The number of children identified with autism has more than doubled over the last decade. School-based professionals are now asked to participate in the screening, assessment, and educational planning for children and youth on the spectrum more than at any other time in the recent past. Moreover, the call for greater use of evidence-based practice has increased demands that school personnel be prepared to recognize the presence of risk factors, engage in case finding, and be knowledgeable about “best practice” guidelines in assessment and intervention for autism spectrum disorder (ASD). Continue reading
For decades, the psychological assessment and treatment of offenders has run on invalid and untested programmes. In his book, Bad Psychology, Robert A. Forde exposes the current ineffectiveness of forensic psychology that has for too long been maintained by individual and commercial vested interests, resulting in dangerous prisoners being released on parole, and low risk prisoners being denied it, wasting enormous amounts of public money. Robert A. Forde is a retired consultant forensic psychologist and prison psychologist.
How many eyes do you have?
I’m betting the answer to that question is no more than two. However, there is a traditional joke that psychologists have a “third eye” which enables them to see into people’s minds. Pretty obviously, they don’t. Perhaps less obviously, this means that they only have the same powers of observation as anyone else. Much of my recent writing in psychology has examined the implications of this simple statement.
Lisabeth Emlyn Clark talks about her experience of growing up with dyslexia and how she wishes she’d received the correct support at a younger age to help her manage it. Her personal story has inspired her to write a children’s book about a boy named Harry with dyslexia called I Don’t Like Reading.
As a child I loved looking at books and enjoyed having them read to me. Often with my favourite stories I would stare at the pages for an age, looking at every part of the picture so I could memorize the details while I listened to the words being spoken. When the pages were turned I would look at the picture and hear the first few words, and could finish the sentence before the reader did.
I remember being around 6 or 7 years old when I started to realise that my friends and class mates seemed to finish reading their books so much faster than I did. They all seemed to be on the harder stage books than me and some even on the ‘pupil choice’ stage. I left primary school having never been able to choose my own reading book!
It’s not that I couldn’t read then, or can’t read now; my issue has always been that I try so hard to read the text that it becomes harder to remember what I have just read and this makes books difficult to understand. Continue reading
Susan Young, author of The STAR Program, talks about the innovative methods she has developed to help children with ADHD develop their self-control, concentration and problem-solving skills.
I started working with young people with Attention Deficit/Hyperactivity Disorder (ADHD) over 20 years ago. The clinical picture has changed over these years due to research, which has considerably advanced our scientific knowledge and understanding about the aetiology, presentation, treatment and prognosis of ADHD. ADHD is now recognised to be a lifespan condition yet, despite international guidelines on the assessment, treatment and management of ADHD, too many young people reach adulthood with undiagnosed ADHD. As a psychologist, I am less concerned with a “clinical” diagnosis than the functional problems associated with inattention and the immediate or longer-term effects on a child’s development and life satisfaction. As a mother I know how worrying this can be and, as a clinician, I know that steps can be taken to help and support a child in overcoming these difficulties. I know how important it is for everyone to work together to help children effect change in their lives, so I wanted to develop an intervention that may involve teachers, parents/carers and the children themselves. We do not often intervene directly with children and treatments: we usually aim to make change by teaching those who interact with them to change the environment around them in some way. I think this underestimates our children’s abilities and misses an important opportunity. Why can we teach children academic skills but not life skills? I wrote the STAR Intervention to provide these life skills to children, their parents/carers and, hopefully, others involved in their care. Continue reading
Nick Luxmoore, author of Practical Supervision for Counsellors who Work with Young People, explores the positive impact that good supervision sessions can have on counsellors who are struggling to break down barriers with young people in their care.
It’s Nikki’s first day as a counsellor and she’s about to see four young people. “Help!” she says, panicking. “What am I supposed to do?” Elsewhere, the girl Stephanie’s been seeing for counselling has ripped up a box of tissues and stormed out of the room, Marvin’s complaining that his counselling waiting list is getting longer and longer, and all the young people at Maggie’s school appear to be cutting themselves or feeling suicidal….
However experienced or inexperienced they may be, all professional counsellors are obliged to have regular meetings with a supervisor: someone with whom they can untangle the “stuckness” that develops in their thinking and relationships. Most are only too glad of the facility and most counsellors are able to choose their supervisor, someone who may or may not already have experience of working with young people. Continue reading
Sonia Mainstone-Cotton, author of Promoting Young Children’s Emotional Health and Wellbeing, provides some very useful and easy tips for supporting young children’s happiness at this important stage in their development.
Wellbeing is a term we hear a lot about for adults and young people, but we don’t hear so much about it for young children. We know that the rates of teenage mental health problems are rising alarmingly, and we are aware that children and young people are feeling increasingly stressed and distressed. I passionately believe if we can help young children to have a good wellbeing then we are setting them off to a great start in life. But to help children have a good wellbeing, we need to be proactive about it.
One critical aspect of a child having good wellbeing is by them knowing that they are loved – that they are loved for the unique and precious individuals they are. Parents and grandparents clearly have a crucial role in letting children know that they are unconditionally loved, but I also believe that key workers, teaching assistants, children’s workers also have a role in showing children that they are loved and wanted. We show this through the words we use and the way we hold children. Part of my job is as a nurture consultant; I have seven children and schools that I support throughout the year. Every time I see one of my nurture children I ensure I show delight in seeing them that day. I smile at them, I look them in the eyes and tell them how lovely it is to see them today, how much I have been looking forward to our time together. Continue reading
Margaret Malpas, author of Self-fulfilment with Dyslexia, provides an overview of the creative process in a person’s brain and explores the reasons why creativity is a particular strength of people with dyslexia.
Her book, printed on cream paper so that it is easy on the eye, is a very simple to follow guide designed to help people with dyslexia make the most of their true potential. Royalties from the sale of the book will be donated to the British Dyslexia Association. Find out more about the book here.
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Margaret Malpas, author of Self-fulfilment with Dyslexia, explains how it is not just talent that makes people successful but rather the strength of character to succeed. Admitting that dyslexic people may well struggle academically at an early age, she nonetheless asserts that with dyslexia comes the determination to prove your critics wrong.
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In this extract from Disruptive, Stubborn, Out of Control?, Clinical Psychologist Bo Hejlskov Elvén looks at the psychology behind children’s behaviour and offers fresh advice to teachers on how to handle confrontation in the classroom. Referring to his method as the low arousal approach, he puts forward that it is best not to rise to the bait, but to act moderately in order to restore harmony and gain the student’s trust.
With many examples of typical confrontational behaviours and clues for how to understand and resolve the underlying issues, his book provides an innovative approach to restructuring the teacher-student relationship. Click here to find out more about the book.
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