporary parent will seek resources to help them (Russell, 2014). Literature can provide techniques for facing anxiety is a practical, enjoyable way for guardians looking to teach their anxious children how to cope with life’s struggles. The act of reading out loud with children can be soothing for anxious children (Barr, 2020), and when a guardian is involved in the healing process, it leads to more robust skill development (Brendel, 2011). The content of literature can provide children with the vocabulary and self-awareness needed to understand and express themselves in an otherwise tricky circumstance (Barr, 2020). Ultimately, developing a series of children’s books that offer evidence-based approaches to coping with everyday situations known to cause anxiety in children would be beneficial for children, guardians, and society.

References

Barr, A. (2020, October 29). How Reading Aloud Can Help Children with Anxiety. Demme Learning. https://demmelearning.com/reading-aloud-children-anxiety.

Brendel, K. E. (2011). A systematic review and meta-analysis of the effectiveness of child-parent interventions for children and adolescents with anxiety disorders (Order No. 3454900). Available from ProQuest Dissertations & Theses Global. (871109324). Retrieved from https://search-proquest-com.ledproxy2.uwindsor.ca/dissertations-theses/systematic-review-meta-analysis-effectiveness/docview/871109324/se-2?accountid=14789

Centers for Disease Control and Prevention (CDC). (2020, June 15). Data and Statistics on Children's Mental Health. Centers for Disease Control and Prevention. https://www.cdc.gov/childrensmentalhealth/data.html.

Copeland, W. E., Angold, A., Shanahan, L., & Costello, E. J. (2014). Longitudinal patterns of anxiety from childhood to adulthood: The great smoky mountains study. Journal of the American Academy of Child & Adolescent Psychiatry, 53(1), 21–33. https://doi.org/10.1016/j.jaac.2013.09.017

Elsevier. (2020, April 2). New treatment for childhood anxiety works by changing parent behavior. ScienceDaily. Retrieved February 12, 2021 from www.sciencedaily.com/releases/2020/04/200402110133.htm

Goldstein, C. (n.d.). What to Do (and Not Do) When Children Are Anxious. Child Mind Institute.

Kessler RC, Chiu WT, Demler O, Walters EE. Prevalence, Severity, and Comorbidity of 12-Month DSM-IV Disorders in the National Comorbidity Survey Replication. Arch Gen Psychiatry. 2005;62(6):617–627. doi:10.1001/archpsyc.62.6.617

Klein, R. (2009). Anxiety disorders. Journal of Child Psychology and Psychiatry, 50(1‐2), 153–162. https://doi.org/10.1111/j.1469-7610.2008.02061.x

Polanczyk, G., Salum, G., Sugaya, L., Caye, A., & Rohde, L. (2015). Annual research review: A meta-analysis of the worldwide prevalence of mental disorders in children and adolescents. Journal of Child Psychology and Psychiatry, 56(3), 345–365. https://doi.org/10.1111/jcpp.12381

Reardon, T., Spence, S., Hesse, J., Shakir, A., & Creswell, C. (2018). Identifying children with anxiety disorders using brief versions of the Spence Children’s Anxiety Scale for children, parents, and teachers. Psychological Assessment, 30(10), 1342–1355. https://doi.org/10.1037/pas0000570

Russell, A. (2014, december 16). Today’s children struggle with major anxiety [ Video]. Youtube. https://www.youtube.com/watch?v=JEyWsa-mblc

Current Opinion in Pediatrics - Mindfulness-Based Interventions for Adolescent Health

Excerpt “Research has shown positive effects of mindfulness across several health conditions commonly encountered during adolescence. Mindfulness-based Interventions can reduce symptoms of anxiety and depression.”

Lynn McLaughlin 1/30/23 Lynn McLaughlin 1/30/23

Taking a Proactive Approach to Children's Emotional Well-Being

What’s working? What’s not? I’m throwing out one theory of my own. We act when we recognize symptoms in our children. When something seems “off”, we seek help. We’ve got it backward! We do the same thing when we make an appointment with our doctor – we’ve had an illness or injury and a reason to call! We’ve become accustomed to being responsive rather than proactive with all aspects of our health.

This world is more complex than ever. Our growing number of struggling children demands an urgent response. How can we, as adults, understand and be able to provide what the children of today need for their own emotional well-being when we weren’t raised with the challenges they now face? I’m suggesting we need to seek out resources and learn for ourselves so we can model for our children. The first step is to admit that we need help to do this.

I’ve seen early years and primary classrooms practice mindfulness or yoga activities daily, children who understand and embrace closing their eyes and breathing to calm their minds and bodies.

