‘Labelling a child’ is the term used to describe the process where a psychologist or psychiatrist assesses a child, resulting in a diagnosis or ‘label’. The diagnosis is based on a set of criteria defined in the Diagnostic and Statistical Manual of Mental Disorders – Fourth Edition (DSM-IV).

About 10% of children and young people will have a mental health problem. The most common diagnoses for children include anxiety disorders; attention-deficit and disruptive behavior disorders; autism spectrum disorders; and eating disorders (for example, anorexia nervosa).

If you suspect your child may have a mental health condition, chances are you’ve wondered if it’s beneficial to obtain a professional opinion and perhaps a diagnosis. While professionals were traditionally hesitant to diagnose pre-adolescents with DSM-IV conditions, diagnoses have been on the rise since the 1980s, partly as a result of greater research into child mental health.

What is a diagnosis?

A reputable mental health professional will not give a diagnosis without a thorough evaluation of a person’s symptoms, behaviours, and developmental history. In the case of a child, specialists will usually consult with several other sources (for example, parents, teachers, and family doctors) before confirming a diagnosis.

What are the advantages of a diagnosis?

An accurate diagnosis will give parents and their child a clear and realistic sense of the limitations and challenges the child may face as a result of the disorder. Following a diagnosis, you should also have a good sense of what treatment plans are available, their pros and cons, and how effective they are. This knowledge can provide tremendous peace of mind for families who are struggling.

Other advantages of a diagnosis include:

• An accurate understanding of your child’s strengths and how to best harness them.
• Individual support from Specialists at your child’s school (for example, regular hours with a Learning Support teacher or funding for resources or appropriate training for teachers).
• Subsidized help for the family (for example, home-based intervention such as ABA for children with autism spectrum disorders).
• Effective collaboration between health professionals. For example, a Speech Pathologist, Occupational Therapist and Psychologist can work together to give your child comprehensive treatment.

What are the disadvantages of a diagnosis?

Most professionals agree: forming a diagnosis can be difficult. A child’s behaviour can change depending on their environment, their food intake and the people around them, which can impact the assessment process.

The disadvantages of a diagnosis may include:

• Stigma from other parents or peers.
• Difficulties reversing the diagnosis should behaviour change or improve.
• Children need support when discussing a diagnosis.
• Some families might find a thorough assessment and Diagnostic Report costly.

Finding more support:

Quirky Kid has offices in Sydney and Wollongong,

If you are concerned as to whether or not obtaining a diagnosis for your child is right for your family, you may find it helpful to talk through the decision with a professional yourself. Ask your health care provider about counselling or support services in your community or contact Quirky Kid on +61 2 9362 9297.

You can share your experiences and discuss the benefits or disadvantages of a diagnosis with other parent on our parenting forum, the Quirky Kid Huddle.

Parents may find useful resources at the Quirky Kid Shoppe.

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Sources:

National Institute for Mental Health in England (2008). The Mental Health Act: Essential Information for Parents and Caregivers.

Harakavy-Friedman, Jill M (2009). Dimensional Approaches in Diagnostic Classification: Refining the Research Agenda for DSM-V. American Journal of Psychiatry 166, 118-119

Kimberley O’Brien (2011). Interview on the advantages, disadvantages, benefits and challenges of diagnosing children.

The Cleveland Clinic (2005-2009). “Attention Deficit Hyperactivity Disorder.” http://my.clevelandclinic.org/disorders/Attention_Deficit_Hyperactivity_Disorder/hic_Attention-Deficit-Hyperactivity_Disorder.aspx. Retrieved September 24, 2011.

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The same perspective – on the education system and ADHD – was echoed by creativity expert Sir Ken Robinson. During his presentation, he makes a strong argument against the use of medication as the principal method of treatment with children diagnosed with ADHD. This is also a strong focus of Quirky Kid’s work with children and families experiencing ADHD.

In summary, he indicates that our children are living during the mot stimulating period of our existence and we are penalizing children and demanding they listen to, at times, boring non- interactive classes – by medicating them. There are much more to his presentation, so please watch below:

Please see the video below:

If you would like more information on ADHD interventions at the Quirky Kid Clinic, please contact us.

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The Likes of You{th} is a  Tool to Boost Social and Emotional Well–being for Adolescent Boys.

The Likes of You{th} Kit is a set of 12 Picture Cards, 24 Questions Cards and a User Manual written by Child Psychologist, Kimberley O’Brien. The LoY Kit has been developed to help boys (10–16 years) through the often turbulent transition to young adulthood. With an emphasis on self-awareness and coping strategies. The Likes of You{th} Kit empowers young boys to improve their social and emotional well-being through collaborative activities and discussion.

Covering themes such as Authority and Rebellion, Motivation and Depression, Confidence and  participation, Freedom and Escape, Study stress and conflict, Girls, rumours and sexuality, Screen Addiction and boredom, Companionship and loyalty, Independence and Identity, Pa rents and Responsibility, Self esteem and style, Gangs and aggression this resources is perfect to complement the practice of those working with young people.

