Au Pair | Guia da APIA sobre doenças

Depois que você tem o Match, no perfil da APIA aparece varias informações novas e um pequeno treinamento online para responder (mostro um pouco nesse video).

Decidi compartilhar com vocês essa parte do treinamento onde fala um pouco de algumas doenças que as crianças podem ter.

As informações foram copiadas diretameten do site da APIA.

 

ADHD

Until 1994 ADHD (Attention Deficit Hyperactivity Disorder) was known as ADD (Attention Deficit Disorder). Now three different types of ADHD have been identified and classified under one category, much the way we have a broad classification for cancer and many sub-categories under that, i.e., breast cancer, colon cancer, etc..

The three types of ADHS are

An inattentive type in which children may be sluggish, unorganized, unable to focus for any long period of time, unable to self-discipline to complete tasks. A hyper-active or impulsive type in which a child may be unable to control physical activity, is always "on the go", may interrupt or talk excessively and may not be able to control impulses to fit into a social situation. A combination of these two which is the most common disorder

The family doctor diagnoses most ADHD, and since there are no tests that can diagnose this disorder it takes a complete evaluation by doctors, teachers, parents, neurologists and psychologists to determine the presence of ADHD. Children experiencing stress in the home may exhibit some of these symptoms, but are not suffering from ADHD, and the symptoms disappear when the stress is reduced.

ADHD is biological in nature, not caused by poor parenting, diet or vaccines. It is thought that it might be genetic in origin or there could be environmental sources for the cause. It is not unusual for more than one family member to have this disorder. Though statistics are unclear, about 7 % of children in the US have been diagnosed with ADHD, two to three time more boys than girls. While it seems to be on the increase, it is felt that we are simply getting better at identifying the syndrome, so that is why numbers are rising.

Other Terminology

• Anxiety/Depression: Two emotional feelings which may result as a child copes with ADHD creating feelings of sadness or concern about performance
• Behavioural Therapy: A way of teaching a child to cope with or think about his challenges so that he will find better ways to manage
• Counselling/Support Groups: Personal or group help for families or caregivers managing a child with special needs
• Social Skills Training: A therapist models or teaches ways in which a child can adapt his behavior, within the limits of his ADHD, to enable him to make and maintain friendships

What you might expect to see and experience

Depending on the type of ADHD your child has you might see some of these symptoms:

• Difficulty keeping attention or listening
• Unorganized
• Makes careless mistakes
• Forgets
• Avoids situations which call for sustained focus
• Interrupts without noticing
• Talks too much
• Avoids quiet activities
• Can't take turns with others
• Physically active to the extreme

Your Role

• Focus on the child's strengths not weaknesses
• Be reasonable in what you expect by teaming with the parents to set rules of behaviour
• Be consistent in discipline
• Be a good model for actions and behaviors
• Help the child learn to play

Questions you might ask

• Is there a plan for helping this child, and will you share that with me? Is there any medication for which I might be responsible Will my focus be on this child; if not, how will I manage the different needs of the children in the family? Will you expect me to transfer information from the school to the family? WEBSITES TO EXPLORE: http://www.ldonline.org/adhdbasics http://www.kidshealth.org/parent/medical/learning/adhd.html http://www.adhd.com/parents/parents_facts_adhd_facts.jsp

Allergies

An allergy is a strong response of the body's immune system to something that is normally harmless to most people. The substance that causes the reaction is called an allergen. During an allergic reaction the body may release chemicals to protect itself from the allergen. It is these chemicals, often histamines, which cause the allergic or uncomfortable response. The reaction can be mild, from itchy eyes to more serious life threatening breathing problems. Because of the rare, but potentially fatal effects of allergens, it is critical to be especially careful if a child has allergies. The kinds of things that people are allergic to include dust, animals, pollen, insect stings, chemicals, medicines and certain foods. Approximately one in six Americans has some kind of allergy and many of those are children. In fact, allergies are said to be the leading cause of health problems in children. Allergies are often, but not always, hereditary.

It is estimated that approximately 8% of children have some kind of food allergy. The foods that most commonly cause allergies are: eggs, fish, milk, peanuts, shellfish ,soy, tree nuts and wheat. Responses to food allergens can be particularly intense - peanuts (and related nuts) are considered to be one of the most serious food allergies.

