(Family Features) In a digital landscape crowded with influencers, it’s not every day
you find one who doubles as a board-certified physician. However, Doctor
Mikhail Varshavski – also known as Doctor Mike – made a name for himself by
pairing medical expertise with charisma and clarity.
Now, his
work is taking on new global significance as he steps into his latest role:
UNICEF Ambassador.
With more
than 25 million followers and 4 billion views across platforms, Doctor Mike
built a career translating complex health information into accessible, engaging
content. As an ambassador, he will use that same platform to raise awareness
around the mission to ensure every child is healthy, educated, protected and
respected.
This
collaboration began in 2021 with a video explaining how COVID-19 vaccines work.
Since then, he’s continued using his platform to address critical issues like
vaccine access and child nutrition. In 2024, he visited UNICEF’s Supply
Division in Copenhagen – the world’s largest humanitarian warehouse – where he
helped pack and ship life-saving supplies to families globally. Later that
year, he teamed up with Regional Goodwill Ambassador and rugby star Tendai
Mtawarira for a child nutrition quiz to raise awareness around child poverty.
“I am
proud to serve as the newest UNICEF Ambassador,” Doctor Mike said. “This role
represents an important opportunity for me to continue my work of advocating
for children’s health with an organization that provides nearly half of the
world’s children with critical vaccinations. UNICEF’s mission to ensure that
every child is healthy, educated, protected and respected has never been more
important and I look forward to amplifying this critical work on my platform.”
Born in
Russia and raised in New York, Doctor Mike earned his B.S. and Doctorate in
Osteopathic Medicine from the New York Institute of Technology. He rose to
prominence during his medical residency at Atlantic Health System’s Overlook
Medical Center by sharing behind-the-scenes insights on social media and has
since become a trusted voice on health, regularly contributing to reputable
outlets and hosting his own podcast, “The Checkup.”
As an ambassador,
Doctor Mike joins a roster of notable advocates including Selena Gomez, Sofia
Carson, Laurie Hernandez and Jeremy Lin to use his voice to help ensure every
child can survive and thrive.
Find more
information by visiting unicefusa.org.
SOURCE:UNICEF
Parents can enhance their children’s screen-time value by choosing high-quality media – that is, content with educational benefit. PBS Kids has many popular shows, from “Nature Cat” to “Sid the Science Kid,” that would qualify as educational.
Two other elements contribute to the quality of screen time.
First, screen content should be age-appropriate – that is, parents should choose shows, apps and games that are specifically designed for young children. Using a resource such as Common Sense Media allows parents to check recommended ages for television shows, movies and apps.
Second, parents can look for shows that use evidence-based educational techniques, such as participatory cues. That’s when characters in shows break the “fourth wall” by directly talking to their young audience to prompt reflection, action or response. Research shows that children learn new words better when a show has participatory cues – perhaps because it encourages active engagement rather than passive viewing.
Many classic, high-quality television shows for young children feature participatory cues, including “Mickey Mouse Clubhouse,” “Dora the Explorer,” “Go Diego Go!” and “Daniel Tiger’s Neighborhood.”
Point out basic concepts, such as letters and colors.
Model more advanced language using a “think aloud” approach, such as, “That surprised me! I wonder what will happen next?”
No. 3: Connect what’s on screen to real life
Learning from media is challenging for young children because their brains struggle to transfer information and ideas from screens to the real world. Children learn more from screen media, research shows, when the content connects to their real-life experiences.
To maximize the benefits of screen time, parents can help children connect what they are viewing with experiences they’ve had. For example, while watching content together, a parent might say, “They’re going to the zoo. Do you remember what we saw when we went to the zoo?”
This approach promotes language development and cognitive skills, including attention and memory. Children learn better with repeated exposure to words, so selecting media that relates to a child’s real-life experiences can help reinforce new vocabulary.
No. 4: Enjoy screen-free times
Ensuring that a child’s day is filled with varied experiences, including periods that don’t involve screens, increases language exposure in children’s daily routines.
Two ideal screen-free times are mealtimes and bedtime. Mealtimes present opportunities for back-and-forth conversation with children, exposing them to a lot of language. Additionally, bedtime should be screen-free, as using screens near bedtime or having a TV in children’s bedrooms disrupts sleep.
Alternatively, devoting bedtime to reading children’s books accomplishes the dual goals of helping children wind down and creating a language-rich routine.
