Offering Guided Tours and Resuming Wildlife Intakes Beginning July 7

June 30, 2020

Posted by Lake Erie Nature and Science Center

Visitors, Donors, Volunteers, and Friends:

Thank you for your involvement and interest, especially these past few months. Your support at this important time makes it possible for Lake Erie Nature & Science Center to continue serving the community with wildlife information and responses to public inquiries, care for resident animals and transferred patients, virtual learning resources, and nature activity kits for children and families. Again, thank you!

Lake Erie Nature & Science Center is pleased to announce that pre-registered guided tours and pre-scheduled wildlife rehabilitation services will be offered to the public beginning July 7. We care about you, your family, and our employees, and we are following protocols recommended by the State of Ohio and Ohio Department of Health to help reduce the risk of spreading the virus:

  • face masks are worn by our employees and we require that all visitors over the age of 7 wear face masks.
  • face masks are strongly recommended for children ages 3 – 6
  • visitors are encouraged to bring their own masks, or will be provided one to wear
  • hand sanitizing stations and hand washing facilities are available throughout the building
  • physical distances of 6 feet will be maintained at all times
  • indoor public areas will be regularly cleaned and sanitized
  • visitors are asked to self-monitor for virus symptoms prior to arrival
  • visitors are asked to stay home if they are ill, if diagnosed with COVID-19, or if residing with someone diagnosed with the virus

Visitors to the Center will see facility and exhibit changes that help to protect people and animals, and to allow for recommended cleaning and sanitizing of the facility. Online registration for guided tours and pre-scheduled appointments for wildlife rehabilitation services are required to monitor building capacity.

Come see our resident animals again on a pre-registered guided tour for your group of up to 6 people. Our program specialists will lead the tour of live animal exhibits and tell you how we care for our residents and treat rehabilitation patients. Guided tours cost $75 per family and advance registration is required at www.lensc.org.

Barred Owl photo

Wildlife intakes of injured animals from members of the public will resume by pre-scheduled appointment. These wildlife services will continue to be offered at no charge. People seeking assistance for wildlife must call 440-871-2900 or email wildlife@lensc.org prior to coming to the Center. Due to high demand for our services, please anticipate leaving a message for our wildlife specialists who will return your call. Animals will not be accepted into the facility without a pre-scheduled appointment.  

Registration for 2020-2021 preschool classes has been postponed. Our team is redesigning programs and making preparations to resume general admission and offerings that will also follow recommended health protocols. Please stay tuned for more information at www.lensc.org/newsroom or Lake Erie Nature & Science Center’s social media channels. Thank you for your patience.

The mission of Lake Erie Nature & Science Center to connect children and families with nature is more important than ever, and we will continue to deliver our mission in new ways. As a nonprofit organization, we rely on donations, grants, and program fees. Donations may be made at www.lensc.org.

We are pleased to be able to serve you with wildlife information and virtual resources since our closure in March, and we look forward to welcoming you to the Center soon!

Sincerely,

Catherine Timko signature

Catherine Timko

Executive Director

Topic: News, Programs

Why Is My Anxious Kid So Angry?

June 24, 2020

Posted by Lake Erie Nature and Science Center

By Meghan Barlow, Ph.D.

It’s easy to recognize that a child hiding behind a parent’s leg, trying to disappear from a friendly stranger’s questions, may be feeling shy and a little anxious at that moment. It’s also pretty widely acknowledged that certain scenarios like public speaking, starting a new school, or going away to camp may create a bit of anxiety for many people. Lots of people think of “anxiety” as shyness or fear and, on some level, seem to understand the temptation people might have to back away or avoid those anxiety triggering experiences. It’s harder, though, to recognize irritability and anger as responses to anxiety.

To understand anxiety, we have to think about cavemen. When cavemen were alive, they could feel relatively safe while they remained sheltered in their caves. When it was time to eat, though, they would have to leave their cave and find food. As they searched for food, they had to be on “high alert,” so that they could quickly recognize a threat and react in a way to help them survive. We refer to this as “fight or flight or freeze.” When we perceive a threat, our brain sends messages to our body that tell us to either fight off the danger, run away from it, or, as I describe it to kids, “freeze, act natural, and hope that saber tooth tiger doesn’t see you, hear you, or smell you.” 

Today, we don’t have saber tooth tigers to look out for, but we still have the fight or flight or freeze response that protects us from danger. That’s a good thing! People with anxiety, however, often function as if they are on high alert, or “on the lookout” for danger. They end up perceiving situations as threatening when, in reality, they are not in any actual danger. We talk to kids about these “false alarms” they experience. In response to the false alarms, people with anxiety experience the fight or flight or freeze response. So, they end up lashing out, avoiding or escaping from uncomfortable situations, or they shut down.

For example, if a kid feels anxious about swimming, that lesson they were signed up for feels like a threat. An “alarm” starts going off in that kid’s brain and fight or flight or freeze kicks in. You might see that kid kick and scream, refusing to go with the instructor. You might see that kid hop out of the pool and run away from the instructor. Or, you might see that kid, frozen in the car, refusing to even move, going “boneless” to make it hard for a parent to carry him. When a person is in fight or flight or freeze mode, they cannot think very clearly. Any reasoning, bargaining, or explaining is likely to be met with an escalated response (i.e., more kicking and louder screaming).