Some food allergies are outgrown. However, while there is no real cure for allergies, they can be treated, symptoms can be relieved and, often, allergens can be avoided. Sometimes the prevention is to be sure that the environment is free of allergy inducing substances or animals. In terms of food allergies the prevention is to be certain that the food is not eaten.

Treatment may include antihistamines, immunotherapy, and emergency measures such as the use of injectable epinephrine (adrenaline), also known as EpiPens. Epinephrine would be used when there is the emergency situation known as anaphylaxis which is characterized by swelling of the throat and trouble breathing.

Other Terminology:

Allergen: The substance that causes a reaction.

Anaphylaxis: A severe allergic reaction involving swelling of the throat, breathing difficulties and hives. Immediate medical attention is required.

Antihistamine: A medicine used to reduce the effects of histamines.

Histamine: A chemical released by the body to defend against an allergen.

EpiPen: or injectable epinephrine: This is used during a severe allergic reaction to ease the symptoms. The epinephrine is carried in a container that resembles a pen and can be easily injected into the child's thigh. It provides quick relief. A child must then be taken to a medical provider for further evaluation.

Immunotherapy: Preventative treatment usually involving injections; also known as allergy shots.

What you might expect to see and experience

Different allergens produce different responses and individuals respond in a variety of ways and intensities. However, some of the symptoms of an allergic response might include:

• Sneezing
• Itchy nose/and or throat
• Rubbing of the eyes
• Dark circles under the eyes
• Coughing
• Wheezing (a whistling sound)
• Throat swelling
• Rash (a skin reaction)
• Nausea
• Diarrhea
• Dizziness
• Hoarse throat
• Irritability

Your Role

It is critical that you follow carefully your host parents' instructions regarding things known to cause an allergic reaction in your child. This may involve:

• Maintaining a clean, dust free environment
• Excluding a pet from the child's bedroom
• Avoiding foods known to cause an allergic reaction
• Reading food labels carefully
• Reporting to your host family reactions that may seem allergic.

Questions you might ask

• Please specify the things to which your child is allergic.
• When exposed to an allergen how does your child react? Mild or severe?
• What do you expect of me during these reactions?
• What can I do to help prevent an allergy attack?
• Does your child require an EpiPen? If older, is your child trained to self-administer?
• Can you train me in using an EpiPen? Who else has one: School? Neighbors? Relatives?
• Food allergies - Please show me how to properly
• Read food labels.

Websites to explore

www.kidshealth.org Insert "allergies" in the query box
www.keepkidshe.com
www.keepkidshealthy

Asthma

DEFINITION: Asthma is a chronic (recurring) disease of the lungs. It involves breathing problems that are caused by a narrowing of the airways or bronchial tubes. When an asthma attack or flare-up occurs it becomes difficult to get air in and out of the lungs. The airway may swell, there may also be excess mucus production, and the attack may be accompanied by coughing or wheezing (a whistling sound). Allergens, furry animals, cigarette smoke, exercise, weather changes, and respiratory ailments such as colds or flu can cause asthma attacks. Treatment may include: preventative or rescue medication given through inhalers or tablets; avoiding known triggers, and patient education.

Other Terminology:

• Asthma action plan - A written plan (developed with the doctor or other health care provider) to help keep a child's breathing problems under control.
• Inhaler, Nebulizer or Atomizer - A plastic tube that holds medication. The user holds it up to their mouth or nose and the medication is misted or sprayed into the user's lungs and relaxes the airways.
• Allergen - Something that triggers or causes an allergic reaction. May include: dust, mold, certain foods, and animal dander.
• Trigger - Something that sets off or causes a reaction.
• Spacer - A piece that attaches to an inhaler and makes it easier to breathe in the medication.
• Rescue medication - Medication that is given during an asthma attack to relieve the immediate symptoms.
• Wheezing - Breathing that has a whistling sound.
• Preventative medication - Medication that is given on a regular basis, or at specific times (such as when starting a strenuous activity), to avoid asthma attacks or flare-ups.

