Author: system

Everyday life is full of eye use. Adults and children do eye exercises together.

Post author By system
Post date 11/10/2023

system

Source : Chinese Medicine Practitioner, Chiu Shi Cheung

Many children today spend a lot of time looking at computers, phones, or reading, which can strain their eyes. There are some acupoint massages that can help children relieve eye strain.

The first acupoint we’ll introduce is the “Zan Chuk” point. It’s located at the very front end of the eyebrows, about half an inch downward, at the corner of the eye socket. Another acupoint is called the “Jing Ming” point. It’s located at the side of the nasal bridge, right in the middle between the two eyes, near the inner edge of each eye. The third point is the “Si Pak” point, which is about 1 inch below the eyes, roughly the width of two fingers apart. It’s in front of the cheekbone, and when you touch it, there should be a slight depression just below the eyes; this is the “Si Pak” point. The last acupoint is the “Shi Chuk Hung” point, located at the very end of the eyebrow. All four of these points can help with dispersing wind, clearing heat, and improving vision.

Once we know the locations of these acupoints, how do we massage the eye area?

First, let’s start with the first point, the “Zan Chuk” point. You’ll use your four fingers to hold down the eyebrows, and then use your thumb to press on the “Zan Chuk” point. The “Zan Chuk” point is right at the very front end of the eyebrows, in the depression at the corner of the eye socket. Hold it with your four fingers and your thumb, and gently rotate 64 times in opposite directions.

The second acupoint is called “Jing Ming” Point, located in the area in front of the inner corner of the eye, between the eyebrow and the bridge of the nose. We use two fingers to gently pinch the bridge of the nose and then slowly massage it up and down, repeating this motion 64 times.

The third acupoint is called “Si Pak” Point. It is located on the inner edge of the cheekbone on our face. In fact, when you touch it, you’ll feel a slight depression. Using two fingers, place them on either side of the bridge of the nose, and you will be able to locate this point. Gently press inside, and you will feel a slight soreness. After locating it, you can also rotate the pressure 64 times.

The fourth acupoint is Shi Chuk Hung Point. To locate it, use your thumbs to first press on both sides of the temples. Then, starting from the Shi Chuk Hung Point, sweep upward to the Shi Chuk Hung Point again, and then continue downward, below the eyes, to the Shi Chuk Hung Point. This constitutes one cycle, and repeat this motion 64 times.

By massaging these four acupoints, you can not only relieve eye fatigue but also improve the blood circulation around the eyes and prevent eye conditions such as nearsightedness. When we do eye exercises, remember to keep our eyes closed throughout the entire process. After completing the eye exercises, it’s also important to keep your eyes closed for 2 to 5 minutes. We typically press each acupoint for 64 times. Why 64 times? It’s because, from the perspective of Traditional Chinese Medicine “eighty-eight sixty-four“, we call it the “first of eight eights” meaning the most important.

School Articles

Does a child having few friends indicate tendencies toward autism or social disorders?

Post author By system
Post date 11/10/2023

system

Source : Education Expert, School Supervisor,Wu Shan-ying

Parents often worry about their children and ask, “Have you made any friends at school?” However, when the child responds with “I don’t have any friends” or consistently mentions the same friend, parents may begin to worry if their child has tendencies toward autism or social disorders.

In reality, some children have been this way since childhood. They may have a preference for playing with objects or toys rather than socializing with peers. Even in higher grades, they might immerse themselves in activities like building puzzles, engaging in quiet activities, or conducting experiments independently, showing a strong focus, but not necessarily an inclination to play with others. These children are introverted but not necessarily autistic. Just like adults, some adults may not be talkative, but they can be attentive and observant. They may not cast a wide social net, but they might have a few close and long-lasting friendships. These are aspects of personality.

The second scenario is that some children, even if they enjoy playing with others, tend to prefer interacting with older peers or even adults. They might like to hang out with teachers, engage in conversations with teachers, but not necessarily enjoy playing with their same-age peers. From a teacher’s or parent’s perspective, it can be easy to perceive this as a social problem. These situations often occur, especially among gifted or academically inclined children.