As a parent of an adult child who lived with, and has learned to cope with what was once debilitating anxiety, trust me, it’s not a place you can even imagine being in. When our children are born, we have nothing but dreams for them. As they begin to struggle, we blame ourselves and question what we could have done differently. We can’t turn back time, but we can help others learn from our experiences and theirs.

"In 2019, 301 million people were living with an anxiety disorder including 58 million children and adolescents … Symptoms are severe enough to result in significant distress or significant impairment in functioning." (1)

The World Health Organization (WHO) has developed the Comprehensive Mental Health Action Plan 2013-2030 based on the predecessor of 2005. Yet, many countries do not have a national action plan that can be implemented, measured for success, and revised. How powerful it would be to have programs and services that are researched, evidence-based, and consistently supported throughout a country, from state to state or province to province.

We don't need to reinvent the wheel but learn and adopt aspects of what is working elsewhere. Thankfully, we do have countries in the world with national policies in place for children. There are many, but I'll cite two. Australia has Headspace, a National Youth Mental Health Foundation that provides early intervention mental health services to 12-25-year-olds. It includes online and phone counseling services, vocational services, and presence in schools. Ireland has Jigsaw which can be seen in session rooms, classrooms, lecture halls, on sports grounds, workplaces, homes and more, both physically and digitally. What do these two models have in common? From my perspective, they are available across the whole country, integrated and working well beyond the restricted umbrella of “The Ministry of Health”.

What’s working? What’s not? I’m throwing out one theory of my own. We act when we recognize symptoms in our children. Early Intervention is engrained in our minds, and so it should be. When something seems “off”, we seek help. We’ve got it backward! We do the same thing when we make an appointment with our doctor – we have an illness or injury and a reason to call! We’ve become accustomed to being responsive rather than proactive with all aspects of our health.

I’ve seen early years and primary classrooms practice mindfulness or yoga activities daily, children who understand and embrace closing their eyes and breathing to calm their minds and bodies.

I walk daily, where my thoughts become clear, and I am totally present in nature. One cold snowy day, I stopped and called my niece Amber Raymond (a studying social worker at that time) and threw some crazy ideas at her. I then excitedly asked her if she would like to write a children’s book series with me. She jumped right in and so it began!

We’ve taken evidence-based strategies that clinicians use to support struggling teens and adults and simplified them to create children’s books as teaching tools. In each of the books we’ve titled, The Power of Thought, we beam children away to a fictitious planet where childlike beings glow in the colour they are feeling. They haven’t learned to recognize or deal with their emotions yet. A conflict is introduced that any child can relate to and by the end of the book, the situation has been resolved using a fun, step-by-step process. Imagine children learning to integrate these strategies into their own daily practice while they are still sponges, soaking everything up around them! We’re developing a resource package for parents and educators.

Taking the Helm, the podcast I’ve been hosting for three years is shifting its focus to children’s emotional well-being. Our guests are going to help us all flip to a proactive state of mind. What’s working out there? What can we do to PREVENT our children from developing symptoms of anxiety or depression? I can’t wait to learn from and with them.

Our focus is now crystal clear. We're passionate about reaching children before they finish the primary grades. Tools, strategies and a positive mindset can only serve them well. It’s a piece of this very complex puzzle but a critical one.

The icing on the cake? Learning to be proactive for our kids gives us tools that we can begin to use for ourselves. I for one, have learned so much while writing with my niece, including self-compassion. Imagine a world where children learn to embrace their emotions at a young age, are self-confident, empathetic, can self-regulate, and develop strong social and problem-solving skills! Our children are the future – our future.

(1) Institute of Health Metrics and Evaluation. Global Health Data Exchange (GHDx),

(https://vizhub.healthdata.org/gbd-results)

Lynn McLaughlin 1/17/23 Lynn McLaughlin 1/17/23

Would the Life Story of a Parent or Grandparent Change Your Perspective?

Just about a year ago, I spoke to my father (then 82 years of age) about a writing platform I had discovered called StoryWorth. He had mentioned after I published my last book that he had written a great deal during his life but never did anything about it. Over the years he had told many stories to us but they were never recorded in any way, only engrained in our memories.

11 months later, at our family Christmas, the book he had finished writing titled, “Pappa Pete, My Journey” became a Christmas gift for the family. It was a moment in time I’ll never forget and I don’t think it would have been possible without StoryWorth.

StoryWorth is the easiest way to record family stories and print them in beautiful hardcover books. I became his “partner” and every week sent him a question to respond to. I took on the editor hat and everything flowed beautifully. We searched for photos and easily added them into the chapters. When my father needed a break, we paused the questions. Dad simply replied with his story via email or the website, and at the end of a year, it became his book.

