tag:blogger.com,1999:blog-68004296495750803862019-07-21T07:11:47.831-04:00NESCA News & NotesAnn Helmus, Ph.D.http://www.blogger.com/profile/04508230034916179193noreply@blogger.comBlogger2042125tag:blogger.com,1999:blog-6800429649575080386.post-70655866390165215382018-06-04T09:30:00.000-04:002018-06-04T20:25:34.748-04:00The Struggle is Not Only Real, It is Necessary <div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-zZ3h7xUOaUI/WxFsgVtJkqI/AAAAAAAAAFI/7bOd8kK3HEUNvH_1N3o5PHerk2PZljtiACLcBGAs/s1600/growth.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="708" data-original-width="1260" height="223" src="https://4.bp.blogspot.com/-zZ3h7xUOaUI/WxFsgVtJkqI/AAAAAAAAAFI/7bOd8kK3HEUNvH_1N3o5PHerk2PZljtiACLcBGAs/s400/growth.jpg" width="400" /></a></div><br />By:&nbsp;<a href="https://nesca-newton.com/currie/" target="_blank">Angela Currie</a>, Ph.D.<br />Pediatric Neuropsychologist<br /><div><br /></div>From an early age, we are subliminally taught that stress is a bad thing. Whether frustrated because your LEGO tower broke or confused about which two paint colors to mix to get green, you were more likely to hear “Calm down – no reason to get stressed,” than you were to hear “Let’s use your stress to help us make a plan for how to solve this problem.”<br /><br />For most adults, the natural, well-meaning response to a child’s expression of stress, or most any unwanted feeling, is to try to fix it, make it go away, avoid it, or make it seem like it isn’t such a big deal. We do this by saying things like: <br /><br />“Don’t be sad.” <br />“No need to worry about it.” <br />“It’s not as bad as you think it is.” <br />“Just try thinking about something else.” <br />“Let me do that for you.” <br /><br />We all say and do these things, and the good intention is clear. Nobody likes to see a child struggle or experience discomfort. Unfortunately, manageable stress and discomfort is necessary for growth. When we minimize, distract, or dismiss a child’s emotional reaction, we are sending the message that feelings are unimportant, untrustworthy, and bad. This means that we are also missing the opportunity to teach the child about why we have feelings, and how even the unwanted ones are incredibly useful. <br /><br />Stress and anxiety are at an all-time high nowadays. It is important to think about small things that we can do each day to help children feel more confident and competent in their ability to navigate this stressful world. One of the best ways we can help them to become more resilient is by creating an environment where emotions are acknowledged, accepted, and used in a functional manner. To start doing this, here are some basic things to keep in: <br /><br />1) Feelings are information. They are telling us that something is important and may require our attention. <br />2) Feelings are never bad or “negative,” though they may be unwanted. <br />3) Stress is often a good thing – without it we would not prepare for tests, show up to work, or care about our relationships. Life without stress would be pretty unfulfilling. <br />4) The goal is not to control stress or other unwanted feelings – the goal is to recognize, use, and cope with them. <br />5) Acknowledging and accepting unwanted emotions is one of the best ways to reduce their impact. <br />6) Regular, casual discourse about wanted and unwanted feelings is healthy and normal. If we talk about the day to day feelings, it will make it easier to talk about the “big ones.” <br />7) Let children struggle sometimes. Don’t feel the need to fix things right away. Help them express how they're feeling, gently guide them toward problem solving, and praise their persistence in the face of challenge.<br /><div><br /><b>About the Author&nbsp;</b><br /><div><b><br /></b></div><div><a href="https://4.bp.blogspot.com/-rh7PhsvAq10/WxFs9lsSQ_I/AAAAAAAAAFQ/T0EGRK3R7OgfSHH4FCuBctjdNjFAiSRNgCLcBGAs/s1600/Angela.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="778" data-original-width="784" height="198" src="https://4.bp.blogspot.com/-rh7PhsvAq10/WxFs9lsSQ_I/AAAAAAAAAFQ/T0EGRK3R7OgfSHH4FCuBctjdNjFAiSRNgCLcBGAs/s200/Angela.jpg" width="200" /></a></div><a href="https://nesca-newton.com/currie/" target="_blank">Dr. Currie</a> specializes in the evaluation of anxious children and teens, working to tease apart the various factors lending to their stress, such as underlying learning, attentional, or emotional challenges. She particularly enjoys working with the seemingly “unmotivated” child, as well as children who have “flown under the radar” for years due to their desire to succeed.</div>Ashlee Cooperhttp://www.blogger.com/profile/10955799290467047628noreply@blogger.com0tag:blogger.com,1999:blog-6800429649575080386.post-68382219969256167072018-05-28T09:15:00.000-04:002018-05-28T09:15:16.526-04:00Education for Life: Social Emotional Learning <div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-64p-Wm80gLA/WwgqpJuwBQI/AAAAAAAAAEw/MNhP_6RkTLY18r-oBSpyhX7bQo5x2Vh7wCLcBGAs/s1600/kids.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://4.bp.blogspot.com/-64p-Wm80gLA/WwgqpJuwBQI/AAAAAAAAAEw/MNhP_6RkTLY18r-oBSpyhX7bQo5x2Vh7wCLcBGAs/s320/kids.jpg" /></a></div><br />By: <a href="https://nesca-newton.com/roosa/">Nancy Roosa</a>, Psy. D.<br />Pediatric Neuropsychologist <br /><br />The agonizing discussion around the tragedy of school shootings – happening on a weekly basis in this country -- too often devolves into a polarized argument about whether the main problem is guns OR mental health. The argument seems moot, since BOTH access to a firearm and mental health problems have to come together – in one troubled individual - to result in one of these large-scale school massacres. Therefore, while the discussion about gun control is an important one, I’m going to leave that for another forum. In this blog, in my role as a psychologist, I’d like to focus on how we can improve the mental health of our children. <br /><br />There is no clear answer as to why some students choose to go on a deadly rampage against members of their own community – the peers and adults they spend time with every day – although clearly something has gone very wrong for them in that community. Some research does link bullying and social isolation to school shootings. The U.S. Secret Service and the U.S. Department of Education in a <a href="https://www2.ed.gov/admins/lead/safety/threatassessmentguide.pdf">2004 report</a> found that “almost three-quarters of the (school shooting) attackers felt persecuted, bullied, threatened, attacked, or injured by others prior to the incident. In several cases, individual attackers had experienced bullying and harassment that was long-standing and severe. In some cases, the experience of being bullied seemed to have a significant impact on the attacker and appeared to have been a factor in his decision to mount an attack at the school.”<br /><br />I do not want to blame the victims, by somehow implying that the social environments at Columbine, Sandy Hook, Parkland and Santa Fe – and all the other sites of horrific massacres - were particularly cruel or harsh. We know that some students at <i><b>every</b></i> school feel ostracized and alone, and some are also coping with other serious life stresses, i.e. living in families stressed by poverty, addiction, and/or mental health challenges. But just because this is commonplace doesn’t mean we should accept it. Our society needs a stronger safety net, so that all children are safely housed, well fed and emotionally nurtured in their families, outside of school. <br /><br />In addition, schools are increasingly recognizing their part in raising the next generation of emotionally mature and secure individuals, and many are attempting to include “social-emotional learning (SEL)” in the curriculum. But while everyone might agree that SEL is a good idea, few people seem to know how to teach it. A recent study by the nonprofit organization CASEL (Collaborative for Academic, Social, and Emotional Learning) found that 83% of principals believe that social-emotional learning is important and a full 95% say they are committed to developing their students’ social and emotional skills. However, only 38% of them had a plan for implementing such learning. Clearly the importance of SEL has been recognized, but doing it well – or doing it at all – still leaves many educators at a loss. Implementing an effective SEL program does require substantial resources – time, money and expertise. Teachers and staff must be trained and then spend time and energy every day implementing the plan. How can we expect schools to find those additional resources when they are already underfunded for the many tasks they are currently charged with? Adding SEL effectively will <b>require</b> that we provide adequate funding to our schools. <br /><br />Yet, some research shows that the resources invested in SEL bring a hefty payback, not just in social emotional health, which is clearly hard to measure, but also in students’ academic achievement. In 2011, a meta-analysis published in the journal <i>Child Development</i> found that students who participated in a well-implemented SEL program showed an 11 percent gain in academic achievement. In 2015, a study in the <i>Journal of Benefit-Cost Analysis</i> found an $11 benefit for every $1 spent on a rigorous SEL program. <br /><br />Here in Boston, we have our own success stories involving SEL. One local school, the Mildred Avenue K-8 School in Mattapan, was, 5 years ago, one of the district’s lowest performing schools, at risk of a takeover; now it’s classified as a “level 1” school, the highest category, based on student achievement. Last fall, they were awarded the coveted <i>School on the Move</i> prize by the nonprofit organization Edvestors, which has, for the past 12 years, awarded this prize to a school within the Boston public school district that has made the most progress, based on quantifiable data about student achievement. This school, as well as the other two finalists at this year’s award ceremony in November, highlighted that one important factor was implementing social-emotional learning across the curriculum. They also spoke about the importance of teacher empowerment and creating a sense of an inclusive community in their schools. <br /><br />Clearly SEL works. Let’s look a bit more closely at what it involves. The cornerstone of SEL learning is gaining five essential skills and competencies, according to CASEL. <br />1. Self-awareness: recognizing and labeling one’s feelings and accurately identifying one’s strengths and limitations. <br />2. Self-management: regulating emotions, delaying gratification, managing stress, motivating oneself, and setting and working toward achieving goals. <br />3. Social awareness: showing empathy, taking others’ perspectives, and recognizing and mobilizing diverse and available supports. <br />4. Relationship skills: clear communication, active listening, cooperation, nonviolent and constructive conflict resolution, knowing when and how to be a good team player and leader.<br />5. Responsible decision making: making ethical choices based on consideration of feelings, goals, alternatives and outcomes, and planning and enacting solutions with potential obstacles anticipated. <br /><br />This is an ambitious list, and we don’t expect these skills to be mastered by 10th grade along with the ability to write a 5-paragraph essay. These are skills that one can—and should!—spend a life time learning. But just pondering this list for a few minutes makes me realize that these are the qualities I value in the people I interact with—my colleagues, friends, and family members—and they are the main qualities that determine whether one lives a productive, satisfying life … much more so than one’s MCAS score. <br /><br />Will implementing SEL in our schools stop all mass shootings? Sadly, probably not. But will it allow more of the next generation of Americans to grow into socially and emotionally competent individuals? I’d suspect that answer is yes. So let’s start the conversation about this – in every home, in every neighborhood, in every school. Let’s keep our Eyes on this Prize: educating every child for life. <br /><br /><i>There are a plethora of programs claiming to promote SEL, and a few important guides to distinguish among the programs. Anyone interested in learning how to implement an SEL program could start with one of the following guides. </i><br /><i>· The 2015 CASEL Guide: Effective Social and Emotional Learning Programs (CASEL.org). </i><br /><i>· How to Implement Social and Emotional Learning at Your School, </i>by Maurice J. Elias, Edutopia, March 24, 2016. <br /><i>· Selecting the Right SEL Program, </i>by Leah Shafer, June 20, 2017. Harvard Graduate School of Education.<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><br /></div><div><div><b>About the Author&nbsp;</b></div><div><br /></div><div><a href="https://1.bp.blogspot.com/-4cXdsQlVY-s/Wwgz6FLXtYI/AAAAAAAAAE8/WG_Izwhd_uwGQ7Sh-ZMBnbHEnz7difsTwCLcBGAs/s1600/Screen%2BShot%2B2018-05-25%2Bat%2B11.29.54%2BAM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="520" data-original-width="516" height="200" src="https://1.bp.blogspot.com/-4cXdsQlVY-s/Wwgz6FLXtYI/AAAAAAAAAE8/WG_Izwhd_uwGQ7Sh-ZMBnbHEnz7difsTwCLcBGAs/s200/Screen%2BShot%2B2018-05-25%2Bat%2B11.29.54%2BAM.png" width="198" /></a><a href="https://nesca-newton.com/roosa/" target="_blank">Nancy Roosa</a>, Psy.D. has been engaged in providing neuropsychological evaluations for children since 1997. She enjoys working with a range of children, particularly those with autism spectrum disorders, as well as children with attentional issues, executive function deficits, anxiety disorders, learning disabilities, or other social, emotional or behavioral problems.</div><br />Dr. Roosa’s evaluations are highly-individualized and comprehensive, integrating data obtained from a wide range of standardized assessment tools with information gained from history, input from parents, teachers and providers, and important observations gleaned from interacting with the child. Her approach to testing is playful and supportive.<br /><br />Her evaluations are particularly useful for children with complex profiles and those whose presentations do not fit neatly into any one diagnostic box.<br /><br /></div><style><!-- /* Font Definitions */ @font-face {font-family:Wingdings; panose-1:5 0 0 0 0 0 0 0 0 0; mso-font-charset:2; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:0 268435456 0 0 -2147483648 0;} @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-536859905 -1073697537 9 0 511 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin-top:0in; margin-right:0in; margin-bottom:10.0pt; 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font-family:"Courier New";} @list l1:level6 {mso-level-number-format:bullet; mso-level-text:; mso-level-tab-stop:none; mso-level-number-position:left; text-indent:-.25in; font-family:Wingdings;} @list l1:level7 {mso-level-number-format:bullet; mso-level-text:; mso-level-tab-stop:none; mso-level-number-position:left; text-indent:-.25in; font-family:Symbol;} @list l1:level8 {mso-level-number-format:bullet; mso-level-text:o; mso-level-tab-stop:none; mso-level-number-position:left; text-indent:-.25in; font-family:"Courier New";} @list l1:level9 {mso-level-number-format:bullet; mso-level-text:; mso-level-tab-stop:none; mso-level-number-position:left; text-indent:-.25in; font-family:Wingdings;} ol {margin-bottom:0in;} ul {margin-bottom:0in;} --></style>Ashlee Cooperhttp://www.blogger.com/profile/10955799290467047628noreply@blogger.com0tag:blogger.com,1999:blog-6800429649575080386.post-32800083116040452322018-05-21T08:30:00.000-04:002018-05-21T08:30:00.129-04:00Modern Parenting: Moving Beyond the Standards of Screen Time <div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-SZrQkKA5Y8c/Wv7waJvX1sI/AAAAAAAAAEY/WEPaNAzXCk4o4Hsou4tHH02scxxoQ7jFwCLcBGAs/s1600/Screen%2Btime.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1400" data-original-width="1050" height="400" src="https://4.bp.blogspot.com/-SZrQkKA5Y8c/Wv7waJvX1sI/AAAAAAAAAEY/WEPaNAzXCk4o4Hsou4tHH02scxxoQ7jFwCLcBGAs/s400/Screen%2Btime.jpg" width="300" /></a></div><div><br />By:&nbsp;<a href="https://nesca-newton.com/reinert/">Jacquelyn Reinert</a>, Psy. D., LMHC<br />Pediatric Neuropsychology Post-Doctoral Fellow</div><br />Content is king. Not all content is created equal.<br /><br />Recently I received a sweet, hand-made Mother’s Day gift from my son. On small pieces of paper, he meticulously filled in a series of incomplete sentences, ranging from “My mom can do many things. I think she’s best at making art” to “Did you know that my mom is a sicalligist (psychologist)?” and “My mom is super smart! She knows that kids should have two hours of screen time.” <br /><br />“Two hours of screen time” has been successfully drilled into each adult responsible for monitoring a child’s technology use thanks to a successful media push by the American Academy of Pediatrics (AAP). Beginning in October of 2013, AAP held a firm stance on screen time, indicating that children over the age of two should be limited to two hours of screen time. Over time, the guidelines once again shifted in 2016 to ensure that no child under the age of 18 months should have access to screen time, referencing research that indicated technology could have a profound effect on brain development. <br /><br />Despite these significant implications, screen use among 0 to 8-year-old children continues to grow. In a large-scale study of screen use in the United States, researchers at CommonSense Media (2017) found that on average, children under two spend approximately 42 minutes per day on “screen media use”. Of that time, approximately 58 minutes is spent watching television, 17 minutes are spent watching DVDs, 48 minutes are on a mobile device, 10 minutes on a computer, and 6 minutes on a video game player. For kids ages 2 to 4, total screen media use clocks in at 2 hours and 39 minutes; for 5 to eight-year old’s, 2 hours and 56 minutes. <br /><br />AAP has once again shifted their policy regarding media, permitting use of video-chat, such as FaceTime and video conferencing to facilitate social communication with family members living far away. They encourage adults to provide the social context for little ones. Further, an emphasis on type of content has been further reinforced; Sesame Street is different than Power Rangers, <br /><br />Finding a balance is key; you should feel comfortable putting on a 20-minute show while you prepare dinner, whereas allowing kids to binge before bedtime is heavily frowned upon by pediatricians. According to parents surveyed in the research conducted by CommonSense Media, nearly half of all children 8 and under often watch television or play video games during the hour leading up to bedtime. While outcomes vary, researchers have found that using any device at bedtime is associated with a statistically significant increased use of technology in the middle of the night, compromising sleep quantity and quality (Fuller, Lehman, Hicks, &amp; Novick, 2017). Further, research also suggests that excessive television viewing in early childhood has negative implications on cognitive, language, and social/emotional development (Conners-Burrow, McKelvey, &amp; Fussell, 2011). <br /><br />So how do we provide the structure and balance for kids, particularly for our youngest viewers? One of the best ways is to track current usage to better inform decision-making. One easy-to-use application is the “Media Time Calculator” developed by HealthChildren.org. This application allows adults (in English and in Spanish) to calculate the amount of time your child spends on various activities, such as school, reading, homework time, unstructured time, chores, etc. to better inform how much “extra time” is permitted in a child’s day for media time. <a href="https://www.healthychildren.org/English/media/Pages/default.aspx#calculator">https://www.healthychildren.org/English/media/Pages/default.aspx#calculator </a><br /><br />Most importantly, decide what is most appropriate for your family and stick with your plan. Avoid using technology as a bartering tool for compliance or tacking on “extra time” for good behavior. <br /><br />Another easy way to determine what content should be emphasized first is to have discussions with kids about what should “count” towards screen time. In our household, playing a movement-based game on the Wii, such as Wii Sports, doesn’t count towards the daily “two hours,” neither is playing a chess app on the iPad or solving math problems on Prodigygame.com. Armed with this information, you can then develop a Family Media Plan for both adults, teens, and children in the home: <a href="https://www.healthychildren.org/English/media/Pages/default.aspx#wizard">https://www.healthychildren.org/English/media/Pages/default.aspx#wizard&nbsp;</a><br /><div><br /></div><div><b>About the Author&nbsp;</b></div><br /><div><a href="https://4.bp.blogspot.com/-xTKo3u_HWE4/Wv7x-kHbVjI/AAAAAAAAAEk/QEWnlSgayEgTkL-gXWdw7C6cmFahGBddwCLcBGAs/s1600/Screen%2BShot%2B2018-05-18%2Bat%2B11.31.45%2BAM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="522" data-original-width="520" height="200" src="https://4.bp.blogspot.com/-xTKo3u_HWE4/Wv7x-kHbVjI/AAAAAAAAAEk/QEWnlSgayEgTkL-gXWdw7C6cmFahGBddwCLcBGAs/s200/Screen%2BShot%2B2018-05-18%2Bat%2B11.31.45%2BAM.png" style="cursor: move;" width="198" /></a><a href="https://nesca-newton.com/reinert/">Dr. Jacki Reinert</a> is a Pediatric Neuropsychology Postdoctoral Fellow who joined NESCA in September 2017. Dr. Reinert assists with neuropsychological and psychological (projective) assessments in the Newton office and Londonderry office. In addition to assisting with neuropsychological evaluations, Dr. Reinert co-facilitates parent child groups and provides clinical consultation.<br /><br />Before joining NESCA, Dr. Reinert worked in a variety of clinical settings, including therapeutic schools, residential treatment programs and in community mental health providing individual and group therapy. She has comprehensive training in psychological assessment, conducting testing with children, adolescents, and transitional-aged adults with complex trauma. Dr. Reinert has extensive experience providing intensive in-home family treatment, family outreach and care coordination for adolescents served by the Massachusetts Departments of Mental Health and Children and Families. She provided similar services for children who had been adopted internationally or through the foster care system through a program funded by the New York Office of Children and Family Services.<br /><br /><br /><br /></div>Ashlee Cooperhttp://www.blogger.com/profile/10955799290467047628noreply@blogger.com055 Chapel St, Newton, MA 02458, USA42.3635788 -71.2024981999999842.3621123 -71.20501969999998 42.3650453 -71.199976699999979tag:blogger.com,1999:blog-6800429649575080386.post-26716733752822391932018-05-14T08:30:00.000-04:002018-05-14T10:38:38.301-04:00How Language Difficulties Impact Math Development<div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-jU7dvLu_rk8/WvW9PnYTyyI/AAAAAAAAAD4/JleG88X_zsgfhFlkKaO11BmBdfuC-BG1wCLcBGAs/s1600/math%2Bblog%2Bpic.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="900" data-original-width="1200" height="300" src="https://3.bp.blogspot.com/-jU7dvLu_rk8/WvW9PnYTyyI/AAAAAAAAAD4/JleG88X_zsgfhFlkKaO11BmBdfuC-BG1wCLcBGAs/s400/math%2Bblog%2Bpic.jpg" width="400" /></a></div><br /><div>By:&nbsp;<a href="https://nesca-newton.com/talamo/" target="_blank">Alissa Talamo</a>, Ph. D.</div>Clinical Neuropsychologist<br /><br /><div>Did you know research shows that 43-65% of students diagnosed with Dyslexia also struggle with math at a level that meets criteria for a Specific Learning Disability in Math? This is in comparison to the general population, where 5-7 % of the population meet criteria for a Specific Math Disability (Dyscalculia – difficulties with number sense, number facts, or calculations).&nbsp;</div><div><br />I recently attended a lecture given by Dr. Joanna A. Christodoulou, assistant professor in the Department of Communication Sciences and Disorders at Massachusetts General Hospital and leader of the Brain, Education, and Mind (BEAM) Team in the Center for Health and Rehabilitation Research at MGH. The topic of discussion? How language difficulties can negatively impact math development. <br /><br />How do language difficulties impact math development? <br /><br /><b>When asked to learn math, a student with language problems may: </b><br />· Have difficulty with the vocabulary of math <br />· Be confused by language word problems <br />· Not know when irrelevant information is included or when information is given out of sequence <br />· Have difficulty understanding directions <br />· Have difficulty explaining and communicating about math including asking and answering&nbsp; questions&nbsp;</div><div>· Have difficulty reading texts to direct their own learning <br />· Have difficulty remembering assigned values or definitions in specific problems <br /><br />It is helpful to have an understanding of typical math development in children. With this information, a parent can monitor their child’s development relative to grade level expectations. <br /><br />Math difficulties often looks different at different ages. It becomes more apparent as children get older but symptoms can be observed as early as preschool. Here are some things to look for: <br /><br /><b>Preschool </b><br />· Has trouble learning to count <br />· Skips over numbers long after kids the same age can remember numbers in the right order<br />· Struggles to recognize patterns, such as smallest to largest or tallest to shortest<br />· Has trouble recognizing number symbols (knowing that “7” means seven)<br />· Unable to demonstrate the meaning of counting. For example, when asked to give you 6 crayons, the child provides a handful, rather than counting out the crayons&nbsp;</div><div><br /><b>In grades One to Three, a child should: </b><br />· Begin to perform simple addition and subtraction computations efficiently <br />· Master basic math facts (such as 2+3=5) <br />· Recognize and respond accurately to mathematical signs <br />· Begin to grasp multiplication (grade 3) <br />· Understand the concept of measurement and be able to apply this understanding <br />· Improve their concept of time and money <br /><br />Clearly, as a child continues through school, demands to understanding abstract math concepts increases. For example, in middle school, a child will be expected to understand concepts such as place value and changing fractions to percentiles, and when in high school, a child will be expected to understand increasingly complex formulas as well as be able to find different approaches to solve the same math problem. <br /><br /><span style="color: #e69138;">What should I do if I suspect my child has challenges with math? </span><br />If you suspect your child is struggling to gain math skills, have your child receive an independent comprehensive evaluation so that you understand your child’s areas of cognitive and learning strengths and weaknesses. This evaluation should also include specific, tailored recommendations to address your child’s learning difficulties. <br /><span style="color: orange;"><br /></span></div><div><span style="color: #e69138;">What if I am not sure whether my child needs a neuropsychological evaluation? </span><br />When determining whether an initial neuropsychological evaluation or updated neuropsychological evaluation is needed, parents often choose to start with a consultation. A neuropsychological consultation begins with a review of the child's academic records (e.g., report card, progress reports, prior evaluation reports), followed by a parent meeting, during which concerns and questions are discussed about the child's profile and potential needs. Based on that consultation, the neuropsychologist can offer diagnostic hypotheses and suggestions for next steps, which might include a comprehensive neuropsychological evaluation, work with a transition specialist, or initiation of therapy or tutoring. While a more comprehensive understanding of the child would be gleaned through a full assessment, a consultation is a good place to start when parents need additional help with decision making about first steps. <br /><br />To book a consultation with Dr. Talamo or one of our many other expert neuropsychologists, complete NESCA's online <a href="https://nesca-newton.com/intake-form/" target="_blank">intake form</a>. Indicate "Consultation" and your preferred clinician in the referral line. <br /><br />Sources used for this blog: <br />- Dr. Joanna A. Christodoulou <br />- www.understood.org&nbsp;</div><div><br /></div><div><br /></div><div><b>About the Author&nbsp;</b></div><div><b><br /></b></div><div><a href="https://3.bp.blogspot.com/-MwkvV6zX9VM/WvXE3uOSTEI/AAAAAAAAAEI/og0P9u6osS8KaDkg6LDLEpGQbZBPiOy9QCEwYBhgL/s1600/Allisa.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="578" data-original-width="576" height="200" src="https://3.bp.blogspot.com/-MwkvV6zX9VM/WvXE3uOSTEI/AAAAAAAAAEI/og0P9u6osS8KaDkg6LDLEpGQbZBPiOy9QCEwYBhgL/s200/Allisa.jpg" width="198" /></a></div><div>With NESCA since its inception in 2007,&nbsp; <a href="https://nesca-newton.com/talamo/" target="_blank">Dr. Talamo</a> had previously practiced for many years as a child and adolescent clinical psychologist before completing postdoctoral re-training in pediatric neuropsychology at the Children’s Evaluation Center.&nbsp;&nbsp;</div><br />After receiving her undergraduate degree from Columbia University, Dr. Talamo earned her doctorate in clinical health psychology from Ferkauf Graduate School of Psychology and the Albert Einstein College of Medicine at Yeshiva University.