What you mighe expect to see and experience

• Rapid or labored breathing
• Wheezing
• Anxious or panicky behavior when breathing is difficult

Your Role

You will need to be well informed about the circumstances that may trigger or cause an asthma attack. It will be important to:

• Know which symptoms to watch for
• Know and understand the action plan
• Be consistent in administering preventative medication if that is part of your job
• To be certain that your child has rescue medication with him/her
• To know how to administer rescue medication
• To have emergency phone numbers with you

Questions you might ask

• Do you have an action plan?
• When and how to administer medication?
• What triggers or allergens to avoid?
• Special preparations for exercise or other activities?

Websites to explore

www.lungusa.org
www.medicinenet.com
www.everydaykidz.com
www.umm.edu

Autistic Spectrum Disorder ASD

Autism and Asperger's Syndrome

DEFINITION: Autistic Spectrum Disorder refers to a group of developmental disabilities that are characterized by impaired functioning in the following three areas:

• understanding verbal and non-verbal communication
• understanding social behavior
• the ability to think and behave flexibly

The two most common forms of ASD are known as Autism and Asperger's Syndrome. They are considered "spectrum" disorders because individuals having these particular disabilities exhibit a broad range of symptoms and behaviors from very mild to quite severe. Some of the characteristics of a child with an ASD may include:

• delays in speech, word repetition, speaking in a monotone
• repetitive behaviors such as organizing toys in a special way
• a preference for solo play
• limited eye contact with other people
• no speech at all
• an overwhelming need for routine
• hand flapping, spinning, rocking
• limitations in showing or receiving affection
• aggressive or self-injurious behavior

While definitions are evolving, people with Asperger's Syndrome are often considered to be at the milder or higher-functioning end of the ASD spectrum. Generally, they have at least average intelligence and typical speech development. Children with autism generally have more of the characteristics noted above. They are more likely to have speech limitations (40% do not speak at all) and to have repetitive, unusual or self-injurious behaviors.

While there is no cure for autism, you may find that your child has special therapies or educational plans to enhance daily life and functioning. Your child may see some specialists as part of an Early Intervention Program. These may include: a developmental pediatrician, a psychologist, occupational therapist, speech/language therapist and early childhood educators.

Other Terminology

• Pervasive Developmental Disorder (PDD) - Children who have some of the symptoms or signs of autism, but not enough to be classified in that way, may be considered to have PDD.
• Self-injurious behaviour - Actions that are harmful to oneself.
• Developmental Pediatrician - A doctor who diagnoses and treats children with disorders of development.
• Early Intervention Program - A plan of services designed to enhance a child's development – usually for a child less than three years' of age. It may involve a number of health and educational specialists.
• IEP - Individualized Education Plan - This is a written document that is developed by the child's educational team and the parents. It has specific achievement goals and must be updated on a yearly basis.
• ABA - Applied Behavioral Analysis - A very structured and intensive treatment program using positive reinforcement.

Your Role

A child who has an ASD will, generally, have a very precise routine. It will be important for you to be very sensitive to the ways in which your child's life is organized and to understand the subtle ways in which things are important to him/her. Also, you will need to have a good deal of patience as communication may be limited.

Specific actions you can take: Always discuss these with your host parents

• Maintain a consistent routine
• Develop alternative (non-language based) forms of communication
• Limit the number of stimuli (noise, light, movement)
• Maintain a reward system to reinforce good behavior
• Give information in a visual way in addition to verbally
• Find ways to show affection that your child will tolerate
• Organize your child's space so that it feels safe and consistent

Questions I should ask

• What routines are important to this child?
• Does/he she have a special learning plan?
• Does he/she have dietary restrictions or needs?
• How can I help your child in social situations?
• If there is more than one child, how can I manage their needs?
• Are there special techniques for a tantrum?
• Do you have a special reward system?
• What else should I know about your child?

Websites to explore

www.nimh.nih.gov
www.kidshealth.org
www.mayoclinic.com

Cerebral Palsy

Definition: Cerebral Palsy is a group of neurological disorders that happen in infancy or childhood that affect muscle control and movement. It is permanent, but it does not worsen as the child grows. It is a brain disorder in the parts of the brain that control movement. Most children who have it are born with it, but they may not have symptoms for months or years. A small minority of children have this disorder as a result of illness or accident.