My father was a child in Scotland and recalls hiding in the bomb shelters. His recollections of the family emigrating to Canada, his teenage years, shenanigans, triumphs and tragedies are a treasure for each of us now. My daughter said, “I’m so happy he shared his journey! I will cherish it forever and loved hearing his story!”

This was the perfect gift and we kept it a secret between us for almost a full year (other than my husband). I learned so much about him and my ancestors. Of course, some of his memories differ from mine. We see things from different perspectives as children. How fascinating it was to have these regular conversations with him over the year. This will now be an heirloom for generations.

On a side note, I wish I had thought of creating such a program myself! It’s user-friendly, holds every entry, allows edits at any time, has a question bank you can use (or you can write your own), and support is readily available.

In today’s world, our grandchildren won’t even have handwritten letters to hold on to for memories. Don’t hesitate to capture the life stories of the people you love by beginning the conversation. There is nothing more magical than seeing them hold their own book in their hands, knowing that generations to come will walk in their shoes.

This was the perfect gift and we kept it a secret between us for almost a full year (other than my husband). I learned so much about him and my ancestors. Of course, some of his memories differ from mine. Everyone sees things from different perspectives and our memories cloud over time. How fascinating it was to have these regular conversations with him over the year. This will now be an heirloom for generations.

Lynn McLaughlin 5/28/22 Lynn McLaughlin 5/28/22

“Frustration is the fuel that can lead to the development of an innovative and useful idea.” Marley Dias

We know we have to be strategic when we decide as INDIE authors what platforms we will sell our books on. Many use their own websites only. Worldwide distribution with the option of running our own author ads was our priority. We uploaded the digital book to KDP (Amazon) directly and the print version to IngramSpark. We can now use the Amazon advertising option and have worldwide distribution. It’s the best of both worlds!

The challenges we faced were with the print books and the wait times for support at IngramSpark, all due to user errors. My errors! I accidentally checked a field titled, “right to left content” which can only be rectified through an email for support. The solution was to duplicate the book, upload it again and delete the “first try”. Onward Bound! What I didn’t know is that once an IngramSpark representative deletes a book, it stays on your account for 180 days.

One problem solved. Another one was created because the book’s ISBN was locked in for 4 months. I logged on to my ISBN Canada account and asked for a new ISBN. It took less than a minute to do. Again, another email to IngramSpark support and a three-day wait to resolve. There were several other glitches and we worked through each one.

Back in February, I was more than excited to share that our team was getting ready to launch the first book of our children’s series, The Power of Thought. We all know as authors, that promoting our books before the launch is a must! We were so close. Not so much!

I published Steering Through It in 2019 through the expertise of a consulting company in Ontario, Trimatrix. For my second book Jackson, I chose Friesen Press out of British Columbia which is a cross between hybrid and traditional publishing. This time, my brilliant co-author Amber Raymond (also my niece) and I decided on the DIY (Do It Yourself) approach. I had been guiding aspiring authors for almost three years, after all, so what could go wrong?.

Full honesty and disclosure - the first book is exceptional and a truly collaborative venture between Amber, me, and our creative illustrator, Allysa Batin. But my previous books were fiction and non-fiction. None of us had any experience publishing a children’s book. From the beginning, I joined expert groups on social media platforms, followed YouTubers, and learned from the best. Nice try but…

The first book titled, I Have Choices/J’ai des choix had been written, edited, and illustrated. We purchased a template to use that met the criteria for IngramSpark uploads. We sought feedback from advanced readers and made changes based on their input. We were sailing along! Then, full stop. We were faced with one setback after another. Rather than cause ourselves incredible stress, we pushed back the launch date.

We know we have to be strategic when we decide as INDIE authors what platforms we will sell our books on. Many use their own websites only. Worldwide distribution with the option of running our own author ads was our priority. We uploaded the digital book to KDP (Amazon) and other platforms directly. We chose IngramSpark for the print versions for a number of reasons. We can now use the Amazon advertising option and have worldwide distribution. It’s the best of both worlds!

The challenges we began to face were with the print books and the wait times for support at IngramSpark, all due to user errors. My errors! I accidentally checked a field titled, “right to left content” which can only be rectified through an email for support. The solution was to duplicate the book, upload it again and delete the “first try”. Onward Bound! What I didn’t know is that once an IngramSpark representative deletes a book, it stays on your account for 180 days.

