Free download PDF of the Iceberg. “Anger is often described as a “secondary emotion” because people tend to use it to protect their own raw, vulnerable, overwhelming feelings. Underneath Dave’s anger was pure exhaustion and feeling that he wasn’t good enough for his wife. So his anger was protecting him from deeply painful shame. Learning to recognize anger as a protector of our raw feelings can be incredibly powerful. It can lead to healing conversations that allow couples as well as children and parents to understand each other better.” ... See MoreSee Less
Interesting read on a hard place parents and kids can find themselves in. “The teen has attended art therapy and equine therapy regularly for years. He also participated in a mentorship program and attended a school designed for children with behavioral health needs. Jenn and Jason participated in family therapy sessions with their son, where they learned coping skills and practiced de-escalating situations at home. The teen was also prescribed medication to help regulate his emotions. Jenn says her son enjoyed going to therapy and seemed to be making some progress, but his anger remained unpredictable. During the worst of the conflicts, the teen has kicked holes in walls and broken appliances. He has attempted to run away from home and even created weapons to try to hurt his parents and himself.” ... See MoreSee Less
Short Read “The nurture initiative was originally brought to Ireland by Susan Gibney, director of Blackrock Education Centre in Dublin, following her experience as a principal. It is a short-term focused intervention to deal with non-cognitive issues that are blocking learning for some children. She introduced the programme to her school to tackle disruptive behaviour in the classroom and minimise the use of reduced timetables. She now facilitates the training of teachers in schools around Ireland. “It’s based on attachment theory and neuroscience,” says Gibney. “Children need to know how to form relationships to learn. “Once you can teach the children to form a relationship with the teacher and the special needs assistant in the nurture room, then they can form them between their peers – it extends to their class, to the whole school and eventually out into society.” ... See MoreSee Less
Ben Gurney-Smith, DDPI Research Coordinator, is delighted to announce that the National Institute for Health Research (NIHR) has agreed to fund a programme of research to examine the clinical and cost...
Interesting Article “More than any other age group, early childhood is a wonderful place where neuroscience can be applied along with other sciences to strengthen children’s growth and development, and not just for children directly, but for their parents, their families and supporters. We know that in those first five years, you are tremendously affected by experiences, and they override your genetics. We know that genetics is important, too, but we also—at least according to the latest thinking—know that experiences are much more critical than what you’re born with. And those experiences are especially important for those competencies that have the “critical period” in the first five years. So not only are the first five years critical, but there are certain functions that develop like language, reasoning and empathy. It’s not just the core of traditional academic learning. Many critical skills have their first critical period in between the age of two and four, or two and five.” ... See MoreSee Less
Brilliant 😊” The finishing touches are now being made to a sensory garden at Misterton primary school which will help to support pupils’ mental health. Thrive has developed a specific way of working with children that supports their social and emotional wellbeing. It draws on neuroscience and attachment theory and has created a systematic approach to the early identification of emotional and social developmental needs in children. Misterton Primary School has staff who are trained in the Thrive Approach to support children who may be experiencing emotional difficulties.” ... See MoreSee Less
Short Read “Childhood development researcher, Clair Lerner, suggests that when kids are given an abundance of toys and games, they play less. Too many toys can be distracting and overwhelming to children, leading them to lose the e concentration needed to learn from those toys. Ms. Lerner's findings are echoed by Michael Malone, a professor of Early Childhood Education at the University of Cincinnati. His research showed that fewer and better toys lead to increased sharing and cooperation, both valuable life skills. Moreso, too many toys encourage more solitary play, while causing a sense of unproductive overload.” ... See MoreSee Less
In an effort to promote positive parenting and prevent adverse childhood experiences consider making use of Advancing Parenting’s fifty-three parenting norms bumper stickers. Parenting messages on vehicles will be read thousands of times by thousands of people of all ages for years to come...a unique and powerful way to get quality parenting information out to the community. Sets of the stickers can be put in holders and placed on counters and tables in doctors’ offices, agencies, schools, and businesses so patients, parents, customers, and clients can choose one or more for their cars.
They can also be made available to attendees at events and meetings. The best strategy is to have them laid out on three tables... and it does take three tables! Tell the attendees that they may choose one or two for their car(s). Handing them out doesn't work as well. Some folks don't put stickers on their cars and everyone who wants one will appreciate the opportunity to make their own choice.
Visit advancingparenting.org for more information. 🙂