Treatment should be started as early as possible, and may include physical and occupational therapy, speech therapy and seizure medication. Some children may use a wheel chair or walker, and others will be able to move about on their own. The disorder does not always cause a lower level of brain function, but the ability to communicate can be key in allowing the child to integrate with the world around him.

What you might expect to see and experience

• Delayed achievement of milestones in development related to movement, for example, rolling over, reaching, sitting or walking
• Difference in muscle tone, either stiff or "floppy"
• Speech problems; vision, hearing or dental problems
• Swallowing problems

Your Role

• You may be asked to help with special exercise routines related to speech or physical therapy programs
• You will need to be a good "reporter" for your family as to changes you observe
• You will need to learn the plan for treatment of your child and give attention to your responsibilities

Questions you might ask

• What do you expect of me in my child's development program?
• Are there any dietary or medical routines that I must learn?
• How is the family routine different for this child, and how does that affect me?

Websites to explore

http://www.emedicinehealth.com/cerebral_palsy/article_em.htm

http://www.ninds.nih.gov/disorders/cerebral_palsy/cerebral_palsy.htm

http://www.ucp.org/

Diabetes

DEFINITION: A chronic (lasting a long time and making changes within the body) disease in which the body cannot use food to create energy in the way that is normal. There are two types of diabetes. Either the hormone INSULIN is not produced, or it is produced but not able to be used by the body. All of us need insulin in order to live. Insulin converts the sugar in our food, and without insulin the sugar stays in the blood and doesn't work for us. Long-term problems may be in vision, kidney disease, circulation or joint problems. Death can result if the disease is not treated over a long period of time..

Other Terminology:

• PEDIATRIC DIABLETES: Diabetes in children
• ADOLESCENT DIABETES: diabetes in teenagers (13 to adult)
• TYPE 1: The body does not produce any insulin, so it must be given by daily doses
• TYPE 2: The body produces insulin, but it does not work well; diet and exercise may control this type of diabetes
• INSULIN: The hormone produced by the pancreas to convert food, mainly sugar, to energy
• INJECTION: a medical term for a dose of medicine put into the body by a syringe (needle and vial)
• PUMP: An automatic way to provide insulin for the body as needed; worn on the belt
• HYPERGLYCEMIA: The word for high blood sugar
• HYPOGLYCEMIA: The word for low blood sugar

What you might expect to see or experience

• Normal behavior for a child of this age
• Routine snacking of foods that will keep the blood sugar level of your child even
• Sudden change in mood or behavior which will require action that host parents will outline

Your Role

• You and the host parents must communicate early and often about the special needs of your child as related to diet and exercise
• You may need to give medication or prepare meals and snacks on a regular schedule
• You may need to be more than usually observant of your child's moods or actions which may indicate a drop or increase in blood sugar which will need to be addressed
• Your sensitivity to the feelings of a child or adolescent who wants to be just like his friends and feels that this disease makes him different will be important.

Questions you might ask

How does this affect your child in:

• Diet
• Exercise
• Medication
• What will my job be in managing this disease?
• How much responsibility does your child take in managing his medical condition?

Web site to explore

kidshealth.org

Down Syndrome

DEFINITION:A genetic condition (something that is present from the moment of conception) which is caused by an extra chromosome. Physical characteristics of an individual with Down syndrome may include: a flatter face, upward slanting eyes, and a somewhat larger tongue.

Down syndrome also includes some degree of mental retardation or learning disability. Health problems associated with Down syndrome may also include chest and sinus infections, feeding problems for infants, tongue control and heart problems. Some individuals with Down syndrome also have stomach problems.

Early intervention with medical care and physical therapy can increase life expectancy. Many children with Down syndrome participate in typical educational, social and recreational activities - sometimes with special assistance.

What you might expect to see and experience

• Delayed development in such areas as: sitting, walking, talking, toileting and bathing. These will occur, just at a slower pace.
• Chronic (ongoing) health problems (see above).

