Teach your children the signs for a range of useful verbs.

Are you doubting that your child might be suffering from autism? Find out in this infographic the signs/symptoms of autism in children

I wrote a column recently about brain growth, primarily in children and adolescents. I learned some very interesting information. Our brain naturally grows and changes throughout our life, but we can boost our own brain growth and that of our children by following some simple steps. I’ve read several articles by Eric Jensen, the leading […]

Yes, ANOTHER free printable this week. I know, if I could pinch you from here I would; free stuff is so dreamy! This is a quick matching manners worksheet I made tonight as a supplement to a Manner…

Nephrotic syndrome is characterized by massive proteinuria (3.5g in 24 hours in adults and more than 2g/m2 body surface in children). It is often associated with edema, hypoalbuminemia and more.

#PTSD #ComplexPTSD #trauma #abuse #childabuse #mentalhealth Trauma Can Cause These Symptoms @HealingCPTSD

Values are a person's beliefs about what's important, or what matters most to them. They can be just about anything, such as family, hard work, success,...

It is the goal of these nursing mnemonics to provide an easy quick-guide to simplify the concepts of pharmacology.

An overall outlook on anxiety disorders, types of anxiety disorders, their symptoms, common risk factors involved, the aetiology of anxiety disorders as well as the treatments for anxiety disorders

The students read two easy texts about sick children. Then they have to answer questions about the text. They also should give advice, what the children should do in each cas.There is also a role play between the doctor and the patient.If you want other worksheets about the same topic, you can find them here:https://en.islcollective.com/mypage/my-creations?search_key=Health&type=printables&option=published&id=5163&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=12 - ESL worksheets

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Resiliency is the ability to quickly recover from change or misfortune. In the last 15 years the internet and other technological adva...