>> Download a Flyer or Buy Now

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The highest you ever climbed! – The furthest you ever swam! – The fastest you ever ran! -

Children love stories, especially true stories describing adventure and emotional extremes. Often they will ask to hear our stories but how often do they get to tell theirs?

The TMAS cards invite young people to recall and retell their own memorable moments of extremity (Luckiest! Loneliest! Bravest!), as they rediscover a sense of pride in their own achievements. The story topics have been carefully chosen to appeal to young storytellers, with the capacity to engage listeners of all ages.

The TMAS cards are a useful tool for parents and professionals working with young people to facilitate communication, highlight strengths, give praise and boost self-esteem.

The TMAS collection is designed for young people and adults, (aged 6 years and above). We all have stories to tell and the TMAS cards provide a forum for all people to share their experiences, children and adults alike. The cards have been tried and tested with individuals and small groups, throughout a number of different contexts.

>> Download a Flyer or  Buy Now!

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The FACE IT collection always makes an impression! This set of thirty-five (35) hand-drawn cards, depicting a wide range of facial expressions, are designed to engage children and adults from diverse social and cultural backgrounds as well as those on the Autism spectrum or with other special needs.

Parents, teachers and therapists will find the FACE IT cards are an exceptional resource to increase communication in the home, school, clinic or community setting.

Effectively used with both individuals and groups, the FACE IT cards allow participants the option of ‘pointing out’ their emotions to increase understanding, problem-solving and empathy when dialogue is difficult.

We hope you enjoy using them as much as we do!

Buy the Face It at the Quirky Kid Shoppe

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Attention is the cognitive process of concentrating on one aspect of the environment while ignoring other things. Examples of attention include listening to one conversation while ignoring others that are going on in a room, or focusing on what is happening in the classroom when there is a sports lesson going on outside.

How can I tell if my child has difficulties with attention?

Children with attention difficulties often display some or all the following behaviours:

• Making careless mistakes in schoolwork
• Difficulty sustaining attention during a task or when playing
• Seems to not listen when spoken to directly
• Doesn’t follow through on instructions and doesn’t finish schoolwork
• Difficulty organising complex tasks
• Forgetfulness
• Loses important items
• Avoids or dislikes activities that need long periods of concentration, such as school projects

Is it Attention Deficit Hyperactive Disorder (ADHD)?

Not all children with attention difficulties have ADHD. All children will have periods of inattention at some point for various reasons such as being tired, hungry or disinterested in the current task. Children with ADHD display inattentive and hyperactive behaviours more often and intensely than other children the same age. Diagnosis of ADHD is a lengthy process that can be completed by a pediatrician,  psychologist or psychiatrist.

How can I manage my child’s attention difficulties at home?

• Maintain eye contact with your child when giving instructions, and have him repeat instructions back to you so you can be sure he has understood.
• Keep the daily routine as predictable as possible, and prepare your child for changes in her routine.
• Keep verbal directions clear and brief.
• Provide healthy food options to enhance energy and concentration.
• Ensure your child has regular sleep and wake times for adequate rest.

How can my child’s attention difficulties be managed in the classroom? 

• Provide the child with low-distraction work areas, such as being seated near the teacher’s desk, and away from temptations such as toys or computers.
• Establish specific classroom rules and follow them consistently.
• Surround the child with classmates who will serve as good role models.
• Where possible, write instructions down as well as giving them verbally, as written instructions serve as a reminder to stay on-task.
• Break large activities into small achievable steps,  only giving the next instruction once the first step has been completed.
• Provide positive statements and praise when the child is focused and on-task, and decrease the focus on negative behaviours.
• Schedule more difficult or demanding tasks at the best times for concentrating, usually mornings.
• Allowing the child extra time to complete difficult tasks where possible.

We offer a range of services, workshops and individualized consultations to support children with attention difficulties or ADHD. Please contact us for more information

—

Information for this fact sheet has been gathered from the Better Health Channel, Raising Children Network, and child psychologist Kimberley O’Brien. Prepared by Psychologist Jacqui Olsson.

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Auditory Processing refers to the brain’s ability to recognise and interpret the sounds from the surrounding environment. People with Auditory Processing difficulties do not process information in the same way as others, as their ears and brain to not completely co-ordinate. Something adversely affects the way these people recognise and interpret sounds, particularly the sounds involved in speech. People experiencing these difficulties may be diagnosed with Auditory Processing Disorder (APD).

What are the symptoms of Auditory Processing Disorder?

People with APD may have difficulties with the following tasks:

• Focusing on the voice of one person in noisy environments
• Remembering instructions given verbally
• Distinguishing between similar words, such as slime/climb, thin/thing etc
• Filtering out background noise
• Sustaining attention for periods of time
• Participating appropriately in discussions with groups of people, such as in the classroom.

They may also show academic difficulties, behavioural difficulties and/or social difficulties.

Could it be something else?

Before your child is diagnosed with APD, it is important to rule out the following issues:

• Hearing loss
• Learning difficulties
• Attention problems such as ADD
• Other language problems
• Major developmental difficulties such as Autism

What can I do if my child is experiencing Auditory Processing Difficulties?

