Tag: psychology

Tips for Parents: How to Be Successful in a 504 or IEP/ARD Meeting

In 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.

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Secrets For An Effective Study Session

The 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.

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Advocate Effectively for your Child: Simple Steps for Parents

My Background as an Advocate

My 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.

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Parent Attendance in Therapy: Easy Way to Improve Results

One 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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