Typically, normal children begin to grasp the concept of friendship around the ages of 4 or 5, and this understanding gradually develops after the age of 3. Therefore, they also start to learn empathy and consideration for others around the ages of 4 or 5, which makes it easier for them to make friends. If parents notice that their child isn’t very sociable in the early years, there’s no need to be overly concerned. Many children become more capable of socializing as they progress to kindergarten levels like K2 and K3 or even in primary school.

However, it’s essential to be aware that some younger children who appear more mature might establish someone as their best friend right from Pre-Nursery (PN) or Kindergarten 1 (K1). This is a normal part of a child’s development. Often, as these children grow older and communicate more, they may form new friendships and share more with others.

Lastly, parents should be mindful of whether their child’s difficulty in making friends might be related to language skills. In my experience, I’ve observed that from the second half of PN to the first half of K1, children’s language skills begin to develop rapidly, leading to significant differences in their ability to express themselves. Children who are more talkative or proficient in speaking may naturally gravitate towards one another. Even in higher grades, you may find that children who enjoy speaking English tend to play together, while those who prefer speaking Chinese form their own groups. These dynamics can impact the social and emotional well-being of children with weaker language skills. Therefore, parents should pay attention to their child’s relationships with classmates and provide more care and support to their child as needed.

If parents genuinely find that their child has difficulty making friends, they can consider the following points. Firstly, it’s essential to understand the child’s natural personality. If a child is introverted, this is not a problem or a fault. What matters most is not to place too much pressure on yourself or the child. Otherwise, the child may begin to question their own personality and even doubt themselves. During a child’s early development, it’s crucial to provide an environment filled with love and encouragement. In such an environment, the child will notice the admiration of those around them, which will boost their self-confidence and make it easier for them to take the first step.

Secondly, many children might not dislike making friends, but they may have a preference for playing with older children. They feel that playing with older kids offers learning opportunities or a sense of challenge. Some boys may even enjoy the competition that comes with running faster than their peers. So, parents should pay attention to whether their child, due to being exceptionally intelligent, mature, or talented, tends to gravitate towards older peers or even adults.

Lastly, parents should consider the child’s language expression abilities. If there is a deficiency in language skills, it’s best to address those language skills first and then work on developing social skills. If language skills are not the issue, pushing the child too hard to make friends can actually harm their self-confidence. When you repeatedly ask the child why they don’t have friends while others do, the child may begin to question themselves and feel worse about the situation.

Education Bureau Information

「校園復常‧好精神」專頁

Post author By system
Post date 26/01/2023

system

(Chinese Version Only)

因應學校由2023年2月起逐步有序恢復全日面授課堂，教育局於2023年1月26日在「校園‧好精神」網站推出「校園復常‧好精神」專頁，為學校及家長提供多元化的實用資源﹙如錦囊、資源包及短片等﹚，協助他們提升一般學生的適應力、及早識別有精神健康風險的學生，以及就學生的不同需要﹙包括有精神病患的學生及有自閉症的學生等﹚提供針對性支援，幫助學生重拾正常的學習和社交生活。

提升一般學生的適應力方面，家長可參考「協助子女適應全日面授課堂」小貼士，儘早與子女建立常規，以及妥善分配作息時間等。此外，由臨床心理學家主講的「壓力處理我有計」家長教育短片已上載及連接至專頁，方便家長觀看。

及早識別有精神健康風險的學生方面，家長可於「認識及支援有自我傷害行為的學生」專頁下載「如何幫助有自我傷害行為的學生」家長小冊子，及早留意警號，協助子女處理其困擾。

教育局亦針對學生的不同需要﹙例如有精神病患的學生及有自閉症的學生等﹚提供建議及資源，幫助學生處理壓力及焦慮。對於有精神病患的子女，家長可參考「關愛孩子好精神」家長教育系列，以了解不同種類的精神病患的徵狀、處理方法及家校支援策略，系列內的八個小冊子均備有中文、英文及八種少數族裔語文版本。對於有自閉症的子女，家長可參考「全日上學去 – 協助有自閉症的學生適應全日面授課堂」家長錦囊，透過具體的建議行動清單，與子女一起迎接校園生活。

我們期望學校和家長共同努力支援學生，強化他們的抗逆能力，並提升他們的適應能力。如察覺學生面對壓力，學校和家長應多向他們表達關心，並幫助他們運用有效的方法照顧自己的精神健康。

Source：家長智NET (https://www.parent.edu.hk/en/article/resumeschooling)