Kimberley O’Brien, our principal child psychologist, discussed ‘Tiger Mums’ and academic pressure with 6pm with George Negus reporter, Danielle Isdale. You can find more useful, practical and informative advice about academic pressure 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
Naturally, parents want to help their children and to see them succeed, but where do you draw the line with regards to their homework?
Parents often assist children by sitting down to help with homework, sometimes checking for mistakes, and occasionally completing entire projects.
Some research shows that helping with homework can be beneficial for children’s performance at school. However, other studies show different results about helping children with homework.
The Quirky Kid clinic suggests that the difference between parental involvement being beneficial or not is dependent on the type and the amount of involvement.
By constantly cutting in on the job your kids are doing, you may risk undermining their confidence. This may make them feel inadequate when it comes to completing tasks on time or may inhibit them from developing the knowledge and skills to do it themselves.
Tips to assist your children with homework.
It is best to establish a routine for homework at the beginning of the year. Decide with your child when and where homework should be completed. Creating a homework schedule together is a great way to discuss this, and put down in writing what you agree on.
You can make homework something children will look forward to by making it special one-on-one time with you. But remember to let children keep most control of it – make sure the pencil is in their hand, not yours.
To help children focus at homework time, set some boundaries, ensure they have a clear work space, and establish some goals, such as a time limit. Additionally, by placing a clock near their work space children will be able to monitor their own time.
Provide your children some wind down time after school. Allowing them to play for a while and have a healthy snack, will help them to concentrate when they start their homework.
Many schools have implemented a homework policy. If you think your child is receiving too much homework, or it is too difficult, get in contact with the school to discuss your concerns.
Most importantly, by allowing children to complete homework themselves, they will have greater sense of achievement. Additionally, providing parents with a legitimate reason to pile on the praise. Remember to always praise effort rather than intelligence.
Need more help?
The Quirky Kid Clinic provides private consultations and a range of resources to assist with homework challenges and performance. Please contact us to make an appointment or visit our resources page.
Kimberley O’Brien, our principal child psychologist, discussed helping children with their homework, with Herald Sun reporter, Meg Mason. You can find useful, practical and informative advice about parenting by visiting our resources page, – or discussing it on our forum.
To view the full article please visit the Herald Sun online.
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. Visit our website for more information about our clinic and our team.
Kimberley O’Brien, our principal child psychologist, discussed starting the new school year with Daily Telegraph reporter, Mercedes Maguire. You can find useful, practical and informative advice about parenting by visiting our resources page, – or discussing it on our forum.
To view the full article please visit the Daily Telegraph online.
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. Visit our website for more information about Quirky Kid Clinic and Quirky Kid Team.
Autism Spectrum Disorders (ASDs) are lifelong developmental disabilities characterised by marked difficulties in social interaction, impaired communication, restricted and repetitive interests/behaviours, and sensory sensitivities.
It is called a spectrum disorder as each child may be affected in a different way. The severity of the disorder can range from mild to severe, and includes Autism, Asperger’s syndrome and Pervasive Developmental Disorder – Not otherwise Specified.
Repetitive behaviours are a core component of the diagnosis of autism, and they form an important part of early identification.
Typical Development of Repetitive Behaviours
Infants – often demonstrate repetitive behaviours including kicking, waving, banging, twirling, bouncing and rocking. These behaviours however, reduce after 12 months.
24 – 36 months – compulsive like behaviours including preference for sameness begin to emerge.
4 years – decrease in all repetitive behaviours. By the time a child reaches school age there are usually relatively few repetitive behaviours to be seen.
Repetitive Behaviours in a child diagnosed with an ASD
The amount and frequency of repetitive behaviours seen in a child diagnosed with an ASD is significantly higher than that seen in children without an ASD diagnosis. There are also differences in the types of repetitive behaviour demonstrated in autism and typical development.
Young children with autism are more likely to engage in
Recent studies have shown that a combination of therapies that aim to increase receptive language and improve social skills, can reduce the occurrence of repetitive behaviours.
Honey, E., McConachie, H., Randle, Val., Shearer, H., & Le Couteur, A. S. (2008). One-year Change in Repetitive Behaviours in Young Children with Communication Disorders Including Autism. Journal Autism and Developmental Disorders, 38, 1439–1450.
Honey, E., Leekham, S., & McConachie, H.. (2007). Repetitive Behaviours and Play in Typically Developing Children and Children with Autism Spectrum Disorder. Journal Autism and Developmental Disorders, 37, 1107–1115.