Having additional screen-free, one-on-one, parent-child play for at least 10 minutes at some other point in the day is good for young children. Parents can maximize the benefits of one-on-one play by letting their children decide what and how to play.
Even in small doses, parent-child playtime is important.Vera Livchak/Moment via Getty Images
A parent’s role here is to follow their child’s lead, play along, give their child their full attention – so no phones for mom or dad, either – and provide language enrichment. They can do this by labeling toys, pointing out shapes, colors and sizes. It can also be done by describing activities – “You’re rolling the car across the floor” – and responding when their child speaks.
Parent-child playtime is also a great opportunity to extend interests from screen time. Including toys of your child’s favorite characters from the shows or movies they love in playtime transforms that enjoyment from screen time into learning.Erika Squires, Assistant Professor, Wayne State University and Lucy (Kathleen) McGoron, Assistant Professor of Child and Family Development, Wayne State University
This article is republished from The Conversation under a Creative Commons license. Read the original article.
(Family Features) Many people don’t think much about whether their blood is clotting properly. However, when you have a bleeding disorder, a condition that affects the way your body controls clots, it’s no small matter.
According to the National Heart, Lung, and Blood Institute (NHLBI), part of the National Institutes of Health, abnormal clotting can lead to a host of problems, including excessive bleeding after an injury or during surgery.
About 3 million people in the U.S. have bleeding disorders. Some types, such as hemophilia, are inherited, meaning a person who has it is born with it. Inherited bleeding disorders are caused by certain genes passed down from parents to children. These genes contain instructions for how to make proteins in the blood called clotting factors, which help blood clot. If there is a problem with one of these genes, such as a mutation – a change in the gene’s instructions – the body may make a clotting factor incorrectly or not make it at all.
You can also have what’s called an acquired bleeding disorder, meaning you develop it during your lifetime. Acquired bleeding disorders can be caused by medical conditions, medicines or something unknown. Your risk of developing a bleeding disorder depends on your age, family history, genes, sex, or other medical conditions. If bleeding disorders run in your family, you may have a higher risk of developing or inheriting one.
Symptoms of a bleeding disorder may appear soon after birth or develop later in life and can include:
Excessive bleeding or bruising, such as frequent or long nose bleeds (longer than 15 minutes) or frequent or long menstrual periods
Petechiae, which are tiny purple, red, or brown spots caused by bleeding under the skin
Redness, swelling, stiffness, or pain from bleeding into muscles or joints
Blood in urine or stool
Excessive umbilical stump bleeding
Excessive bleeding during surgery or after trauma
If you believe you, or someone you care for, may have a bleeding disorder, talk to a health care provider. Your provider may make a diagnosis based on symptoms, risk factors, family history, a physical exam, and diagnostic tests. Health care providers typically screen for bleeding disorders only if you have known risk factors or before certain surgeries.
How your bleeding disorder is treated depends on its type. If your disorder causes few or no symptoms, you may not need treatment. If you have symptoms, you may need daily treatment to prevent bleeding episodes, or you may need it only on certain occasions, such as when you have an accident or before a planned surgery.
If you have been diagnosed with a bleeding disorder, it’s important to be proactive about your health and follow your treatment plan. To lower your risk of complications:
A Story of Bravery, Balance, and a Bleeding Disorder
There are lots of things that make Mikey White Jr. special. He’s a dedicated athlete. He’s determined, disciplined, and optimistic. He’s also living with hemophilia, a type of bleeding disorder.
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White was diagnosed with hemophilia at age 3 after experiencing several severe bleeding episodes. He had to give up baseball and basketball, his passions, because of the high risk of injuries, but he found competitive swimming – and he’s been breaking records ever since.
“Competitive swimming is a noncontact sport, so it complements my hemophilia while still being an intense and rigorous sport,” White said.
Being an athlete with hemophilia requires support, White admits. He works with his healthcare team and coaching staff to make sure he safely manages his condition and balances it with his training. He hopes his story encourages others living with bleeding disorders to accept and appreciate their bodies the way they are.
What the ‘moral distress’ of doctors tells us about eroding trust in health care
The article discusses the ethical dilemmas faced by healthcare providers when families demand life-sustaining treatments for patients unlikely to benefit, highlighting moral distress and trust issues.