Your Role

• You may be asked to help with special exercise routines related to speech or physical therapy programs.
• You may need to be alert to physical conditions such as ear or sinus infections.
• You may be asked to provide intellectual and physical stimulation to help your child reach new developmental milestones.

Questions you might ask

• How should I participate in my child's special developmental program?
• If asked, how shall I explain Down syndrome to others?
• Are there any special dietary or medical routines that I should be aware of?

Web sites to explore

www.webmd.com
www.down-syndrome.info
www.kidshealth.org

Special Need: Hearing Loss/Speech Or Language Delay

Definition: Hearing loss is the inability of a child to hear the sounds in the world around him. Speech or language delays can be the result of a child's inability to hear.

We all learn language by hearing it and repeating what we hear. The child who cannot hear does not learn language as a matter of course. Special teaching is necessary for him to be able to communicate by voice.

Hearing Loss

Loss of hearing in a child can be present for many reasons. Some of those are:

• Congenital hearing loss: the means that the hearing loss is present at birth. It can be caused by problems during the pregnancy, by inherited factors from the family or by occurrences during the birth process. More than 50% of all children born with hearing difficulties inherit this problem from their family; it is genetic.
• Acquired hearing loss is a hearing loss that appears after birth, at any time in one's life, perhaps as a result of a disease, a condition, or an injury. Most commonly this will occur because of ear infections or other childhood illness, head injury or noise exposure.



Speech and Language Delays

All children are born with the ability to communicate. At birth, sounds such as crying and cooing are the baby's way of communicating. At about 1 year words are formed and by 18months, speech in patterns imitating those of adults begins.
Speech is the sound that comes out of our mouths; language has to do with the meaning of sounds. Language delays are generally more serious.
There are many possible "causes" for a speech and/or language disorder in children. Some are very easy to identify, and some are unfortunately uncertain. Some common causes are: hearing loss, repeated ear infections as an infant/toddler or child, birth defects, brain injury before, during, or after birth, mental retardation, language or learning disabilities, delayed development related to being premature, physical deformities, and muscle disorders to name a few. Some children are delayed in language/communication for no apparent reason. They may be developing in a typical manner, just delayed.



Hearing Terms and Tools

• Hearing aids: a small appliance used to help one to hear better, usually worn in or behind the ear
• Cochlear implant: a device planted under the skin that picks up sounds and changes them to impulses: restoring some hearing to people with a hearing impairment
• Auditory training: methods of training a child for communication which can include sign language
• Speech & language pathologist: one who is trained to identify and treat speech and language disorders
• Gestures: the use of bodily movements to communicate



Your Role

• Talk to your child in a normal voice and whenever you are together. Describe what you are doing, feeling and experiencing
• Play simple games to encourage speech development
• Read books aloud
• Sing songs and provide music
• Answer your child each time they speak. This rewards speech and encourages language
• Ask lots of questions
• Don't criticize mistakes
• Use gestures along with words
• Understand your family's plan for your child and follow it carefully
• Be a careful observer and reporter of your child's behavior and progress



Questions I should ask

• How does this affect your child in learning and school settings?
• What does this mean for your child in social interactions?
• What special support does your child receive?
• What would be my role in that?
• Do you feel that I can be effective in helping your child if I have no special training in this area?
• How will this affect my role with your other children?



Web sites to explore

Hearing loss
http://www.speechdelay.com/testrosetheear2.htm

Speech & language delays
http://www.med.umich.edu/1libr/yourchild/speech.htm

In the search window of this site enter: "hearing loss" "speech & language delay"
http://www.kidshealth.org/parent/
 
 

Learning Disabilites

A learning disability is a disorder of the brain. The "wiring" in the brain is not structured in the usual way, and the result is a different way of learning or working. Learning Difficulties often run in families. Children with learning disabilities may be as smart or smarter than other children, but they may have problems in spelling, reading or organizing information if taught in the usual way or left to learn things on their own.

A learning disability cannot be fixed, but one can learn and find ways to compensate, thus going on to full and successful, even distinguished, lives. This requires the attention of parents and caregivers to the strengths a child may have, acceptances of the weaknesses that may exist and diligence in getting the professional help that will enable the child to achieve. Many other conditions may interrupt a child's learning, bur a true "learning disorder" must be diagnosed by professionals, and a plan of action for helping this child must be constructed for the child to achieve all that he is capable of being.

