It stems back to “children need to have their self-esteem built up to make good decisions.” Today most families are either single parent or both parents are working full time. This is not the fault of the teen, nor is it the fault of the parents. It is today’s world and we must try to find the middle. Troubled teens, rebellious teens, angry teens, problem teens, difficult teens, peer pressure, depressed teens; unfortunately are part of the society of adolescents today.Communication is always the first to go when people get busy. We have seen this over and over again. We have also experienced it and feel that our children shut us out; this can lead to difficult teens and teens with problems. Although we are tired and exhausted, along with the stress of today’s life, we need to stop and take a moment for our kids.
Talk and LISTEN to them. Ask lots of questions, get to know their friends and their friend’s parents, take part in their interests, be supportive if they are having a hard time, even if you can’t understand it; be there for them.This all sounds so easy and so simple, but take it from parents that have walked this path, it is not easy. When a parent works a full day, has stress from the job along with household chores, not to mention the bills, it is hard to find that moment. We are all guilty of neglect at one time or another after all, we are only human and can only do so much. We feel the exhaustion mounting watching our teens grow more out of control, yet we are too tired to address it.
Out of control teens can completely disrupt a family and cause marriages to break up as well as emotional breakdowns.We know many feel it is just a stage, and with some, it may be. However most times it does escalate to where we are today. Researching for help; Parents’ Universal Resource Experts is here for you, as we have been where you are today.
Do you have a difficult teen, struggling teen, defiant teen, out of control teen, rebellious teen, angry teen, depressed teen? Do you feel hopeless, at your wits end?
Visit www.helpyourteens.com.
Sunday, December 7, 2008
Tuesday, November 25, 2008
Sue Scheff - Teen Entitlement Issues
Does your teen have Entitlement Issues?
Does your teen expect more from you than they have earned or deserve?
Many parents only want the best for their children (usually more than they had growing up), but has this actually backfired on families?
In today’s society many teens have major entitlement issues. Many parents feel that giving their teen’s material items will somehow earn them respect. Quite frankly, the opposite occurs in most families. The more we give, the more our children expect and the less they respect us. We literally lose ourselves in buying our children’s love. At the end of the day, no one wins and life is a constant battle of anger, hopelessness, and debt.
While interviewing a young teen, she was recently given a new car – brand new – felt she deserved it since her parents gave her two used ones previously. She is only 17 years old and already controlling her household and believes she was entitled to this car. She shows no appreciation or respect to her parents. Simply, she deserved it. Can you imagine owning 3 cars by the age of 17, yet never buying one? This is an extreme example, but I am sure many parents can relate.
Entitlement issues can lead to serious problems. Teaching your child respect and responsibility should be priority. Although the issues may have started to escalate, as a parent, it is never too late to take control of the situation and say “no” when your teen feels they are entitled to a frivolous item or anything that is considered a privilege.
Life is about responsibility, as parents we need to teach our children responsibility – helping our children comes natural to us, however when it becomes excessive and the child doesn’t appreciate it, it is time to step back and evaluate your situation.
Learn more at www.helpyourteens.com
Does your teen expect more from you than they have earned or deserve?
Many parents only want the best for their children (usually more than they had growing up), but has this actually backfired on families?
In today’s society many teens have major entitlement issues. Many parents feel that giving their teen’s material items will somehow earn them respect. Quite frankly, the opposite occurs in most families. The more we give, the more our children expect and the less they respect us. We literally lose ourselves in buying our children’s love. At the end of the day, no one wins and life is a constant battle of anger, hopelessness, and debt.
While interviewing a young teen, she was recently given a new car – brand new – felt she deserved it since her parents gave her two used ones previously. She is only 17 years old and already controlling her household and believes she was entitled to this car. She shows no appreciation or respect to her parents. Simply, she deserved it. Can you imagine owning 3 cars by the age of 17, yet never buying one? This is an extreme example, but I am sure many parents can relate.
Entitlement issues can lead to serious problems. Teaching your child respect and responsibility should be priority. Although the issues may have started to escalate, as a parent, it is never too late to take control of the situation and say “no” when your teen feels they are entitled to a frivolous item or anything that is considered a privilege.
Life is about responsibility, as parents we need to teach our children responsibility – helping our children comes natural to us, however when it becomes excessive and the child doesn’t appreciate it, it is time to step back and evaluate your situation.
Learn more at www.helpyourteens.com
Tuesday, November 18, 2008
Sue Scheff: About.com Teens
About.com: Teens by Denise Witmer offers a wealth of information for parents dealing with today's teens. Take a moment to learn more!
