Month: July 2012

“School Struggles” Hits the Stands

by | Jul 30, 2012 | ,

To those of you who receive this blog, I am excited to let you know that “School Struggles” came out last week.  The book covers a broad scope of potential problems that kids face and that parents struggle with in terms of how to manage them. 

Here are a few of the comments from professional in the field who have reviewed the book:

 

“Dr. Selznick UNDERSTANDS THESE KIDS which is why his new book, School Struggles, is a very welcome addition to our resources for parents and professionals alike! In clear, no-jargon, non-pathologizing language, he describes the roadblocks encountered by many children and adolescents and provides practical, effective ways to help them along their rough roads. I highly recommend this book and appreciate Dr. Selznick’s willingness to share his accumulated wisdom and ideas with us.”   —Laurie Dietzel, Ph.D., co-author of Late, Lost & Unprepared:   A Parents’ Guide to Helping Children with Executive Functioning

 

“School Struggles addresses common school concerns that keep parents awake at night. Dr. Selznick presents material in a comfortable, down-to-earth style that will provide comfort to parents. Parents will take away many great suggestions and ideas to keep in mind for their struggling children.”  – Michele Borba, Ed.D., author of The Big Book of Parenting Solutions

 

Dr. Selznick writes an important message – If your child is struggling, get help as early as possible. Problems with reading, writing, and spelling do not automatically resolve with time. Whether his problems are with academic work, organization, or social life, the child doesn’t have the strengths to build his own skills and solve the problems himself.  Adult help is needed, and this book tells us how we adults can help.  Jeanne Voelker  Founder Reading Before School; Writer/Curriculum Director Reading Raven

 

“Dr. Selznick's new book helps parents understand their child as a whole person and why school may not be as easy for them as we all hope. More importantly, he helps you find ways to pinpoint particular struggles and address them, rather than waste time with solutions that are one-size-fits-all.”    – Whitney Hoffman, producer of the LD Podcast (whitneyhoffman.com), author of The Differentiated Instruction Book of Lists

 

Thanks for all of your support. 

Enjoy

 

A Helping of ADHD Mixed With a Dash of Anger

by | Jul 13, 2012 |

A central principle discussed in the soon to be released “School Struggles,” is the notion of the “Soup Pot Theory” of everything.  

As I note in School Struggles:

“I subscribe to the soup pot theory of practically everything.  What this means is that I rarely see things as one way or another, but as a mixture of variables that interact to create challenges for children.  There is a myriad of different issues for most children of concern.”

Young Jack, age 13 illustrates this point.  For years Jack has been on an ADHD medication, as a physician along the way determined that Jack was ADHD.  Medication was the extent of treatment or intervention done with Jack  since he was six and a half.

As the parents reviewed their stories and concerns about Jack, I certainly hear that Jack struggles with being impulsive and showing questionable judgment, common characteristics of ADHD.  However, when I hear more about the family dynamics and how his parents’ divorce has affected Jack, there is a new wrinkle to consider.  Maybe there are other facets to the story that the ongoing view of ADHD has not revealed.

When I meet Jack my sense of him is that there is anger in the mix that nobody seems to know  about or have mentioned.  From what I can tell, Jack’s anger has been like a simmering pilot light, there but largely ignored. 

Jack’s anger needs airing.

The takeaway point is that you may need to go beyond the label.  While labels may be comforting to you on one level, they don’t often describe the many variables interacting with a child. 

With Jack there has been too much of an emphasis on medicating and not enough of an emphasis on understanding.

A Helping of ADHD Mixed With a Dash of Anger: Understanding the Soup Pot

by | Jul 12, 2012 |

 Another principle discussed in the soon to be released “School Struggles,” is the notion of the “Soup Pot Theory” of everything.  With the Soup-Pot theory kids are less seen as “this” or “that” (e.g., ADHD or LD), but as a mixture of variables interacting to create challenges in children.

Young Jack, age 13 illustrates this clearly.  For years, Jack has been on an ADHD medication, as a physician along the way determined (based on a 20 minute interview with parents and child) that Jack was “ADHD.” 

As the parents review their stories and concerns with me about Jack, I certainly hear that Jack struggles with being impulsive and showing questionable judgment, characteristics of ADHD.  However, when I hear more about the family dynamics and how his parents’ divorce has affected Jack, there is a new wrinkle to consider.  Additionally, when Jack is evaluated I find that he has difficulty understanding certain language-based questions which affects his comprehension and capacity to process information.  School would be hard for him as a result.

Additionally, when getting to know Jack more, my sense of him is that there is anger in the soup pot, but that nobody seems to have recognized it.  Jack's anger has been like a simmering pilot light, present but largely ignored. 

So instead of seeing Jack as “ADHD,” it seems that Jack has a helping of ADHD, with a sprinkling of difficulty processing information, mixed around in a stew of angry feelings.

The takeaway point is that labels, while they may be comforting to you on one level, don’t often describe the many variables interacting with a child. 

With Jack, there has been too much of an emphasis on medicating and not enough of an emphasis on understanding.

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