<br /><br />Dr. Talamo specializes in working with children and adolescents with language-based learning disabilities including dyslexia, attentional disorders and emotional issues. She is also interested in working with highly gifted children.Ashlee Cooperhttp://www.blogger.com/profile/10955799290467047628noreply@blogger.com055 Chapel St, Newton, MA 02458, USA42.3635788 -71.2024981999999842.3621123 -71.20501969999998 42.3650453 -71.199976699999979tag:blogger.com,1999:blog-6800429649575080386.post-922488155085856132018-05-07T08:30:00.000-04:002018-05-07T08:30:15.162-04:00 When it Comes to the College Transition, Sweat (some of) the Small Stuff<div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-mFVQWojc45U/Wux8G12kmHI/AAAAAAAAADo/TSoLhukeIT4cF1zvHN7JChEnyPH_s_bIwCLcBGAs/s1600/element5-digital-352046-unsplash.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1060" data-original-width="1600" height="211" src="https://1.bp.blogspot.com/-mFVQWojc45U/Wux8G12kmHI/AAAAAAAAADo/TSoLhukeIT4cF1zvHN7JChEnyPH_s_bIwCLcBGAs/s320/element5-digital-352046-unsplash.jpg" width="320" /></a></div><div>By: <a href="https://nesca-newton.com/mccormick/">Jason McCormick</a>, Psy. D.</div>Pediatric Neuropsychologist <br /><br />As a neuropsychologist who specializes in working with adolescents and young adults, I have had many years of experience assessing students who are gearing up for the college transition. Having also the vantage point of working regularly with college students, I see up close what kinds of skills help students make a smooth landing and, conversely, what types of skill deficits throw a monkey wrench in this transition. <br /><br />In assessing readiness for a four-year college, it is of course important to consider a student’s cognitive profile, academic functioning, executive functioning, and information processing skills. However, in addition to those important areas of functioning, it is also critical to consider a student’s degree of independence with life skills. <br /><br />With multiple priorities in a student’s high school career, the development of independence with life skills is one area that often gets shuttled to the side. Among those skills are the abilities to self-regulate sleep schedules, set alarms to wake up without parental assistance, do laundry, and take prescribed medication consistently and with full independence (including monitoring when medicines are running low and taking care of prescription refills). <br /><br />A common refrain when I bring up these issues to parents in testing feedback sessions is that those are skills that their student will be able to figure out when they get to college. Whether or not that is the case, the important question here is not just if a student has the cognitive and executive function capacities to figure out these tasks, but have they done those tasks enough that they are habits, thus allowing the student to follow through on them with automaticity. <br /><br />Even under the best of circumstances, the college transition brings with it a number of stressors, including navigating roommate issues, branching out socially, managing academic demands, and making effective use of the large swaths of unscheduled time without the built-in oversight and structure of living at home. <br /><br />Understanding that this is a major life transition, the more needed skills a student can master before that transition, the easier that transition will be. In this regard, I like to think about this topic in terms of conservation of energy. If, for instance, a student not only has the ability to do their own laundry, but the ability to take care of that chore on autopilot, they will be more likely to follow through on that (socially-important) task when they are stressed, fatigued, or under the weather. <br /><br />Thus, while in many cases I endorse the adage, “Don’t sweat the small stuff,” in this regard sweating the small stuff makes the bigger stuff more manageable. <style><!-- /* Font Definitions */ @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-536859905 -1073732485 9 0 511 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin-top:0in; margin-right:0in; margin-bottom:10.0pt; margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} .MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-size:11.0pt; mso-ansi-font-size:11.0pt; mso-bidi-font-size:11.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} .MsoPapDefault {mso-style-type:export-only; margin-bottom:10.0pt; line-height:115%;} @page WordSection1 {size:8.5in 11.0in; margin:1.0in 1.0in 1.0in 1.0in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.WordSection1 {page:WordSection1;} --></style><br /><div><br /></div><div><b>About the Author&nbsp;</b></div><div><b><br /></b></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-VC4P3bWqjsU/Wux6OFJiRZI/AAAAAAAAADc/jNzMlg8IvvE1tb3YcfIqTEMdbvn3aJIkwCLcBGAs/s1600/Screen%2BShot%2B2018-05-04%2Bat%2B11.19.27%2BAM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="572" data-original-width="574" height="198" src="https://3.bp.blogspot.com/-VC4P3bWqjsU/Wux6OFJiRZI/AAAAAAAAADc/jNzMlg8IvvE1tb3YcfIqTEMdbvn3aJIkwCLcBGAs/s200/Screen%2BShot%2B2018-05-04%2Bat%2B11.19.27%2BAM.png" width="200" /></a></div>A graduate of Massachusetts School of Professional Psychology (MSPP), <a href="https://nesca-newton.com/mccormick/">Dr. McCormick</a> completed a two-year, postdoctoral neuropsychological training program at Children’s Evaluation Center following a one-year internship. He has been working in the service of children and adolescents for over ten years.<br /><br />Dr. McCormick, a senior clinician at NESCA, sees children, adolescents and young adults with a variety of presenting issues, including Attention Deficit Hyperactivity Disorder (AD/HD), dyslexia and non-verbal learning disability. He has expertise in Asperger’s Disorder, a mild form of autism, and has volunteered at the Asperger’s Association of New England (AANE).<br /><div style="-webkit-font-smoothing: subpixel-antialiased; background-color: white; border: 0px; box-sizing: border-box; color: #333333; font-family: Arial, sans-serif; font-size: 14px; outline: 0px; padding-bottom: 15px !important; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;"><br /></div></div>Ashlee Cooperhttp://www.blogger.com/profile/10955799290467047628noreply@blogger.com0tag:blogger.com,1999:blog-6800429649575080386.post-26695170544415672592018-04-30T14:03:00.002-04:002018-04-30T19:39:18.838-04:00Summer Academic Clubs and Classes at Architects for Learning<!--[if !mso]><style>v\:* {behavior:url(#default#VML);} o\:* {behavior:url(#default#VML);} w\:* {behavior:url(#default#VML);} .shape {behavior:url(#default#VML);} </style><![endif]--><!--[if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:AllowPNG/> 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UnhideWhenUsed="true" Name="List Number 2"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="List Number 3"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="List Number 4"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="List Number 5"/> <w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Closing"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Signature"/> <w:LsdException Locked="false" Priority="1" SemiHidden="true" UnhideWhenUsed="true" Name="Default Paragraph Font"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Body Text"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Body Text Indent"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="List Continue"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="List Continue 2"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="List Continue 3"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="List Continue 4"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="List Continue 5"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Message Header"/> <w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Salutation"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Date"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Body Text First Indent"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Body Text First Indent 2"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Note Heading"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Body Text 2"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Body Text 3"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Body Text Indent 2"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Body Text Indent 3"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Block Text"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Hyperlink"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="FollowedHyperlink"/> <w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/> <w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Document Map"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Plain Text"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="E-mail Signature"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="HTML Top of Form"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="HTML Bottom of Form"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Normal (Web)"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="HTML Acronym"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="HTML Address"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="HTML Cite"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="HTML Code"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="HTML Definition"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="HTML Keyboard"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="HTML Preformatted"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="HTML Sample"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="HTML Typewriter"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="HTML Variable"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Normal Table"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="annotation subject"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="No List"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Outline List 1"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Outline List 2"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Outline List 3"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table 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Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Columns 2"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Columns 3"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Columns 4"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Columns 5"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Grid 1"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Grid 2"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Grid 3"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Grid 4"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Grid 5"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Grid 6"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Grid 7"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Grid 8"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table List 1"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table List 2"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table List 3"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table List 4"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table List 5"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table List 6"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table List 7"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table List 8"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table 3D effects 1"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table 3D effects 2"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table 3D effects 3"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Contemporary"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Elegant"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Professional"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Subtle 1"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Subtle 2"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Web 1"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Web 2"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Web 3"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Balloon Text"/> <w:LsdException Locked="false" Priority="59" Name="Table Grid"/> <w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true" Name="Table Theme"/> <w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/> <w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/> <w:LsdException Locked="false" Priority="60" Name="Light Shading"/> <w:LsdException Locked="false" Priority="61" Name="Light List"/> <w:LsdException Locked="false" Priority="62" Name="Light Grid"/> <w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/> <w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/> <w:LsdException Locked="false" Priority="65" Name="Medium List 1"/> <w:LsdException Locked="false" Priority="66" Name="Medium List 2"/> <w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/> <w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/> <w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/> <w:LsdException Locked="false" Priority="70" Name="Dark List"/> <w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/> <w:LsdException Locked="false" Priority="72" Name="Colorful List"/> <w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/> <w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/> <w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/> <w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/> <w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/> <w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/> <w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/> <w:LsdException Locked="false" SemiHidden="true" Name="Revision"/> <w:LsdException Locked="false" Priority="34" QFormat="true" Name="List Paragraph"/> <w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/> <w:LsdException Locked="false" Priority="30" QFormat="true" Name="Intense Quote"/> <w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/> <w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/> <w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/> <w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/> <w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/> <w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/> <w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/> <w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/> <w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/> <w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/> <w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/> <w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/> <w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/> <w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/> <w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/> <w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/> <w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/> <w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/> <w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/> <w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/> <w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/> <w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/> <w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/> <w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/> <w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/> <w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/> <w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/> <w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/> <w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/> <w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/> <w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/> <w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/> <w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/> <w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/> <w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/> <w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/> <w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/> <w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/> <w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/> <w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/> <w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/> <w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/> <w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/> <w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/> <w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/> <w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/> <w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/> <w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/> <w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/> <w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/> <w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/> <w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/> <w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/> <w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/> <w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/> <w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/> <w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/> <w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/> <w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/> <w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/> <w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/> <w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/> <w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/> <w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/> <w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/> <w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/> <w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/> <w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/> <w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/> <w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/> <w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/> <w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/> <w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/> <w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/> <w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/> <w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/> <w:LsdException Locked="false" Priority="72" Name="Colorful List 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Name="Plain Table 4"/> <w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/> <w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/> <w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/> <w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/> <w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/> <w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/> <w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/> <w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/> <w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/> <w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light Accent 1"/> <w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/> <w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/> <w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/> <w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/> <w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful Accent 1"/> <w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful Accent 1"/> <w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light Accent 2"/> <w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/> <w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/> <w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/> <w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/> <w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful Accent 2"/> <w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful Accent 2"/> <w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light Accent 3"/> <w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/> <w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/> <w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/> <w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/> <w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful Accent 3"/> <w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful Accent 3"/> <w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light Accent 4"/> <w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/> <w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/> <w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/> <w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/> <w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful Accent 4"/> <w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful Accent 4"/> <w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light Accent 5"/> <w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/> <w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/> <w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/> <w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/> <w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful Accent 5"/> <w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful Accent 5"/> <w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light Accent 6"/> <w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/> <w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/> <w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/> <w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/> <w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful Accent 6"/> <w:LsdException Locked="false" Priority="52" Name="Grid Table 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mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} </style><![endif]--><!--[if gte mso 9]><xml> <o:shapedefaults v:ext="edit" spidmax="1027"/></xml><![endif]--><!--[if gte mso 9]><xml> <o:shapelayout v:ext="edit"> <o:idmap v:ext="edit" data="1"/> </o:shapelayout></xml><![endif]--> <!--StartFragment--> <br /><div class="MsoNormal" style="text-align: center;"><span style="font-family: &quot;cambria&quot; , serif; line-height: 115%;"><span style="color: #e69138; font-size: large;"><i><br /></i></span></span></div><div class="MsoNormal" style="text-align: center;"><span style="font-family: &quot;cambria&quot; , serif; line-height: 115%;"><span style="color: #e69138; font-size: large;"><i>Introducing Summer Academic Clubs and Classes offered by</i></span></span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-ZjX--qswnSE/WudKgM8FtEI/AAAAAAAAACQ/MEAUbYwrtuooN6nUVDScfxqiVFFCRHEIwCLcBGAs/s1600/architects%2Blogo.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="361" data-original-width="1600" height="90" src="https://3.bp.blogspot.com/-ZjX--qswnSE/WudKgM8FtEI/AAAAAAAAACQ/MEAUbYwrtuooN6nUVDScfxqiVFFCRHEIwCLcBGAs/s400/architects%2Blogo.jpg" width="400" /></a></div><div class="MsoNormal" style="text-align: center;"><div class="separator" style="clear: both; text-align: center;"></div><span style="font-family: &quot;cambria&quot; , serif; font-size: 12pt;"><br /></span><br /><div style="text-align: left;"><a href="https://3.bp.blogspot.com/-th_9fhGfiv4/WudJ1IaTBiI/AAAAAAAAACM/z5NhIDKIttQKxm-S-VHXi7wY9c2na-qvgCEwYBhgL/s1600/chemist.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="595" data-original-width="448" height="200" src="https://3.bp.blogspot.com/-th_9fhGfiv4/WudJ1IaTBiI/AAAAAAAAACM/z5NhIDKIttQKxm-S-VHXi7wY9c2na-qvgCEwYBhgL/s200/chemist.jpg" width="150" /></a><span style="font-family: &quot;times&quot; , &quot;times new roman&quot; , serif;">Students enrolled in Academic Clubs and Classes work together in small groups to develop executive function, problem-solving, and literacy skills while having a whole lot of fun. <br /><br />Academic Clubs provide intensive instruction within a multi-sensory curriculum that weaves a theme though all learning activities. <br /><br />All kids love to belong to clubs, especially those that celebrate their creativity!</span><br /><br /><br /></div></div><div class="MsoNormal" style="mso-pagination: none;"><br /></div><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; margin-left: 5.4pt; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;"> <tbody><tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;"> <td colspan="2" style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 445.5pt;" valign="top" width="594"><div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-pagination: none; text-align: center;"><em><b style="mso-bidi-font-weight: normal;"><span style="color: #002060; font-family: &quot;cambria&quot; , serif; font-size: 16.0pt;">2018 ACADEMIC CLUBS AND CLASSES </span></b></em><em><b style="mso-bidi-font-weight: normal;"><span style="color: #002060; font-family: &quot;cambria&quot; , serif; font-size: 16.0pt; font-style: normal;"><o:p></o:p></span></b></em></div></td> </tr><tr style="mso-yfti-irow: 1;"> <td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 202.5pt;" valign="top" width="270"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-pagination: none;"><em><b style="mso-bidi-font-weight: normal;"><span style="color: #7f7f7f; font-family: &quot;cambria&quot; , serif; font-size: 14.0pt;">In NEEDHAM: </span></b></em><em><b style="mso-bidi-font-weight: normal;"><span style="color: #7f7f7f; font-family: &quot;cambria&quot; , serif; font-size: 14.0pt; font-style: normal;"><o:p></o:p></span></b></em></div></td> <td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.0pt;" valign="top" width="324"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-pagination: none;"><em><b style="mso-bidi-font-weight: normal;"><span style="color: #7f7f7f; font-family: &quot;cambria&quot; , serif; font-size: 14.0pt;">For students entering </span></b></em><em><b style="mso-bidi-font-weight: normal;"><span style="color: #7f7f7f; font-family: &quot;cambria&quot; , serif; font-size: 14.0pt; font-style: normal;"><o:p></o:p></span></b></em></div></td> </tr><tr style="mso-yfti-irow: 2;"> <td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 202.5pt;" valign="top" width="270"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-pagination: none;"><a href="http://www.architectsforlearning.com/wp-content/uploads/2017/12/MagicForMugglesClub_2018_Needham.png"><span style="font-family: &quot;cambria&quot; , serif; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Helvetica; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-hansi-theme-font: major-latin;">Magic For Muggles Club</span></a><em><span style="font-family: &quot;cambria&quot; , serif; font-style: normal;"><o:p></o:p></span></em></div></td> <td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.0pt;" valign="top" width="324"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-pagination: none;"><em><span style="font-family: &quot;cambria&quot; , serif; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Helvetica; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-hansi-theme-font: major-latin;">grades 3, 4, 5</span></em><em><span style="font-family: &quot;cambria&quot; , serif; font-style: normal;"><o:p></o:p></span></em></div></td> </tr><tr style="mso-yfti-irow: 3;"> <td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 202.5pt;" valign="top" width="270"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-pagination: none;"><a href="http://www.architectsforlearning.com/wp-content/uploads/2017/11/CareOfMagicalCreaturesClub_2018_Needham.pdf"><span style="font-family: &quot;cambria&quot; , serif; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Helvetica; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-hansi-theme-font: major-latin;">Care of Magical Creatures Club</span></a><em><span style="font-family: &quot;cambria&quot; , serif; font-style: normal;"><o:p></o:p></span></em></div></td> <td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.0pt;" valign="top" width="324"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-pagination: none;"><em><span style="font-family: &quot;cambria&quot; , serif; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Helvetica; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-hansi-theme-font: major-latin;">grades 4, 5, 6</span></em><em><span style="font-family: &quot;cambria&quot; , serif; font-style: normal;"><o:p></o:p></span></em></div></td> </tr><tr style="mso-yfti-irow: 4;"> <td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 202.5pt;" valign="top" width="270"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-pagination: none;"><a href="http://www.architectsforlearning.com/wp-content/uploads/2017/12/FilmStudiesClass_2018_Needham.png"><span style="font-family: &quot;cambria&quot; , serif; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Helvetica; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-hansi-theme-font: major-latin;">Film Studies Class</span></a><em><span style="font-family: &quot;cambria&quot; , serif; font-style: normal;"><o:p></o:p></span></em></div></td> <td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.0pt;" valign="top" width="324"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-pagination: none;"><em><span style="font-family: &quot;cambria&quot; , serif; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Helvetica; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-hansi-theme-font: major-latin;">grades 9, 10, 11, 12</span></em><em><span style="font-family: &quot;cambria&quot; , serif; font-style: normal;"><o:p></o:p></span></em></div></td> </tr><tr style="mso-yfti-irow: 5; mso-yfti-lastrow: