Showing posts with label news articles on parenting. Show all posts
Showing posts with label news articles on parenting. Show all posts

Friday, May 9, 2008

Sue Scheff: Discipline Do’s: Creating Limits for ADHD Children




5 ways for parents of ADHD children to establish a reliable structure and solid limits.


Your child with attention deficit disorder (ADD ADHD) is loving, intelligent, cute, creative — and often wants his own way. He has the talk and charm to out-debate you, and will negotiate until the 59th minute of the 23rd hour. Like salesmen who won’t take no for an answer, he can wear you down until you give in to his wishes.


Sound familiar? Children with ADHD are more often slave to, than master of, their wishes and feelings. Those who are exceedingly impulsive and distracted seem to have a greater need for interaction and attention, even if getting it means battling with their parents. While all children require reliable structure and solid limits, ADHD kids need them more. Holding your ground is not mean or unreasonable. Here are some strategies for hanging tough.

Tuesday, April 29, 2008

Sue Scheff: Is Your Child Socially Immature?






How to improve behavior and social skills at home and at school for children with ADHD.

The problem: The social maturity of children with attention deficit disorder (ADD ADHD) may be a few years behind that of their peers. In addition, they have difficulty reading verbal and physical social cues, misinterpreting remarks, or not getting jokes or games. Thus, their responses and reactions are often inappropriate, and they may have trouble making and keeping friends their own age.

The reason: ADHD is a developmental disorder in which brain maturation is delayed. The student’s development may also be uneven. Students may behave appropriately in some situations but not in others, leading some unenlightened adults to believe “they can behave when they want to.”

The obstacles: ADHD children are usually not aware of how immature or off-base they may seem to peers and adults. They cannot adequately “read” other people’s responses to their behavior. Desperate for positive attention, they may try behavior that is outrageous, funny, or negative, mistakenly believing it will gain them friends and respect. They may be ostracized by their peers and singled out by teachers, which hurts their self-esteem.

Solutions in the classroom




Understanding the developmental level of your ADHD student is critical. While a child’s academic performance may be up to par, socially he or she may lag several years behind the rest of the class.

Do not expect the child to behave as responsibly or rationally as his classmates. Thinking of him as two or three years younger than the group will help you better understand and respond to his needs.
Never embarrass or humiliate an ADHD child in your classroom for off-target social behavior. Whatever their maturity level, children with ADHD often don’t learn social skills “naturally.” These skills have to be taught.




Work privately with the student to provide appropriate words and phrases to use with peers, and practice them one-on-one repeatedly. Provide opportunities for the student to work with small groups, and monitor interactions closely to minimize difficulties with peers.




In some special-needs classes and schools, teachers post “emotion” drawings or photos on the wall, displaying a variety of facial expressions with words describing what they mean (“Angry,” “Sad,” “Surprised”). These visual reminders help ADHD students interpret situations that occur in life. The rest of the class does not have to know that the drawings are only for your ADHD students.




Praise the child in front of peers for work that’s well done. Increased self-esteem and peer recognition can occur when a student’s special skills or talents are highlighted and shared with the group. The child will not have to resort to antics and off-target remarks to get the attention he needs.




Solutions at home




Adjust your expectations to recognize that your child’s understanding and behaviors are often those of a much younger child. With this knowledge in mind, try to give your child directions or instructions that a child perhaps two years younger could understand and accomplish easily.

Identify your child’s strengths and interests by providing opportunities to explore special gifts and talents. Expose him or her to music, various sports, art, cooking, or any other hobby that can lead to mastery and a greater sense of self.
Be a coach to your child by role-playing and rehearsing everyday situations and appropriate responses. Exhibit appropriate behaviors yourself, and discuss with your child social situations in your own life and how you decided to respond.
If possible, locate a social skills remediation group in your area and enroll your child so he can practice in a “safe” environment.
Children with ADHD are often great playmates and babysitters to younger children. In such situations they can exercise their positive caring traits while not being threatened by peer relationships that don’t match up.
Get involved in your child’s activities if the adults in charge don’t understand the reason for your child’s immaturity. Many parents of ADHD kids volunteer to lead Scout troops, coach Little League, or supervise community service efforts to be with their child.