Just when you think you’ve reached the top of the mountain…

The supply shortage is everywhere. We are all dealing with it in some way. The cost to print a book has skyrocketed, as one would predict. Authors are waiting over three months to receive print orders. We always have the option of ordering digitally printed copies, but not for 1,000 books. Our solution? We ordered enough digitally printed copies to get us started until the large order arrives in June.

The frustrations not only caused us to hit the “pause” button more than once, but they also allowed time to make additional changes to the content/format. The final products are well worth the wait. We’re excited to beam children to the fictitious planet Tezra where every child can find their place as they learn to understand and manage their emotions in a fun and entertaining way. Finally!

Lynn McLaughlin 2/13/22 Lynn McLaughlin 2/13/22

WE'RE ON THE PLANET TEZRA HELPING CHILDREN LEARN TO MANAGE THEIR EMOTIONS ...

Each book introduces emotional vocabulary and includes a guide outlining the strategies children can use and adults can model. This series is particularly topical for parents/guardians who want to be proactive or are looking to teach their children how to cope with worry and anxiety. It is also an excellent resource for early years and primary educators and those who provide early intervention to children experiencing mental health challenges.

Ultimately, by developing our children’s book series, we are offering evidence-based approaches where children will learn to understand, handle and express their emotions appropriately while building social skills, empathy, self-awareness, and self-regulation.

… With The Power of Thought so They Can Problem Solve and Find Positive Solutions!

Last summer, while out for a walk, I called my niece, Amber Raymond on a whim. “Hi hon. How would you like to write a children’s book series with me?” Imagine hearing that question! My niece was just about to graduate with her Master of Social Work and as a life-long educator, I thought we’d make a great team. She didn’t hesitate and in no time, we were brainstorming all possibilities. Our goal from the beginning, without question, was to give children the tools they need to problem solve and find positive solutions for everyday situations in life. We both have countless professional and personal experiences which makes this such passionate work for us. Amber did a full Literature Review (posted on the webpage) and our goal was validated.

Ultimately, by developing our children’s book series titled The Power of Thought, we are offering evidence-based approaches where children will learn to understand, handle and express their emotions appropriately while building social skills, empathy, self-awareness, and self-regulation.

Enter Allysa Batin, our talented illustrator. Allysa is a recent graduate of Kennedy Collegiate and is currently attending the University of Windsor. Amber and I were immediately captivated by her creativity and imagination.

With three minds collaborating, our wondrous planet Tezra and the main characters emerged. It has been such fun seeing our vision come to life, in ways we couldn’t even imagine when Amber and I spoke on the phone almost a year ago. How do children learn to manage their emotions when they feel angry, worried, disappointed, surprised, lonely, or happy? Each book is fun, introduces emotional vocabulary, and includes a guide outlining the strategies children can use and adults can model. We’re publishing in both the French and English languages.

Our exceptionally talented illustrator, Allysa Batin created this caricature sketch of our team.

Meet Zirco!

Zirco and their friends Nyx, Carnuli, Epido, and Lazu, are all children who live on the planet Tezra. Their forms are quite different from humans as they are not identifiable by gender and they hover rather than walk. What is most unique is that the children cannot hide their emotions because they haven’t learned to control them yet. As beings, when their emotions change, they glow in the colour of how they are feeling. Trine and Opal are the guiding adult figures in the book, and are mysterious themselves!

We all feel many emotions and that’s OK! We can help children to see when each character’s feelings are changing by the look on their faces, by body language, or the words they are using. Maybe children can start to tell by the colour of the glow that surrounds our characters. “I Have Choices” is the first book in our series. It introduces emotional vocabulary and includes a guide outlining the strategies children can use and adults can model. Zirco learns to make choices and turn scary thoughts into happy ones.

Do you see a common theme in the names we chose? Like you, every crystal is unique. Some look like simple rocks, and others look like they're from another planet. No matter their appearance, they all make you feel a sense of wonder when you see the way they shine. Working with crystals can help you transform into the most powerful version of yourself by guiding you to see how incredible you truly are. What crystal do you think Zirco is named after?

Meet Zirco, the main character of the children’s book Series, *The Power of Thought*

This series is particularly topical for parents/guardians who want to be proactive or are looking to teach their children how to cope with worry and anxiety. It is also an excellent resource for early years and primary educators who teach these skills and those who provide preventative or early intervention to children who may experience mental health challenges. Our full Literature Review is posted on my website.

Our exceptionally talented illustrator, Allysa created the caricature sketches of our team. We thought we’d make things fun and invite you to enter a draw. Allysa will do a caricature sketch of the winner and at the same time, we’ll keep you posted on when our first book, I Have Choices will be launched in the coming weeks.