Denise D. Witmer has been a "professional parent" at the Masonic Childrens Home in Elizabethtown, Pa. She worked in the adolescent buildings from May 1988 - September 1997 and again from May 2003 - July 2006. She was very active in the teen development and independent living programs.
She is the author of the book, The Everything Parent's Guide to Raising a Successful Child: All You Need to Encourage Your Child to Excel at Home and School. Her advice has also been featured in US News and World Report, Better Homes and Garden's Raising Teens Magazine, and USA Today online and has been referenced in several books for parents of teens, including Surviving Ophelia.
Check out her Blog at http://parentingteens.about.com/b/2008/11/17/parenting-teens-blog-round-up.htm
Friday, November 14, 2008
Sue Scheff: Learn from My Mistakes - Carolina Springs Academy - Lisa Irvin - Teen Help
Are you considering any of the following programs for your child? Take a moment to read my experiences - http://www.aparentstruestory.com/ as well as my book where you can hear my daughter's experiences for the first time - order today at http://www.witsendbook.com/ .
Choosing a program is not only a huge emotional decision, it is a major financial decision - do your homework! Learn from my mistakes - Gain from my knowledge!
Academy of Ivy Ridge, NY (withdrew their affiliation with WWASPS)
Ally Schools - Marketing Arm - Jane Hawley
Canyon View Park, MT
Camas Ranch, MT
Carolina Springs Academy, SC
Cross Creek Programs, UT (Cross Creek Center and Cross Creek Manor)
Darrington Academy, GA
Help My Teen, UT (Adolescent Services Adolescent Placement) Promotes and markets these programs.
Gulf Coast Academy, MS
Horizon Academy, NV
Lisa Irvin (Helpmyteen)
Lifelines Family Services, UT (Promotes and markets these programs) Jane Hawley
Mark Peterson - Teen Help Marketing Arm
Majestic Ranch, UT
Midwest Academy, IA (Brian Viafanua, formerly the Director of Paradise Cove as shown on Primetime, is the current Director here)
Parent Teen Guide (Promotes and markets these programs)
Pillars of Hope, Costa Rica
Pine View Christian Academy (Borders FL, AL, MS)
Reality Trek, UT
Red River Academy, LA (Borders TX)
Respect Academy, NV
Royal Gorge Academy, CO (recently closed)
Spring Creek Lodge, MT
Teen Help, UT (Promotes and markets these programs)
Teens In Crisis
Tranquility Bay, Jamaica
Alert - rumor is that a new program is Mexico is opening soon.
ALERT - It is also rumored that there is a short-term program in or near Oceanside, CA - which may be connected with this organization.
Visit http://www.helpyourteens.com/ for more information.
Choosing a program is not only a huge emotional decision, it is a major financial decision - do your homework! Learn from my mistakes - Gain from my knowledge!
Academy of Ivy Ridge, NY (withdrew their affiliation with WWASPS)
Ally Schools - Marketing Arm - Jane Hawley
Canyon View Park, MT
Camas Ranch, MT
Carolina Springs Academy, SC
Cross Creek Programs, UT (Cross Creek Center and Cross Creek Manor)
Darrington Academy, GA
Help My Teen, UT (Adolescent Services Adolescent Placement) Promotes and markets these programs.
Gulf Coast Academy, MS
Horizon Academy, NV
Lisa Irvin (Helpmyteen)
Lifelines Family Services, UT (Promotes and markets these programs) Jane Hawley
Mark Peterson - Teen Help Marketing Arm
Majestic Ranch, UT
Midwest Academy, IA (Brian Viafanua, formerly the Director of Paradise Cove as shown on Primetime, is the current Director here)
Parent Teen Guide (Promotes and markets these programs)
Pillars of Hope, Costa Rica
Pine View Christian Academy (Borders FL, AL, MS)
Reality Trek, UT
Red River Academy, LA (Borders TX)
Respect Academy, NV
Royal Gorge Academy, CO (recently closed)
Spring Creek Lodge, MT
Teen Help, UT (Promotes and markets these programs)
Teens In Crisis
Tranquility Bay, Jamaica
Alert - rumor is that a new program is Mexico is opening soon.
ALERT - It is also rumored that there is a short-term program in or near Oceanside, CA - which may be connected with this organization.
Visit http://www.helpyourteens.com/ for more information.
Tuesday, November 4, 2008
Sue Scheff: These Moms Know Best Website
These Moms Know Best is a website that combines parenting with great insight and ideas for moms!