yes;"> <td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 202.5pt;" valign="top" width="270"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-pagination: none;"><a href="http://www.architectsforlearning.com/wp-content/uploads/2017/12/CollegeEssayBootCamp_2018_Needham.png"><span style="font-family: &quot;cambria&quot; , serif; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Helvetica; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-hansi-theme-font: major-latin;">College Essay Bootcamp</span></a><em><span style="font-family: &quot;cambria&quot; , serif; font-style: normal;"><o:p></o:p></span></em></div></td> <td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.0pt;" valign="top" width="324"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-pagination: none;"><em><span style="font-family: &quot;cambria&quot; , serif; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Helvetica; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-hansi-theme-font: major-latin;">College applicants</span></em><em><span style="font-family: &quot;cambria&quot; , serif; font-style: normal;"><o:p></o:p></span></em></div></td> </tr></tbody></table><div class="MsoNormal"><br /></div><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; margin-left: 5.4pt; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;"> <tbody><tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;"> <td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 202.5pt;" valign="top" width="270"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-pagination: none;"><em><b style="mso-bidi-font-weight: normal;"><span style="color: #7f7f7f; font-family: &quot;cambria&quot; , serif; font-size: 14.0pt;">In BEVERLY:<span style="mso-spacerun: yes;">&nbsp; </span></span></b></em><em><span style="color: #7f7f7f; font-family: &quot;cambria&quot; , serif; font-size: 14.0pt; font-style: normal;"><o:p></o:p></span></em></div></td> <td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.0pt;" valign="top" width="324"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-pagination: none;"><em><b style="mso-bidi-font-weight: normal;"><span style="color: #7f7f7f; font-family: &quot;cambria&quot; , serif; font-size: 14.0pt;">For students entering </span></b></em><em><span style="color: #7f7f7f; font-family: &quot;cambria&quot; , serif; font-size: 14.0pt; font-style: normal;"><o:p></o:p></span></em></div></td> </tr><tr style="mso-yfti-irow: 1;"> <td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 202.5pt;" valign="top" width="270"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-pagination: none;"><a href="http://www.architectsforlearning.com/wp-content/uploads/2017/12/ArchaeologyClub_2018_Beverly.png"><span style="font-family: &quot;cambria&quot; , serif; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Helvetica; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-hansi-theme-font: major-latin;">Archaeology Club</span></a><em><span style="font-family: &quot;cambria&quot; , serif; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Helvetica; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-hansi-theme-font: major-latin;"> </span></em><em><span style="font-family: &quot;cambria&quot; , serif; font-style: normal;"><o:p></o:p></span></em></div></td> <td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.0pt;" valign="top" width="324"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-pagination: none;"><em><span style="font-family: &quot;cambria&quot; , serif; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Helvetica; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-hansi-theme-font: major-latin;">grades 3, 4, 5</span></em><em><span style="font-family: &quot;cambria&quot; , serif; font-style: normal;"><o:p></o:p></span></em></div></td> </tr><tr style="mso-yfti-irow: 2;"> <td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 202.5pt;" valign="top" width="270"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-pagination: none;"><a href="http://www.architectsforlearning.com/wp-content/uploads/2017/12/WorldOfTheWeirdClass_2018_Beverly.png"><span style="font-family: &quot;cambria&quot; , serif; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Helvetica; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-hansi-theme-font: major-latin;">The World of the Weird Class</span></a><em><span style="font-family: &quot;cambria&quot; , serif; font-style: normal;"><o:p></o:p></span></em></div></td> <td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.0pt;" valign="top" width="324"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-pagination: none;"><em><span style="font-family: &quot;cambria&quot; , serif; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Helvetica; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-hansi-theme-font: major-latin;">grades 6, 7, 8</span></em><em><span style="font-family: &quot;cambria&quot; , serif; font-style: normal;"><o:p></o:p></span></em></div></td> </tr><tr style="mso-yfti-irow: 3;"> <td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 202.5pt;" valign="top" width="270"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-pagination: none;"><a href="http://www.architectsforlearning.com/wp-content/uploads/2017/12/FilmStudiesClass_2018_Beverly.png"><span style="font-family: &quot;cambria&quot; , serif; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Helvetica; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-hansi-theme-font: major-latin;">Film Studies Class</span></a><em><span style="font-family: &quot;cambria&quot; , serif; font-style: normal;"><o:p></o:p></span></em></div></td> <td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: 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<!--StartFragment--> <br /><div align="center" class="MsoNormal" style="line-height: normal; text-align: center;"><b><span style="color: #002060; font-family: &quot;cambria&quot; , serif; font-size: 18.0pt;">Contact </span></b><b><span style="color: #a6a6a6; font-family: &quot;cambria&quot; , serif; font-size: 18.0pt;">Architects For Learning </span></b><b><span style="color: #002060; font-family: &quot;cambria&quot; , serif; font-size: 18.0pt;">to find out more!</span></b><span style="font-family: &quot;cambria&quot; , serif; font-size: 18pt;"><br /></span><span style="font-family: &quot;cambria&quot; , serif; font-size: 12pt;"><br /></span><span style="font-family: &quot;cambria&quot; , serif; font-size: 18pt;">781-235-8412 <o:p></o:p></span></div><div align="center" class="MsoNormal" style="text-align: center;"><a href="mailto:office@architectsforlearning.com"><span style="font-family: &quot;cambria&quot; , serif; font-size: 16.0pt; line-height: 115%;">office@architectsforlearning.com</span></a><span style="font-family: &quot;cambria&quot; , serif; font-size: 16.0pt; line-height: 115%;"><o:p></o:p></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: &quot;cambria&quot; , serif; font-size: 16.0pt; line-height: 115%;"><a href="http://www.architectsforlearning.com/">www.architectsforlearning.com</a></span><span style="font-family: &quot;cambria&quot; , serif; font-size: 16.0pt; line-height: 115%;"><o:p></o:p></span><br /><span style="font-family: &quot;times&quot; , &quot;times new roman&quot; , serif;"><br /></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: &quot;times&quot; , &quot;times new roman&quot; , serif; line-height: 115%;">The vision that all students know how to tackle what comes their way in school and in life to the best of their abilities.</span><span style="font-family: &quot;cambria&quot; , serif; font-size: 16.0pt; line-height: 115%;"><o:p></o:p></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: &quot;cambria&quot; , serif; font-size: 12.0pt; line-height: 115%;"><br /></span></div><div align="center" class="MsoNormal" style="text-align: center;"><i style="color: #e69138; font-family: cambria, serif; font-size: x-large;">Architects For Learning also offers:</i></div><div><div><b style="mso-bidi-font-weight: normal;"><span style="color: #002060; font-family: &quot;cambria&quot; , serif;"><br /></span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #002060; font-family: &quot;cambria&quot; , serif; font-size: 18.0pt;">School Year Program:</span></b><br /><div class="MsoNoSpacing"><b style="mso-bidi-font-weight: normal;"><span style="color: #002060; font-family: &quot;cambria&quot; , serif; font-size: 18.0pt;"><br /></span></b></div><div class="MsoNormal"><a href="https://3.bp.blogspot.com/-VBpi0Ib-Ppw/WudXchSKqgI/AAAAAAAAAC4/ub-DZsTMPj0I3bLp9zMbLzyDUOtV7C9ZwCEwYBhgL/s1600/architects-1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="629" data-original-width="431" height="200" src="https://3.bp.blogspot.com/-VBpi0Ib-Ppw/WudXchSKqgI/AAAAAAAAAC4/ub-DZsTMPj0I3bLp9zMbLzyDUOtV7C9ZwCEwYBhgL/s200/architects-1.jpg" width="136" /></a><span style="font-family: &quot;times&quot; , &quot;times new roman&quot; , serif;">Students enrolled in the School Year Program receive a range of services based on their unique learning needs – individual and small group instruction to bolster skills; study hall and remote sessions to support independence with homework/project management; parent, teacher, and interprofessional consultation to ensure team collaboration; and parent education. <br /><br />Individualized programming through the school year provides students with what they need for success in school, college, and beyond.</span><br /><b style="mso-bidi-font-weight: normal;"><span style="color: #002060; font-family: &quot;cambria&quot; , serif; font-size: 18pt;"><br /></span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #002060; font-family: &quot;cambria&quot; , serif; font-size: 18pt;">Summer Individual Program:</span></b></div><div class="MsoNormal" style="mso-pagination: none;"><div class="MsoNormal"></div><a href="https://2.bp.blogspot.com/-8tFygG4X51Q/WudX0-DkLZI/AAAAAAAAADA/4nCROtGyx7wmEtUYbBPgojzcJuKFDLfLQCLcBGAs/s1600/architects-2.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="629" data-original-width="431" height="200" src="https://2.bp.blogspot.com/-8tFygG4X51Q/WudX0-DkLZI/AAAAAAAAADA/4nCROtGyx7wmEtUYbBPgojzcJuKFDLfLQCLcBGAs/s200/architects-2.jpg" width="136" /></a><br /><span style="font-family: &quot;times&quot; , &quot;times new roman&quot; , serif;">Students enrolled in the Summer Individual Program engage in an intensive learning experience with a specialist picked just for them. <br /><br />By attending every day for just two weeks, they can pick up each day right where they left off the day before, build momentum, and make great progress within a short time.<br /><br />Intensive and tailored instruction is perfect for students who need to hone specific skills or tackle difficult tasks with 1:1 support over the summer.</span></div><div class="MsoNormal"><span style="font-family: &quot;cambria&quot; , serif; font-size: 12.0pt; line-height: 115%;"><br /></span></div><div class="MsoNormal"><span style="font-family: &quot;cambria&quot; , serif; font-size: 12.0pt; line-height: 115%;"><br /></span></div><div align="center" class="MsoNormal" style="text-align: center;"><i style="color: #e69138; font-family: cambria, serif; font-size: x-large;">More about Architects For Learning...</i></div><div class="separator" style="clear: both; text-align: center;"></div><br />For the past 31 years, Architects For Learning has been settled in the Needham area, passionately supporting K-12 and college students with developing the language, literacy, and executive function skills they need to thrive as learners.<br /><br />Architects For Learning recently expanded its reach to the North Shore and opened a second office in Beverly.<br /><br />If your child struggles with academic writing, reading, working memory, language, or organization abilities, Architects For Learning’s proven methods can make all the difference.<br /><br /><br /><br /><br /><br /><br />For any questions about NESCA's community partners and referrals, please contact <br /><br />Ashlee Cooper<br />Marketing and Outreach Coordinator<br /><a href="mailto:acooper@nesca-newton.com" target="_blank">acooper@nesca-newton.com </a></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-3HPOPUp3xZs/WudQK5gw2kI/AAAAAAAAACs/rkf2RioxNwEOkd9zrZ8-GaiV7VS0Wn72wCEwYBhgL/s1600/me.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="200" src="https://4.bp.blogspot.com/-3HPOPUp3xZs/WudQK5gw2kI/AAAAAAAAACs/rkf2RioxNwEOkd9zrZ8-GaiV7VS0Wn72wCEwYBhgL/s200/me.jpg" width="200" /></a></div><div><br /></div><div><br /></div><div><span style="font-family: &quot;cambria&quot; , serif; line-height: 16.8667px;"><span style="font-size: large;"><i><br /></i></span></span></div></div>Ashlee Cooperhttp://www.blogger.com/profile/10955799290467047628noreply@blogger.com0Newton, MA, USA42.3370413 -71.2092213999999942.243124300000005 -71.370582899999988 42.4309583 -71.047859899999992tag:blogger.com,1999:blog-6800429649575080386.post-90745430359460562892018-04-30T08:30:00.000-04:002018-05-01T12:45:24.298-04:00Sit Down with Jessica Geragosian, Pediatric Neuropsychologist <div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-mnmJLYNthJA/WuHyhdGGCgI/AAAAAAAAABo/ymqUP8vkFH0-r3BwgkeyXGhbKCaG-CpWwCLcBGAs/s1600/Jess%2Bquote.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="857" data-original-width="1600" height="213" src="https://1.bp.blogspot.com/-mnmJLYNthJA/WuHyhdGGCgI/AAAAAAAAABo/ymqUP8vkFH0-r3BwgkeyXGhbKCaG-CpWwCLcBGAs/s400/Jess%2Bquote.jpg" width="400" /></a></div><br class="Apple-interchange-newline" /><div class="separator" style="clear: both;">By:&nbsp;<a href="mailto:acooper@nesca-newton.com" target="_blank">Ashlee Cooper</a></div>NESCA Marketing and Outreach Coordinator<br /><br />According to the National Academy of Neuropsychology (www.nanonline.org), a clinical neuropsychologist is a professional within the field of psychology with special expertise in the applied science of brain-behavior relationships. Clinical neuropsychologists use this knowledge in the assessment, diagnosis, treatment, and/or rehabilitation of patients across the lifespan with neurological, medical, neurodevelopmental and psychiatric conditions, as well as other cognitive and learning disorders. Clinical neuropsychologists work in a wide range of settings and may have varying specialties in terms of who they serve, what challenges they address, and how they work with clients.<br /><br />We recently sat down with Pediatric Neuropsychologist <a href="https://nesca-newton.com/geragosian/" target="_blank">Dr.&nbsp;Jessica Geragosian</a>&nbsp;to talk about what led her to NESCA and the importance of understanding a child's strengths and vulnerabilities.<br /><br /><i><span style="color: #e69138;">What is neuropsychology? How would you describe this field to someone who does not understand much about your profession?</span></i><br />Neuropsychology is a big field. As it pertains to my work, neuropsychology is a tool I use to help children and adolescents to be their most successful selves. In my practice, I am using neuropsychology to evaluate and understand the whole child—what that child's strengths are that we can draw from and what vulnerabilities (developmentally, academically, socially, or emotionally) exist that are causing deficits in their functioning. I believe that all children want to be successful, and my job is to find out what conditions or supports they need to achieve that success. <br /><br /><i><span style="color: #e69138;">What do you like about your job?</span></i><br />I feel so lucky to do what I do. The information we can obtain from individualized and comprehensive evaluation is so powerful. At NESCA, I am able to spend however much time I need working with each child so that I have the best understanding of their strengths and vulnerabilities. Really understanding the big picture of who a child is, and not just one challenge or label, is so crucial in intervening when a kid is struggling.<br /><br />Also, I enjoy the families that I get to work with. And, I love having the opportunity to follow children over the course of their development and see the amazing progress that happens when the right interventions and supports are identified.<br /><br /><i><span style="color: #e69138;">Do you have a speciality? What do you specialize in?</span></i><br />For me, I don't really believe in "specializing.” I think it is important to be able to understand a broad range of issues, and to be able to think flexibly and draw from a wide range of knowledge. I would not want having a narrow focus to impact who seeks out my expertise or how I continue to grow and develop professionally. You can't always predict what a child is bringing into the office, and therefore it is important to be able to draw from different skill sets and experience and keep an open mind. <br /><br />In terms of who tends to seek out my services, I see all sorts of kids with a variety of presentations and needs. Some of my colleagues say that I am particularly skilled at differentiating autism and mood disorders or working with students who are dual diagnosed with intellectual impairments and mood disorders. But I also love working with students with ADHD and specific learning disabilities. Being in private practice, I tend to see kids that have complex learning, social and emotional needs. But I really do like seeing everyone—I never get bored and I strive to stay on top of outcome research for many types of children. <br /><br /><i><span style="color: #e69138;">What brought you to NESCA?</span></i><br />I have worked in a variety of settings—schools, hospitals, and private practice. I wanted to work in a group private practice because I felt there were limitations for school based testing (scope of assessment, administrative constraints, large caseload). I liked working in a hospital, but also found that I felt constrained due to insurance coverage; I was unable to do follow up care, go to school meetings or do observations, or really spend the time needed with the child and family to effectively implement recommendations I made.<br /><br />I specifically wanted to work at NESCA because quite frankly when I was looking for work, I felt it had the best reputation in the area. In my opinion, NESCA is well known for good reason. I wanted to be trained by and work with the best experts. I started after my post doc year to gain additional training as an early career neuropsychologist. It was the best decision I ever made! <br /><br /><i><span style="color: #e69138;">What do you enjoy about working at NESCA?</span></i><br />Well you know I love my job. But aside from the actual work, I really value being surrounded by people who are so bright, thoughtful, and skilled—and fun! From a professional standpoint, we have frequent enriching seminars and conferences and we are constantly learning and growing. The commitment to continued personal and professional development is so important in a field that is continuously evolving. Also, it’s a great culture with nice people who enjoy being together. We support each other through tough times and we laugh a lot. That’s important to me.<br /><br /><i><span style="color: #e69138;">What do you think sets NESCA apart? Why should a parent bring their child here when there are so many other neuropsychologists in Massachusetts and New Hampshire? </span></i><br />NESCA is well known for providing high quality evaluations, and for continuing to work with families to make sure that necessary recommendations are implemented for each child.<br /><br />As a psychologist, I can tell you that neuropsychology is a field that is hard to vet. There is no YELP for neuropsychologists. There are a lot of professionals out there, and it is hard to tell what you are actually getting in terms of support, expertise, and report quality. In my work in New Hampshire and Massachusetts, it is a common occurrence that I will see a child after they have been recently tested and their family or school found that the assessment was not particularly useful. This commonly occurs for one of several reasons: the tests administered were not thorough enough to provide sufficient information; the diagnostic picture was not well understood; the recommendations were not specific or helpful. It can be heartbreaking to parents who have invested all of this time and energy (and money) in an assessment that is not able to provide the results necessary for their child to make progress. <br /><br /><i><span style="color: #e69138;">What advice do you have for parents who are not sure if a neuropsychological evaluation is needed for their child?</span></i><br />Get a consult. Families often do not realize that we offer brief and affordable consultations and it is a great way to get to know a neuropsychologist and gain an understanding as to why testing is needed (or not needed) at this point in their child’s development. Have us review your records and come in and talk to someone about your concerns. Sometimes all you need is to talk things over and formulate a game plan. Other times, an evaluation is necessary to inform educational or therapeutic planning. In either case, it is a huge relief for parents to come in and talk about their concerns—parents know their kids best and I always encourage them to follow their gut when they feel that something is not quite right.<br /><div><br /></div><div><br /><div><b>Have more questions regarding neuropsychological evaluations at NESCA?</b></div><div><div><a href="mailto:jgeragosian@nesca-newton.com" target="_blank">info@nesca-newton.com</a>&nbsp;</div><div>617-658-9800 - Newton, MA</div>603-818-8526 - Londonderry, NH<br /><br />Read more about Neuropsychological Evaluation at NESCA: <a href="https://nesca-newton.com/neuro_eval/%C2%A0">https://nesca-newton.com/neuro_eval/&nbsp;</a><br /><br /></div><div><b>Ready to schedule a consult or evaluation with one of our veteran neuropsychologists?</b><br />Complete an on-line Intake Form: <a href="https://nesca-newton.com/intake-form/%C2%A0">https://nesca-newton.com/intake-form/&nbsp;</a><br /><br /><br /><b>About the Author</b><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/--Dp5VRT1u6Y/WuYo7kT_m5I/AAAAAAAAAB8/RUvzGDsjDiIV9Tpff_2OSX5sfekUxyluQCEwYBhgL/s1600/me.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="200" src="https://1.bp.blogspot.com/--Dp5VRT1u6Y/WuYo7kT_m5I/AAAAAAAAAB8/RUvzGDsjDiIV9Tpff_2OSX5sfekUxyluQCEwYBhgL/s200/me.jpg" width="200" /></a></div>Ashlee Cooper began working at NESCA in April 2018. As Marketing and Outreach Coordinator, Ashlee oversees marketing campaigns and develops community relationships through various programming activities – all of which expand NESCA’s well-respected reputation in New England. Ashlee brings a wide range of marketing, design and communications experience in the social service and non-profit industry. She lives in Newton with her husband and their beloved dog, Winnie. In her free time, she enjoys doing yoga, watching documentaries and promoting her and her husband’s housewares startup.<br /><br />Get in touch with Ashlee with any questions you may have about NESCA’s programs and events at <a href="mailto:acooper@nesca-newton.com">acooper@nesca-newton.com</a>. She looks forward to hearing from you!</div><div><br /><div><br /><br /><br /><br /><style><!-- /* Font Definitions */ @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;} @font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-536859905 -1073697537 9 0 511 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin-top:0in; margin-right:0in; margin-bottom:8.0pt; margin-left:0in; line-height:107%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; 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margin:1.0in 1.0in 1.0in 1.0in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.WordSection1 {page:WordSection1;} --></style><style><!-- /* Font Definitions */ @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;} @font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-536859905 -1073697537 9 0 511 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin-top:0in; margin-right:0in; margin-bottom:8.0pt; margin-left:0in; line-height:107%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} .MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-size:11.0pt; mso-ansi-font-size:11.0pt; mso-bidi-font-size:11.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} .MsoPapDefault {mso-style-type:export-only; margin-bottom:8.0pt; line-height:107%;} @page WordSection1 {size:8.5in 11.0in; margin:1.0in 1.0in 1.0in 1.0in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.WordSection1 {page:WordSection1;} --></style></div></div>Ashlee Cooperhttp://www.blogger.com/profile/10955799290467047628noreply@blogger.com0tag:blogger.com,1999:blog-6800429649575080386.post-40011529582901021712018-04-23T08:30:00.000-04:002018-04-23T11:05:51.839-04:00First Recommendation: Take up Golf <br /><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-CPr13pF0ie4/WtjPzbF3NII/AAAAAAAAABM/BKv95dYIuC4Itkhfvg-RvsbcVP4jqVXZACLcBGAs/s1600/golf.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1068" data-original-width="1600" height="266" src="https://4.bp.blogspot.com/-CPr13pF0ie4/WtjPzbF3NII/AAAAAAAAABM/BKv95dYIuC4Itkhfvg-RvsbcVP4jqVXZACLcBGAs/s400/golf.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">By: <a href="https://nesca-newton.com/ahelmus/">Ann Helmus, Ph.D.</a></div>NESCA Founder/Director<br /><br />A five-year old boy, whom I will call Marcel, was referred by his parents for evaluation to determine if he had Autism Spectrum Disorder (ASD) because he isolated himself socially. With a great deal of effort, I got Marcel through the neuropsychological evaluation process and observed him at his pre-school. Results of the evaluation revealed a significant communication disorder but no other symptoms of ASD. He was socially isolated because he didn’t have the language skills to interact easily with others. Although his verbal abilities were limited, Marcel’s visual-spatial skills were superior, based on testing results. During my school observation, I was struck by his ability to focus intently, seemingly immune to distraction, on building an extensive highway system for his cars for more than an hour. <br /><br />In thinking about treatment for Marcel, my top priority was to conceive of a plan for luring him out of his “own world” where he retreated much of the time to avoid the communication demands inherent in engaging his surroundings. Because the language skills of young children develop most rapidly in social contexts, increasing Marcel’s opportunities for interaction with others would be expected to improve both his language skills and his social confidence. Since people can be most readily induced to change by leveraging their strengths, I asked myself, “What activity requires superb visual-spatial skills, and the ability to concentrate for hours on visual stimuli?”, both conspicuous strengths for Marcel. I also wanted an activity that would provide ample opportunities for interactions with others but not demand it. <br /><br />Deciding that Marcel was too young to become a pool shark, I recommended golf to his parents, explaining my reasoning. I told them that, in addition to using Marcel’s natural strengths to build a skill that would enhance his self-esteem, golf would provide a “controlled social arena”. Marcel could get away with socializing primarily about the game, which would require him to use a limited vocabulary (e.g. birdie, bogey, slice) whereas socializing in less controlled environments involves a broader range of topics and associated language demands. <br /><br />Marcel excelled with golf, quickly mastering the game and often playing more than 36 holes during weekends, such that he was interacting with others throughout the day, instead of engaging in solitary pursuits, but still “having a break” from other people while he focused on his game. He and his family were rightfully proud of his tournament trophies and Marcel established relationships with his teammates and coaches. As he spent more time interacting with others, Marcel’s communication skills and self-confidence blossomed. <br /><br />When I saw him recently for his two-year follow-up evaluation, Marcel told me that he wanted to switch from golf to tennis “because its more social”. <br /><br />Leveraging a child’s strengths can be one of our most potent tools for remediating weaknesses. <br /><br /><br /><b>About the Author&nbsp;</b><br /><div><b><br /></b><div><a href="https://1.bp.blogspot.com/-XHD-X6mBsFQ/WtjRnToq9JI/AAAAAAAAABY/Uohsf-fYEcIYAO4446onW41uIuNdTLC8gCLcBGAs/s1600/Ann.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="578" data-original-width="551" height="200" src="https://1.bp.blogspot.com/-XHD-X6mBsFQ/WtjRnToq9JI/AAAAAAAAABY/Uohsf-fYEcIYAO4446onW41uIuNdTLC8gCLcBGAs/s200/Ann.jpg" width="190" /></a>NESCA Founder/Director <a href="https://nesca-newton.com/ahelmus/">Ann Helmus, Ph.D</a>. is a licensed clinical neuropsychologist who has been&nbsp;<span style="text-align: center;">practicing for almost 20 years. In 1996, she jointly founded the&nbsp; Children’s Evaluation Center (CEC) in Newton, Massachusetts, serving as co-director there for almost ten years. During that time, CEC emerged as a leading regional center for the diagnosis and remediation of both learning disabilities and Autism Spectrum Disorders.</span><br /><div><br />In September of 2007, Dr. Helmus established NESCA (Neuropsychology &amp; Education Services for Children &amp; Adolescents), a client and family-centered group of seasoned neuropsychologists and allied staff, many of whom she trained, striving to create and refine innovative clinical protocols and dedicated to setting new standards of care in the field.