Summertime is upon us! For those of us highly affected by a school calendar, the summer provides a break from the typical schedule. Children especially can have a lot of unstructured time. I have fond memories spending my summer vacation as a child on road trips, visiting friends, and going on more than a few visits to the swimming hole! While many consider this break a much-needed reprieve, summer can present some pitfalls.
CONTINUEIt is STAAR testing season! Parents, if your child’s therapy appointment falls on a testing day, please call the office in advance to reschedule. If you aren’t sure when your child is testing, reach out to the school. They should have this information.
CONTINUEAs my own children began to grow up, I learned an interesting truth. Parenting does not end when your child turns 18 and graduates from high school. For parents of adult children, a behavior contract can help with this continued parenting relationship.
CONTINUEI never intended to develop a specialty in potty training or handling urinary and fecal incontinence (e.g., bedwetting or soiling oneself). Before graduating with my Ph.D., I completed a one-year internship at Oregon Health and Science University. I worked at Doernbecher Children’s Hospital. One of my supervisors was Dr. Kurt Freeman, who ran a specialty clinic for toileting issues. Each intern completed a 3-month rotation in his clinic. Every Monday afternoon, all the patients I saw experienced various toileting problems.
CONTINUEAs much as individuals may hate to admit it, the world largely runs on principles of behaviorism. We can trace much of what we do back to rewards or punishments to some degree. Denying this is almost akin to denying the existence of gravity. These principles were discovered, not invented. Individuals who oppose behaviorism argue it is a cold way to control someone. Behaviorism can be used without coldness, however. By understanding and utilizing these principles, we can use them in our favor rather than merely being controlled by them. In fact, one could even argue that giving emotional warmth to another person is a form of reinforcement.
CONTINUEIn a previous post, I discussed my early experiences advocating for students in 504 or IEP/ARD meetings. Parents often feel overwhelmed with the number of school officials who attend these meetings. The number of acronyms also is overwhelming to parents. Many parents feel the school doesn’t seek their feedback. Others know so little about the process they don’t feel comfortable asking questions. Based on these observations, I offer these tips for parents to help themselves be successful in these meetings.
CONTINUEThe primary population of therapy patients I see is children and young adults, so a common issue I address is difficulty doing well in school. This can affect individuals who come for treatment for a variety of reasons. For example, individuals with ADHD often have difficulty staying on task and avoiding distractions. Individuals with depression may have difficulty getting started. Individuals with anxiety tend to become overwhelmed. In more general terms, students are in college or graduate school who didn’t have to study before. Each of these individuals could benefit from establishing an effective study session.
CONTINUEMy first time advocating for students as a professional was when I was a caseworker in St. Louis, Missouri, in 2006. At the time, I had completed my coursework for a Ph.D. in School Psychology. This included classes on the requirements for special education services and 504 accommodations. I learned how to advocate effectively through these early successes and failures advocating for children on my caseload.
CONTINUEOne aspect of our clinic that parents, and even some clinicians, may find unusual is our requirement for parent attendance in therapy. We require parents to participate in every session for their child’s therapy appointments. The amount of time spent in the session could be a brief check-in regarding progress or attending the entire session. Typically speaking, the younger the child/lower the developmental level, the more time a parent spends in session; however, we do have some cases where the parent and older adolescent are together for the entire session. There are five main concerns I hear about our practice of involving parents. My hope is to address each concern to some degree and explain how our methods help most patients do better in therapy.
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