As a parent, do you and your teenager have challenging mornings on school days? Are you wondering what you can do to help make your school mornings less stressful? Here are 6 tips to help you and your teenager experience a stress free school morning.
Visit: http://www.thesemomsknowbest.com/categories/Motherhood/Teens/ for more!
Monday, October 27, 2008
Sue Scheff: Keeping Teens from Cheating
Source: Connect with Kids
“You see it everywhere, you see it on the websites, all of these paper mills - places where you can buy papers, [there are] a variety of ways you can cheat, huge variety of ways. [And many teens think] ‘Well, if it’s so widespread, how could it be so wrong?’”
– Hal Thorsrud, Ph.D, assistant professor of philosophy, Agnes Scott College
“Hi YouTube, it’s me Kiki,” says a young teenage girl staring into her web camera. “Today I’m going to show you guys how to cheat on a test … the effective way.”
This video on YouTube, that had over 100,000 hits in the first week after it was posted, is a tutorial for cheating.
“I know it’s not a good thing to cheat,” Kiki continues, “it’s like academic dishonesty blah, blah, blah … but you know, everyone, I think everyone has at least done it once.”
Kids know cheating is wrong, but still they do it. Why?
“Sometimes the teacher doesn’t give us enough time on our work and we run out of time,” says one girl, “and we have no where else to go.”
“Students do it because they, like, don’t really care and they just want to get it done,” says another girl, “so they can go play and stuff.”
17-year-old Pat Foster says he cheated on a class assignment. “It was almost like second nature,” he says. “Not that I do it all the time, but you got to get it done. You don’t want to get a bad grade, you’re missing a couple of answers - here, scribble it down real quick.”
The problem was his teacher saw the whole thing.
“She looked down at my papers and asked me what I was doing. I looked up - I mean, I knew I was caught.”
He got detention, a one-day suspension and a zero on the assignment.
Did he learn a valuable lesson?
“You kind of learn to work the system,” Pat says. “Basically, by the time you’re a sophomore or junior you know the system and how to get around it. I mean, I know - I do try and do my homework. But if I’m going to cheat – quote-unquote cheat - I’ll do that before I get into class, instead of sitting right there in class where it’s very noticeable.”
Experts say parents need to teach their children that grades are simply one measure of learning – and that a good grade means nothing if you cheated.
“You’re ignoring that fact that you’re not really achieving anything,” says Hal Thorsrud, an assistant professor of philosophy. “It’s not an achievement to get a paper off of an Internet website. So, the best, I suppose the best way to confront the plagiarism problem in the long run is to really focus on the value of education. Just remove the desire to cheat, because you’re not going to remove the means.”
12-year-old Jessica Maledy says her parents have taught her the difference. “I think that you cheat yourself and you cheat everyone else when you cheat,” she says. “You’re using someone else’s credit, so you cheat both that person and yourself - cause it’s not your own work.”
Back in her bedroom, looking into her webcam, Kiki acknowledges that what she’s posting online is probably wrong and may get her in some trouble, “Hopefully my teachers do not see this video, cause that would be very awkward.”
Tips for Parents
A recent edition of the “Report Card on the Ethics of American Youth,” a comprehensive national survey on the ethics of young people administered by The Josephson Institute of Ethics showed the following concerning high school students:
Nearly two-thirds (71 percent) admit they cheated on an exam at least once in the past 12 months (45 percent said they did so two or more times)
Almost all (92 percent) lied to their parents in the past 12 months (79 percent said they did so two or more times)
Over two-thirds (78 percent) lied to a teacher (58 percent two or more times)
Over one-quarter (27 percent) said they would lie to get a job
Forty percent of males and 30 percent of females say they stole something from a store in the past 12 months
These statistics seem to be indicative of a drift away from the morals and values that parents traditionally associate with society in the United States. In the press release accompanying the preliminary result of the survey, Michael Josephson, founder and president of the Josephson Institute of Ethics and CHARACTER COUNTS!, called on politicians to recognize the vital importance of dealing with “shocking levels of moral illiteracy” as part of any educational reform package. Saying the survey data reveals “a hole in the moral ozone,” Josephson added: “Being sure children can read is certainly essential, but it is no less important that we deal with the alarming rate of cheating, lying and violence that threatens the very fabric of our society.”