<br /><br />Dr. Helmus specializes in the evaluation of children with learning disabilities, attention and executive function deficits and primary neurological disorders. In addition to assessing children, she also provides consultation and training to both public and private school systems. She frequently makes presentations to groups of parents, particularly on the topics of non-verbal learning disability and executive functioning.</div></div></div>Ashlee Cooperhttp://www.blogger.com/profile/10955799290467047628noreply@blogger.com0Newton, MA, USA42.3370413 -71.2092213999999942.243124300000005 -71.370582899999988 42.4309583 -71.047859899999992tag:blogger.com,1999:blog-6800429649575080386.post-80919660294254981082018-04-16T09:30:00.000-04:002018-04-16T09:30:35.083-04:00Transition Planning: Let’s Talk about Graduation Dates for Students on IEPs<br /><a href="https://1.bp.blogspot.com/-YHsjgzSmlYw/WtDo50XivLI/AAAAAAAAAAs/lLHOUCKVpvAUZGVjz60HzBoyiMa8c04SgCLcBGAs/s1600/graduation-995042_1920.jpg"><img border="0" src="https://1.bp.blogspot.com/-YHsjgzSmlYw/WtDo50XivLI/AAAAAAAAAAs/lLHOUCKVpvAUZGVjz60HzBoyiMa8c04SgCLcBGAs/s640/graduation-995042_1920.jpg" /></a><br />By: <a href="https://www.nesca-newton.com/challen.html">Kelley Challen, Ed.M., CAS</a> <br />Director of Transition Services; Transition Specialist <br /><br />On March 26, the Massachusetts Department of Elementary and Secondary Education (DESE) sent out an important administrative advisory regarding transition services and graduating with a high school diploma (<a href="http://www.doe.mass.edu/sped/advisories/2018-2.html">Administrative Advisory SPED 2018-2: Secondary Transition Services and Graduation with a High School Diploma</a>). This much-needed advisory clarifies when and how students with IEP's should be issued a high school diploma and also touches on best practices for planning both student graduation and appropriate secondary transition services. <br /><br />As a transition specialist who is often contracted by schools and families, it is not uncommon to be asked to help determine whether a student is ready to graduate. The challenge in answering this particular question is that there is no universal set of skills or level of knowledge that deems a student on an IEP "ready" to graduate. In fact, students on IEP's, just as with mainstream students, graduate all the time without being ready for many adult activities (e.g. apartment hunting, changing jobs, applying for a bank loan, comparing health insurance plans). <br /><br />The truth is, there are a number of skills that we need for "adulting," but do not need in order to graduate with a high school diploma. As this important advisory points out, the special education process is not simply about completing local graduation requirements. It is also about transition planning and services that uniquely equip a student for reaching their goals after leaving public education. Therefore, we need to rethink the question, “Is my child/student ready to graduate?” And instead, the critical question to ask when a student approaches the end of 12th grade is, “Has the child/student received a free and appropriate public education (FAPE)?” <br /><br />As I discussed in a previous blog (<a href="https://nesca-newton.com/transition-planning-the-missing-link-between-special-education-and-successful-adulthood/">Transition Planning: The Missing Link Between Special Education and Successful Adulthood</a>), FAPE as guaranteed by the Individuals with Disabilities Education Act of 2004 (IDEA 2004) includes transition planning and services. Under IDEA 2004, a federal law, transition planning must start by the time a student turns 16. Here in Massachusetts, we have even stronger regulations, and secondary transition services may begin “no later than the age of 14.” This means that the IEP has to be carefully constructed to help students build skills "in a stepwise and cumulative manner" toward completing their high school program while also making progress toward their desired post-secondary learning, working, and independent living activities including community engagement. <br /><br />The foundation for this process is an individualized and coordinated transition assessment process that carefully evaluates a student’s needs, strengths, preferences, and interests beginning before the age of 14. Just as with all IEP goals and services, assessment informs the team’s discussion and decision-making; it helps the team to know how to plan for the long-term, prioritize for the coming school year, and to track progress. <br /><br />In each annual meeting for a transition-aged student, the IEP team needs to explicitly discuss whether the student is progressing towards their measurable postsecondary goals and whether the educational program and related transition services are calibrated in such a way that the student will continue to make progress. Anticipated graduation date (listed on the top of the Transition Planning Form and recorded in the Additional Information section of the IEP) is a critical part of this discussion each year. When a student, parent, teacher, or other team member is uncertain about a student’s ability to complete local requirements and receive appropriate transition services “on time,” this needs to be discussed directly.<br /><br />If there is confusion or disagreement about the graduation date, additional assessment may be needed to clarify the student’s needs. However, if the team starts the transition planning process when a student is 14, and carefully plans out the instruction, community experiences, and employment related activities necessary for progressing toward the student’s post-high school goals, and closely tracks the student’s progress, then students, parents and educators will rarely need to ask whether the student is “ready to graduate.” Instead, they will know if the student has received FAPE because the student’s IEP has included well-calculated transition services and there will be clear measures of the student’s progress with annual goals and transition-related services indicating whether this particular student requires support beyond the traditional 12 years of education. <br /><br />I am grateful for the recent administrative advisory from DESE and have found each of their advisories on the topic of transition to be tremendously helpful in supporting a shared understanding of the transition planning process among families, schools, and the professionals supporting them. At NESCA, we have seen great progress in the delivery of individualized transition services across the state of Massachusetts since the Massachusetts Legislature approved the amendment to the Massachusetts special education statute in 2008 to require transition planning services “beginning age 14 or sooner” and DESE put out <a href="http://www.doe.mass.edu/sped/advisories/09_1ta.html">Technical Assistance Advisory SPED 2009-1: Transition Planning to Begin at Age 14</a>. With the recent advisory, I am certain that we will continue to see more teams embrace the transition planning process early. Students, families, and districts will experience less confusion and distress as a student approaches the end of 12th grade, because there will be a clear plan for exiting or continuing special education based on effective transition planning and a collaborative and communicative team process.<br /><div><br /><b>Transition Resources and Advisories from MA Department of Elementary and Secondary Education&nbsp;</b><br />· MA DESE Secondary Transition Page - <a href="http://www.doe.mass.edu/sped/secondary-transition/default.html">http://www.doe.mass.edu/sped/secondary-transition/default.html</a> <br />· Administrative Advisory SPED 2018-2:Secondary Transition Services and Graduation with a High School Diploma - <a href="http://www.doe.mass.edu/sped/advisories/2018-2.html">http://www.doe.mass.edu/sped/advisories/2018-2.html</a> <br />· Technical Assistance Advisory SPED 2017-1: Characteristics of High Quality Secondary Transition Services - <a href="http://www.doe.mass.edu/sped/advisories/2017-1ta.pdf">http://www.doe.mass.edu/sped/advisories/2017-1ta.pdf</a> <br />· Technical Assistance Advisory SPED 2016-2: Promoting Student Self-Determination to Improve Student Outcomes - <a href="http://www.doe.mass.edu/sped/advisories/2016-2ta.pdf">http://www.doe.mass.edu/sped/advisories/2016-2ta.pdf</a> <br />· Technical Assistance Advisory SPED 2014-4: Transition Assessment in the Secondary Transition Planning Process - <a href="http://www.doe.mass.edu/sped/advisories/2014-4ta.html">http://www.doe.mass.edu/sped/advisories/2014-4ta.html</a> <br />· Technical Assistance Advisory SPED 2013-1: Postsecondary Goals and Annual IEP Goals in the Transition Planning Process - <a href="http://www.doe.mass.edu/sped/advisories/13_1ta.html">http://www.doe.mass.edu/sped/advisories/13_1ta.html</a> <br />· Technical Assistance Advisory SPED 2009-1: Transition Planning to Begin at Age 14 - <a href="http://www.doe.mass.edu/sped/advisories/09_1ta.html">http://www.doe.mass.edu/sped/advisories/09_1ta.html</a> <br /><br /><i>While this blog includes some specific content that applies only to families of students in IEPs in Massachusetts, the requirement of transition services for students on IEPs is a federal mandate. <b>For families living in New Hampshire</b>, guidance from the New Hampshire Department of Education can be found at</i> <a href="https://www.education.nh.gov/instruction/special_ed/sec_trans.htm">https://www.education.nh.gov/instruction/special_ed/sec_trans.htm</a>. <i>The NH DOE has additionally helped develop a web site with resources for increasing the college and career readiness of NH Students that can be found a</i>t&nbsp;<a href="https://nextsteps-nh.org/"><span style="color: blue;">https://nextsteps-nh.org</span></a>.</div><div><br /></div><u>If you are interested in working with a transition specialist at NESCA for consultation, planning, or evaluation, please complete our on-line intake form: <a href="https://nesca-newton.com/intake-form/"><span style="color: blue;">https://nesca-newton.com/intake-form/</span></a>.</u><br /><div><br /></div><div><b>About the Author</b><br /><b><br /></b><br /><div><a href="https://4.bp.blogspot.com/-BUC7cg0E1jA/WtDVn1_De8I/AAAAAAAAAAg/MrSAlJUfRQk9OjjN8UvaG88GODGyEWhrgCPcBGAYYCw/s1600/Challen.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="200" src="https://4.bp.blogspot.com/-BUC7cg0E1jA/WtDVn1_De8I/AAAAAAAAAAg/MrSAlJUfRQk9OjjN8UvaG88GODGyEWhrgCPcBGAYYCw/s200/Challen.jpg" width="200" /></a></div><a href="https://www.nesca-newton.com/challen.html">Kelley Challen, EdM, CAS,</a> is NESCA’s Director of Transition Services, overseeing planning,&nbsp; consultation, evaluation, coaching, case management, training and program development services.&nbsp; She began facilitating programs for children and adolescents with special needs in 2004. After receiving her Master’s Degree and Certificate of Advanced Study in Risk and Prevention Counseling from Harvard Graduate School of Education, Ms. Challen spent several years at the MGH Aspire Program where she founded an array of social, life and career skill development programs for teens and young adults with Asperger’s Syndrome and related profiles. She also worked at the Northeast Arc as Program Director for the Spotlight Program, a drama-based social pragmatics program, serving youth with a wide range of diagnoses and collaborating with several school districts to design in-house social skills and transition programs. While Ms. Challen has special expertise supporting students with Autism Spectrum Disorders, she provides support to individuals with a wide range of developmental and learning abilities including students with complex medical needs. She is also co-author of the chapter “Technologies to Support Interventions for Social- Emotional Intelligence, Self-Awareness, Personality Style, and Self-Regulation” for the book Technology Tools for Students with Autism.<br /><div><br /><br /><br /><style><!-- /* Font Definitions */ @font-face {font-family:Wingdings; panose-1:5 0 0 0 0 0 0 0 0 0; mso-font-charset:2; mso-generic-font-family:decorative; mso-font-pitch:variable; mso-font-signature:0 268435456 0 0 -2147483648 0;} @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-536859905 -1073697537 9 0 511 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin-top:0in; 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margin-left:2.75in; text-indent:-.25in; font-family:Wingdings;} @list l0:level7 {mso-level-number-format:bullet; mso-level-text:; mso-level-tab-stop:none; mso-level-number-position:left; margin-left:3.25in; text-indent:-.25in; font-family:Symbol;} @list l0:level8 {mso-level-number-format:bullet; mso-level-text:o; mso-level-tab-stop:none; mso-level-number-position:left; margin-left:3.75in; text-indent:-.25in; font-family:"Courier New";} @list l0:level9 {mso-level-number-format:bullet; mso-level-text:; mso-level-tab-stop:none; mso-level-number-position:left; margin-left:4.25in; text-indent:-.25in; font-family:Wingdings;} ol {margin-bottom:0in;} ul {margin-bottom:0in;} --></style></div><div class="separator" style="clear: both; text-align: center;"></div></div>Ashlee Cooperhttp://www.blogger.com/profile/10955799290467047628noreply@blogger.com0Newton, MA, USA42.3370413 -71.2092213999999942.243124300000005 -71.370582899999988 42.4309583 -71.047859899999992tag:blogger.com,1999:blog-6800429649575080386.post-67383046877075236692018-04-09T10:00:00.000-04:002018-04-09T10:00:09.279-04:00The Role of Pediatric Occupational Therapy<div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-MEnR_F3UMXs/WsZfhYSMtsI/AAAAAAAAAVc/27eFn94p77Igdo6KcoutIvHjm2B5ZHFWwCLcBGAs/s1600/art-arts-and-crafts-child-159579.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1059" data-original-width="1600" height="211" src="https://3.bp.blogspot.com/-MEnR_F3UMXs/WsZfhYSMtsI/AAAAAAAAAVc/27eFn94p77Igdo6KcoutIvHjm2B5ZHFWwCLcBGAs/s320/art-arts-and-crafts-child-159579.jpg" width="320" /></a></div><br /><b>By: <a href="https://nesca-newton.com/bellenis/">Sophie Bellenis, OTD, OTR/L</a></b><div>Occupational Therapist; Community-Based Skills Coach</div><div><br /></div><div><div class="MsoNormal">In order to fully understand the role that occupational therapy can play in pediatric health and wellbeing, it is first important to understand the term “occupation.”&nbsp; The World Federation of Occupational Therapy (WFOT) defines occupations as, “the everyday activities that people do as individuals, in families, and in communities that occupy time and bring meaning and purpose to life.”&nbsp; As we know, these activities look different at every age, and our routines, habits, and responsibilities are continually growing and changing.&nbsp; <o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal">During childhood, the development of these skills moves more quickly than any other period of life. For example, a two-year old little girl, Katie, is learning to put on her shirt independently, kick a ball, and sort by color.&nbsp; Within ten short years, Katie may be getting herself ready for the bus, writing a three-paragraph essay, and learning to play the saxophone.&nbsp; The transition to adolescence comes with even more new experiences and expectations.<o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><i>So where does occupational therapy come in? <o:p></o:p></i></div><div class="MsoNormal"><br /></div><div class="MsoNormal">Occupational therapy focuses on the child, the activity at hand, and the environment around them.&nbsp; By considering all of these factors, OTs work to determine the correct modifications, adaptations, and strategies that may be necessary for success. <o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><i>What is the goal?<o:p></o:p></i></div><div class="MsoNormal"><br /></div><div class="MsoNormal">Due to the fact that occupations are incredibly personalized, the goal of OT is often to simply increase <i>independence</i> and <i>participation</i>in valued activities.&nbsp; One child may be working on learning to independently tie his shoes, while another may need help developing a morning routine to consistently follow.&nbsp; These goals are only worth focusing on and problem solving if they are important to the child and his or her family.<o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><i>How do we get there?<b><o:p></o:p></b></i></div><div class="MsoNormal"><br /></div><div class="MsoNormal">Consider the <i>child</i>’s strengths and limitations. These may include physical, emotional, cognitive, sensory abilities, and much more.&nbsp; A child’s particular interests, level of motivation, and understanding of themselves all play a role in their ability to engage in the things that are important to them.<o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal">Consider the <i>environment</i>. The environment in which a child lives and grows is physical, spiritual, social, and cultural. It is this individuality that makes it nearly impossible for an environment to be a “good fit for all users.”&nbsp; Occupational therapists often work to modify the environment, or help individuals understand the role that the environment plays.<o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal">Consider the <i>activity</i>itself. The list of childhood occupations is seemingly never-ending.&nbsp; From brushing your teeth, getting dressed, and doing chores, to maintaining friendships, navigating the digital world, and learning to take the bus, these skills all require numerous steps and different abilities.&nbsp; These activities often must be broken down into small steps to determine how to help a child be successful. <o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><i>My work at NESCA<o:p></o:p></i></div><div class="MsoNormal"><br /></div><div class="MsoNormal">At NESCA, I am currently working as a community-based skills coach, using occupational therapy to create experiential learning opportunities, and develop functional living skills.&nbsp; I love having the ability to work with tweens, teens, and young adults in their own environment to collaborate on creating lasting strategies for participation and independence.<o:p></o:p></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><i><span style="background: white;">Dr. Bellenis works with a small caseload of clients aged 12-26 who have recently participated in neuropsychological evaluation and/or transition assessment at NESCA. If you have questions about working with Dr. Bellenis for Community-Based Skills Coaching, please email Kelley Challen, Director of Transition Services, at <a href="mailto:kchallen@nesca-newton.com">kchallen@nesca-newton.com</a>.<o:p></o:p></span></i></div><div class="MsoNormal"> </div><div class="MsoNormal"><br /></div><div class="MsoNormal"><b>About the Author</b></div><div class="MsoNormal"><br /></div><div class="MsoNormal"> </div><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-R7v24GuB7SA/WsZgyBNhlII/AAAAAAAAAVo/XlZyD2PYUVsyBCsYQ8QXHLQOejhxrwpOwCLcBGAs/s1600/Sophie%2BBellenis.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1290" height="200" src="https://3.bp.blogspot.com/-R7v24GuB7SA/WsZgyBNhlII/AAAAAAAAAVo/XlZyD2PYUVsyBCsYQ8QXHLQOejhxrwpOwCLcBGAs/s200/Sophie%2BBellenis.jpg" width="161" /></a></div><div class="MsoNormal">Dr. Sophie Bellenis is Licensed Occupational Therapist in Massachusetts, specializing in pediatrics and occupational therapy in the developing world. Dr. Bellenis joined NESCA in the fall of 2017 to offer community-based skills coaching services as well as social skills coaching as part of NESCA’s transition team. Dr. Bellenis graduated from the MGH Institute of Health Professions with a Doctorate in Occupational Therapy, with a focus on pediatrics and international program evaluation. She is a member of the American Occupational Therapy Association, as well as the World Federation of Occupational Therapists. In addition to her work at NESCA, Dr. Bellenis works as a school-based occupational therapist for the city of Salem Public Schools and believes that individual sensory needs, and visual motor skills must be taken into account to create comprehensive educational programming.&nbsp;<o:p></o:p></div><div class="MsoNormal"><b><br /></b></div><br /><br /><br /></div>Unknownnoreply@blogger.com0Newton, MA, USA42.3370413 -71.2092213999999942.243124300000005 -71.370582899999988 42.4309583 -71.047859899999992tag:blogger.com,1999:blog-6800429649575080386.post-42015231720210156022018-04-02T08:31:00.000-04:002018-04-02T08:48:25.741-04:00Modern Parenting - Part 3: Sarahah, WhatsApp, Snapchat, Oh My! Navigating the Wide World of Apps<div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-OGWCVj4ZYLs/WsGCV3t1UhI/AAAAAAAAAVE/xEkk0yWd-xQkgczCcaalL0IAeBBh9TuHgCLcBGAs/s1600/apps-blur-cellphone-533446.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="900" data-original-width="1600" height="180" src="https://3.bp.blogspot.com/-OGWCVj4ZYLs/WsGCV3t1UhI/AAAAAAAAAVE/xEkk0yWd-xQkgczCcaalL0IAeBBh9TuHgCLcBGAs/s320/apps-blur-cellphone-533446.jpg" width="320" /></a></div><b><br /></b><b>By:&nbsp;<a href="https://nesca-newton.com/reinert"><span style="color: #cc0000;">Jacki Reinert, Psy.D., LMHC</span></a></b><br />Pediatric Neuropsychology Post-Doctoral Fellow<br /><br />I recently had the opportunity to co-evaluate a young woman in high school who was recently suspended from school due to ongoing peer conflicts with classmates on a social media app called Sarahah. What initially started as an innocent question soon escalated into an online battle, fueled by a misunderstanding and magnified by an impulsive decision to post a verbal threat. Since that time, Sarahah has popped up in my social media feeds, particularly among parents, educators, and therapists on Facebook. Well-intentioned adults are scrambling to learn more about the app, how they can protect their children, clients, and students from the dangers of yet another social media platform which promotes anonymous bullying. This phenomenon highlights the significant and misguided, albeit well-intentioned, approach adults use to conceptualize social media and adolescent usage. It is March 2018, and Sarahah has been unavailable for download on iTunes for approximately two months. Teens have already begun to move on to the next app, while adults are only more recently learning about the obsolete app. <br /><br />Some common misconception adults have about social media is that they need to know each of the apps that teens are using, an impossible feat considering the speed with which they become popular, trend on iTunes, and quickly become a relic of the past. As digitally competent adults, we are better served by understanding the <b><i>types</i> </b>of social media apps teens use, how to talk to kids about which apps they should steer clear of and why. <br /><br />Generally, there are four types of social media apps that are currently trending, moving adolescents away from typical texting to new social platforms. The first are new texting platforms, which include WhatsApp, KikMessanger, Telegram, and GroupMe. These types of apps allow teen to group chat for free in virtual “private chat rooms." Live streaming group chats are also popular because they allow multiple people to participate in a group “FaceTime” experience. Apps that offer these experiences are HouseParty, Live.ly, and Live.me. <br /><br />Microblogging is another popular social media platform which allows teens to quickly post relevant information. Examples of this are classified into platforms such as Twitter or Tumblr, which allow teens to share text, GIFs, and videos, and photo-based microblogging, such as Snapchat, Instagram, and the now-defunct Vine. Of these, photo and video-based apps are more popular. <br /><br />Lastly, there has been a huge shift from identifiable users to anonymous platforms, which include Yik Yak, Saraha, Spillit, Secret, Whisper, and AskFm, as well as meet-up and online dating apps. These apps include Monkey, Meet.me, Omegle, Yubo, and Tinder. Apps that promote anonymity are arguably the most dangerous, primarily because people (adults and adolescents) are more likely to say things online that they would never say to someone face-to-face, increasing cyberbullying. In a nationally-representative sample of 5,700 middle and high school students, the Cyberbullying Research Center found that over the last ten years, 27% of students had been cyberbullied at some point in their life. Further, anonymous social media apps and increased incidents of cyberbullying have been linked to multiple teen suicides around the globe. <br /><br />As I mentioned in a previous post (<a href="/2018/03/modern-parenting-part-2-what-are.html">/2018/03/modern-parenting-part-2-what-are.html</a>), talking to teens about their digital footprints is the first step in opening a social media dialogue about expected behaviors when using social media as a member of an online community, and the ramifications associated with engaging with others online. As a social media consumer, I have found CommonSense Media to be the best spot to access relevant information about not only apps but also other types of media, including movies and video games. <br /><br />Research conducted by CommonSense Media highlights misconceptions about age-appropriateness for apps; they often compare what parents think is an appropriate age for specific apps, what kids think, and what the specialists think. For example, Snapchat is one of the most popular apps currently used by teens. Parents think it is appropriate for kids ages 14 and up, while kids think ages 12 and up is okay. CommonSense Media recommends users ages 16 and up. What about Instagram? Parents, 14 and up, kids say 12 and up, and CommonSense Media? Ages 15 and up. <br /><br />So, who’s right? When is it appropriate for a kid to use Instagram? A one-size-fits all approach is likely to mismatch kids, particularly those who may have complex cognitive or social-emotional profiles, with the appropriate social media platforms. Join me next week to learn more about how to start social media conversations with kids, pitfalls adults can make, and when to seek advice from a professional.<br /><div><br /></div><div><b>Read the rest of this series:</b><br /><h3 class="post-title entry-title" itemprop="name" style="background-color: white; color: #006600; font-family: georgia, serif; font-size: 19.838px; font-weight: normal; line-height: 1.4em; margin: 0.25em 0px 0px; padding: 0px 0px 4px;"><a href="/2018/03/modern-parenting-heartfelt-series-of.html">Modern Parenting: A Heartfelt Series of Social Media Tips - Part 1</a></h3><div><h3 class="post-title entry-title" itemprop="name" style="background-color: white; color: #006600; font-family: Georgia, serif; font-size: 19.838px; font-weight: normal; line-height: 1.4em; margin: 0.25em 0px 0px; padding: 0px 0px 4px;"><a href="/2018/03/modern-parenting-part-2-what-are.html">Modern Parenting - Part 2: What are Digital Footprints and Where Do They Lead?</a></h3></div><div><br /></div><b>About the Author:</b><br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-WpKYEssZiwo/Wq-xsPM04EI/AAAAAAAAATU/RFD5meNPub0gfmbo6ytzbVgIqrs6nvGsgCEwYBhgL/s1600/jacquelyn-reinert8.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><br /></a></div><div></div><div><a href="https://3.bp.blogspot.com/-WpKYEssZiwo/Wq-xsPM04EI/AAAAAAAAATU/RFD5meNPub0gfmbo6ytzbVgIqrs6nvGsgCEwYBhgL/s1600/jacquelyn-reinert8.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1068" height="200" src="https://3.bp.blogspot.com/-WpKYEssZiwo/Wq-xsPM04EI/AAAAAAAAATU/RFD5meNPub0gfmbo6ytzbVgIqrs6nvGsgCEwYBhgL/s200/jacquelyn-reinert8.jpg" width="133" /></a><a href="https://nesca-newton.com/reinert"><b><span style="color: #cc0000;">Dr. Jacki Reinert</span></b></a>&nbsp;is a Pediatric Neuropsychology Postdoctoral Fellow who joined NESCA in September 2017. Dr. Reinert assists with neuropsychological and psychological (projective) assessments in the Newton office and will join the Londonderry office in March 2018. In addition to assisting with neuropsychological evaluations, Dr. Reinert co-facilitates parent child groups and provides clinical consultation. Before joining NESCA Dr. Reinert worked in a variety of clinical settings, including therapeutic schools, residential treatment programs and in community mental health. She has comprehensive training in psychological assessment, conducting testing with children, adolescents, and transitional-aged adults with complex trauma.</div><br /><div></div><div><br /></div><div><br />&nbsp; <br /><div><br /></div></div></div>Unknownnoreply@blogger.com0Newton, MA, USA42.3370413 -71.2092213999999942.243124300000005 -71.370582899999988 42.4309583 -71.047859899999992tag:blogger.com,1999:blog-6800429649575080386.post-11265417083614533932018-03-26T08:30:00.000-04:002018-04-02T08:47:36.097-04:00Modern Parenting - Part 2: What are Digital Footprints and Where Do They Lead?<div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-sbW3r5SB5Qc/Wrg5WSRylYI/AAAAAAAAAUs/fbfZ1OTdxpImpsvsePECTu1vRcW_cUPlgCLcBGAs/s1600/apps-blur-button-267350.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1161" data-original-width="1600" height="232" src="https://3.bp.blogspot.com/-sbW3r5SB5Qc/Wrg5WSRylYI/AAAAAAAAAUs/fbfZ1OTdxpImpsvsePECTu1vRcW_cUPlgCLcBGAs/s320/apps-blur-button-267350.jpg" width="320" /></a></div><br /><b>By:&nbsp;<a href="https://nesca-newton.com/reinert"><span style="color: #cc0000;">Jacki Reinert, Psy.D., LMHC</span></a></b><br />Pediatric Neuropsychology Post-Doctoral Fellow<br /><br />In this week’s Modern Parenting blog, let’s talk a little bit about all of those footprints you have been leaving around.