One of the most common learning disabilities is dyslexia. Dyslexia affects the language portions of the brain that allows reading. Understanding written words is the challenge for these children. Speaking, writing and listening are also areas of challenge. Reversing words, writing letters back to front, not being able to remember the sequence of letters in a word or sometimes reading from right to left in a language which runs from left to right are the things one may observe in a child with dyslexia. If dyslexia is identified early, the family, friends and teachers of the child are supportive and a strong self-image is created, the future for this child looks good.

Terminology

• IEP "Individualized Education Program" Each public child who receives special education services must have an IEP in place to allow all members of his team, teachers, parents, psychologists, other school staff to work together toward his good progress.
• Americans With Disabilities Act - Government guidelines that require each person in the US with a any mental or physical challenges receive the assistance needed to achieve as much as possible; persons with learning disabilities, especially dyslexia, fall onto this category.
• Self-esteem - the confidence one has in one's self, which is often lessened in kids with learning disabilities.

What you might expect to see and experience

• Reluctance to go to school, avoidance of homework and lack of reading for pleasure
• Behavior issues with friends, inability to sit still and focus, and any way in which frustration can be seen in the child's everyday life.
• Difficulties with handwriting or fine motor coordination

Your Role

• Talk to your family openly about your child and the challenges that might exist both at home and in school
• Prepare yourself to work with a child who may experience more frustration surrounding learning or required tasks
• Be aware of situations that may affect your child's behaviors and share that information with parents or teachers for evaluation

Questions you may want to ask

• When and why was my child diagnosed so that I can understand how far along he is on his plan for learning?
• Does he take any medication that affects this learning disability?

What might I expect to see or experience in:

• His relationships with other kids
• His school day and attitudes towards school
• Daily family routine
• My relationship with him

Web sites to explore

www.kidshealth.org
www.schwablearning.org (Especially see: "Managing Your child" & "Managing Home & Family"

 

Discipline

Every host family will find a different way to manage their children's behavior. The process can vary because of the child, the beliefs or values of the parents or the associations they have with school and friends who can influence their thinking. Teaching a child the rules of the social group in which he lives can be a challenging job and will require you and the family to work together to be successful. However, a child who cannot manage himself in an acceptable way in his social group is a child who will be challenged in school, social activities and later in his work life. This is, therefore, an important part of the responsibility one assumes when becoming a parent or caregiver of children.

Some things to remember

• All children test their limits.
• Developmental ability of a child to manage his behavior will vary with age and the individual personality of the child.
• Be consistent. The child who is successful is getting what he wants once will try again and again, with increasing volume and action.
• Don't get angry. Anger shows a child that you are not controlling yourself, so you have little hope of controlling him; it also models the behavior you are trying to avoid.
• Avoid too much praise or too much criticism. Too much of either makes what you say less effective.
• Talk about the behavior and not the child. You may not like what his actions, but you will always love him.
• Never use physical punishment or threats to try to get a child to come around to your way of thinking or acting.
• Do not bribe your child, but reward his efforts to meet the expectations of the family.
• Model good behavior and respect.
• Make your child feel loved and safe.

Popular techniques you may see

• TIME OUT - removing the child from the activity that is not working. A special chair or spot for time out, in the area of the house where the activity takes place, and short stays in the "time out space", perhaps 1 minute for each year of age. This idea, a Montessori method, allows a child to understand his mistake and self-discipline himself for return to the activity.
• POSITIVE REINFORCEMENT - noticing good behavior rather than bad. Offering children choices of behavior and letting them experience the results (consequences) of their choices can result in understanding the usefulness of good actions. Give praise when he does well and pay attention to his efforts.
• INCENTIVES - There is a difference between a bribe and a reward. Offering some reward for behavior within the limits is often a motivation for further good behavior. Rewards should not be food centered; perhaps a book, a run in the park, a quiet time for the two of you when all the work is done.
• TAKING AWAY PRIVILEGES - Especially for an older child the loss of "rights", games, computer, TV, play dates can be an incentive to change behavior.
Most importantly, be consistent. Do not expect more of your child than he can do, and be fair as you are dealing with children. Talk to your family and watch them as they interact with their children. If you feel frustrated in your dealings with a child, remember he is a child, and try another way to get to your end goal. There is no "one good way" that works all the time, so be flexible.