When discussing issues of morality and values, how can a parent illustrate what it means to be a person of character? The Center for the 4th and 5th R’s provides the following examples of characteristics of an individual with a positive character. For example, a person of character …
Is trustworthy:
Honesty – Tell the truth. Be sincere. Don’t deceive, mislead or be devious or tricky. Don’t betray a trust. Don’t withhold important information in relationships of trust. Don’t steal. Don’t cheat.
Integrity – Stand up for your beliefs about right and wrong. Be your best self. Resist social pressures to do things you think are wrong. Walk your talk. Show commitment, courage and self-discipline.
Promise-keeping – Keep your word. Honor your commitments. Pay your debts. Return what you borrow.
Loyalty – Stand by, support, and protect your family, friends, employers, community and country. Don’t talk behind people’s backs, spread rumors, or engage in harmful gossip. Don’t violate other ethical principles to keep or win a friendship or gain approval. Don’t ask a friend to do something wrong.
Treats all people with respect:
Respect – Be courteous and polite. Judge all people on their merits. Be tolerant, appreciative and accepting of individual differences. Don’t abuse, demean or mistreat anyone. Don’t use, manipulate, exploit or take advantage of others. Respect the right of individuals to make decisions about their own lives.
Acts responsibly:
Accountability – Think before you act. Consider the possible consequences on all people affected by actions. Think for the long-term. Be reliable. Be accountable. Accept responsibility for the consequences of your choices. Don’t make excuses. Don’t blame others for your mistakes or take credit for others’ achievements. Set a good example for those who look up to you.
Pursue excellence – Do your best with what you have. Keep trying. Don’t quit or give up easily. Be diligent and industrious.
Self-control – Exercise self-control. Be disciplined.
Is fair and just:
Fairness – Treat all people fairly. Be open-minded. Listen to others and try to understand what they are saying and feeling. Make decisions which affect others only on appropriate considerations. Don’t take unfair advantage of others’ mistakes. Don’t take more than your fair share.
Is caring:
Caring and kindness – Show you care about others through kindness, caring, sharing and compassion. Live by the Golden Rule. Help others. Don’t be selfish. Don’t be mean, cruel or insensitive to other’s feelings. Be charitable.
Is a good citizen:
Citizenship – Play by the rules. Obey laws. Do your share. Respect authority. Stay informed. Vote. Protect your neighbors and community. Pay your taxes. Be charitable and altruistic. Help your community or school by volunteering service. Protect the environment. Conserve natural resources.
According to experts at CHARACTER COUNTS!, character building is most effective when you regularly see and seize opportunities to …
Strengthen awareness of moral obligations and the moral significance of choices (ethical consciousness).
Enhance the desire to do the right thing (ethical commitment).
Improve the ability to foresee potential consequences, devise options and implement principled choices (ethical competency).
When trying to instill morals and values to your child, experts at CHARACTER COUNTS! say it is important to …
Be consistent – The moral messages you send must be clear, consistent and repetitive. Children will judge your values not by what you say but by what you do and what you permit them to do. They will judge you not by your best moments but by your last worst act. Thus, everything you say and do, and all that you allow to be said and done in your presence, either reinforces or undermines the credibility of your messages about the importance of good character. Over and over, use the specific language of the core virtues – trustworthiness, respect, responsibility, fairness, caring and citizenship – and be as firm and consistent as you can be about teaching, advocating, modeling and enforcing these “Six Pillars of Character.” When you are tired, rushed or under pressure you are most tempted to rationalize. It may help to remember that the most powerful and lasting lessons about character are taught by making tough choices when the cost of doing the right thing is high.
Be concrete – Messages about good attitudes, character traits and conduct should be explicit, direct and specific. Building character and teaching ethics is not an academic undertaking; it must be relevant to the lives and experiences of your children. Talk about character and choices in situations that your children have been in. Comment on and discuss things their friends and teachers have done in terms of the “Six Pillars of Character.”
Be creative – Effective character development should be creative. It should be active and involve the child in real decision-making that has real consequences (such as teaching responsibility through allocating money from an allowance or taking care of a pet). Games and role-playing are also effective. Look for “teaching moments,” using good and bad examples from television, movies and the news.
References
The Josephson Institute of Ethics
CHARACTER COUNTS!
Center for the 4th and 5th R’s
“Turn It In” Plagiarism Prevention Program
National Education Association
“You see it everywhere, you see it on the websites, all of these paper mills - places where you can buy papers, [there are] a variety of ways you can cheat, huge variety of ways. [And many teens think] ‘Well, if it’s so widespread, how could it be so wrong?’”