<br /><br />Do you remember that photo you shared on Facebook last week, or that status you “liked”? Chances are high that you don’t remember which photo or what status I am referring to, but fortunately for busy parents whose memories are fading, the Internet never forgets. As a social media consumer, your digital footprint is a literal trail of all the “stuff” you leave behind when you utilize the Internet. Your digital footprint is more than just your Facebook profile or Pinterest board; it includes comments you have made on social media platforms, that scathing Yelp review you left for a restaurant, Google Voice calls you have made, apps you have utilized, and emails you have sent.<br /><br />Whether we like it or not, our digital footprints matter. Students’ acceptances to Harvard were rescinded last year (<a href="http://www.thecrimson.com/article/2017/6/5/2021-offers-rescinded-memes/">http://www.thecrimson.com/article/2017/6/5/2021-offers-rescinded-memes/</a>) following a commonly-utilized practice of looking at potential students’ social media accounts (Kaplan, 2016). College admissions officers aren’t the only ones looking at social media; perceived misbehavior and racially insensitive comments made by individuals who serve the local community are also being reported and for many this has resulted in disciplinary action such as being fired (<a href="http://www.wdtn.com/news/local-news/springfield-employee-fired-for-racially-insensitive-social-media-post/1034324069">http://www.wdtn.com/news/local-news/springfield-employee-fired-for-racially-insensitive-social-media-post/1034324069</a>).<br /><br />When was the last time you Googled your name? Your child’s name? That Instagram user name? A useful way to track your digital footprint is to routinely Google your name, and doing this with your child is a great way to open up a dialogue about social media and Internet use. Google your full name, your nickname, your maiden name, and your most popular social media user name to see what pops up. The information found in your Google search is part of your digital footprint. A quick and easy way to monitor what content is highlighted online is to establish a Google Alert. In order to do this, go to <a href="http://google.com/alerts">google.com/alerts</a> and enter in names you want to track. Select “Show Options” to narrow your alerts to specific platforms, locations, and the frequency of your alerts.<br /><br />Another simple way to maintain your own digital footprint, as well as assist your children in cultivating their own, is by utilizing privacy settings whenever possible, and Facebook (FB) is a great place to start. To begin, click on your FB profile, and notice those three little dots at the bottom right of your cover page? Click on “View As” and voila! You can view your profile as a stranger sees it. What do you notice? Are your photos visible? All of those memes you’ve shared, are they visible as well? Teaching kids to do this is an easy way for them to have autonomy over their profiles and can establish a teachable moment where you can further discuss what they want to project out into the world.<br /><br />Next week, we are going to delve into the world of social media apps and what you need to know now about what your kids are doing online.<br /><br /><b>Read the rest of this series:</b><br /><h3 class="post-title entry-title" itemprop="name" style="background-color: white; color: #006600; font-family: Georgia, serif; font-size: 19.838px; font-weight: normal; line-height: 1.4em; margin: 0.25em 0px 0px; padding: 0px 0px 4px;"><a href="/2018/03/modern-parenting-heartfelt-series-of.html">Modern Parenting: A Heartfelt Series of Social Media Tips - Part 1</a></h3><div><h3 class="post-title entry-title" itemprop="name" style="background-color: white; color: #006600; font-family: georgia, serif; font-size: 19.838px; font-weight: normal; line-height: 1.4em; margin: 0.25em 0px 0px; padding: 0px 0px 4px;"><a href="/2018/04/modern-parenting-part-3-sarahah.html">Modern Parenting - Part 3: Sarahah, WhatsApp, Snapchat, Oh My! Navigating the Wide World of Apps</a></h3></div><br /><b>About the Author:</b><br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-WpKYEssZiwo/Wq-xsPM04EI/AAAAAAAAATU/RFD5meNPub0gfmbo6ytzbVgIqrs6nvGsgCEwYBhgL/s1600/jacquelyn-reinert8.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><br /></a></div><div></div><div><a href="https://3.bp.blogspot.com/-WpKYEssZiwo/Wq-xsPM04EI/AAAAAAAAATU/RFD5meNPub0gfmbo6ytzbVgIqrs6nvGsgCEwYBhgL/s1600/jacquelyn-reinert8.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1068" height="200" src="https://3.bp.blogspot.com/-WpKYEssZiwo/Wq-xsPM04EI/AAAAAAAAATU/RFD5meNPub0gfmbo6ytzbVgIqrs6nvGsgCEwYBhgL/s200/jacquelyn-reinert8.jpg" width="133" /></a><a href="https://nesca-newton.com/reinert"><b><span style="color: #cc0000;">Dr. Jacki Reinert</span></b></a>&nbsp;is a Pediatric Neuropsychology Postdoctoral Fellow who joined NESCA in September 2017. Dr. Reinert assists with neuropsychological and psychological (projective) assessments in the Newton office and will join the Londonderry office in March 2018. In addition to assisting with neuropsychological evaluations, Dr. Reinert co-facilitates parent child groups and provides clinical consultation. Before joining NESCA Dr. Reinert worked in a variety of clinical settings, including therapeutic schools, residential treatment programs and in community mental health. She has comprehensive training in psychological assessment, conducting testing with children, adolescents, and transitional-aged adults with complex trauma.</div><br /><div><br /></div>Unknownnoreply@blogger.com0Newton, MA, USA42.3370413 -71.2092213999999942.243124300000005 -71.370582899999988 42.4309583 -71.047859899999992tag:blogger.com,1999:blog-6800429649575080386.post-66802808345375559982018-03-21T16:53:00.000-04:002018-03-21T16:53:48.418-04:00New at NESCA: Social Skills Groups and Self-Esteem Conference<div style="text-align: center;"><b>In Spring 2018</b>, NESCA is partnering with AANE and MGH Aspire to bring <b>Sarah Hendrickx</b> to Massachusetts to provide a keynote talk at a conference about self-esteem for individuals with Asperger/Autism profiles. (Only 50 seats are left at this conference!)</div><div style="text-align: center;"><br /></div><div style="text-align: center;">AND</div><div style="text-align: center;"><br /></div><div style="text-align: center;"><b>In Summer 2018</b>, NESCA will begin offering <b>social skills groups</b> for children and adolescents with autism spectrum disorders and related profiles.</div><div style="text-align: center;"><u>&nbsp;&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;&nbsp;</u></div><div><u><br /></u></div><div><div style="text-align: center;"><a href="https://1.bp.blogspot.com/-hCZbSvjFDdU/WrLBsWWkKVI/AAAAAAAAATw/gaRSDyZ0vmk7yInKOa8Umw99K4GCj4XLACLcBGAs/s1600/SH-picture-with-logo-and-April-7-info-version4.2-300x204.jpg"><img border="0" src="https://1.bp.blogspot.com/-hCZbSvjFDdU/WrLBsWWkKVI/AAAAAAAAATw/gaRSDyZ0vmk7yInKOa8Umw99K4GCj4XLACLcBGAs/s1600/SH-picture-with-logo-and-April-7-info-version4.2-300x204.jpg" /></a></div><div><br />According to Tony Attwood, <b>low self-esteem</b> is one of most difficult feelings facing individuals on the autism spectrum. This interactive conference keynoting <b>Sarah Hendrickx</b>, and a diverse group of presenters on the autism spectrum, will be a chance for participants, professionals, adults and parents, to examine this topic in depth. We invite you to participate in this discussion which we hope will lead to <b>strategies to improve the feeling of self-worth for those on the spectrum</b>.<br /><br /><div style="text-align: center;"><b>I Am Who I Am: Asperger Syndrome and Building Self-Esteem&nbsp;</b></div><div style="text-align: center;">April 7 @ 9:00 am - 3:30 pm, $50</div><div style="text-align: center;">Newton-Wellesley Hospital, Shipley Auditorium</div><div style="text-align: center;">2014 Washington Street&nbsp;</div><div style="text-align: center;">Newton, MA United States</div><br /><div style="text-align: center;"><b><a href="http://events.r20.constantcontact.com/register/event?llr=b54cxzaab&amp;oeidk=a07eex4536o23f24449&amp;viewType=DESKTOP"><span style="color: #cc0000;">Find Out More at AANE&nbsp;</span></a></b></div><div style="text-align: center;"><u><br /></u></div><div style="text-align: center;"><u>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;&nbsp;</u></div><br /><b><span style="font-size: large;">NESCA is offering Social Skills Groups! </span></b><br /><br />Starting in summer 2018, NESCA will offer therapeutic drama-based social skills groups for children and adolescents with ASD and related social profiles. NESCA’s social skills groups use the Northeast Arc’s Spotlight Model, developed by Drs. Karen Levine and Matthew Lerner. Each group utilizes improvisational acting games to teach and practice social pragmatic skills with an emphasis on relationship-building and friendship making.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-pwscCffhJmQ/WrLEvKRNGLI/AAAAAAAAAUE/S7RT17TH8ZgDx66d4inKkvoBMKKkFdS1gCEwYBhgL/s1600/kids.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="535" data-original-width="572" height="186" src="https://1.bp.blogspot.com/-pwscCffhJmQ/WrLEvKRNGLI/AAAAAAAAAUE/S7RT17TH8ZgDx66d4inKkvoBMKKkFdS1gCEwYBhgL/s200/kids.jpg" width="200" /></a></div><div><div style="text-align: center;"><br /></div><b><div style="text-align: center;"><b>Goals include:&nbsp;</b></div></b></div><div><div style="text-align: center;">Perspective-taking</div><div style="text-align: center;">Group Interaction</div><div style="text-align: center;">Body Language</div><div style="text-align: center;">Tone of Voice</div><div style="text-align: center;">Secrets of Eye Contact</div><div style="text-align: center;">Collaboration</div><div style="text-align: center;">Problem-solving</div><br /><div style="text-align: center;"><b>Who is Running Social Skills Groups at NESCA?</b></div><div style="text-align: center;">Social skills groups at NESCA are led by masters’ or doctoral level clinicians who have several years of training in the Northeast Arc’s Spotlight Model and effectively supporting children and adolescents with social cognitive challenges.&nbsp;</div></div><div style="text-align: center;"><br /></div><div><div style="text-align: center;">Groups in summer and fall 2018 will be led by:</div><b><div style="text-align: center;"><b><a href="http://nesca-newton.com/girard"><span style="color: #cc0000;">Rebecca Girard, LICSW, CAS</span></a></b> and <a href="http://nesca-newton.com/bellenis"><span style="color: #cc0000;"><b>Sophie Bellenis, OTD, OTR/L</b>.</span></a></div></b></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-87uhXq78_2U/WrLFiRsVFWI/AAAAAAAAAUM/3r9lNR5Sna8TBLIr9CUsTS2KKm7eenSwgCLcBGAs/s1600/Girard.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="500" data-original-width="500" height="200" src="https://1.bp.blogspot.com/-87uhXq78_2U/WrLFiRsVFWI/AAAAAAAAAUM/3r9lNR5Sna8TBLIr9CUsTS2KKm7eenSwgCLcBGAs/s200/Girard.jpg" width="200" /></a><a href="https://2.bp.blogspot.com/-8xxnuAtOEPs/WrLFlKWh8qI/AAAAAAAAAUQ/1nmVRPl7cTEkfMpozRCMBfXU62_mmJeTwCLcBGAs/s1600/Sophie%2BBellenis.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1290" height="200" src="https://2.bp.blogspot.com/-8xxnuAtOEPs/WrLFlKWh8qI/AAAAAAAAAUQ/1nmVRPl7cTEkfMpozRCMBfXU62_mmJeTwCLcBGAs/s200/Sophie%2BBellenis.jpg" width="161" /></a></div><br /><div style="text-align: center;"><b>Learn more and schedule an intake, contact:&nbsp;</b></div><div><div style="text-align: center;">Rebecca Girard, LICSW</div><div style="text-align: center;">617-658-9825</div><div style="text-align: center;"><a href="mailto:rgirard@nesca-newton.com"><span style="color: #7f6000;">rgirard@nesca-newton.com</span></a></div></div></div>Unknownnoreply@blogger.com0Newton, MA, USA42.3370413 -71.2092213999999942.243124300000005 -71.370582899999988 42.4309583 -71.047859899999992tag:blogger.com,1999:blog-6800429649575080386.post-41253298679253403482018-03-19T08:57:00.001-04:002018-04-02T08:46:43.922-04:00Modern Parenting: A Heartfelt Series of Social Media Tips - Part 1<br /><div style="text-align: center;"><a href="https://2.bp.blogspot.com/-Z9JTwDAvtwI/Wq-wIhvfECI/AAAAAAAAATE/jJtroMQa38kUzHd3YNlrs1lI8pKHxA2OwCLcBGAs/s1600/Jacki%2Band%2Bfamily_web-105.jpg"><img border="0" src="https://2.bp.blogspot.com/-Z9JTwDAvtwI/Wq-wIhvfECI/AAAAAAAAATE/jJtroMQa38kUzHd3YNlrs1lI8pKHxA2OwCLcBGAs/s320/Jacki%2Band%2Bfamily_web-105.jpg" /></a></div><div style="text-align: center;"><br /></div><b>By: <a href="https://nesca-newton.com/reinert"><span style="color: #cc0000;">Jacki Reinert, Psy.D., LMHC</span></a></b><br />Pediatric Neuropsychology Post-Doctoral Fellow<br /><br />Prior to entering doctoral studies, my family and I had the opportunity to live overseas for two years. After spending most of my childhood in New England, complete with family vacations to upstate New York, my limited world view left me ill-prepared for the splendor and, at times, sadness of raising our two-year-old without the loving support of our extended families in one of the most beautiful cities in the world. To bridge this gap of time and space, I often looked to social media as a window into the lives of family and friends. <br /><br />First came Facebook, where old high school colleagues, current English-speaking expatriate comrades, and family could follow our adventures. Then, with the new sensational “Instagram”, I found myself snapping away, first of myself, my son, and of course the Eiffel Tower, quickly followed by Francophiles, family, and new friends. My follower stats quickly climbed and I enjoyed sharing well-cultivated images of perfect macaroons, baguettes, and yes, images of my son, who, thanks to a sweet face, curly hair, and blue eyes, certainly garnished a lot of “likes”. Hashtags embedded into my photos drew strangers in search of #paris, #perpetualtourist. Social media was my connection to family but in my eagerness to share, I never thought about the potential negative outcomes one might experience through sharing photos of their child. <br /><br />For those of you who do not dabble in Instagram, users have the option of following people and liking their photos. For those with public accounts, users can look at another user’s feed (pictures) without following the person. If someone “double taps” your picture, they “like” it and you are notified. At the time, I saw no harm in having a public account with a small group of followers (375 people) until someone liked a photo I had posted of my son, someone whose name I did not recognize. After clicking on the person’s name, I was horrified to find multiple images of my son in this young girl’s account. <br /><br />In 2014, a community of teenagers began “baby role playing” which consisted of taking (or stealing) other people’s images of their children shared on social media sites. After capturing the image on their own phones, the teens then rename the child, create fictional information about the child, and engage in reciprocal conversations with other role players. In the comment sections below the images, users have the opportunity to have conversations with one another, pretending to be the child and/or the parent. While some of these users used the images in seemingly innocent ways, others shared photos of children naked or breastfeeding. <br /><br />After the images of my son were stolen and used for #adoptionrp, I made my Instagram account private. I also stopped posting photos of my son’s face on all social media platforms. I deleted any pictures on Facebook and asked family members to do the same. Over the past four years, we have collectively abstained from sharing images of our son and now our daughter. <br /><br />Research suggests that by the age of 2, most children in the United States have an internet presence (BusinessWire, 2010). For some children, like Mila and Emma Stauffer, who have over 3.7 million followers on their mother’s Instagram account, social media has led to profitable income. <br /><br />For our family, it has led to many awkward requests of, “Can you please take down that photo?” and has fostered an interest in learning about social media, digital footprints, digital citizenship, and media literacy. In this series of blog posts, we will delve into the world of social media and address how parents and professionals can talk to kids about social media. <br /><br /><b>Read the rest of this series:</b><br /><h3 class="post-title entry-title" itemprop="name" style="background-color: white; color: #006600; font-family: Georgia, serif; font-size: 19.838px; font-weight: normal; line-height: 1.4em; margin: 0.25em 0px 0px; padding: 0px 0px 4px;"><a href="/2018/03/modern-parenting-part-2-what-are.html">Modern Parenting - Part 2: What are Digital Footprints and Where Do They Lead?</a></h3><div><h3 class="post-title entry-title" itemprop="name" style="background-color: white; color: #006600; font-family: Georgia, serif; font-size: 19.838px; font-weight: normal; line-height: 1.4em; margin: 0.25em 0px 0px; padding: 0px 0px 4px;"><a href="/2018/04/modern-parenting-part-3-sarahah.html">Modern Parenting - Part 3: Sarahah, WhatsApp, Snapchat, Oh My! Navigating the Wide World of Apps</a></h3></div><div><br /></div><b>About the Author:</b><br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-WpKYEssZiwo/Wq-xsPM04EI/AAAAAAAAATU/RFD5meNPub0gfmbo6ytzbVgIqrs6nvGsgCEwYBhgL/s1600/jacquelyn-reinert8.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><br /></a></div><div><a href="https://3.bp.blogspot.com/-WpKYEssZiwo/Wq-xsPM04EI/AAAAAAAAATU/RFD5meNPub0gfmbo6ytzbVgIqrs6nvGsgCEwYBhgL/s1600/jacquelyn-reinert8.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1068" height="200" src="https://3.bp.blogspot.com/-WpKYEssZiwo/Wq-xsPM04EI/AAAAAAAAATU/RFD5meNPub0gfmbo6ytzbVgIqrs6nvGsgCEwYBhgL/s200/jacquelyn-reinert8.jpg" width="133" /></a></div><div><a href="https://nesca-newton.com/reinert"><b><span style="color: #cc0000;">Dr. Jacki Reinert</span></b></a>&nbsp;is a Pediatric Neuropsychology Postdoctoral Fellow who joined NESCA in September 2017. Dr. Reinert assists with neuropsychological and psychological (projective) assessments in the Newton office and will join the Londonderry office in March 2018. In addition to assisting with neuropsychological evaluations, Dr. Reinert co-facilitates parent child groups and provides clinical consultation. Before joining NESCA Dr. Reinert worked in a variety of clinical settings, including therapeutic schools, residential treatment programs and in community mental health. She has comprehensive training in psychological assessment, conducting testing with children, adolescents, and transitional-aged adults with complex trauma.</div><div><br /></div>Unknownnoreply@blogger.com0Newton, MA, USA42.3370413 -71.2092213999999942.243124300000005 -71.370582899999988 42.4309583 -71.047859899999992tag:blogger.com,1999:blog-6800429649575080386.post-87098187906475347132018-03-12T08:33:00.000-04:002018-03-12T08:33:14.642-04:00Intensive Cognitive-Behavioral Therapy (CBT) for Anxiety<div class="separator" style="clear: both; text-align: center;"></div><div style="text-align: center;"><a href="https://2.bp.blogspot.com/-7gi5s2w1dSQ/WqXH2ikPL0I/AAAAAAAAASo/FSuJMSOeP2UM-HpG9FkRSBZdkuIixVFlwCEwYBhgL/s1600/anxiety-2019928_1920.jpg"><img border="0" src="https://2.bp.blogspot.com/-7gi5s2w1dSQ/WqXH2ikPL0I/AAAAAAAAASo/FSuJMSOeP2UM-HpG9FkRSBZdkuIixVFlwCEwYBhgL/s320/anxiety-2019928_1920.jpg" /></a></div><br /><b>By: <a href="https://nesca-newton.com/conway/"><span style="color: #cc0000;">Ryan Ruth Conway, Psy.D.</span></a></b><br />Clinical Psychologist, NESCA<br /><br />Deciding to enroll your child in mental health treatment is a big step in and of itself. Before initiating the process, there is often a trial and error period of interventions to improve the situation, whether at home or in school, and then coming to terms with the fact that they might not be enough to sufficiently address your child’s needs. Finding the right therapy and therapist match for your child can also prove challenging. Not only are there numerous therapeutic approaches available, but there are also varying levels of care depending on the severity of your child’s symptoms and amount of support he or she requires. This ranges from once weekly outpatient therapy to day treatment programs to inpatient hospitalizations for more acute psychiatric issues that may require crisis stabilization (i.e., suicidality, self-harm, etc.) <br /><br />One type of treatment that has garnered considerable empirical support for treating youth anxiety and depression (conditions we regularly treat at NESCA) is Cognitive-Behavioral Therapy (CBT). <b>CBT focuses on the intersection between our thoughts, emotions, bodily sensations and behaviors.</b> The goal of CBT is to better manage overall emotional distress and reduce physiological symptoms by changing negative thoughts or unhelpful thinking patterns, ineffective coping strategies, and maladaptive behaviors that might be reinforcing uncomfortable feelings. CBT aims to teach children and their parents new, adaptive coping skills while providing opportunities both in and between sessions to practice these skills. CBT is a short-term, targeted treatment that promotes “approach” behaviors (as opposed to “avoidance”) through “exposures,” or exercises designed to practice facing fears gradually, in a safe environment. CBT might also include learning mindfulness, emotion regulation, and distress tolerance; techniques that have been shown to enhance treatment outcomes. <br /><br />While some youth make progress in meeting with a therapist once per week, others benefit from a condensed, “intensive” format where they receive CBT treatment daily and over a shorter period of time. The accelerated nature of these types of programs, offered in both outpatient and hospital-based settings, allows for quicker acquisition of strategies, substantial exposure practice, and generalization of newly learned skills to other settings in a child’s life. Think of it as a crash-course in CBT. <br /><br /><b>You may want to consider an intensive therapy program for your child if: </b><br /><ul><li>Your child’s symptoms are greatly interfering with his or her life, such as attending school or school performance, family life, and friendships.</li><li>Your child has tried different therapies in the past but there has been minimal carryover from session to session and/or you haven’t noticed much progress overall.</li><li>Your child is experiencing distress but other commitments during the school year have hindered attending therapy on a consistent basis, making school breaks or the summer an ideal time to work on it.</li></ul><b>At NESCA</b>, we are pleased to offer a highly specialized and immersive therapy experience through our 2-Week Summer Intensive CBT Program for anxiety. We work with children and adolescents who present with all types of anxiety, including generalized anxiety, separation anxiety, social anxiety, specific fears (e.g., dog phobia, vomit phobia, etc.) and obsessive-compulsive disorder (OCD). <br /><br /><b>What does NESCA’s 2-Week Summer Intensive Program consist of? </b><br /><ul><li><b>Intake evaluation</b> – A meeting is held with the child and parents to gain a comprehensive understanding of the child, provide an assessment of symptoms and discuss goals for treatment, all of which will inform the treatment plan.</li><li><b>1:1 therapy sessions</b> – Individual CBT therapy sessions with the child or teen are conducted 5 days/week for 90 minutes. Homework will also be assigned between therapy sessions to reinforce skills learned.</li><li><b>Parent involvement </b>– Parent participation is vital in treating childhood anxiety. Parent sessions are held 5 days/week for 30 minutes. During these meetings, parents will be educated about their child’s anxiety, receive progress updates and also acquire tools to better support their child. Parents might also be asked to help children practice the new skills they are learning.</li><li><b>Discharge planning</b> – Families will be assisted in determining follow up support that will be helpful in order to maintain treatment gains.</li><li><b>Treatment summary</b> – Following the conclusion of the program, families will receive a written summary that reviews the course of treatment, progress made and discharge recommendations.</li></ul>There are circumstances in which the frequency, duration and/or structure of the program can be modified to best fit your child’s needs. <br /><br />For more information about NESCA’s Summer Intensive CBT Program or to find out if the program is appropriate for your child, please contact Dr. Ryan Ruth Conway at (617) 658-9831 or <a href="mailto:rconway@nesca-newton.com">rconway@nesca-newton.com</a>.<br /><br /><div style="text-align: justify;"><b>About the Author:</b></div><div style="text-align: justify;"><span style="font-family: inherit;"><b><span style="line-height: 17.12px;"><br /></span></b></span></div><div style="text-align: justify;"><a href="https://3.bp.blogspot.com/-esE5YsytPtk/WdQrNi8jgQI/AAAAAAAAAB4/-n6SPYmmUWEbEIQK30r5oEj8kisUsV3TwCLcBGAs/s1600/Conway.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="200" src="https://3.bp.blogspot.com/-esE5YsytPtk/WdQrNi8jgQI/AAAAAAAAAB4/-n6SPYmmUWEbEIQK30r5oEj8kisUsV3TwCLcBGAs/s200/Conway.jpg" width="200" /></a><span style="color: #cc0000; font-family: inherit;"><a href="https://nesca-newton.com/conway/"><b><span style="line-height: 17.12px;">Dr. Ryan Ruth Conwa</span></b><span style="line-height: 17.12px;">y</span></a></span><span style="line-height: 17.12px;">&nbsp;is a licensed clinical psychologist who specializes in Cognitive Behavioral Therapy (CBT), behavioral interventions, and other evidence-based treatments for children, adolescents and young adults who struggle with mood and anxiety disorders as well as behavioral challenges.&nbsp;She also has extensive experience conducting parent training with caregivers of children who present with disruptive behaviors and Attention-Deficit/Hyperactivity Disorder. Dr. Conway has been trained in a variety of evidence-based treatments, including Parent-Child Interaction Therapy (PCIT), Dialectical Behavior Therapy (DBT), and Exposure with Response Prevention (ERP). Dr. Conway conducts individual and group therapy at NESCA utilizing an individualized approach and tailoring treatments to meet each client’s unique needs and goals. Dr. Conway has a passion for working collaboratively with families and other professionals. She is available for school consultations and provides a collaborative approach for students who engage in school refusal.&nbsp;</span></div><div class="separator" style="clear: both;"><br /></div>Unknownnoreply@blogger.com0Newton, MA, USA42.3370413 -71.2092213999999942.243124300000005 -71.370582899999988 42.4309583 -71.047859899999992tag:blogger.com,1999:blog-6800429649575080386.post-21961150948540658282018-03-06T09:30:00.000-05:002018-03-06T09:30:32.757-05:00AANE, NESCA, and MGH Aspire Partnering for Conference on April 7th!<div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-Pcj8XIryT9Q/Wp2UQ9aucrI/AAAAAAAAASI/Y3vWhlTb0F8a4fEDHqrp01uJ4uLNLP2KQCLcBGAs/s1600/SH-picture-with-logo-and-April-7-info-version4.2-300x204.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="204" data-original-width="300" src="https://1.bp.blogspot.com/-Pcj8XIryT9Q/Wp2UQ9aucrI/AAAAAAAAASI/Y3vWhlTb0F8a4fEDHqrp01uJ4uLNLP2KQCLcBGAs/s1600/SH-picture-with-logo-and-April-7-info-version4.2-300x204.jpg" /></a></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><br /></div><h3 style="text-align: center;"><b>I Am Who I Am:&nbsp;</b><b>Asperger Syndrome and Building Self-Esteem</b></h3><div><br style="text-align: start;" />According to Dr. Tony Attwood and Autism Hangout founder Craig Evans, poor self-esteem is one of the most common and debilitating problems experienced by people with Asperger/Autism profiles. This interactive conference, featuring keynote speaker Sarah Hendrickx, Nomi Kaim, and a diverse group of presenters on the autism spectrum, will be a chance for professionals, adults, and family members to examine this topic in depth. We invite you to participate in this important discussion which aims to uncover strategies and tools for those on the spectrum to improve their feelings of self-worth.</div><div style="text-align: center;"><b><br /></b></div><div style="text-align: center;"><a href="https://1.bp.blogspot.com/-Uf_lgFd-leQ/Wpryz13jU6I/AAAAAAAAARI/ZdehlxBR_HI9-m4h3Lq0DKgm7ca04r-RgCEwYBhgL/s1600/business_conference.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="114" data-original-width="600" height="120" src="https://1.bp.blogspot.com/-Uf_lgFd-leQ/Wpryz13jU6I/AAAAAAAAARI/ZdehlxBR_HI9-m4h3Lq0DKgm7ca04r-RgCEwYBhgL/s640/business_conference.jpg" width="640" /></a></div><br /><br /><br /><b>Date: </b>Sat, April 7, 2018<br /><b>Time: </b>9 AM - 3:30 PM<br /><b>Location: </b>Newton-Wellesley Hospital (NWH), 2014 Washington Street, Newton, MA<br /><div><br /><h3 style="text-align: center;"><b><a href="http://events.r20.constantcontact.com/register/event?oeidk=a07eex4536o23f24449&amp;llr=b54cxzaab"><span style="color: #cc0000;">Learn More</span></a></b></h3><div style="text-align: center;"><b>or</b></div><h3 style="text-align: center;"><b><a href="https://events.r20.constantcontact.com/register/eventReg?oeidk=a07eex4536o23f24449&amp;oseq=&amp;c=&amp;ch="><span style="color: #cc0000;">Register</span></a></b></h3><div><br /></div>Hosted by AANE in partnership with NESCA and MGH Aspire<br />Price for Attendee: $50 *<br />Additional Attendee: $50*<br /><br /><i>* Thanks to a generous grant from the Belmont Savings Bank Foundation, AANE is able to offer half-price tickets, for $50 each, to all attendees.