It isn’t always as simple and obvious as the example above, though, and that makes it hard for people (especially, in my experience, parents and teachers) to recognize that irritability and flashes of anger that seem to come out of the blue can be connected to anxiety. A pretty typical example of this is a kid who feels anxious about their performance. This kid goes to school, feeling uncomfortable and threatened (remember – there is no actual threat, but this is how it is perceived by the person with anxiety) every time she reads aloud in class. She worries about making a mistake or getting in trouble. When the teacher reminds the class to quiet down, this student perceives that she is being yelled at. All day, false alarms are going off in this kid’s brain and she is on edge, but not fighting or obviously escaping or shutting down. She keeps it together. Until, she gets home. That’s when all of the pent up fight responses come out. Her mom asks her how her day was, she snaps back at her. Her brother hums while he eats, she yells at him for being so gross and annoying. And on and on and on. 

Because the alarm isn’t going off for the parent and because there isn’t an obvious anxiety triggering event, it just feels like that kid is being rude and difficult and angry. We have to remember, that kid is struggling. Fortunately, there are many effective and empirically supported interventions that can help your child learn how to manage their anxiety. Therapists can and should help parents understand their role in helping their child manage anxiety as well as learn helpful responses to their child’s anxiety and anxious reactions.

Topic: Preschool, School Age, Teen

4 Phrases Parents Can Say to Raise Capable and Confident Kids

June 15, 2020

Posted by Lake Erie Nature and Science Center

by Meghan Barlow, Ph.D.

Most parents want their kids to grow up, move out and be able to support themselves financially and emotionally. Why then, is it so hard for parents to raise confident kids who are competent and capable? Try incorporating the following 4 phrases into conversations with your kids. Give them the chance to try, make mistakes, suffer and recover. As any parent who has ever let a swear word slip in front of a pre-schooler understands, what your kids hear you say, you will eventually hear them say. Beyond the immediate messages these phrases convey, you are also helping your child develop self-talk that will stay with them as they face challenges, conflicts and setbacks throughout their lives.  

“When I have a chance”

We are living in a world where we are conditioned to provide immediate responses to others’ requests and demands. When our phones ding with a text, we feel the need to respond right away. When our kids ask for a snack, lots of us drop what we’re doing and get it for them. It is OK (and actually good) for your children to hear you say, “yes, when I have a chance.” In responding this way, your kids learn important skills like waiting and delaying gratification. They also learn that whatever you’re doing – whether it’s finishing up a load of laundry, sending an e-mail, having a conversation or even reading a book – is important, too. And they learn that it is ok to set boundaries and put your own needs first from time to time, a skill we all want our kids to learn especially as they develop through their teenage years and into adulthood. If they start learning early on that it is perfectly acceptable to make a loved one wait a few minutes and that everyone survives, they’ll be able to say to their friend agonizing over a breakup, “sure, I can talk…I’ll give you a call as soon as I have a chance” and finish up their homework first.

“Yeah, that happens sometimes”

In addition to meeting our kids’ snack demands immediately, lots of us feel we need to do something right away to make our kids feel better when they are upset. Young kids may be upset about a friend not wanting to play the same game, older kids might feel sad about being left out of a birthday party, teenagers might feel the sting of betrayal…this is all painful stuff. And it’s all stuff that your child will survive. Our responses matter. When we jump in with good intentions trying to take the pain away, we might actually send the message that our kids truly can’t handle this situation without us. Validation is important – it doesn’t help to tell a heartbroken teen, “this is just high school, it’s not really a big deal.” At the same time, it also doesn’t help to send the message, “this is the worst thing that could possibly happen to you.” An empathetic gesture, a show of kindness, and a simple, “that happens sometimes” strikes a balance. These words can help put things into perspective – this stinks, but it happens and you will move on.

“I’m sure you can figure it out”

Learning to step back and let our kids figure out their own solutions to problems, whether it’s a tricky homework assignment, a conflict with a sibling or needing to make an important decision, is a tough – but important – skill for parents to learn, especially if they want to raise capable adults. Telling kids, “I’m sure you can figure it out” sends the message that you believe your child is equipped to handle this problem. You’re also sending the message that this is your child’s problem not your problem. If your middle schooler forgets a book they need to complete their homework, saying, “I’m sure you can figure it out,” puts the responsibility on your child to come up with a solution. Your child might decide to call a friend, talk to the teacher or go in early to try to finish it before school starts. However, your child decides to handle it, the figuring out part is the important piece. This is how problem solving skills develop. When we respond to these moments by making suggestions or offering to solve the problem, our kids lose out on an opportunity to establish competency and take ownership.    

“Go for it”

When your child expresses a desire to try something new, supporting them with a “go for it” instead of warnings about what could go wrong sends a message even more powerful than “I’m sure you can figure it out.” These words convey confidence, a comfort in trying something new, taking risks and a relaxed attitude. It sends the message that you can try it and see. If it doesn’t work/you don’t like it/you make a mistake/a problem develops, oh well, you can recover…if it goes well, great!   

There are times, of course, when your child may not be able to solve a problem without your help or when the risks are too great to “go for it.” You can (and will) continue to offer support, suggestions, guidance and limits, but consider being a bit more thoughtful about opportunities to let your child take the lead. You’ll probably find yourself surprised, impressed and proud of just how capable your child can be and, more importantly, your child will feel proud of their capabilities, too.  

Topic: Preschool