– Hal Thorsrud, Ph.D, assistant professor of philosophy, Agnes Scott College
“Hi YouTube, it’s me Kiki,” says a young teenage girl staring into her web camera. “Today I’m going to show you guys how to cheat on a test … the effective way.”
This video on YouTube, that had over 100,000 hits in the first week after it was posted, is a tutorial for cheating.
“I know it’s not a good thing to cheat,” Kiki continues, “it’s like academic dishonesty blah, blah, blah … but you know, everyone, I think everyone has at least done it once.”
Kids know cheating is wrong, but still they do it. Why?
“Sometimes the teacher doesn’t give us enough time on our work and we run out of time,” says one girl, “and we have no where else to go.”
“Students do it because they, like, don’t really care and they just want to get it done,” says another girl, “so they can go play and stuff.”
17-year-old Pat Foster says he cheated on a class assignment. “It was almost like second nature,” he says. “Not that I do it all the time, but you got to get it done. You don’t want to get a bad grade, you’re missing a couple of answers - here, scribble it down real quick.”
The problem was his teacher saw the whole thing.
“She looked down at my papers and asked me what I was doing. I looked up - I mean, I knew I was caught.”
He got detention, a one-day suspension and a zero on the assignment.
Did he learn a valuable lesson?
“You kind of learn to work the system,” Pat says. “Basically, by the time you’re a sophomore or junior you know the system and how to get around it. I mean, I know - I do try and do my homework. But if I’m going to cheat – quote-unquote cheat - I’ll do that before I get into class, instead of sitting right there in class where it’s very noticeable.”
Experts say parents need to teach their children that grades are simply one measure of learning – and that a good grade means nothing if you cheated.
“You’re ignoring that fact that you’re not really achieving anything,” says Hal Thorsrud, an assistant professor of philosophy. “It’s not an achievement to get a paper off of an Internet website. So, the best, I suppose the best way to confront the plagiarism problem in the long run is to really focus on the value of education. Just remove the desire to cheat, because you’re not going to remove the means.”
12-year-old Jessica Maledy says her parents have taught her the difference. “I think that you cheat yourself and you cheat everyone else when you cheat,” she says. “You’re using someone else’s credit, so you cheat both that person and yourself - cause it’s not your own work.”
Back in her bedroom, looking into her webcam, Kiki acknowledges that what she’s posting online is probably wrong and may get her in some trouble, “Hopefully my teachers do not see this video, cause that would be very awkward.”
Tips for Parents
A recent edition of the “Report Card on the Ethics of American Youth,” a comprehensive national survey on the ethics of young people administered by The Josephson Institute of Ethics showed the following concerning high school students:
Nearly two-thirds (71 percent) admit they cheated on an exam at least once in the past 12 months (45 percent said they did so two or more times)
Almost all (92 percent) lied to their parents in the past 12 months (79 percent said they did so two or more times)
Over two-thirds (78 percent) lied to a teacher (58 percent two or more times)
Over one-quarter (27 percent) said they would lie to get a job
Forty percent of males and 30 percent of females say they stole something from a store in the past 12 months
These statistics seem to be indicative of a drift away from the morals and values that parents traditionally associate with society in the United States. In the press release accompanying the preliminary result of the survey, Michael Josephson, founder and president of the Josephson Institute of Ethics and CHARACTER COUNTS!, called on politicians to recognize the vital importance of dealing with “shocking levels of moral illiteracy” as part of any educational reform package. Saying the survey data reveals “a hole in the moral ozone,” Josephson added: “Being sure children can read is certainly essential, but it is no less important that we deal with the alarming rate of cheating, lying and violence that threatens the very fabric of our society.”
When discussing issues of morality and values, how can a parent illustrate what it means to be a person of character? The Center for the 4th and 5th R’s provides the following examples of characteristics of an individual with a positive character. For example, a person of character …
Is trustworthy:
Honesty – Tell the truth. Be sincere. Don’t deceive, mislead or be devious or tricky. Don’t betray a trust. Don’t withhold important information in relationships of trust. Don’t steal. Don’t cheat.
Integrity – Stand up for your beliefs about right and wrong. Be your best self. Resist social pressures to do things you think are wrong. Walk your talk. Show commitment, courage and self-discipline.
Promise-keeping – Keep your word. Honor your commitments. Pay your debts. Return what you borrow.
Loyalty – Stand by, support, and protect your family, friends, employers, community and country. Don’t talk behind people’s backs, spread rumors, or engage in harmful gossip. Don’t violate other ethical principles to keep or win a friendship or gain approval. Don’t ask a friend to do something wrong.