</i><br /><div style="text-align: center;"><br /></div></div>Unknownnoreply@blogger.com0Newton, MA, USA42.3370413 -71.2092213999999942.243124300000005 -71.370582899999988 42.4309583 -71.047859899999992tag:blogger.com,1999:blog-6800429649575080386.post-83192049420878257102018-03-05T09:48:00.000-05:002018-03-05T09:48:05.273-05:00Mindfulness In Schools<div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-bWbywJpxAiQ/Wp1WSmdHc-I/AAAAAAAAARo/uNQ1zyP-8M4dGLvb87vtfooVgXjo0FmCACLcBGAs/s1600/mindfulness%2B2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="339" data-original-width="598" height="181" src="https://2.bp.blogspot.com/-bWbywJpxAiQ/Wp1WSmdHc-I/AAAAAAAAARo/uNQ1zyP-8M4dGLvb87vtfooVgXjo0FmCACLcBGAs/s320/mindfulness%2B2.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"></div><br /><b>By: <a href="https://nesca-newton.com/mccowans/">Ann-Noelle McCowan</a>, MS, RYT</b><br />Therapeutic Yoga Instructor, NESCA<br /><br />Open Google and type in Mindfulness in Schools and you are presented with a buffet of resources. What was once seen as an alternative idea has become mainstreamed. But what is Mindfulness and why is it something that deserves a place in schools?<br /><br />Mindfulness was originally developed as part of the 8 Fold Path of Buddhism. With mindfulness your attention would be turned inward and also impact your relationship with the world through mindful actions and behaviors.&nbsp; Now it is scientifically studied and found in locations like professional locker rooms, jails and hospitals to fortune 500 companies like Nike, Google and Apple. Advancements in brain imaging show that a regular mindfulness practice creates increased activity in the areas of the brain associated with working memory, executive function, emotional regulation, perspective taking and empathy, with decreases in the areas of the brain associated with depression, PTSD and stress (correlated with a decrease in amygdala size).<br /><br />Mindfulness’ increased popularity may be due to the fact that it is an adaptable, take with you anywhere antidote to a society that is increasingly fast paced and technology focused. In a global world it helps us feel both connected to ourselves and grounded where we are. More adults and kids are feeling stressed, anxious and depressed, and mindfulness can help soothe our worries without negative side affects.<br /><br />Schools are responsible for teaching children skills and information across many content areas, yet how often are children taught the best way to pay attention, or how to use attention?&nbsp; Attention is the lens through which all of our experiences are filtered through, yet it is rarely directly and specifically taught! Mindfulness is at its core simply focusing on a single thing at time, in a particular way, without evaluation. It is an invaluable life skill for helping children be successful students as well as happy well adjusted and connected children. An informal survey of my colleagues and friends found that yoga and mindfulness is being adapted to various school settings.&nbsp; From class transitions that begin with listening bells, rounds of belly breathing before assessments, calming scented oils on cotton balls in the nurse's’ office,&nbsp; books clubs with teachers, introductions to mindfulness apps in health class and&nbsp; mindfulness or yoga activities and clubs.&nbsp; mindfulness is staking its place in schools.&nbsp;<br /><br />When introducing mindfulness in classrooms and schools the following steps help outline ways to weave mindfulness into classrooms and schools.<br /><br /><b>1. Learn More.&nbsp;</b><br /><br />Starting with this blog post the internet is full of articles and videos to explore.<br /><span style="color: #1155cc; text-indent: 0.5in;">&nbsp; &nbsp; &nbsp;<a href="https://www.youtube.com/watch?v=m8rRzTtP7Tc" style="text-indent: 0.5in;">How Meditation Can Reshape Our Brains: Sara Lazar at TEDxCambridge 2011</a></span><br /><span style="color: #1155cc; text-indent: 0.5in;">&nbsp; &nbsp; &nbsp;<a href="https://www.nytimes.com/guides/well/mindfulness-for-children" style="text-indent: 0.5in;">https://www.nytimes.com/guides/well/mindfulness-for-children</a></span><br /><span style="color: #1155cc; text-indent: 0.5in;">&nbsp; &nbsp; &nbsp;<a href="https://www.todaysparent.com/family/mindfulness-for-kids-learning-emotional-regulation-in-school/" style="text-indent: 0.5in;">Kids getting lessons in mindfulness in school - Today's Parent</a></span><br /><br /><b>2. Model Mindfulness and Practice Yourself.&nbsp;</b><br /><br />You can’t teach what you don’t know. Practicing mindfulness will help you be aware of your own reactions if at first your students are squirmy or resistant. Keep in mind that students may not use the words you expect to describe their experience, listen for what is behind their words.<br /><br /><b>3. In an age appropriate way, explain how mindfulness is beneficial for them.&nbsp;</b><br /><br />My teens love learning about how their brain works and that mindfulness is a form of training for their brain.&nbsp; <br /><br />Some videos for younger&nbsp; kids:<br /><div style="text-indent: 0px;"><span style="text-indent: 0.5in;">&nbsp; &nbsp; &nbsp;<a href="https://www.youtube.com/watch?v=RVA2N6tX2cg" style="color: #1155cc; text-indent: 0.5in;">"Just Breathe" by Julie Bayer Salzman &amp; Josh Salzman (Wavecrest Films)</a></span></div><div style="text-indent: 0px;"><span style="color: #1155cc; text-indent: 0.5in;">&nbsp; &nbsp; &nbsp;</span><a href="https://www.youtube.com/watch?v=awo8jUxIm0c" style="text-indent: 0.5in;">Kids explain mindfulness</a></div><br /><b>4. Teach about the monkey or animal mind.&nbsp;</b><br /><br />Children of all ages enjoy the practice of noticing how many places their thoughts go and how quickly thoughts connect to others. There are fantastic books for younger kids such as Moody Cow Meditates and&nbsp; Mindful Monkey, Happy Panda.&nbsp; Teens understand how if walk into class and see their friend laugh with a peer after a glance towards them their thoughts immediately race.... “ “what did I do” ...“ they are mad”...“I’m not going to have a partner for this project”... “ there goes my secrets, begin the rumors”... “I’ll be left out of the weekend plans” … “I’ll be alone forever”.&nbsp; Teach them to acknowledge the chatter but not get caught in it.<br /><br /><b>5. Start small.&nbsp;</b><br /><br />Begin with 1-3 minutes at the start of class directing kids to feel their seat in their seat, their feet on the floor, their hands on their lap and intentionally take 5-10 long inhales and exhales. Other ideas:<br /><br /><ul><li>Practice silent snack one day a week, take a mindful walk as a class and have them focus on their senses and record it in their own journal ( words or visuals) when back in the classroom. Create a mindful space in a corner of your room with coloring books, pencils, cushions as a safe break place.</li><li>For kids it may be hard to focus on a single item at a time, so use manipulatives. A Hoberman Sphere, Pinwheels or feathers to demonstrate breath.&nbsp; Build Worry Jars, adapt Chutes and Ladders or other familiar games with mindful exercises. Use one of the many Yoga Card Decks.&nbsp;</li></ul><br /><b>6. There’s an App for this!</b><br /><br />Ironic perhaps to use technology but most kids love technology and it offers choice and control. Try&nbsp; “Calm.com”, “Stop, Breathe and Think”, “Smiling Mind” or the “Insight Meditation Timer” (after medications my kids love to check out the world map and see all the locations where people are meditating!).&nbsp;&nbsp;<span style="font-family: Arial, sans-serif; font-size: 11pt;">Try a classroom program such as </span><span style="color: #1155cc; font-family: Arial, sans-serif; font-size: 11pt;"><a href="http://www.innerexplorer.org/" style="font-family: Arial, sans-serif; font-size: 11pt;">http://www.innerexplorer.org/</a>.&nbsp;</span><br /><br /><b>7. Be consistent.</b><br /><br />Greater benefits and habits are created when mindfulness is done repeatedly. Colleagues who practice mindfulness daily, even for a few minutes notice the impact is greater than if&nbsp; done sporadically.&nbsp;<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-1BFwNb_CFC8/Wp1U9241q1I/AAAAAAAAARg/LneVeClwzLQsXo3rlGr4KIwHzXzd1a-tQCEwYBhgL/s1600/mindfulness%2B1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="85" data-original-width="119" src="https://3.bp.blogspot.com/-1BFwNb_CFC8/Wp1U9241q1I/AAAAAAAAARg/LneVeClwzLQsXo3rlGr4KIwHzXzd1a-tQCEwYBhgL/s1600/mindfulness%2B1.jpg" /></a></div><br />Mindfulness is good for us and our children and has a natural place in our schools. Benefits abound like enhanced attention, self-regulation, social competence, as well as greater kindness and compassion. After I have practiced mindfulness with my students or clients they look different, calmer and relaxed and ask for it again. I too notice the rest of my day feels more manageable and my smile is broader. Enjoy adding mindfulness to your classroom or express your hope to your child’s teacher or school leaders that mindfulness be a part of your child’s school experience.&nbsp;<br /><div><br /></div>Unknownnoreply@blogger.com0Newton, MA, USA42.3370413 -71.2092213999999942.243124300000005 -71.370582899999988 42.4309583 -71.047859899999992tag:blogger.com,1999:blog-6800429649575080386.post-81783264385735055452018-03-01T09:30:00.000-05:002018-03-02T10:50:12.577-05:00Continuing Education Opportunity: Late, Lost, and Anxious! – Technology to Support Executive Function<div style="text-align: right;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-EX_1FI46QWA/Wplyb-76bBI/AAAAAAAAAQg/A5tL_bDM2vElGImj2XrnkNgZ3YUDt5s_QCLcBGAs/s1600/graphic%2Bfor%2Blate%2Blost%2Banxious.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1067" data-original-width="1600" height="266" src="https://2.bp.blogspot.com/-EX_1FI46QWA/Wplyb-76bBI/AAAAAAAAAQg/A5tL_bDM2vElGImj2XrnkNgZ3YUDt5s_QCLcBGAs/s400/graphic%2Bfor%2Blate%2Blost%2Banxious.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><span style="color: #660000;"><br /></span></div><div class="separator" style="clear: both; text-align: center;"><b><span style="color: #cc0000;"><i>An exciting continuing education opportunity for psychologists, occupational therapists, speech-language pathologists, educators and related professionals!!!</i></span></b></div><div class="separator" style="clear: both; text-align: center;"><br /></div><b>Presenters: </b><br /><b><br /></b><a href="https://nesca-newton.com/currie/"><span style="color: #783f04;">Angela M. Currie, Ph.D.</span></a>, Pediatric Neuropsychologist at NESCA<br /><a href="https://grayconsultingnh.com/about/"><span style="color: #783f04;">Heather Gray, M.S., CCC-SLP, ATP</span></a>, Gray Consulting and Therapy<br /><a href="https://grayconsultingnh.com/about/"><span style="color: #783f04;">Jennifer Stylianos, M.S., OTR/L</span></a>, Gray Consulting and Therapy<br /><div><br /><b>About the Workshop:</b></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Students nowadays are confronting significantly greater levels of stress and anxiety than ever before. Often times, this stress occurs alongside executive function and attentional difficulties that make it difficult for the student to manage increasing academic demands. In this workshop, we will discuss how executive function, attention, and stress intersect and ultimately impact a student’s academic motivation. We will then discuss assistive technology as a tool to support these challenges, addressing how to identify appropriate supports and how to develop an effective plan for their implementation.&nbsp;</div><div class="separator" style="clear: both; text-align: center;"></div><br /><div>At the conclusion of this workshop, participants will be able to:<br /><ul><li>Define and understand executive function as a complex set of self-regulation skills&nbsp;</li><li>Understand how attention and anxiety intersect with executive function, resulting in motivation&nbsp;</li><li>Identify 3 factors necessary to effectively implement an assistive technology plan&nbsp;</li><li>Describe key features of assistive technology needed for executive functioning&nbsp;</li></ul>4.5 continuing education credits or professional development units will be offered for this workshop. <br /><div style="text-align: right;"></div><br /><b>When and Where:&nbsp;</b><br /><br />May 17th, 2018 9:00am – 2:30pm<br /><a href="http://www.brookstone-park.com/"><span style="color: #783f04;">Brookstone Park</span></a>, Derry, NH<br /><div><br /><b>Registration:&nbsp;</b></div><div><br /></div><div>Registration is $119 and includes continental breakfast and lunch. Registration deadline in May 11th. Please register by calling or emailing Stephanie MacInnis at 603-818-8526 or <a href="mailto:smacinnis@nesca-newton.com"><span style="color: #cc0000;">smacinnis@nesca-newton.com</span></a>. <br /><br /><b>Cancellation Policy:&nbsp;</b></div><div><br /></div><div>Cancellations received prior to May 10th will receive full refund. Cancellations received after that date will not be refunded. <br /><br /><i>This event is Co-Sponsored by Neuropsychology &amp; Education Services for Children &amp; Adolescents (NESCA). NESCA is approved by the American Psychological Association to sponsor continuing education for psychologists. These credits are also accepted by the State Board of Mental Health Practice for all NH licensees. NESCA maintains responsibility for the program and its content.</i></div></div>Unknownnoreply@blogger.com0Londonderry, NH, USA42.865129800000012 -71.37392720000002642.678939800000009 -71.696650700000021 43.051319800000016 -71.05120370000003tag:blogger.com,1999:blog-6800429649575080386.post-1036227344207229972018-02-26T09:00:00.000-05:002018-02-26T09:00:15.258-05:00Neurodevelopmental Evaluations - Where and When to Start<div style="text-align: center;"><a href="https://3.bp.blogspot.com/-qAhvx7kWAHQ/WpAdhxaRxOI/AAAAAAAAAOk/x76hnjyYrJYuRkLxllc9jBhwu3LBIk3bQCLcBGAs/s1600/pexels-photo-286625.jpeg"><img border="0" src="https://3.bp.blogspot.com/-qAhvx7kWAHQ/WpAdhxaRxOI/AAAAAAAAAOk/x76hnjyYrJYuRkLxllc9jBhwu3LBIk3bQCLcBGAs/s320/pexels-photo-286625.jpeg" /></a></div><br /><b>By: <a href="https://nesca-newton.com/gibbons/"><span style="color: #783f04;">Erin Gibbons, Ph.D.</span></a></b><br />Pediatric Neuropsychologist, NESCA<br /><br />Parenthood is a daunting task to say the least. Not only must we worry about keeping our children healthy and safe, but we are constantly bombarded with information about potentially harmful foods, chemicals, toys, etc. Many parents also have concerns about whether their children are meeting developmental milestones on time and/or whether they should worry about certain behaviors their children are displaying.<br /><br />When concerns arise about older children, parents are often advised to seek a neuropsychological evaluation to rule out possible attention, learning, or developmental challenges. However, parents of children under 5 are often urged to “wait and see” or might be told it is “too early” to seek an evaluation. The truth of the matter is that <b>it is never too early</b> to have your child evaluated when you are worried about his or her development.<br /><br /><b><i>Where do I start?</i></b><br /><br />If you have concerns about your child’s development, it is always a good idea to start with your pediatrician. Describe what you are seeing at home and any difficulties you have noticed. Your pediatrician might recommend that you seek a comprehensive neurodevelopmental evaluation to assess for any developmental delays.<br /><b><i><br />What is a neurodevelopmental evaluation?</i></b><br /><br />This is a comprehensive set of tests designed to assess all aspects of your child’s development, including cognition, language, motor, and social skills. This type of evaluation is conducted by a pediatric neuropsychologist. First, you will be asked to provide information about your child’s developmental and medical histories. Your child will then be asked to participate in a series of activities over the course of 2 or 3 hours. For example, he/she will have to solve simple puzzles, label pictures, or play with different types of toys.<br /><br /><b><i>Why is a neurodevelopmental evaluation useful?</i></b><br />After completing the evaluation, the neuropsychologist will analyze all of the information and develop a comprehensive picture of your child’s developmental profile. In addition to helping you understand your child’s strengths and weaknesses, the neuropsychologist will also identify any developmental delays that require intervention.<br /><br /><b><i>What happens next?</i></b><br /><br />An evaluation will identify developmental delays that need to be treated in order to help your child catch up with peers. Some examples include speech/language therapy, occupational therapy, physical therapy or applied behavior analysis (ABA).<br /><br />For children under 3, this means they can start receiving Early Intervention services right away. Early Intervention is a system of services for babies and toddlers who have developmental delays or disabilities and is available in every state in the US.<br /><br />For children over 3, parents can seek services privately, or can work with their local school district to develop an Individualized Education Program (IEP) for their child. Having an independent evaluation completed prior to your child’s transition to public education is extremely useful as it provides the district with the child’s type of disability and informs the process of developing necessary services.<br /><b><i><br />Where can I go?</i></b><br /><br />Neurodevelopmental evaluations are available at many local area hospitals as well as private neuropsychology clinics. Parents can also contact their insurance company for a list of providers or search through the Massachusetts Neuropsychological Society: <a href="https://www.massneuropsych.org/i4a/pages/index.cfm?pageID=3309"><span style="color: #783f04;">https://www.massneuropsych.org/i4a/pages/index.cfm?pageID=3309</span></a>.&nbsp;<div><br /></div><div>At NESCA, we are proud to offer neurodevelopmental evaluations for children ages 1-5 and will provide parents with a comprehensive report, extensive recommendations for services, and ongoing consultation through the years. Our clinicians are able to do observations of children in their natural environments (e.g., day care, preschool) to gain a full picture of the child and provide environmental recommendations that would be most supportive. Moreover, we are available to attend meetings with early intervention specialists and special educators to help a child's team fully understand their individual learning and service needs.</div><div><br /></div><div>If you are interested in scheduling a consultation or evaluation at NESCA, please complete our on-line intake form:&nbsp;<span style="color: #783f04;"><a href="https://nesca-newton.com/intake-form/"><span style="color: #783f04;">https://nesca-newton.com/intake-form/</span></a>.</span></div><div><br /></div><div><b>About the Author:</b></div><div><b><span style="color: #783f04;"><br /></span></b></div><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-nCyznLOsGbA/WpAhqI28NxI/AAAAAAAAAO4/_XuYsfIVgJIzwpNSKCbnVKxM-2ACtDgEwCLcBGAs/s1600/Gibbons.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="color: #783f04;"><img border="0" data-original-height="500" data-original-width="500" height="200" src="https://4.bp.blogspot.com/-nCyznLOsGbA/WpAhqI28NxI/AAAAAAAAAO4/_XuYsfIVgJIzwpNSKCbnVKxM-2ACtDgEwCLcBGAs/s200/Gibbons.jpg" width="200" /></span></a></div><div><b><a href="https://nesca-newton.com/gibbons/"><span style="color: #783f04;">Erin Gibbons, Ph.D.</span></a> </b>is a pediatric neuropsychologist with expertise in neurodevelopmental and neuropsychological assessment of&nbsp;infants, children, and adolescents presenting with developmental disabilities including autism spectrum disorders, Down syndrome, intellectual disabilities, learning disabilities, and attention deficit disorders. She has a particular interest in assessing students with complex medical histories and/or neurological impairments, including those who are cognitively delayed, nonverbal, or physically disabled. Dr. Gibbons joined NESCA in 2011 after completing a two-year post-doctoral fellowship in the Developmental Medicine Center at Boston Children’s Hospital.&nbsp;She particularly enjoys working with young children, especially those who are transitioning from Early Intervention into preschool. Having been trained in administration of the Autism Diagnostic Observation Schedule (ADOS), Dr. Gibbons has experience diagnosing autism spectrum disorders in children aged 12 months and above.</div><div><br /></div><div><br /><br /><br /><br /></div>Unknownnoreply@blogger.com0Newton, MA, USA42.3370413 -71.2092213999999942.243124300000005 -71.370582899999988 42.4309583 -71.047859899999992tag:blogger.com,1999:blog-6800429649575080386.post-46970252047537951932018-02-19T09:30:00.000-05:002018-02-19T09:30:12.143-05:00Sleep Hygiene and Sleep Debt<div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/ztGkmruGPqM/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/ztGkmruGPqM?feature=player_embedded" width="320"></iframe></div><br /><span style="color: #993300;"><a href="https://nesca-newton.com/girard/" style="color: #993300;"><strong>By: Rebecca Girard, LICSW, CAS</strong></a></span><br />Licensed Clinical Social Worker, NESCA<br /><br /><div class="MsoNormal">For many students, teachers, and families in Massachusetts (and several other states throughout the country), this week marks a vacation and a time for rest. In that spirit, this week on NESCA News &amp; Notes, we are highlighting the importance of good sleep hygiene for children, a vital element of wellness, mental health, and learning. Check out this short TEDx talk by Roxanne Prichard of the University of St Thomas about the importance of sleep for children. Highlights of the talk include:<o:p></o:p></div><div class="MsoNormal"></div><ul><li>Sleep is an essential for a healthy brain</li><li>United States school children are ranked 1st among nations with academic problems directly attributable to sleepiness</li><li>A 2014 Sleep in America poll found that fewer than 1 in 5 teens is getting the minimum amount of recommended sleep</li></ul><o:p></o:p> <br /><div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal">Benefits of a good night’s sleep include:<o:p></o:p></div><div class="MsoNormal"></div><ul><li>Better regulated vital systems including growth and immune responses</li><li>Better memory and ability to retain new information</li><li>Boosts mood</li></ul><o:p></o:p> <br /><div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal">Tips for good sleep health (according to the CDC):<o:p></o:p></div><div class="MsoNormal"></div><ul><li>Be consistent. Make sure your child goes to bed at the same time each night and gets up at the same time each morning, including on the weekends (as much as possible)</li><li>Make sure the bedroom is quiet, dark, relaxing, and at a comfortable temperature</li><li>Remove electronic devices, such as TVs, computers, and smart phones, from the bedroom</li><li>Avoid screens 30 minutes before bedtime. Promote reading, drawing or another quiet, non-screen activity to wind down</li><li>Avoid large meals, caffeine, and sugar right before bedtime</li><li>Make sure your child is getting some exercise. Being physically active during the day can help a child fall asleep more easily at night.</li></ul><o:p></o:p> <br /><div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal"><o:p></o:p></div><div class="MsoNormal"><i>So how much sleep does a child need?</i></div><div class="MsoNormal"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-Z4VWIeoZqFs/Woog4NVvJZI/AAAAAAAAAOE/7g4JMqn5ZcA5mufGhgBM1JOf_dUjrrftACLcBGAs/s1600/healthy-duration-sleep.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1237" height="400" src="https://4.bp.blogspot.com/-Z4VWIeoZqFs/Woog4NVvJZI/AAAAAAAAAOE/7g4JMqn5ZcA5mufGhgBM1JOf_dUjrrftACLcBGAs/s400/healthy-duration-sleep.jpg" width="308" /></a></div><div class="separator" style="clear: both; text-align: center;"></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><o:p></o:p></div>For more information on Dr. Roxanne Prichard as well as sleep hygiene, visit the following web sites:<br /><ul><li><a href="https://www.cdc.gov/sleep/about_sleep/sleep_hygiene.html"><span style="color: #783f04;">https://www.stthomas.edu/collegesleep/aboutus/roxanne-prichard.html</span></a></li><li><a href="https://www.cdc.gov/sleep/about_sleep/sleep_hygiene.html"><span style="color: #783f04;">https://www.cdc.gov/sleep/about_sleep/sleep_hygiene.html</span></a></li><li><span style="color: #783f04;"><a href="http://www.sleepeducation.org/essentials-in-sleep/healthy-sleep-habits"><span style="color: #783f04;">http://www.sleepeducation.org/essentials-in-sleep/healthy-sleep-habits</span></a>&nbsp;</span></li></ul><div><b>About the Author:</b><br /><br /><a href="https://nesca-newton.com/girard/"><span style="color: #783f04;">Rebecca Girard, LICSW, CAS</span>&nbsp;</a>is a<br /><div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-iafUjvkLVzk/Wnerxds5BNI/AAAAAAAAAMk/IplO_rvrWiE4q5eqgnILdEnZjQVzJHMDQCEwYBhgL/s1600/Girard.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="500" data-original-width="500" height="200" src="https://2.bp.blogspot.com/-iafUjvkLVzk/Wnerxds5BNI/AAAAAAAAAMk/IplO_rvrWiE4q5eqgnILdEnZjQVzJHMDQCEwYBhgL/s200/Girard.jpg" width="200" /></a></div>licensed clinical social worker specializing in neurodivergent issues, sexual trauma, and international social work. She has worked primarily with children, adolescents, adults with Autism Spectrum Disorders and their families for over a decade. Ms. Girard is highly experienced in using Cognitive Behavior Therapy (CBT) as well as Socio-dramatic Affective Relational Intervention (SDARI), in additional to a number of other modalities. She is excited to provide enhanced psychotherapy to children with ASD at NESCA as well as to provide therapeutic support to youth with a range of mood, anxiety, social and behavioral challenges. Her approach is child-centered, strengths-based, creative and compassionate.</div><div><br /></div><br />Unknownnoreply@blogger.com0Newton, MA, USA42.3370413 -71.2092213999999942.243124300000005 -71.370582899999988 42.4309583 -71.047859899999992tag:blogger.com,1999:blog-6800429649575080386.post-35188618374901510832018-02-12T09:08:00.001-05:002018-02-12T09:14:10.828-05:00Acupuncture and its Role in Treating Anxiety<div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-3ZR5wAkrb7U/WoGbO1E4hRI/AAAAAAAAANA/9n55JQa1gBYYh_gmZQDIPXCZX7ebmMNdwCEwYBhgL/s1600/Points%2B5%2B%25283%2529.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1065" data-original-width="1600" height="213" src="https://2.bp.blogspot.com/-3ZR5wAkrb7U/WoGbO1E4hRI/AAAAAAAAANA/9n55JQa1gBYYh_gmZQDIPXCZX7ebmMNdwCEwYBhgL/s320/Points%2B5%2B%25283%2529.jpg" width="320" /></a></div><br /><b>By: <a href="https://nesca-newton.com/pelletier/"><span style="color: #990000;">Holly Pelletier, L.Ac.</span></a></b><br />Licensed Acupuncturist, NESCA<br /><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Whether or not you’re familiar with acupuncture, you may be wondering what role it could possibly play in the field of mental health. Most people associate acupuncture with the treatment of pain conditions, and although it has gained recent popularity and prevalence in our little corner of the world, it is often only given a portion of the credit it deserves when it comes to the scope of treatment possibilities.&nbsp;</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Acu<span style="text-align: justify;">puncture is a branch of Chinese medicine based upon a meridian system that runs throughout the entire body. On the meridians, there are acupuncture points that can be accessed through different means such as needling, acupressure, or by using a warming herb called mugwort. The purpose of using these points is to move blockages of energy, blood, or fluids (i.e. lymph) in the body. By using different needling techniques and various point combinations you can either add to a deficient area or move an excess one.&nbsp;</span></div><div style="text-align: justify;"><i><br /></i></div><div style="text-align: justify;"><i>How does acupuncture work with anxiety and other mental health concerns?</i> To explain fully, we can look at it from two different perspectives:&nbsp;</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The first is a more traditional “western” approach where we look at things on a biochemical level. Acupuncture points are specific areas beneath the surface of the skin that have high concentrations of nerve endings, mast cells, lymphatic vessels and capillaries. When an acupuncture needle is inserted into a point, it stimulates the sensory receptor, which in turn stimulates the nerve and transmits impulses to the brain. In this sense, it can be viewed as a “feedback loop” that directly affects your brain, your hormones, and your glands. So, the relaxed feeling you get after an acupuncture session is real, it is not just a placebo or “in your head”. The needles directly adjust imbalances in the body and allow the person to begin the healing process with a “blank slate." This unique aspect, specific to acupuncture, is extremely powerful because it allows the body to access its own, innate power to heal itself.&nbsp;</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The second approach is the stance of Chinese medicine, which frames anxiety as a symptom of something out of balance. If everything was functioning as it should, there would be no symptoms, we would live pain and stress free every single day of our lives. When something is “off”, tiny sensations start surfacing that at first may seem like nothing at all - a foggy head, fatigue, or tight shoulders. But as time goes by, symptoms worsen and the imbalance becomes larger, making it harder to reverse.