Consider a typical case: A 6-month-old child has suffered a severe brain injury following cardiac arrest. A tracheostomy, ventilator and feeding tube are the only treatments keeping him alive. These intensive treatments might prolong the child’s life, but he is unlikely to survive. However, the mother – citing her faith in a miracle – wants to keep the child on life support. The clinical team is distressed – they feel they’re only prolonging the child’s dying process.
Often the question the medical team struggles with is this: Are we obligated to continue life-supporting treatments?
Bioethics, a modern academic field that helps resolve such fraught dilemmas, evolved in its early decades through debates over several landmark cases in the 1970s to the 1990s. The early cases helped establish the right of patients and their families to refuse treatments.
But some of the most ethically challenging cases, in both pediatric and adult medicine, now present the opposite dilemma: Doctors want to stop aggressive treatments, but families insist on continuing them. This situation can often lead to moral distress for doctors – especially at a time when trust in providers is falling.
Consequences of lack of trust
For the family, withdrawing or withholding life-sustaining treatments from a dying loved one, even if doctors advise that the treatment is unlikely to succeed or benefit the patient, can be overwhelming and painful. Studies show that their stress can be at the same level as people who have just survived house fires or similar catastrophes.
In the clinic, mistrust can create an untenable situation. Families can feel isolated, lacking support or expertise they can trust. For clinicians, the situation can lead to burnout, affecting quality and access to care as well as health care costs. According to the National Academy of Medicine, “The opportunity to attend to and ease suffering is the reason why many clinicians enter the healing professions.” When doctors see their patients suffer for avoidable reasons, such as mistrust, they often suffer as well.
At a time of low trust, families can be especially reluctant to take advice to end aggressive treatment, which makes the situation worse for everyone.
Ethics of the dilemma
Physicians are not ethically obligated to provide treatments that are of no benefit to the patient, or may even be harmful, even if the family requests them. But it can often be very difficult to say definitively what treatments are beneficial or harmful, as each of those can be characterized differently based on the goals of treatment. In other words, many critical decisions depend on judgment calls.
Consider again the typical case of the 6-month-old child mentioned above who had suffered severe brain injury and was not expected to survive. The clinicians told the ethics review committee that even if the child were to miraculously survive, he would never be able to communicate or reach any “normal” milestones. The child’s mother, however, insisted on keeping him alive. So, the committee had to recommend continuing life support to respect the parent’s right to decide.
Physicians inform, recommend and engage in shared decision-making with families to help clarify their values and preferences. But if there’s mistrust, the process can quickly break down, resulting in misunderstandings and conflicts about the patient’s best interests and making a difficult situation more distressing. https://www.youtube.com/embed/MY4e4l-eAFk?wmode=transparent&start=0 Moral distress in health care.
Moral distress
When clinicians feel unable to provide what they believe to be the best care for patients, it can result in what bioethicists call “moral distress.” The term was coined in 1984 in nursing ethics to describe the experience of nurses who were forced to provide treatments that they felt were inappropriate. It is now widely invoked in health care.
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Numerous studies have shown that levels of moral distress among clinicians are high, with 58% of pediatric and neonatal intensive care clinicians in a study experiencing significant moral distress. While these studies have identified various sources of moral distress, having to provide aggressive life support despite feeling that it’s not in the patient’s interest is consistently among the most frequent and intense.
Watching a patient suffer feels like a dereliction of duty to many health care workers. But as long as they are appropriately respecting the patient’s right to decide – or a parent’s, in the case of a minor – they are not violating their professional duty, as my colleagues and I argued in a recent paper. Doctors sometimes express their distress as a feeling of guilt, of “having blood on their hands,” but, we argue, they are not guilty of any wrongdoing. In most cases, the distress shows that they’re not indifferent to what the decision may mean for the patient.
But with the right support, we also argued, feelings of moral distress can be an opportunity to reflect on what they can control in the circumstance. It can also be a time to find ways to improve the care doctors provide, including communication and building trust. Institutions can help by strengthening ethics consultation services and providing training and support for managing complex cases.
Difficult and distressing decisions, such as the case of the 6-month-old child, are ubiquitous in health care. Patients, their families and clinicians need to be able to trust each other to sustain high-quality care.
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Erika Squires, Assistant Professor, Wayne State University and Lucy (Kathleen) McGoron, Assistant Professor of Child and Family Development, Wayne State University
This article is republished from The Conversation under a Creative Commons license. Read the original article.