Treats all people with respect:
Respect – Be courteous and polite. Judge all people on their merits. Be tolerant, appreciative and accepting of individual differences. Don’t abuse, demean or mistreat anyone. Don’t use, manipulate, exploit or take advantage of others. Respect the right of individuals to make decisions about their own lives.
Acts responsibly:
Accountability – Think before you act. Consider the possible consequences on all people affected by actions. Think for the long-term. Be reliable. Be accountable. Accept responsibility for the consequences of your choices. Don’t make excuses. Don’t blame others for your mistakes or take credit for others’ achievements. Set a good example for those who look up to you.
Pursue excellence – Do your best with what you have. Keep trying. Don’t quit or give up easily. Be diligent and industrious.
Self-control – Exercise self-control. Be disciplined.
Is fair and just:
Fairness – Treat all people fairly. Be open-minded. Listen to others and try to understand what they are saying and feeling. Make decisions which affect others only on appropriate considerations. Don’t take unfair advantage of others’ mistakes. Don’t take more than your fair share.
Is caring:
Caring and kindness – Show you care about others through kindness, caring, sharing and compassion. Live by the Golden Rule. Help others. Don’t be selfish. Don’t be mean, cruel or insensitive to other’s feelings. Be charitable.
Is a good citizen:
Citizenship – Play by the rules. Obey laws. Do your share. Respect authority. Stay informed. Vote. Protect your neighbors and community. Pay your taxes. Be charitable and altruistic. Help your community or school by volunteering service. Protect the environment. Conserve natural resources.
According to experts at CHARACTER COUNTS!, character building is most effective when you regularly see and seize opportunities to …
Strengthen awareness of moral obligations and the moral significance of choices (ethical consciousness).
Enhance the desire to do the right thing (ethical commitment).
Improve the ability to foresee potential consequences, devise options and implement principled choices (ethical competency).
When trying to instill morals and values to your child, experts at CHARACTER COUNTS! say it is important to …
Be consistent – The moral messages you send must be clear, consistent and repetitive. Children will judge your values not by what you say but by what you do and what you permit them to do. They will judge you not by your best moments but by your last worst act. Thus, everything you say and do, and all that you allow to be said and done in your presence, either reinforces or undermines the credibility of your messages about the importance of good character. Over and over, use the specific language of the core virtues – trustworthiness, respect, responsibility, fairness, caring and citizenship – and be as firm and consistent as you can be about teaching, advocating, modeling and enforcing these “Six Pillars of Character.” When you are tired, rushed or under pressure you are most tempted to rationalize. It may help to remember that the most powerful and lasting lessons about character are taught by making tough choices when the cost of doing the right thing is high.
Be concrete – Messages about good attitudes, character traits and conduct should be explicit, direct and specific. Building character and teaching ethics is not an academic undertaking; it must be relevant to the lives and experiences of your children. Talk about character and choices in situations that your children have been in. Comment on and discuss things their friends and teachers have done in terms of the “Six Pillars of Character.”
Be creative – Effective character development should be creative. It should be active and involve the child in real decision-making that has real consequences (such as teaching responsibility through allocating money from an allowance or taking care of a pet). Games and role-playing are also effective. Look for “teaching moments,” using good and bad examples from television, movies and the news.
References
The Josephson Institute of Ethics
CHARACTER COUNTS!
Center for the 4th and 5th R’s
“Turn It In” Plagiarism Prevention Program
National Education Association
Wednesday, October 15, 2008
Sue Scheff - Better ADHD Behavior
How teachers and parents can inspire better ADHD school behavior with help from these impulse-controlling exercises for children with attention-deficit.
The problem: The student with attention deficit disorder (ADD ADHD) interrupts the teacher and classmates by calling out answers or commenting while others are speaking.The reason: Children with ADHD have difficulty controlling their impulses. Scientists believe that a problem with dopamine, a brain chemical, causes them to respond immediately and reflexively to their environment — whether the stimulus is a question, an idea, or a treat.
That’s why they often seem to act or talk before thinking, and ADHD school behavior suffers as a result.The obstacles: Children with ADHD may not be aware that they are interrupting. Even if they are, they have difficulty understanding that their behavior is disturbing or disruptive to others.Simply telling them their behavior is wrong doesn’t help. Even though they know this, their impulsivity overrides their self-control. Many ADHD children can’t understand nonverbal reprimands, like frowning, either.
Read the entire article here: http://www.additudemag.com/adhd/article/1977.html
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