&nbsp;</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><i>Zooming in even closer to examine just the anxiety is helpful as well. </i>Anxiety comes in all forms. If you have only seen or felt it one way in yourself or your child, it may surprise you that there is a <i>wide </i>array of symptoms that can show up when someone experiences anxiety. Some may have digestive upset while others get headaches or a racing heart, and others may have trouble breathing or dissociate from the world around them. Often, a person is treated for anxiety and given the same medication as someone else, regardless of their symptoms. Rather than treating someone for anxiety and having one specific point protocol or herbal approach, acupuncture treats those symptoms associated with the anxiety instead. For instance, the headaches, or the palpitations that signal stress to the body. Therefore, each person is looked at individually and each case/course of treatment is completely unique.&nbsp;</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">As mentioned above, acupuncture is only a part of a much larger system of medicine. Other branches of the system include nutrition, meditation, herbs, and Qi Gong to name a few. Incorporating these other aspects allows the patient to not only feel better temporarily, but to possibly relieve the anxiety fully.&nbsp;</div><div style="text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-4c-or9QwQZE/WoGbIX-5mvI/AAAAAAAAANE/hN-sibg0Hb8UbRsbdc2QJlJ6938O0yBkACEwYBhgL/s1600/Acu%2B19.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1065" data-original-width="1600" height="213" src="https://4.bp.blogspot.com/-4c-or9QwQZE/WoGbIX-5mvI/AAAAAAAAANE/hN-sibg0Hb8UbRsbdc2QJlJ6938O0yBkACEwYBhgL/s320/Acu%2B19.jpg" width="320" /></a></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">If you have any questions about acupuncture and want to see if you or your child would be a good candidate, please contact our acupuncturist, Holly at: <a href="mailto:hpelletier@nesca-newton.com"><span style="color: #783f04;">hpelletier@nesca-newton.com</span></a> </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">To read Holly’s Blog with simple ways to incorporate Chinese Medicine in daily life, visit:&nbsp;<a href="http://holisticallyinspiredblog.blogspot.com/"><span style="color: #783f04;">http://holisticallyinspiredblog.blogspot.com/</span></a></div><div style="text-align: justify;"><b><br /></b></div><div style="text-align: justify;"><b>About the Author:</b></div><div style="text-align: justify;"><b><br /></b></div><div style="text-align: justify;"><a href="https://4.bp.blogspot.com/-QNE2Vzx5QMw/WoGfRo2niTI/AAAAAAAAANY/NXNfTC3go_E35Y6HJq5MGjHM-MFnOKTiQCLcBGAs/s1600/Pelletier.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="500" data-original-width="500" height="199" src="https://4.bp.blogspot.com/-QNE2Vzx5QMw/WoGfRo2niTI/AAAAAAAAANY/NXNfTC3go_E35Y6HJq5MGjHM-MFnOKTiQCLcBGAs/s200/Pelletier.jpg" width="200" /></a><a href="https://nesca-newton.com/pelletier/"><span style="color: #990000;">Holly Pelletier, L.Ac. </span></a>is a licensed acupuncturist who practices part-time at NESCA.&nbsp;Holly Pelletier has been working with children of varying ages, in many different capacities since 2004. Prior to treating kids with acupuncture, she worked as a teacher, coach, and mentor. She exceptionally enjoys working with children and acupuncture because of their speedy response time and genuine excitement about this form of medicine. Holly has a very gentle technique and has specific training in non-insertive acupuncture styles, which does not require needling directly into the skin.&nbsp;In additions to working with children, Holly is also very passionate about working with issues involving women’s health, nutrition/herbs, neurological disease, and psychological challenges such as anxiety and depression.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">For more information on our acupuncturist, Holly visit: <a href="http://www.hpelletieracu.com/"><span style="color: #783f04;">http://www.hpelletieracu.com/</span></a> </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><br /></div>Unknownnoreply@blogger.com0Newton, MA, USA42.3370413 -71.2092213999999942.243124300000005 -71.370582899999988 42.4309583 -71.047859899999992tag:blogger.com,1999:blog-6800429649575080386.post-20957549559156231262018-02-05T08:30:00.000-05:002018-02-05T08:30:47.163-05:00Supporting the Twice-Exceptional Children in our Lives<div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-5bJ4irP7M-s/WnZmXpWKbbI/AAAAAAAAAMA/cu-FQUvViL0-qinq3MygYZFZCiAzHcdgACLcBGAs/s1600/gummibarchen-fruit-gums-bear-sweetness-54633.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="350" data-original-width="527" height="212" src="https://1.bp.blogspot.com/-5bJ4irP7M-s/WnZmXpWKbbI/AAAAAAAAAMA/cu-FQUvViL0-qinq3MygYZFZCiAzHcdgACLcBGAs/s320/gummibarchen-fruit-gums-bear-sweetness-54633.jpeg" width="320" /></a></div><b></b><br /><div style="text-align: center;"><b><b><br /></b></b></div><b><div style="text-align: center;"><b>Free to Be 2e!</b></div><div style="text-align: center;"><b>Supporting the Twice-Exceptional Children in our Lives</b></div></b><br /><div><br /></div><div><b><a href="https://nesca-newton.com/girard/"><span style="color: #990000;">By: Rebecca Girard, LICSW, CAS</span></a></b></div><div>Licensed Clinical Social Worker, NESCA</div><br /><div style="text-align: center;"><b>Richard Branson</b><br />Businessman and Investor<br /><br /></div><div style="text-align: center;"><b>Whoopie Goldberg</b><br />Actress and talk show host<br /><b><br /></b><b>Tim Burton</b><br />Director<br /><br /></div><div style="text-align: center;"><b>Daryl Hannah</b><br />Actress</div><br />What do the above celebrities all have in common, aside from being wildly successful and having household names? They are all considered “2e”! <br /><br />The term, “Twice Exceptional” or “2e” is gaining popularity in educational and therapeutic settings, but what does it mean? The term refers to children who possess both exceptional gifts and talents, and who also experience various learning difficulties such as Attention Deficit Hyperactivity Disorder (ADHD), Learning Disabilities, and Autism Spectrum Disorders. A recently published textbook, Twice Exceptional: Supporting and Educating Bright and Creative Students with Learning Difficulties (2017) explores this movement in detail and offers the latest evidence- and strengths-based approaches in supporting the extraordinary “2e” young people in our lives.<br /><br />Scott Barry Kaufman writes frequently on this topic. He argues that education and intervention have often employed a silo approach, meaning that these systems have viewed children as either exclusively disabled or exclusively gifted, instead of appreciating the dynamic interaction of both. Kaufman describes this as an “artificial mutual exclusiveness” that is harmful to children whose unique profiles include both remarkable strengths and complex learning deficits. This often leads to difficulty “fitting in” in traditional educational settings as well as to children feeling misunderstood and unappreciated for the things they are good at doing. According to <a href="http://davincilearning.org/">davincilearning.org</a>, a website dedicated to “multiple exceptionality” or the intersection of giftedness, disability, and trauma, there are three ways we misunderstand the needs of twice-exceptional children: <br /><ol><li>Disability masks giftedness, and the focus on correcting disability leads to giftedness being overlooked.&nbsp;</li><li>Giftedness masks the signs of disability.</li><li>Both giftedness and disability mask each other, and the person appears to be ordinary.</li></ol>So what is to be done? If you have a "2e" child in your life, consider the following recommendations set forth by Dr. Kaufman:<br /><ol><li>Specialized methods of identification that consider the possible interaction of the exceptionalities.</li><li>Enriched/advanced educational opportunities that focus on developing the child’s interests and highest strengths while also meeting the child’s learning needs.</li><li>Simultaneous supports that ensure the child’s academic success and social-emotional well-being, such as accommodations, therapeutic interventions, and specialized instruction.</li></ol>As parents, educators, and therapists, we must be sensitive to the intricacies of a child’s abilities and deficits, and take care to not focus too exclusively on such a false dichotomy. Instead, let’s “see beyond lables,” as Dr. Kaufman suggests, and focus on natural strengths, internal motivation, and opportunities for growth.<br /><br />Many accomplished people with learning differences attribute thinking differently as a factor in their success. May all our "2e" friends find what works best for them and create their own self-defined success.<br /><br />NESCA is proud to offer evaluation services that help to uncover underlying reasons for struggles as well as unique strengths and aptitudes and to integrate findings into a recognizable portrait of of the whole child, teen, or young adult. If you would like to learn more about Neuropsychological Assessment or Transition Assessment at NESCA provides,<span style="color: #783f04;"> <a href="https://nesca-newton.com/our-services/"><span style="color: #783f04;">click here</span>.</a></span><br /><br />And for more information about twice-exceptionality, see below! <br /><div><ul><li>“2e” newsletter for Parents, Educators, and Other Professionals - <a href="http://www.2enewsletter.com/article_2e_what_are_they.html"><span style="color: #783f04;">http://www.2enewsletter.com/article_2e_what_are_they.html</span></a></li><li>Read more about the 2e movement in Scientific American: <a href="https://blogs.scientificamerican.com/beautiful-minds/the-twice-exceptional-movement-supporting-bright-and-creative-students-with-learning-difficulties/"><span style="color: #783f04;">https://blogs.scientificamerican.com/beautiful-minds/the-twice-exceptional-movement-supporting-bright-and-creative-students-with-learning-difficulties/</span></a></li><li>To order your copy of Supporting Twice Exceptional: Supporting and Educating Bright and Creative Students with Learning Difficulties, visit: <span style="color: #783f04;"><a href="https://www.amazon.com/Twice-Exceptional-Supporting-Educating-Difficulties/dp/0190645474/ref=sr_1_6?ie=UTF8&amp;qid=1506259650&amp;sr=8-6&amp;keywords=twice+exceptional"><span style="color: #783f04;">https://www.amazon.com/Twice-Exceptional-Supporting-Educating-Difficulties/dp/0190645474/ref=sr_1_6?ie=UTF8&amp;qid=1506259650&amp;sr=8-6&amp;keywords=twice+exceptional</span></a>&nbsp;</span>*</li></ul><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-lCtk4SBHyWQ/WneqR4BFW_I/AAAAAAAAAMU/ksav5JWvLeciFIC9mN-hkMkDFTpvxrRdwCLcBGAs/s1600/2e%2Bimage.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="890" data-original-width="1277" height="278" src="https://1.bp.blogspot.com/-lCtk4SBHyWQ/WneqR4BFW_I/AAAAAAAAAMU/ksav5JWvLeciFIC9mN-hkMkDFTpvxrRdwCLcBGAs/s400/2e%2Bimage.jpg" width="400" /></a></div><br />*Disclosure: Rebecca Girard, LICSW contributed to Twice Exceptional: Supporting and Educating Bright and Creative Students with Learning Difficulties in the chapter, “Appreciating and Promoting Social Creativity in Youth with Asperger’s Syndrome”<br /></div><div><br /></div><div><b>About the Author:</b><br /><br /><a href="https://nesca-newton.com/girard/"><span style="color: #cc0000;">Rebecca Girard, LICSW, CAS</span> </a>is a<div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-iafUjvkLVzk/Wnerxds5BNI/AAAAAAAAAMk/IplO_rvrWiE4q5eqgnILdEnZjQVzJHMDQCEwYBhgL/s1600/Girard.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="500" data-original-width="500" height="200" src="https://2.bp.blogspot.com/-iafUjvkLVzk/Wnerxds5BNI/AAAAAAAAAMk/IplO_rvrWiE4q5eqgnILdEnZjQVzJHMDQCEwYBhgL/s200/Girard.jpg" width="200" /></a></div>licensed clinical social worker specializing in neurodivergent issues, sexual trauma, and international social work. She has worked primarily with children, adolescents, adults with Autism Spectrum Disorders and their families for over a decade. Ms. Girard is highly experienced in using Cognitive Behavior Therapy (CBT) as well as Socio-dramatic Affective Relational Intervention (SDARI), in additional to a number of other modalities. She is excited to provide enhanced psychotherapy to children with ASD at NESCA as well as to provide therapeutic support to youth with a range of mood, anxiety, social and behavioral challenges. Her approach is child-centered, strengths-based, creative and compassionate.<br /><br /></div>Unknownnoreply@blogger.com0Newton, MA, USA42.3370413 -71.2092213999999942.243124300000005 -71.370582899999988 42.4309583 -71.047859899999992tag:blogger.com,1999:blog-6800429649575080386.post-28251158561405562482018-02-01T09:00:00.000-05:002018-02-01T09:00:33.608-05:00Transition Webinars By Asperger/Autism Network (AANE)<table border="0" cellpadding="0" cellspacing="0" class="galileo-ap-layout-editor" style="min-width: 100%; width: 100%px;"><tbody><tr><td class=" editor-col OneColumnMobile" valign="top" width="55%"><div class="gl-contains-text"><table border="0" cellpadding="0" cellspacing="0" style="width: 100%px;"><tbody><tr><td align="left" class="editor-text editor-text " style="-ms-word-wrap: break-word; color: #707070; display: block; font-family: Calibri,Helvetica,Arial,sans-serif; font-size: 16px; padding: 10px 10px 10px 20px; text-align: left;" valign="top"><div class="text-container ql-disabled galileo-ap-content-editor"><div><div align="center" style="text-align: center;"><span style="color: #2d9f2b; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 24px; font-weight: bold;">Moving into Your Own Place: Making a Plan</span></div><div align="center" style="text-align: center;"><br /></div><div align="center" style="text-align: center;"><span style="color: #2d9f2b; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 24px; font-weight: bold;">Webinar with Nataliya Poto</span></div><div align="center" style="text-align: center;"><br /></div><div align="center" style="text-align: center;"><span style="color: black; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 20px; font-weight: bold;">Monday, February 5, 2018</span></div><div align="center" style="text-align: center;"><span style="color: black; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 20px; font-weight: bold;">7:00-8:30 pm (EST)</span></div><div align="center" style="text-align: center;"><span style="color: black; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 20px; font-weight: bold;">Free</span></div></div></div></td></tr></tbody></table></div></td><td class=" editor-col OneColumnMobile" valign="top" width="45%"><div class="gl-contains-image"><table border="0" cellpadding="0" cellspacing="0" class="editor-image editor-image-vspace-on" style="width: 100%px;"><tbody><tr><td align="center" style="padding-bottom: 10px; padding-top: 10px;" valign="top"><div class="publish-container"><img alt="" border="0" hspace="0" src="http://files.constantcontact.com/1cf71733001/5b7c5f68-05fd-418a-a68e-890a6075ff02.jpg" style="display: block; height: auto !important; max-width: 100% !important;" width="200" /> </div></td></tr></tbody></table></div></td></tr></tbody></table><br /><table border="0" cellpadding="0" cellspacing="0" class="galileo-ap-layout-editor" style="min-width: 100%; width: 100%px;"><tbody><tr><td class=" editor-col OneColumnMobile" valign="top" width="100%"><div class="gl-contains-button"><table border="0" cellpadding="0" cellspacing="0" class="editor-button" style="min-width: 100%; width: 100%px;"><tbody><tr><td class="editor-button-container " style="color: white; display: block; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 14px; font-weight: bold; padding: 10px 20px; text-decoration: none;"><table class="galileo-ap-content-editor" style="min-width: 100%; width: 100%;"><tbody><tr><td align="center" class="MainTextFullWidthTD" style="color: white; display: block; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 14px; font-weight: bold; padding: 0px; text-decoration: none;" valign="top"><table bgcolor="rgb(45,159,43)" border="0" cellpadding="0" cellspacing="0" style="background: rgb(45, 159, 43); border-radius: 10px; border-spacing: 0; moz-border-radius: 10px; padding: 0px;"><tbody><tr><td align="center" class="MainTextFullWidthTD" style="color: white; display: block; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 14px; font-weight: bold; padding: 12px 15px 13px; text-decoration: none;" valign="top"><div><div class="MainTextFullWidth"><a href="http://r20.rs6.net/tn.jsp?f=001dbmTYt-Hy-XHobJ5HQcCKELccdwmarSsFyOwipuyVGmQyGCMeyPoC3NSN-XLAlFqwjDSYdUK-TsCoR29SmM-j3F_SwxyElORfj9C9HQ21b_3rNEqJonVnPhC-wENq3FxbjWsEJhcqsdJXTf0eHNNjA==&amp;c=YbDJanEEzyqf88daG56LDdgcIn6HsWIJwl-uf03B7ikF8rFCBlsOqg==&amp;ch=oHafq70joo2aBcg0J24QHhTLGCkOYj3iGK5sK36xyIFqL5PJqfKGgA==" style="color: white; display: block; font-family: Century Gothic, ITC Avant Garde, Arial, Helvetica, sans-serif; font-size: 16px; font-weight: bold; text-decoration: none;">REGISTER</a></div></div></td></tr></tbody></table></td></tr></tbody></table></td></tr></tbody></table></div></td></tr></tbody></table><br /><table border="0" cellpadding="0" cellspacing="0" class="galileo-ap-layout-editor" style="min-width: 100%; width: 100%px;"><tbody><tr><td align="left" bgcolor="rgb(255,255,255)" class="section-headline editor-col OneColumnMobile" style="background: rgb(255, 255, 255);" valign="top" width="100%"><div class="gl-contains-text"><table border="0" cellpadding="0" cellspacing="0" style="width: 100%px;"><tbody><tr><td align="left" class="editor-text article-text" style="-ms-word-wrap: break-word; color: #707070; display: block; font-family: Calibri,Helvetica,Arial,sans-serif; font-size: 16px; padding: 10px 20px; text-align: left;" valign="top"><div></div><div class="text-container ql-disabled galileo-ap-content-editor"><div><div align="justify" style="text-align: justify;"><span style="color: black; font-size: 20px;">Are you thinking about moving out of your parents’ house and into your own place? You may feel both excited and anxious. You may wonder how to find the right living situation, and whether you’re ready to live on your own.</span></div><div align="justify" style="text-align: justify;"><span style="color: black; font-size: 20px;">This workshop offers practical strategies and tips on how to prepare for this big milestone in your life.&nbsp;We’ll help you develop a step-by-step plan by:</span></div><div align="justify" style="text-align: justify;"><br /></div><ul><li style="text-align: justify;"><span style="color: black; font-size: 20px;">Clarifying your specific situation, resources, and preferences.</span><li style="text-align: justify;"><span style="color: black; font-size: 20px;">Assessing external factors that could affect your choices.</span><li style="text-align: justify;"><span style="color: black; font-size: 20px;">Identifying sources of helpful information and support.</span><li style="text-align: justify;"><span style="color: black; font-size: 20px;">Setting realistic, achievable goals.</span></li></li></li></li></ul><div><br /></div><div align="justify" style="text-align: justify;"><span style="color: black; font-size: 20px;"></span><span style="color: black; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 20px;">Moving into your own place: Nataliya S. Poto, M.A. is the Director of LifeMAP Coaching Programs at the Asperger/Autism Network (AANE). Mrs. Poto conceptualized LifeMAP unique coaching approaches into the AsperCoach curriculum which is offered annually to independently practicing Asperger coaches from all over U.S. and South America. In addition to leading the LifeMAP team, Mrs. Poto continues to serve as an active LifeMAP coach herself, successfully assisting clients with their goals in the areas of higher education, career development, employment, personal growth, relationship-building, independent living and more. </span></div></div></div></td></tr></tbody></table></div></td></tr></tbody></table><br /><table border="0" cellpadding="0" cellspacing="0" class="galileo-ap-layout-editor" style="min-width: 100%; width: 100%px;"><tbody><tr><td bgcolor="rgb(51,176,189)" class=" editor-col OneColumnMobile" style="background: rgb(51, 176, 189);" valign="top" width="100%"><div class="gl-contains-divider"><table border="0" cellpadding="0" cellspacing="0" class="editor-divider" style="min-width: 100%; width: 100%px;"><tbody><tr><td align="center" valign="top"><table class="galileo-ap-content-editor" style="cursor: default; min-width: 100%; width: 100%px;"><tbody><tr><td align="center" class="divider-base divider-solid" style="padding: 0px;" valign="top" width="100%"><table align="center" border="0" cellpadding="0" cellspacing="0" style="height: 2px; min-width: 100%; width: 100%;"><tbody><tr><td align="center" bgcolor="#b9e6eb" height="1" style="background: rgb(185, 230, 235); border-bottom-style: none; height: 2px; line-height: 1px; padding-bottom: 7px;"><div><img alt="" border="0" height="1" hspace="0" src="https://imgssl.constantcontact.com/letters/images/1101116784221/S.gif" style="display: block; height: 1px; width: 5px;" width="5" /></div></td></tr></tbody></table></td></tr></tbody></table></td></tr></tbody></table></div></td></tr></tbody></table><br /><table border="0" cellpadding="0" cellspacing="0" class="galileo-ap-layout-editor" style="min-width: 100%; width: 100%px;"><tbody><tr><td class=" editor-col OneColumnMobile" valign="top" width="50%"><div><div class="column-resize-bar"><span class="line"></span><span class="grabber"></span></div></div><div class="gl-contains-text"><table border="0" cellpadding="0" cellspacing="0" style="width: 100%px;"><tbody><tr><td align="left" class="editor-text article-heading-text" style="-ms-word-wrap: break-word; color: black; display: block; font-family: &quot;Century Gothic&quot;, Calibri, Helvetica, Arial, sans-serif; font-size: 18px; font-weight: normal; padding: 10px 10px 10px 20px; text-align: left;" valign="top"><div></div><div class="text-container ql-disabled galileo-ap-content-editor"><div><div align="center" style="text-align: center;"><br /></div><div align="center" style="text-align: center;"><span style="color: #eb4c39; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 24px; font-weight: bold;">Find a Career That is Right for You </span></div><div align="center" style="text-align: center;"><br /></div><div align="center" style="text-align: center;"><span style="color: #eb4c39; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 24px; font-weight: bold;">Webinar with </span></div><div align="center" style="text-align: center;"><span style="color: #eb4c39; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 24px; font-weight: bold;">Tom Bergeron</span></div><div align="center" style="text-align: center;"><br /></div><div align="center" style="text-align: center;"><span style="font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 20px; font-weight: bold;">Tuesday February 13, 2018</span></div><div align="center" style="text-align: center;"><span style="color: #252030; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 20px; font-weight: bold;">6:30-8:00 pm</span></div><div align="center" style="text-align: center;"><span style="color: #252030; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 20px; font-weight: bold;">Free</span></div></div></div></td></tr></tbody></table></div></td><td class=" editor-col OneColumnMobile" valign="top" width="50%"><div class="gl-contains-text"><table border="0" cellpadding="0" cellspacing="0" style="width: 100%px;"><tbody><tr><td align="left" class="editor-text " style="-ms-word-wrap: break-word; color: #707070; display: block; font-family: Calibri,Helvetica,Arial,sans-serif; font-size: 16px; padding: 10px 20px 10px 10px; text-align: left;" valign="top"><div></div><div class="text-container ql-disabled galileo-ap-content-editor">‌</div></td></tr></tbody></table></div><div class="gl-contains-image"><table border="0" cellpadding="0" cellspacing="0" class="editor-image" style="width: 100%px;"><tbody><tr><td align="center" style="padding-bottom: 0px; padding-top: 0px;" valign="top"><div class="publish-container"><img alt="" border="0" hspace="0" src="http://files.constantcontact.com/1cf71733001/bcddbbf9-13f2-4db1-8808-cef2042a4fad.jpg" style="display: block; height: auto; max-width: 100%;" width="260" /> </div></td></tr></tbody></table></div></td></tr></tbody></table><br /><table border="0" cellpadding="0" cellspacing="0" class="galileo-ap-layout-editor" style="min-width: 100%; width: 100%px;"><tbody><tr><td class=" editor-col OneColumnMobile" valign="top" width="100%"><div class="gl-contains-button"><table border="0" cellpadding="0" cellspacing="0" class="editor-button" style="min-width: 100%; width: 100%px;"><tbody><tr><td class="editor-button-container " style="color: white; display: block; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 14px; font-weight: bold; padding: 10px 20px; text-decoration: none;"><table class="galileo-ap-content-editor" style="min-width: 100%; width: 100%;"><tbody><tr><td align="center" class="MainTextFullWidthTD" style="color: white; display: block; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 14px; font-weight: bold; padding: 0px; text-decoration: none;" valign="top"><table bgcolor="rgb(235,76,57)" border="0" cellpadding="0" cellspacing="0" style="background: rgb(235, 76, 57); border-radius: 10px; border-spacing: 0; moz-border-radius: 10px; padding: 0px;"><tbody><tr><td align="center" class="MainTextFullWidthTD" style="color: white; display: block; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 14px; font-weight: bold; padding: 12px 15px 13px; text-decoration: none;" valign="top"><div><div class="MainTextFullWidth"><a href="http://r20.rs6.net/tn.jsp?f=001dbmTYt-Hy-XHobJ5HQcCKELccdwmarSsFyOwipuyVGmQyGCMeyPoC3NSN-XLAlFqwjDSYdUK-TsCoR29SmM-j3F_SwxyElORfj9C9HQ21b_3rNEqJonVnPhC-wENq3FxbjWsEJhcqsdJXTf0eHNNjA==&amp;c=YbDJanEEzyqf88daG56LDdgcIn6HsWIJwl-uf03B7ikF8rFCBlsOqg==&amp;ch=oHafq70joo2aBcg0J24QHhTLGCkOYj3iGK5sK36xyIFqL5PJqfKGgA==" style="color: white; display: block; font-family: Century Gothic, ITC Avant Garde, Arial, Helvetica, sans-serif; font-size: 16px; font-weight: bold; text-decoration: none;">REGISTER</a></div></div></td></tr></tbody></table></td></tr></tbody></table></td></tr></tbody></table></div></td></tr></tbody></table><br /><table border="0" cellpadding="0" cellspacing="0" class="galileo-ap-layout-editor" style="min-width: 100%; width: 100%px;"><tbody><tr><td align="left" bgcolor="rgb(255,255,255)" class="section-headline editor-col OneColumnMobile" style="background: rgb(255, 255, 255);" valign="top" width="100%"><div class="gl-contains-text"><table border="0" cellpadding="0" cellspacing="0" style="width: 100%px;"><tbody><tr><td align="left" class="editor-text article-text" style="-ms-word-wrap: break-word; color: #707070; display: block; font-family: Calibri,Helvetica,Arial,sans-serif; font-size: 16px; padding: 10px 20px; text-align: left;" valign="top"><div></div><div class="text-container ql-disabled galileo-ap-content-editor"><div><div align="justify" style="text-align: justify;"><span style="color: black; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 18px;">There are many factors in deciding on a career path. What are my interests? What is my working style? Are there jobs in the industry I’m interested in? How well do they pay? How does being on the spectrum affect my decision? The path to most careers is through a college education, but with education costs skyrocketing it makes sense to evaluate careers options before entering college, not after graduation. There is even the possibility of exploring careers that require training, but not a degree.</span></div><div><span style="color: black; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 18px;">&nbsp;</span></div><div><span style="color: black; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 18px;">This webinar explores ways to identify careers that are a good match. It highlights strategies for landing the right job beyond “getting the degree.” The webinar will also highlight a few organizations that are making a concerted effort to hire individuals on the spectrum.</span></div><div><span style="color: black; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 18px;">&nbsp;</span></div><div align="justify" style="text-align: justify;"><span style="color: black; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 18px;">Finding a career that is right for you: Tom Bergeron is the co-founder of&nbsp;</span><a href="mhtml:file:///C:/Users/kchallen/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/PDQ6E0YH/email.mht!x-usc:http://r20.rs6.net/tn.jsp?f=001dbmTYt-Hy-XHobJ5HQcCKELccdwmarSsFyOwipuyVGmQyGCMeyPoC3NSN-XLAlFqstr44nXN77S8KSfOpZQdiKUunhvOXklP1vS1Kqt46-DIvXPQfNC9FTosU8JFPRTmMqJYfgH7v5MmYaDMWwCpkw==&amp;c=YbDJanEEzyqf88daG56LDdgcIn6HsWIJwl-uf03B7ikF8rFCBlsOqg==&amp;ch=oHafq70joo2aBcg0J24QHhTLGCkOYj3iGK5sK36xyIFqL5PJqfKGgA==" style="color: black; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 18px; font-style: normal; font-weight: normal; text-decoration: underline;" target="_blank">InventiveLabs</a><span style="color: black; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 18px;">, a career (and business) incubator focused on college-aged adults with dyslexia, ADHD, and/or ASD. The Lab runs a hands-on program helping individuals find their path forward by exploring career and school options, or maybe even starting their own business. Tom has worked at various start-up companies helping to bring new products to market. He uses the skills he learnt in business to help individuals find their “market fit”. Tom experienced many challenges in school, but by charting his own path he found success in business. He noticed the traits that hold some individuals back in school can actually be their advantage in the workplace. He is now committed to helping the next generation find their path forward and launch their careers.