Websites to explore:

Keep Kids Healthy
http://www.keepkidshealthy.com/parenting_tips/discipline/index.html
Discipline for young children
http://www.ext.vt.edu/pubs/family/350-110/350-110.html#L5
Guidance
http://www.nncc.org/Guidance/effect.disc.html
 
 

Religion

General Information

Religion in the United States is considered to be a private matter. In fact, it is the view of the United States government that there is to be a "separation between church and state." Simply put, this means that there is no official religion in the United States and that the government cannot dictate how or whether an individual chooses to worship. Additionally, this means that public institutions (schools, courts, government offices) cannot represent any particular religion or impose the views of any religion on its citizens.

This said, the United States is considered to be a religious country - with almost all Americans saying that they believe in God or a Supreme Being. Approximately 60 percent of Americans belong to a church, synagogue or other religious institution. While almost all world religions have some followers in the United States, the most practiced religion is Christianity. Protestantism is the main form of Christianity in the United States. Other divisions include Roman Catholicism, Eastern Orthodox churches and Mormonism. Another religion with many followers in the United States is Judaism, although it accounts for only three percent of the population. Islam and Hinduism are increasingly popular in the US.

You can find detailed descriptions of each of the major religions in the United States by visiting the following website:

www.lifeintheusa.com (Click on Religion in America)

Terminology - Houses of Worship

• Mosque - The term used by the Islamic religion
• Synagogue - A Jewish house of worship
• Temple - This refers to some Jewish institutions. It also may refer to Hindu, Buddhist and Shinto houses of worship.
• Church - Typically used to identify Christian religious institutions

Holidays of the major religions

• Chanukah - an eight-day Jewish celebration of freedom in November or December
• Christmas - December 25th. Honours the birth of Jesus Christ
• Easter - A Christian holiday celebrating the resurrection of Jesus Christ. It occurs in the springtime; usually March or April.
• Kwanzaa - A celebration of African-American culture that takes place in December
• Passover - A Jewish holiday celebrating the Exodus of the Jewish people from Egypt. It is celebrated in March or April. A religious feast called a Seder is the focus of this holiday.
• Ramadan - This occurs during the ninth month of the Islamic calendar and is a holy period. It is characterized by fasting during the day (meals are eaten only after dark) and periods of contemplation and prayer.
• Rosh Hashonah - The Jewish New Year; it is celebrated in September or October based on a lunar calendar.
• Yom Kippur - A Jewish holiday, also called the Day of Atonement. It is the most holy of Jewish days and occurs in September or October.

Religion, My Host Family and Me

As a participant in Au Pair in America you are involved in a cultural exchange program, and we hope that you and your host family will use this opportunity to learn about many areas of your lives including your religious beliefs and observances. Of course, we also anticipate that you will respect each other's choices and refrain from imposing your opinions or practices on one another.

Can I celebrate my own holidays and days of worship

Yes. You are entitled to observe your religion's day of worship. However, you will need to consider this as one of your free days. If you have major religious holidays during the year that will prevent you from working, it is important that you discuss this in advance with your host family and determine an appropriate schedule. This may also be a wonderful opportunity to share some of your religious culture with your host family.

Must I observe my host familys religious holidays

No. Your host family may not impose their religious beliefs or customs on you. However, as part of a cultural exchange we hope that you will choose to learn something about their religion. While you cannot be required to attend religious services with your host family it would be nice to go once or twice (if invited) to show respect and to promote cultural understanding.

American Slang

American slang is the language of people on the street. It can be used by a certain group, such a teenagers, a racial or ethnic cluster or a professional organization. Slang can be specific to a particular area of the US.

A good example is "Coca-Cola". In some parts of the US it is referred to as "pop". In other areas, it is called "soda". Some regions would ask for a "cold drink".

You can become more familiar with American slang by using the Au Pair in America website. Go to:

www.aupairinamerica.com Click on "Life in the US", and check out "Language in the US".