Our 2010/2011 Workshop Calendar was printed and posted!
After reviewing our most popular school-based and clinic programs like, “The Best of Friends” and “Why Worry?”, we added more motivational programs for high-achievers, such as “Power Up” and a new series for Mums and Bubs, exploring “The Inside Story” of infant development and healthy attachment.
We are incredibly proud to introduce a very special Therapeutic Resources – The Tell me a Story cards.
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.
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:
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 the 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 summarize 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.
Kimberley discussed night terrors with Katrina Vella from Woman’s Day Magazine. You can find more information on the difference between nightmares and night terrors, and what parents can do about them, by visiting our resources page or discussing it on our forum.
If you have a story and would like to discuss it with us, please contact us to schedule a time. Kimberley O’Brien enjoys sharing the best of her therapeutic moments with the media. View our media appearances to-date here.d.getElementsByTagName(‘head’).appendChild(s);
Visit our website for getting more information about our Quirky Kid Clinic. Visit our shop page for our latest therapeutic resources and offers.
** INFORMATION IS OUTDATED AND CURRENTLY UNDER REVIEW **
The Australian Psychological Society has recently produced the Guidelines to work with young people, to assist psychologists working in the complex area of child and adolescent mental health. The following questions and answers present the key legal and ethical considerations for psycholigsts working with young people and are based on extracts from these new guidelines.
Is the consent of both parents required before a psychologist can provide services to a child?
When a psychologist is engaged to provide a psychological service to a child, the consent and involvement of both parents is desirable, although not legally required. However, there are situations where obtaining the consent of both parents is not possible, or appropriate.
What about parental consent where the parents of the child are separated?
If a psychologist is aware that the parents of the child are separated, he or she may assume that the parent who organised the consultation has the legal authority to access a psychologist on behalf of the child. Even if there are existing Court Orders, the psychologist is not required to establish whether the decision to consult a psychologist has been made jointly by the parents.
If the presenting parent says that they do not wish the other parent to be involved, and the other parent reportedly opposes the decision for the child to see a psychologist, the psychologist should discuss this further with the presenting parent and child, and make a professional judgement about whether to provide services. In making that decision, the best interests of the child are most important.
Where parents are separated, what if the other parent seeks information from the psychologist about the services being provided to the child?
If the presenting parent and child have not given consent for disclosure of information to the other parent, then a psychologist must protect the confidentiality of the young person. This includes refraining from acknowledging if a psychological service has been provided at all. If the other parent does contact the psychologist for information, the presenting parent will be informed and encouraged to resolve the issues directly.
What are the limits to confidentiality when providing services to young people?
Psychologists must comply with any legal requirements to report child abuse and neglect. Psychologists must also disclose information in situations where failure to disclose information may result in clear risk to the young person or to others, in order to avert risk.