This is part two of a very occasional series of posts about my take on different psychological theories. Earlier this year I took a look at Urie Bronfenbrenner's ecological approach to life. Who knew this would be my most popular post? As of this evening, over 4,430 people have viewed that blog entry. I'm thankful that the post is so popular: my human met him once and found him to be a very kind man. Children love and want to be loved and they very much prefer the joy of accomplishment to the triumph of hateful failure. Do not mistake a child for his symptom. -- Erik Erikson Today we draw our attention to Erik Homberger Erikson. Please note, this is someone radically different from the conservative commentator Erick Erickson. The two would have very little in common in their world views. Erik was born on June 15, 1902 in Frankfort am Main, Germany. After graduating from high school, he moved to Florence Italy to study art. By 1927 he was teaching a a psychoanalytically informed school for children in Vienna that was started by Dorothy Burlingham and Anna Freud. Deeply influenced by this work, Erikson earned a certificate from the Maria Montessori School and later did psychoanalytic training at the Vienna Psychoanalytic Institute. After graduating from the psychoanalytic institute in 1933, Erikson and his wife fled the Nazis who had come to power in Germany. His long career included positions at Massachusetts General Hospital Judge Baker Guidance Center, Harvard Medical School, and University of California Berkeley. While in California Erikson studied children on a Sioux reservation for a year as well as children in the and Yurok tribe. Erikson left Berkeley when professors were asked to sign a loyalty oath. He returned to Massachusetts first working at the Austen Riggs Center for a decade and finally returning to Harvard. He remained a professor of human development at Harvard University until he retired in 1970. Erik Erikson's highest academic degree was a high school diploma. In 1973 the National Endowment for the Humanities selected Erikson for the Jefferson Lecture, which is the US government's highest honor for achievement in the humanities. His lecture was entitled "Dimensions of a New Identity." Enough background information. Onto the good stuff. This chart is the most commonly learned distillation of Erikson's work. Sorry his name is spelled wrong in the chart. It seems there is a lot of confusion about the proper spelling of his name. The spelling I'm using, Erik Erikson, is the correct way. So when you think about it, puppy development and human development isn't all that different. I'm not so sure dogs really ever get past adolescence. That's okay though, I think you all like us just the way we are. Here is Erikson's theory, as it applies to humans, in a nutshell: The infant's first social achievement, then, is his willingness to let the mother out of sight without undue anxiety or rage, because she has become an inner certainty as well as an outer predictability. -- Erik Erikson Early in life both babies and puppies face a crisis: trust versus mistrust. If the world is safe enough, and we are cared for well enough, we develop a sense of stability and security. If we work through this well we approach the world with a confident curiosity. If problems happen (abuse, neglect, deprivation) we learn the world is unsafe, we lose our curiosity, and become closed off and hidden. We learn to hope. Always moving forward, our next crisis is autonomy versus doubt. Ever spend time with a two year old that constantly says no? Play a game with a very young child who insists on controlling every dimension of the game? Early on, youngsters learn a delicate balance between autonomy and interdependence. How many parents, in a demand for discipline, demand complete obedience from their children at all times? Too much of a demand for a child to bend to the will of an adult can create deep feelings of shame, incompetence, and out of control behaviors. Striking a successful balance creates creatures who remain curious, have built in self control, and have a certain degree of autonomy. We learn will. Children must eventually train their own children, and any impoverishment of their impulse life, for the sake of avoiding friction, must be considered a possible liability affecting more than one lifetime. -- Erik Erikson Next up comes initiative versus guilt.Young ones busy themselves learning about the world around them. Square pegs fit in square holes. Round pegs fit in round holes. Sugar spilled on the floor makes mom crabby. We learn to count, speak, and ask for things with ease. We start to engage in activities. We want to play with that game. We want to walk in this direction. We start to take risks and learn how to keep ourselves safe (look both ways before we cross the street!). Good enough parents encourage and support children's efforts toward their own goal directed activities in realistic ways. When things go wrong and parents actively discourage children's independent activities (or belittle their activities), children can develop guilt about their needs, desires, and activities. We learn purpose. The next crisis we all face is industry versus inferiority. During these years, our primary years of school, we find our self confidence. Now having developed goal directed activity, our activity becomes productive. We create the things we need. Words come together to form sentences. Sentences come together to form paragraphs. Paragraphs come together to form stories. Good enough parents share a sense of excitement in what their children create. When things go wrong, and children are ridiculed or unable to meet adult expectations, children internalize a sense of inferiority We learn competence. Every adult, whether he is a follower or a leader, a member of a mass or of an elite, was once a child. He was once small. A sense of smallness forms a substratum in his mind, ineradicably. His triumphs will be measured against this smallness, his defeats will substantiate it. The questions as to who is bigger and who can do or not do this or that, and to whom—these questions fill the adult's inner life far beyond the necessities and the desirabilities which he understands and for which he plans. -- Erik Erikson As childhood rolls into adolescence, we face the crisis of identity versus role confusion. Having built confidence in our abilities, we start to look for our place in our world. We ask the question "Who am I and where am I going?" In this time of development we find ourselves at a crossroad of development where we consolidate the rapid development of childhood and walk across the bridge to adulthood. Given enough time and space to explore the different roles society has to offer us, a young person can freely experiment and explore many different kinds of identities. A good enough parent will let their adolescents stretch and reach into all sorts of different identities while also offering some loose protective boundaries. Restrictive and domineering parents can clip the experiences of an adolescent and prevent them from finding a sense of identity that can haunt them long into their adulthood. We learn our identity. As our adolescence grows into young adulthood, we grapple with issues of intimacy versus isolation. Having found our identities we no longer need to destroy things that threaten our sense of self. We ask of ourselves if we are loved and wanted, and whether we will share our life with someone or live alone. Done well we find ourselves forming long-term commitments to others through intimate and reciprocal relationships. Done poorly, we find ourselves isolated. We learn love. As young adulthood moves into middle adulthood, we face the crisis of generativity versus stagnation. We ask of ourselves, "Will produce something of real value?" We find our way to contribute to society developing a sense of generativity, productivity, and accomplishment. Through our work we provide something toward the betterment of society and future generations. Done poorly we feel stagnated, dissatisfied, and disconnected from a sense of purpose. We learn care. As adults grow into elders, we face the crisis of ego integrity versus despair. Our work gradually slows and our attention turns inward toward contemplating our accomplishments. Done well, we see ourselves has having created a successful life. Done poorly we review our lives and feel we haven't reached our goals and we despair. We learn wisdom. Healthy children will not fear life if their elders have the integrity enough not to fear death. -- Erik Erikson