</span></div></div></div></td></tr></tbody></table></div></td></tr></tbody></table><br /><table border="0" cellpadding="0" cellspacing="0" class="galileo-ap-layout-editor" style="min-width: 100%; width: 100%px;"><tbody><tr><td class=" editor-col OneColumnMobile" valign="top" width="100%"><div class="gl-contains-divider"><table border="0" cellpadding="0" cellspacing="0" class="editor-divider" style="min-width: 100%; width: 100%px;"><tbody><tr><td align="center" valign="top"><table class="galileo-ap-content-editor" style="cursor: default; min-width: 100%; width: 100%px;"><tbody><tr><td align="center" class="divider-base divider-solid" style="padding: 0px;" valign="top" width="100%"><table align="center" border="0" cellpadding="0" cellspacing="0" style="height: 2px; min-width: 100%; width: 100%;"><tbody><tr><td align="center" bgcolor="#b9e6eb" height="1" style="background: rgb(185, 230, 235); border-bottom-style: none; height: 2px; line-height: 1px; padding-bottom: 7px;"><div><img alt="" border="0" height="1" hspace="0" src="https://imgssl.constantcontact.com/letters/images/1101116784221/S.gif" style="display: block; height: 1px; width: 5px;" width="5" /></div></td></tr></tbody></table></td></tr></tbody></table></td></tr></tbody></table></div></td></tr></tbody></table><br /><table border="0" cellpadding="0" cellspacing="0" class="galileo-ap-layout-editor" style="min-width: 100%; width: 100%px;"><tbody><tr></tr></tbody></table><br /><table border="0" cellpadding="0" cellspacing="0" class="galileo-ap-layout-editor" style="min-width: 100%; width: 100%px;"><tbody><tr><td class=" editor-col OneColumnMobile" valign="top" width="100%"><div class="gl-contains-text"><table border="0" cellpadding="0" cellspacing="0" style="width: 100%px;"><tbody><tr><td align="left" class="editor-text article-heading-text" style="-ms-word-wrap: break-word; border-image: none; color: black; display: block; font-family: &quot;Century Gothic&quot;, Calibri, Helvetica, Arial, sans-serif; font-size: 18px; font-weight: normal; padding: 10px 20px; text-align: left;" valign="top"><div></div><div class="text-container ql-disabled galileo-ap-content-editor"><div><div align="center" style="border-image: none; text-align: center;"><a href="https://2.bp.blogspot.com/-UzgUW-67ImE/WnIwiTy8rhI/AAAAAAAAALs/bFMEfKEbLcswznErBKSoukknqTnF7baEwCEwYBhgL/s1600/Pignone.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="200" src="https://2.bp.blogspot.com/-UzgUW-67ImE/WnIwiTy8rhI/AAAAAAAAALs/bFMEfKEbLcswznErBKSoukknqTnF7baEwCEwYBhgL/s200/Pignone.jpg" width="200" /></a><span style="color: #45b3ca; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 24px; font-weight: bold;"></span><span style="color: #307d8d; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 24px; font-weight: bold;">Forget Failure to Launch:</span></div><div align="center" style="border-image: none; text-align: center;"><span style="color: #307d8d; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 22px; font-weight: bold;">How to Support Teens and Young Adults in Creating a Balanced Life Outside of the House</span></div><div align="center" style="border-image: none; text-align: center;"><br /></div><div align="center" style="border-image: none; text-align: center;"><span style="color: #307d8d; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 24px; font-weight: bold;">Webinar with </span></div><div align="center" style="border-image: none; text-align: center;"><span style="color: #307d8d; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 24px; font-weight: bold;">Kathleen Pignone</span></div></div></div></td></tr></tbody></table></div></td></tr></tbody></table><br /><table border="0" cellpadding="0" cellspacing="0" class="galileo-ap-layout-editor" style="min-width: 100%; width: 100%px;"><tbody><tr><td class=" editor-col OneColumnMobile" valign="top" width="100%"><div class="gl-contains-text"><table border="0" cellpadding="0" cellspacing="0" style="width: 100%px;"><tbody><tr><td align="left" class="editor-text editor-text " style="-ms-word-wrap: break-word; border-image: none; color: #707070; display: block; font-family: Calibri,Helvetica,Arial,sans-serif; font-size: 16px; padding: 10px 20px; text-align: left;" valign="top"><div></div><div class="text-container ql-disabled galileo-ap-content-editor"><div><div align="center" style="border-image: none; text-align: center;"><span style="color: black; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 20px; font-weight: bold;">Wednesday February 28, 2018</span></div><div align="center" style="border-image: none; text-align: center;"><span style="color: black; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 20px; font-weight: bold;">1:00 - 2:30 pm</span></div><div align="center" style="border-image: none; text-align: center;"><span style="color: black; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 20px; font-weight: bold;">Free</span></div></div></div></td></tr></tbody></table></div></td></tr></tbody></table><br /><table border="0" cellpadding="0" cellspacing="0" class="galileo-ap-layout-editor" style="min-width: 100%; width: 100%px;"><tbody><tr><td bgcolor="rgb(255,255,255)" class=" editor-col OneColumnMobile" style="background: rgb(255, 255, 255);" valign="top" width="100%"><div class="gl-contains-button"><table border="0" cellpadding="0" cellspacing="0" class="editor-button" style="min-width: 100%; width: 100%px;"><tbody><tr><td class="editor-button-container " style="border-image: none; color: white; display: block; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 14px; font-weight: bold; padding: 10px 20px; text-decoration: none;"><table class="galileo-ap-content-editor" style="min-width: 100%; width: 100%;"><tbody><tr><td align="center" class="MainTextFullWidthTD" style="border-image: none; color: white; display: block; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 14px; font-weight: bold; padding: 0px; text-decoration: none;" valign="top"><table bgcolor="rgb(48,125,141)" border="0" cellpadding="0" cellspacing="0" style="background: rgb(48, 125, 141); border-radius: 10px; border-spacing: 0; moz-border-radius: 10px; padding: 0px;"><tbody><tr><td align="center" class="MainTextFullWidthTD" style="color: white; display: block; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 14px; font-weight: bold; padding: 12px 15px 13px; text-decoration: none;" valign="top"><div><div class="MainTextFullWidth"><a href="http://r20.rs6.net/tn.jsp?f=001dbmTYt-Hy-XHobJ5HQcCKELccdwmarSsFyOwipuyVGmQyGCMeyPoC3NSN-XLAlFqwjDSYdUK-TsCoR29SmM-j3F_SwxyElORfj9C9HQ21b_3rNEqJonVnPhC-wENq3FxbjWsEJhcqsdJXTf0eHNNjA==&amp;c=YbDJanEEzyqf88daG56LDdgcIn6HsWIJwl-uf03B7ikF8rFCBlsOqg==&amp;ch=oHafq70joo2aBcg0J24QHhTLGCkOYj3iGK5sK36xyIFqL5PJqfKGgA==" style="color: white; display: block; font-family: Century Gothic, ITC Avant Garde, Arial, Helvetica, sans-serif; font-size: 16px; font-weight: bold; text-decoration: none;">REGISTER</a></div></div></td></tr></tbody></table></td></tr></tbody></table></td></tr></tbody></table></div></td></tr></tbody></table><br /><table border="0" cellpadding="0" cellspacing="0" class="galileo-ap-layout-editor" style="min-width: 100%; width: 100%px;"><tbody><tr><td align="left" bgcolor="rgb(255,255,255)" class="section-headline editor-col OneColumnMobile" style="background: rgb(255, 255, 255);" valign="top" width="100%"><div class="gl-contains-text"><table border="0" cellpadding="0" cellspacing="0" style="width: 100%px;"><tbody><tr><td align="left" class="editor-text article-text" style="-ms-word-wrap: break-word; color: #707070; display: block; font-family: Calibri,Helvetica,Arial,sans-serif; font-size: 16px; padding: 10px 20px; text-align: left;" valign="top"><div></div><div class="text-container ql-disabled galileo-ap-content-editor"><div><div align="justify" style="text-align: justify;"><span style="color: black; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 18px;">In this workshop you will learn how to:</span></div><ul><li style="text-align: justify;"><span style="color: black; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 18px;">Create a contingency plan when Transition Plan A (and even Plan B) is not working out as hoped </span><li style="text-align: justify;"><span style="color: black; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 18px;">Create and balance a long-term plan with short-term attainable goals</span><li style="text-align: justify;"><span style="color: black; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 18px;">Foster social motivation and engagement and prevent isolation</span><li style="text-align: justify;"><span style="color: black; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 18px;">Develop motivation, perseverance and resiliency using a strengths-based and person-centered approach</span><li style="text-align: justify;"><span style="color: black; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 18px;">Learn skills necessary for engaging in decision making and daily activities independent of parents</span><li style="text-align: justify;"><span style="color: black; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 18px;">Access key community resources</span></li></li></li></li></li></li></ul><div align="justify" style="text-align: justify;"><br /></div><div align="justify" style="text-align: justify;"><span style="color: black; font-family: Calibri, Helvetica, Arial, sans-serif; font-size: 18px;">Forget failure to launch: <a href="https://nesca-newton.com/pignone/">Kathleen Pignone, M.Ed. is a Transition Specialist at NESCA</a>. She currently works closely with young adults and their families to plan life after high school. Ms. Pignone performs transition assessments, supports students directly through community coaching and consults with schools, parents and outside agencies around transition related issues. Prior to working at NESCA, Kathleen worked at Bay Cove Academy (BCA), where she developed individualized transition plans for students, provided assessment and created innovative programming related to long-term employability and career success for students, and trained professionals in the areas of career development and transition services. In addition to her 15-year tenure at BCA, Kathleen has worked as an Education Specialist at the MA DESE and a Vocational Rehabilitation Consultant.</span></div></div></div></td></tr></tbody></table></div></td></tr></tbody></table><br /><table border="0" cellpadding="0" cellspacing="0" class="galileo-ap-layout-editor" style="min-width: 100%; width: 100%px;"><tbody><tr><td class=" editor-col OneColumnMobile" valign="top" width="100%"><div class="gl-contains-divider"><table border="0" cellpadding="0" cellspacing="0" class="editor-divider" style="min-width: 100%; width: 100%px;"><tbody><tr><td align="center" valign="top"><table class="galileo-ap-content-editor" style="cursor: default; min-width: 100%; width: 100%px;"><tbody><tr><td align="center" class="divider-base divider-solid" style="padding: 0px;" valign="top" width="100%"><table align="center" border="0" cellpadding="0" cellspacing="0" style="height: 2px; min-width: 100%; width: 100%;"><tbody><tr><td align="center" bgcolor="#b9e6eb" height="1" style="background: rgb(185, 230, 235); border-bottom-style: none; height: 2px; line-height: 1px; padding-bottom: 7px;"><div><img alt="" border="0" height="1" hspace="0" src="https://imgssl.constantcontact.com/letters/images/1101116784221/S.gif" style="display: block; height: 1px; width: 5px;" width="5" /></div></td></tr></tbody></table></td></tr></tbody></table></td></tr></tbody></table></div></td></tr></tbody></table><br /><table border="0" cellpadding="0" cellspacing="0" class="galileo-ap-layout-editor" style="min-width: 100%; width: 100%px;"><tbody><tr><td class=" editor-col OneColumnMobile" valign="top" width="100%"><div class="gl-contains-text"><table border="0" cellpadding="0" cellspacing="0" style="width: 100%px;"><tbody><tr><td align="left" class="editor-text editor-text " style="-ms-word-wrap: break-word; color: #707070; display: block; font-family: Calibri,Helvetica,Arial,sans-serif; font-size: 16px; padding: 10px 20px; text-align: left;" valign="top"><div></div><div class="text-container ql-disabled galileo-ap-content-editor"><div><div align="center" style="text-align: center;"><span style="color: #33b0bd; font-size: 24px; font-weight: bold;">More Information</span></div><ul><li style="text-align: justify;"><span style="color: black; font-size: 18px;">Not available on these dates? Webinars will be recorded. Registrants will receive the video link and a copy of the presentation two business days after the session ends.</span></li></ul><div align="justify" style="text-align: justify;"><br /></div><ul><li style="text-align: justify;"><span style="color: black; font-size: 18px;">Upon registration, a confirmation email will be sent with instructions on how to access the online event</span></li></ul><div align="justify" style="text-align: justify;"><br /></div><ul><li style="text-align: justify;"><span style="color: black; font-size: 18px;">Registration closes 24 hours before the webinar start time</span></li></ul><div><br /></div><div align="center" style="text-align: center;"><span style="color: black; font-size: 20px; font-style: italic;">To cancel your registration prior to the start of the webinar, please contact&nbsp;Joanne.Jensen@aane.org</span></div></div></div></td></tr></tbody></table></div></td></tr></tbody></table>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6800429649575080386.post-49661406831547634202018-01-30T08:00:00.000-05:002018-01-31T16:18:09.728-05:00Pre-Employment Transition Services - What Are They and Who Is Eligible?<br /><div style="text-align: center;"><a href="https://2.bp.blogspot.com/-tXawYDziSAY/WmzLZpJtIhI/AAAAAAAAAK4/siXvOX6JlZUVWoqDkcrso6w23swWTHPKACLcBGAs/s1600/pexels-photo-327540.jpeg"><img border="0" src="https://2.bp.blogspot.com/-tXawYDziSAY/WmzLZpJtIhI/AAAAAAAAAK4/siXvOX6JlZUVWoqDkcrso6w23swWTHPKACLcBGAs/s320/pexels-photo-327540.jpeg" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><b>What are MRC Pre-Employment Transition Services (Pre-ETS)?</b></div><b></b><div style="text-align: center;"><b><b>How Could They Help Your Child on an IEP?</b></b></div><b></b><br /><b>By: <a href="https://www.nesca-newton.com/challen"><span style="color: #990000;">Kelley Challen, Ed.M., CAS</span></a></b><br />Director of Transition Services<br />Transition Specialist<br /><br /><div style="text-align: justify;">On July 22, 2014, the Workforce Innovation and Opportunity Act (WIOA) was signed into national law. The goal of the act is to help job seekers, including vulnerable populations such as individuals with disabilities, to access education, training, and support services enabling them to be successful in finding and sustaining employment.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">In response to this act, Massachusetts developed a comprehensive workforce development plan involving a number of programs and partners including The Vocational Rehabilitation Program which spans across Massachusetts Rehabilitation Commission (MRC) and Massachusetts Commission for the Blind (MCB). One important aspect of this plan is that MRC must spend at least 15% of its Title I budget on pre-employment transition services (Pre-ETS) for students ages 16 to 22 with disabilities.&nbsp;</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Whereas students historically did not begin involvement with MRC Vocational Rehabilitation (VR) services until the age of 18 or until exiting high school, many students on IEPs are now eligible for support at the age of 16 while enrolled in high school. Given that paid employment in high school is a predictor of both college success and adult employment, the opportunity to engage with MRC VR services in high school is an exciting opportunity!</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Each Vocational Rehabilitation (VR) Office has contracted with local providers in order to offer services benefiting students in the following areas: Job Exploration Counseling; Workplace Readiness Training, Work-Based Learning Experiences; Counseling on Enrollment in Transition or Postsecondary Educational Programs; and Self-Advocacy/Mentoring Instruction. Often these services include activities like interest assessment, worksite tours, "soft skills" training, travel training, and paid internships.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Also, every public high school has an MRC liaison who often has office hours within the school. These liaisons are able to offer many direct services within the school setting including providing group education and attending IEP meetings when appropriate.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Transition services as part of an IEP process are designed to support students developing skills and making progress towards their postsecondary employment goals. However, educators may not be as familiar with employment trends and entry-level work skills as vocational rehabilitation specialists. The opportunity for a student to work with MRC VR counselor in conjunction with their IEP team creates a wonderful opportunity to make progress toward high school completion requirements while simultaneously preparing to become an employable adult.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">To learn more about MRC and Pre-Employment Transition Services, please visit the following links:</div><div style="text-align: justify;"><ul><li>MRC Services for Students and Youth - <a href="https://www.mass.gov/service-details/mrc-services-for-students-and-youth"><span style="color: #783f04;">https://www.mass.gov/service-details/mrc-services-for-students-and-youth</span></a></li><li>The Vocational Rehabilitation (VR) Program -<span style="color: #783f04;"> <a href="https://www.mass.gov/vocational-rehabilitation"><span style="color: #783f04;">https://www.mass.gov/vocational-rehabilitation</span></a></span></li><li>MRC Transition Services Brochure - <a href="https://www.mass.gov/files/documents/2016/07/te/mrc-transition-brochure.pdf"><span style="color: #783f04;">https://www.mass.gov/files/documents/2016/07/te/mrc-transition-brochure.pdf</span></a></li><li>MRC Transition Services Flow Chart - <a href="https://www.mass.gov/files/documents/2016/07/nf/mrc-transition-flow-chart-color.pdf"><span style="color: #783f04;">https://www.mass.gov/files/documents/2016/07/nf/mrc-transition-flow-chart-color.pdf</span></a></li></ul></div><div style="text-align: justify;">Students with visual impairments may additionally be interested in Pre-ETS services through Mass Commission for the Blind (MCB) VR services:</div><div style="text-align: justify;"><ul><li>Pre-ETS Frequently Asked Questions - <a href="http://www.mass.gov/eohhs/gov/departments/mcb/pre-employment-transition/"><span style="color: #783f04;">http://www.mass.gov/eohhs/gov/departments/mcb/pre-employment-transition/</span></a></li></ul></div><div style="text-align: justify;"><b>About the Author:</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><a href="https://1.bp.blogspot.com/-Bi75C7WD4EY/Wm_aNPydkfI/AAAAAAAAALQ/zFIdpt1yf8cmygFoJMjzHJEWAbryw5xewCLcBGAs/s1600/Challen.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="200" src="https://1.bp.blogspot.com/-Bi75C7WD4EY/Wm_aNPydkfI/AAAAAAAAALQ/zFIdpt1yf8cmygFoJMjzHJEWAbryw5xewCLcBGAs/s200/Challen.jpg" width="200" /></a><span style="color: #990000;"><a href="https://www.nesca-newton.com/challen"><span style="color: #990000;">Kelley Challen, EdM, CAS</span>,</a></span> is NESCA’s Director of Transition Services, overseeing planning, consultation, evaluation, coaching, case management, training and program development services. She began facilitating programs for children and adolescents with special needs in 2004. After receiving her Master’s Degree and Certificate of Advanced Study in Risk and Prevention Counseling from Harvard Graduate School of Education, Ms. Challen spent several years at the MGH Aspire Program where she founded an array of social, life and career skill development programs for teens and young adults with Asperger’s Syndrome and related profiles. She also worked at the Northeast Arc as Program Director for the Spotlight Program, a drama-based social pragmatics program, serving youth with a wide range of diagnoses and collaborating with several school districts to design in-house social skills and transition programs. While Ms. Challen has special expertise supporting students with Autism Spectrum Disorders, she provides support to individuals with a wide range of developmental and learning abilities including students with complex medical needs. She is also co-author of the chapter “Technologies to Support Interventions for Social- Emotional Intelligence, Self-Awareness, Personality Style, and Self-Regulation” for the book Technology Tools for Students with Autism.</div><div><div class="MsoNormal" style="text-align: justify;"><a href="https://www.nesca-newton.com/challen.html"><o:p></o:p></a><br /></div></div>Unknownnoreply@blogger.com0Newton, MA, USA42.3370413 -71.2092213999999942.243124300000005 -71.370582899999988 42.4309583 -71.047859899999992tag:blogger.com,1999:blog-6800429649575080386.post-5807971714779340942018-01-22T08:00:00.000-05:002018-01-22T08:00:53.709-05:00Mindful or Mind Full? Can You and Your Child Be More Present?<div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-5hQVfRI2Tis/WmOF7CtrV6I/AAAAAAAAAKA/v2kfXFs73ywRaLJWHBxc4H4kYNvtFL5_QCLcBGAs/s1600/stock-photo-water-beach-sand-waves-stress-ocean-waves-stress-relief-0ced0694-6f49-43a4-9099-725209c28b74.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="512" data-original-width="640" height="256" src="https://2.bp.blogspot.com/-5hQVfRI2Tis/WmOF7CtrV6I/AAAAAAAAAKA/v2kfXFs73ywRaLJWHBxc4H4kYNvtFL5_QCLcBGAs/s320/stock-photo-water-beach-sand-waves-stress-ocean-waves-stress-relief-0ced0694-6f49-43a4-9099-725209c28b74.jpg" width="320" /></a></div><br /><div style="text-align: center;"><b>Mindfulness Activities For Caretakers and Youth</b></div><div style="text-align: center;"><b><br /></b></div><div style="text-align: justify;"><b><a href="https://www.nesca-newton.com/kulis.html"><span style="color: #660000;">By: Amity Kulis, Psy.D.</span></a></b></div>Pediatric Neuropsychologist<br />NESCA<br /><br /><div style="text-align: justify;">Mindfulness is an area of psychology that continues to gain popularity in our culture and in therapeutic practice. By definition, mindfulness is the practice of being conscious or aware of our current state without judgement. That is, focusing our awareness on what is happening in this very moment related to our feelings, thoughts, and bodily sensations. We ignore what was happening in the past and what could happen in the future by being present in this moment. While this seems like a simple concept, in our distracted world of technology and instant gratification this can be difficult to put into practice. Too often we lose sight of the present and our current experiences, as our mind races and analyzes what just happened or what could happen, giving rise to anxiety.&nbsp;</div><br /><div style="text-align: justify;">Research suggests that the benefits of mindfulness include improved emotional regulation by decreasing rumination and improving attentional capabilities. There is also emerging evidence that mindfulness can decrease emotional reactivity which can have a positive impact on interpersonal relationships. Other positive benefits include improvements in sensory processing as well as sensitivity to internal stimuli.&nbsp;</div><br /><div><div style="text-align: justify;">Below is a list of mindfulness-based activities that can get you and your child started on the journey of being more present in the moment and begin reaping the benefits of a mindfulness practice. For more information or to explore therapeutic options at NESCA that utilize mindfulness strategies please <b><a href="https://www.nesca-newton.com/Therapeutic.html"><span style="color: #990000;">read about our therapeutic services</span></a></b>.&nbsp;</div><div style="text-align: justify;"><br /></div></div><div><ul><li style="text-align: justify;"><b>Breathing:</b> Have the child breathe in for three seconds, hold their breath for three seconds, and then breathe out for three seconds. For younger children, the very act of focusing on this activity will ground them to the moment. For older children and teens, there might be more instruction like having the child focus on how the breath feels coming in, holding it in their lungs, and finally blowing out through their nose or mouth.&nbsp;</li></ul><ul><li style="text-align: justify;"><b>Seeing the world: </b>Ask the child to spend a minute looking around the room while being silent with the goal of finding things in the room that have never been noticed before. After one minute, the child should be asked to share the most interesting thing that they see now but have not noticed before.&nbsp;</li></ul><ul><li style="text-align: justify;"><b>Feeling objects: </b>Provide the child with an object or series of objects and ask them to spend a minute just noticing what the object feels like in their hand. Guiding them to attend to the texture, temperature, size, shape, etc. Afterwards, ask the child to share what they noticed.&nbsp;</li></ul><ul><li style="text-align: justify;"><b>Listening: </b>Ring a bell or other chime-like noise that provides a long trailing sound. Ask the child to indicate when they can no longer hear the sound. After the ringing ends, ask the child to listen to any other sound they hear for the next minute.&nbsp;</li></ul><ul><li style="text-align: justify;"><b>Emotional acceptance: </b>Young children tend to be more "in the moment" than most when it comes to emotional experience. When a child is expressing an emotion, rather than tell them “You’re okay,” validate their emotional experience and let them know it is okay to be angry, sad, etc. Then follow with asking your child how their body feels when they are in this emotional state. This process can help children to be more in touch with their bodies and begin to recognize how their emotions feel in their body to create greater emotional awareness.&nbsp;</li></ul></div><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-bMsHHFtkdXQ/WmOF8j1e2GI/AAAAAAAAAKM/ZkaLT6trkw8spC2H78C3QM81XTGMjFf8wCEwYBhgL/s1600/Mind%2BFull.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="482" data-original-width="799" height="193" src="https://3.bp.blogspot.com/-bMsHHFtkdXQ/WmOF8j1e2GI/AAAAAAAAAKM/ZkaLT6trkw8spC2H78C3QM81XTGMjFf8wCEwYBhgL/s320/Mind%2BFull.jpg" width="320" /></a></div><div><br /></div><div><b><span style="color: #783f04;">To learn more about mindfulness and practice techniques, check out:</span></b></div><div><ul><li>Headspace.com - <a href="https://www.headspace.com/headspace-meditation-app"><span style="color: #990000;">https://www.headspace.com/headspace-meditation-app</span></a></li><li>Calm.com – <a href="https://www.calm.com/"><span style="color: #990000;">https://www.calm.com</span></a></li><li>Mindful.org - <a href="https://www.mindful.org/meditation/mindfulness-getting-started"><span style="color: #990000;">https://www.mindful.org/meditation/mindfulness-getting-started</span></a></li></ul><div><b>About the Author:</b></div><div><b><br /></b></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-0wX3WWz7CI8/WmOQIVMbIKI/AAAAAAAAAKg/AD0zFHhG8h4b9DLbpy_pPp8MiEFQkrdQACLcBGAs/s1600/Kulis.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="200" src="https://1.bp.blogspot.com/-0wX3WWz7CI8/WmOQIVMbIKI/AAAAAAAAAKg/AD0zFHhG8h4b9DLbpy_pPp8MiEFQkrdQACLcBGAs/s200/Kulis.jpg" width="200" /></a></div><div style="text-align: justify;"><span style="color: #660000;"><a href="https://www.nesca-newton.com/kulis.html"><span style="color: #660000;">Dr. Amity Kulis</span></a> </span>joined NESCA in 2012 after earning her doctoral degree in clinical psychology from the Massachusetts School of Professional Psychology, with a concentration in Children, Adolescents and Families (CAF). She completed post-doctoral training in pediatric neuropsychology with an emphasis on treating children with developmental, intellectual, learning and executive functioning challenges. She also has extensive training psychological (projective) testing and has conducted individual and group therapies for children of all ages. Before joining NESCA, Dr. Kulis worked in private practices, clinics, and schools, conducting comprehensive assessments on children ranging from toddlers through young adults. In addition, Dr. Kulis has had the opportunity to consult with various school systems, conducting observations of programs, and providing in-service trainings for staff. Dr. Kulis currently conducts neuropsychological and psychological (projective) assessments for school aged children through young adulthood. She regularly participates in transition assessments (focusing on the needs of adolescents as they emerge into adulthood) and has a special interest in working with complex learners that may also struggle with emotional challenges and psychiatric conditions. In addition to administering comprehensive and data driven evaluations, Dr. Kulis regularly conducts school-based observations and participates in school meetings to help share her findings and consultation with a student’s TEAM.&nbsp;</div></div></div>Unknownnoreply@blogger.com0Newton, MA, USA42.3370413 -71.2092213999999942.243124300000005 -71.370582899999988 42.4309583 -71.047859899999992