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 Recent Articles

Make time for teeth…

By | children's health, Health | No Comments
by Lisa Costigan
Rottingdean Dental Care

Lisa Costigan from Rottingdean Dental Care has practiced locally for 27 years. During this time she has dealt with many dental injuries and is very keen that all parents should know what to do if their child damages a tooth.

 

What should I do if my child damages a primary (baby) tooth?
You don’t have to do anything yourself to the tooth. However it is important that you visit your dentist as soon as possible. NEVER put back a knocked out primary (baby) tooth as you could damage the permanent tooth below.

Why is important that I visit the dentist straight away?
Your dentist will want to assess the injury and monitor the tooth. If it has become very loose they may want to remove it as there could be an airway risk. If it has been mildly displaced from the socket they may be able to reposition it. Sometimes if the movement is very slight the tooth will reposition spontaneously.

How can I care for the injured tooth at home?
Avoid giving hard food for two to four weeks and if possible avoid use of a pacifier or nursing bottle. Remember to keep brushing the tooth as it is important to keep it clean. Look out for any changes around the injured tooth. Colour change is a common sign of primary (baby) tooth trauma and may range from yellow to grey to black. Always return to your dentist with any concerns.

Can an injury to a primary (baby) tooth damage the unerupted permanent tooth?
During the first years of life the primary (baby) teeth are very closely related to the permanent teeth which are forming inside the bone. When injury occurs in the primary teeth in this period it can affect the appearance of the permanent teeth, which could erupt with white or brown marks or a deformation in the crown. It may also disturb the eruption time of the permanent tooth.

What should I do if a permanent tooth is broken or knocked out?
• Find the tooth. Hold the tooth by the crown (the white part), not by the root (the yellow part).
• Re-implant immediately if possible.
• If contaminated rinse briefly with cold tap water (do not scrub) and put the tooth back in place. This can be done by the child or an adult.
• Hold the tooth in place. Bite on a handkerchief to hold it in position and go to the dentist immediately.
• If you cannot put the tooth back in, place in a cup of milk or saline. When milk or saline or not available, place the tooth in the child’s mouth (between the cheeks and gums).
• Seek immediate dental treatment as your dentist will need to take an x-ray and place a splint on the adjacent teeth. Follow up treatment will depend on the stage of root development of the tooth.

Lisa advises that due to the frequency of the tooth injuries all parents should download the Dental Trauma First Aid App which is endorsed by IAPT (International Association of Dental Traumatology).

Rottingdean Dental Care was opened in 1982. It became the first practice in Sussex to hold both national quality standards BDA Good Practice and Investors in People.
Email: info@rottingdeandental.co.uk

 

Getting the grown-ups to agree

By | Education, Uncategorized | No Comments
by Richard Taylor-West
Headmaster, Shoreham College

A senior manager in education once said to me, “Of course, one of the most difficult things is when we are trying to work with a young person, but the grown-ups don’t agree.” I cannot remember when it was said, or who said it, but I do remember being struck by the force of it.

What interested me about this proclamation was that although it seemed at the time to be a comment on agreeing practicalities like homework, or who has achieved a prize or prefects’ badge, it has, when true, more far-reaching implications than it might at first seem.

The headmaster of a well-known school in the north of England recently wrote that he feels that “right now there is certainly a job to do with the health and well-being of young people in our care”. He is right: there is and I cannot help feeling that this may have something to do with the statement I have quoted above.

More than ever, we live in an environment which seems to be giving rise to an astonishing level of opinion about almost anything and everything. Social media, for example, seems to lend itself to the publishing of a view point about all things under the sun and instantly. And, of course, so many people have become experts overnight, haven’t they?

I haven’t even begun to touch upon the increasing notion that knowledge is highly negotiable and it really depends whether or not you are in the possession of ‘fake news’ or ‘alternative facts’. These two cosmic forces can throw a whole new spanner in the works too.

Someone asked me recently what I was giving up for Lent and I answered ‘opinions’, as there are far too many of them, I think. Yet, of course, ironically, here I am writing something for a magazine. That fact does not escape me, but I’ll do my best to observe, rather than judge.

We only have to think about how many different reports and viewpoints we have seen in the last few years on the benefits, or not, of red wine to see that bringing education into the picture is bound to elicit quite a few perspectives – from ‘experts’ and non ‘experts’ alike.

If I proclaimed “homework is good for you”, you will find teachers who will argue about that quite loudly. They usually begin with, “well that depends”. If I said that pupils should be rewarded with prizes on sports’ day, I have known different families respond in markedly variant ways. If I said pupils must take responsibility for their actions, most parents might agree, although I have seen parents disagree with each other about this, when it comes down
to the nitty gritty of it – and that is a challenge too.

Here’s one observation: it seems to me that whilst there is something to be said for diversity in life, it might also be true that for young people developing their ideas and values, utter confusion might not be the way forward. In fact, I suspect it is wholly unhelpful. It destabilises them and can be isolating. It can create a kind of moral loneliness.

So, what about schools? What can we do to work against this potential chaos, which does not help young people? That is a tricky question, of course, but I think there is one starting point. Each school has to form its own ethos and attempt to persuade parents that it is a reasonable one, even a good one, to stand by and uphold.

It is then up to the parents to buy into that ethos, quite literally for independent schools, and for the school and the parents to work hard together to create as much consensus as possible for the good of the young people they are jointly nurturing. From my observations, confusion and a lack of clarity in what the ‘grown-ups’ think is rarely helpful. The school and the parents really should collaborate on what is a challenging and complex project.

If I were to sum up our ethos it says that we strive to provide an excellent academic education, which enables all of our pupils to be realistically ambitious and make confident informed choices, in a safe environment that is in keeping with a Christian tradition whilst widening pupil horizons as people who have a place and social responsibilities within a local, national and global community. We say that we encourage and promote a strong partnership between pupils, parents and the school, recognising that each member of the school community has an equally important role to play in contributing to the success of the individual and to the overall ethos of the College.

Naturally, of course, there is going to be the vexed question of interpretation. What does being ‘realistic’ mean or ‘informed’ in terms of our statement above? This is definitely problematic. (We would have thought the Ten Commandments might have been fairly straightforward, after all. And look what happened there.)

Good schools also strive hard to prepare young people to make choices in terms of their values and moral standpoints. Schools can offer the pupils real choice and understanding. That said, a school should make a stand in terms of values. It should expect pupils to show respect to others, take part, work hard, engage with their own working lives with a great deal of ownership and self-discipline. Schools should expect young people to be honest, have integrity and take on their share of the hard work and responsibility that making a living breathing community entails. Surely, no one could disagree with these simple things?

I am concerned, however, when I see young people being brought up to think of number one first and to believe that life is simply a consumer experience to be had and for the benefit of individuals only. In other words, an approach that says “this is for me and I would like it my way” and “all things are negotiable, aren’t they? After all, who knows what is true?” This seems doomed to me and not helpful at all to schools. It is socially unhealthy too.

Well, that’s my opinion. I didn’t quite manage to give them all up for Lent, after all.

Please call 01273 592681 to find out more about what Shoreham College can offer you, or to arrange a personal visit at any time of the school year.
www.shorehamcollege.co.uk

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