Auditory Processing Disorder is best treated by an Audiologist or Speech Pathologist. However, the following strategies may be implemented to make some tasks easier for your child.

• Try to make sure that his learning environments (both at home and at school) are as quiet as possible when concentration is required.
• Ask your child’s teacher if she can sit at the desk closest to the teacher’s desk, so the teacher’s voice is loud compared to others.
• Give your child written instructions for homework, chores, etc so he can refer if he has forgotten.
• Break instructions into small, achievable steps and give small rewards or verbal praise when each step is completed
• Visual cues for tasks at home and at school should be provided to aid your child in understanding what is required of her
• Ensure you have your child’s attention (e.g. eye contact) before speaking to him
• Check that your child has understood what has been said to her by asking her to repeat or summarise the instructions she was given

—-

Information for this fact sheet was taken from the Children, Youth and Women’s Health Service website; National Institute on Deafness and Other Communication Disorders (2004), and from Child Psychologist Kimberley O’Brien.

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During our visit to New York in the USA we visited the The International Dyslexia Association stand to complement our skills and knowledge about Dyslexia. Since then we also attended to the SPELD conference featuring experts in learning difficulties, including Dyslexia. Please find more information below.

What causes Dyslexia?

The exact causes of Dyslexia are still unknown. However, anatomical and brain functioning studies have shown differences in the way a person with dyslexia’s brain develops and functions. It is also known that dyslexia is not due to either lack of intelligence or motivation to learn.

Who can have dyslexia?

Dyslexia occurs in people of all backgrounds and intellectual levels. It has also been found that dyslexia runs in families, and so dyslexic parents are very likely to have children with dyslexia. People who are very bright can also be dyslexic. They are often gifted in areas that do  not require strong language skills, such as art, computer science, dance, drama, design, maths and science.

What are the effects of dyslexia?

The impact that dyslexia has is different for each person, and depends on the severity of the condition. The most common effects are problems with reading, spelling, and writing. Some people with  dyslexia do not have difficulties with early reading and spelling tasks, but experience difficulties when more complex language skills are required such as grammar, comprehension and written expression.

People with dyslexia can also have problems with spoken language. They may find it difficult to express themselves clearly, or to comprehend what others are saying as they speak. Such language problems are often difficult to recognise, but they can lead to major problems in school, the workplace, and in relating to other people. The effects of dyslexia reach well beyond the classroom.

Dyslexia can also affect a person’s self-image and self-esteem. Students with dyslexia often end up feeling “dumb” and less capable of tasks than they actually are.

What are the signs of dyslexia?

The problems displayed by individuals with dyslexia involve difficulties in acquiring and using language. Reading and writing letters in the wrong order is just one manifestation of dyslexia and does not occur in all cases.

Other problems experienced by people with dyslexia include:

• learning to speak
• organizing written and spoken language
• learning letters and their sounds
• memorizing number facts
• spelling
• reading
• learning a foreign language
• correctly doing math operations

What can be done about it?

Dyslexia is a life-long condition. With proper help, people with dyslexia can learn to read and write well, and early identification is the key. If you believe your child may have dyslexia, please contact us to arrange a dyslexia assessment.

______

Information for this article was gathered from The International Dyslexia Association, from The Children, Youth and Women’s Health Service and Professor Maggie Snowling during our participation at the  SPELD Conference 2009.

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This pattern of behaviour must be observable both at home and at school. Children suffering from ADHD often fail to pay close attention to detail in their schoolwork or other tasks, and their work is often messy and completed in a hurry. They often find it hard to stick with tasks until they are finished, and may move quickly from one task to another. Children with ADHD often appear as if their mind is elsewhere, and that they are not listening to what is being said.

These children are often fidgety, and have difficulty staying seated at school or while at the dinner table or watching TV. They often have difficulty playing quietly and seem to talk excessively. Children suffering from ADHD are often impatient, and have difficulty waiting their turn. They may make comments out of turn, interrupt others, grab objects from others, fail to listen to instructions and generally disrupt others.

What should I look for?

• Does your child make careless mistakes in schoolwork or other activities?
• Does your child have difficulty remaining interested in play activities or tasks?
• Does your child appear not to listen when spoken to directly?
• Does your child fail to follow through on instructions?
• Does your child have difficulty organising tasks and activities?
• Does your child avoid tasks that require sustained attention such as homework?
• Is your child often forgetful?
• Does your child often fidget or appear uncomfortable?
• Does your child leave their seat in the classroom or where staying seated is expected?
• Is your school-aged child “on the go” or  “driven by a motor”?
• Does your child talk excessively?
• Does your child blurt out answers before a question is completed?
• Does your child often interrupt others?

What can the Quirky Kid Clinic do for my child?

The Quirky Kid Clinic is a unique place for children and adolescents aged 2-18 years. We work from the child’s perspective to help them find their own solutions.  If you suspect your child may be experiencing symptoms of ADHD you might consider one of the following options:

• Book an individual session with our experienced Child Psychologists
• Register for one of our upcoming workshops
• Contact us for more information

Reference:

American Psychiatric Association:Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Washington, DC, American Psychiatric Association, 2000.

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