Wednesday, November 28, 2007

Sue Scheff: Why Children Lie by Dr. Lawrence Kutner

Lying is a skill all children learn. It is a tool for avoiding blame or punishment, and for shoring up a poor self-image. While all children lie, some do it much more than others. Psychologists who study lying have found patterns that help predict which children will lie the most.

The key difference appears to be the emotional well-being of the child. Children who are chronic liars don’t feel good about themselves. Even so, repeated lying can be a sign of several underlying problems, each of which requires a different response from parents.

The most common reasons for lying, particularly among younger children, is a fear of punishment. This is especially true when the punishment is severe or the parents have unrealistically high expectations for their children. For example, a colleague told me about a family she had been counseling. The five-year-old girl’s stepfather insisted that she do such things as putting away all her clothes without being asked, and clearing the table after dinner. He punished her if she didn’t. The girl would say she had done the chores, even if she’d (predictably) forgotten.

Although the stepfather complained about the girl’s lying, the underlying issue was his inappropriate expectations of what a normal five-year-old could do. The child was handling the situation the best way she knew how. Given her limited abilities and powerlessness within the family, lying was actually an adaptive response.

Older school-age children will also lie to enhance their self-esteem and social status. For example, they may claim to have met a particular rock star, actor, or sports figure, or they may exaggerate their parents’ wealth. Occasional lies like this are seldom anything to worry about, since they’re to be expected in the course of children’s games of one-upsmanship.

But repeated lies about social status are a sign of trouble. They tell you that the child has a bad attitude about himself. Ask yourself why he might be feeling humiliated or worthless. Is he being ignored? Has he been the butt of jokes, or been belittled?

For older children, chronic lying is often a rebellion against restrictions. It is a way to challenge a parent’s authority. Preteens no longer feel they must tell their parents everything they do; they may respond with a lie to what they perceive as an intrusive question.

As they grow older, children realize that the greatest control they can have is the control of information. Generally, the more intrusive or overinvolved parents are, the more likely it is that preadolescents will lie by omitting information. Often they do this blatantly, as if to emphasize their growing need for privacy. “Where did you go?” “Nowhere.” What did you do?” “Nothing.” “Who was there?” “Nobody you’d know.”

A sudden increase in lying can also be a signal that something’s wrong in the family. This is especially true if the child is acting out in other ways, such as stealing or committing vandalism. You should pay particular attention if the victims of the thefts or other petty crimes are other family members. Often this is a cry for help that is much louder than his words alone could be.

For example, it’s not too unusual when counseling a preadolescent who has done something dramatic and new, such as stealing and crashing the family car, or who has been arrested for burglary, to discover that his parents were contemplating a divorce. Creating this crisis was the only way the child could think of to reunite his parents, if only for the moment. While his motivations were unconscious, his actions addressed his strong needs.

Dr. Lawrence Kutner is a nationally known clinical psychologist who teaches at Harvard Medical School, where he’s co-founder and co-director of the Harvard Medical School Center for Mental Health and Media. He’s the author of five books: Parent & Child: Getting Through to Each Other; Pregnancy and Your Baby’s First Year; Toddlers and Preschoolers; Your School-Age Child; and Making Sense of Your Teenager.

Saturday, November 3, 2007

Sue Scheff: Book Reviews by Parents for Parents

Take a moment to see what parents are recommending to other parents. Click here.

There is a wide range of books from ADD/ADHD to Teen Depression and Help for Troubled Teens.

Saturday, October 27, 2007

Sue Scheff: Parenting Articles

For informational articles on parenting teens and more, visit my new Blog that is being updated regularly as news articles and magazines bring today's current issues with adolescents.

Click here.