Have you heard of "That" Kid? I'm sure you have. In fact, you might even be the mom of that kid. But what does "that kid" even mean? Who are we really talking about?

Pathological Demand Avoidance, PDA, or more accurately, Pervasive Drive for Autonomy. Are you homeschooling a PDA child? Here are some tips!

TIPP is a distress tolerance skill from DBT, which is an evidence-based treatment that focuses on learning how to cope with change and distressing situations. Temperature, Intense Exercise, Paced Breathing, and Paired Muscle Relaxation (TIPP) are distress tolerance skills based on the idea that a calm physical body helps create a sound mind. TIPP skills are usually recommended alongside other treatments. The DBT TIPP skills PDF handout is used to de-escalate a distressing situation. This learning material can be used to calm down physically and mentally by helping you regulate your breathing and relaxing your muscles. Each exercise helps to reduce physical and emotional distress quickly and effectively. Kids and teens can use this handout to help them increase mindfulness and emotional regulation during stressful situations. Caring adults and mental health professionals can use this to assist kids and teens to build their distress tolerance and resilience. The DBT coping statements handout can be used alongside the TIPP handout to help kids, teens, and young adults to accept reality, feel better, and handle the situation well. This handout can be paired with our DBT TIPP skills worksheet. *This item is an instant digital download. A link to download your files will be emailed to you once payment is confirmed. Want more resources like this? Check out our full catalog of DBT worksheets and handouts. References: Linehan, M. M. (2014). DBT skills training handouts and worksheets. Guilford Publications. McClellan, J. (2023). Dialectical Behavioral Therapy. DOI: https://doi.org/10.1016/j.jaac.2023.07.823 McIvor, L., & Atnas, C. (2022, July). Reflections on developing a group intervention within a Home Treatment Team. In Clinical Psychology Forum (Vol. 355, p. 23). Mock, A.A., Saito, E. McGee, M., Wolosyzn, P., Venuti, M. (2019). Efficacy of dialectical behavior therapy versus treatment as usual for acute-care inpatient adolescents. P149-156. DOI:https://doi.org/10.1016/j.jaac.2019.01.020 Panos, P. T., Jackson, J. W., Hasan, O., & Panos, A. (2014). Meta-analysis and systematic review assessing the efficacy of dialectical behavior therapy (DBT). Research on Social Work Practice, 24(2), 213-223

And what you should know if you have a chronic illness.

And moms can learn a thing or two from them, too.

I work with angry kids every day I go to work (and sometimes at home with my own 3 kiddos). We all feel anger. Anger is not bad in of itself; it's what we do when we are angry that matters. Anger is a secondary emotion that is displayed in an effort to protect the person from feeling other emotions that may be more uncomfortable or less socially acceptable. For instance, it may be easier to feel angry at someone who shared a secret rather than to feel embarrassed. This poster is a great visual aid when explaining how anger works

for a list of early childhood trauma resources

If you have worked with a BCBA in the past, it is likely that you have heard the term FUNCTIONS OF BEHAVIOR. BCBAs look at function to determine WHY

Surprise—both sexes have a biological clock

What is it? A child with dyspraxia can present with a wide spectrum of difficulties. The term is, however, used to describe co-ordination difficulties with evidence of significant perceptual problems in the majority of cases. Caution should be taken...

Researchers at UCSF have found that children with sensory processing disorders have decreased structural brain connections in specific sensory regions different than those in autism, further establishing SPD as a clinically important neurodevelopmental disorder.