Ok, so lets start with my new year resolution— I promise a constant stream of blogging. Well, maybe not constant...but regular. And a big big thankyou to those who take the time to email or leave blog messages; it really helps to keep me on my soap-box;)

So onto my latest inspiration: Dr Greene's   book ‘The Explosive Child’. This book is very easy to read but informative and practical. The basic message is that if you have a child who tend’s to be ‘explosive’ then this is a clue that your child may have a learning difficulty in the area of frustration tolerance and flexibility of thought. He uses the phrase ‘learning difficulty’ to illustrate that children who tend to explode often want to do well but lack specific skills. A comparison is to say a child with a reading   problem; would you not try an increase their skill base rather than send them to time-out for unacceptable behaviour? This comparison is then extended to those kids that really find it hard to cope with changes in routine, parent   and teacher demands and a whole lot of other triggers. He goes onto say that this type of child requires a different approach than that of a straight forward behavioural approach because that approach just makes their behaviour escalate and also doesn't give them the opportunity to learn the emotional regualtion skills they need. The approach Dr. Green developed for these children and families is called Collaborative Problem Solving (CPS). Now i won't go into in depth here....But here is his helpful website http://www.lifeinthebalance.org

This is a compassionate book with a method that won’t be easy to implement but offers changes and hope to many families who love their unpredictable child and wish coping with life was easier for   the whole family.   If anyone has had experience with De. Greene’s CPD approach   I would LOVE   to hear from you.

And for those with explosive kids....it might be worthwhile buying or borrowing this book before the much anticipated   Christmas which tends to be full of triggers such as tiredness, over excitement, extra sensory demands, and changes in routine!

Thanks for reading,

Sharon

Proloquo2go

SOMETHING HAS CHANGED IN OUR LIFE. That little something is a picture based communication ‘app’ called Proloquo2go. I bought and downloaded it from the Apple App store for $189.99 (Aus)—the catch is I also had to buy a Touch iPod (I will call it an iTouch from now on). We are a very iPod orientated family, so upgrading to the iTouch version was met with some excitement.

All up: a 8GB Touch iPod + the Ploloquo2go app= $800 (rounding off very generously)

There a bundle deals out there for around the $1000; check out Spectronics for an Aussie company. But check the GB because the bundle is for a 3 GB iTouch—if you’re not familiar or confident with technology this may be less stressful option for you. Keep in mind though that you will have to tailor the P2go to your child’s needs, just like any picture-based communication system, so you will eventually become quite familiar with how the app works. I found that it took (and continues to take) considerable time to tailor and learn all the tricks to editing, copying, deleting and re-organising categories. However answers to any questions you have could not get any better than the P2Go active list serve—fantastic advice and ideas from the programmers and the actual users.

Is it without fault? Of course not—I think a number of features could be improved. But going by the first update 1.1,   which i have just downloaded onto Jed's iTouch, the designers are attempting to improve certain functions and appear to be genuinely listening to user's feedback.

Using the P2go with Jed is a 'work in progress'. But he LOVES technology and he has been very willing and cooperative to look and listen to this particular picture-based system. Can he use the iTouch by himself?? Not yet....stay tuned;)

SIR KEN ROBINSON AND HIS PLEA FOR EDUCATIONAL CHANGE. . .

I recently discovered and have been inspired by Sir Ken Robinson. Has anyone heard him speak?

He basically is asking Western education systems to change; to be more INCLUSIVE, more RECEPTIVE to the range of individual talents amongst students. He is urging teachers and schools to help students to find their talent and passion and then honor and foster these essential ingredients. He is pleading schools to stop stifling, if not breaking the spirit of students who don’t seem to fit the existing education ‘mould’.

His latest book 'The Element' (which I will be honest I haven’t read but really want to) is a collection of interviews with people who have followed their passion and talent and are living amazing lives. Most of these talents were not recognised at school.

Knowing what your life purpose can be tricky to know, Sir Ken suggests you identify your talents and also what you really love doing. Make two lists and when they fall into both categories he calls this the ‘intersection of talent and passion’. This is a good place to start exploring and learning. He doesn’t suggest that we all can make a living out of this ‘intersection’ but no matter what. . .be true to it in some way.

Instead of me trying to summarise his message, it’s probably better just to listen to his interviews. Here is a couple of links to get you started.

Enjoy :)

dishymix podcast.Sir Ken Robinson

7.30 report. Video of Ken Robinson interview

THE SWINE FLU PANDEMIC

It is the era of Swine Flu here in Victoria, Australia, with most numbers being in the city of Melbourne. Jed stayed away from childcare this week as numbers for the virus increased each day. Last week the oinky-oink tally was the headline in every major newspaper but this week, as confirmed cases skyrocketed, it became old news. Perhaps it lost its bite because there is yet to be a fatality (and hopefully won’t be) but Victoria’s tally is over one thousand and will only continue to escalate given the inevitable spread through our busy population.

Any influenza can make you very sick and require someone to care for you—it’s not a head cold that requires soldiering-on or a day off or two. It is a serious illness. It is however temporary . . .unless you develop complications which usually involve lung, heart and or other organ failure. And those with existing medical conditions are more prone to this array of treats.

I am mum to one of those children. The reality of Jed getting something like Swine Flu could easily mean hospitalisation at the mildest end. A struggle to survive would be on the other. Parents like me get nervous about rising flu tallies especially when there is no vaccination. Parents like me struggle with the concept of minimising risk but allowing participation in life. Parents like me are used to other parents thinking we are weirdly paranoid. Parents like me remember being on our knees praying for more time with our child.

Maybe it comes down to a luck or fate in the end?? No-one really knows.

Will I send Jed to childcare this week? Probably. Maybe. If I am brave. . . or feeling lucky.

Update, June: He did get the Swine flu virus (H1N1)....And i am more than happy to say that it didnt affect his lungs as much as we feared, so he didnt need hospitalisation at all--just lots of sick days at home and a treatment of Tamiflu. It was a milder flu, which took him about 10 days to recover back to his previous energetic self. Phew...I'm glad that is over and done with...no more worry until the next Pandemic ;)

SLEEP TIPS
FOR SENSORY KIDS

I WILL START WITH A CONFESSION—I have been contemplating getting a wig. Jed is pre-occupied with twisting my hair as he drifts off to sleep, which might sound cute but the twists are actually jerky, hard pulling. So instead of wincing in pain as he ravels and unravels his fingers through my hair, I thought maybe a wig would be a good idea. No one would have to know, right?

I somehow feel better knowing I actually draw the line at following through with my great wig idea. I wouldn’t actually do it (or at least I don’t think I would this week ;). But it’s a good example of what lengths parents can actually go to ensure their child goes to sleep and hence the parents get a well deserved sanity break.

Putting a child who has SENSORY-BASED ISSUES to sleep can often (if not always) be a challenging part of the day. Not all sleep behaviours are the result of bad habits which are often referred to as behavioural. Sometimes children have difficulty calming their nervous system and the process of being expected to calm can produce anxiety.

For these children, it takes COMPASSION to understand their experience and CREATIVITY to come up with a plan to help them fall asleep and maintain sleep. If this sounds familiar then I invite you to download my free tip sheet SENSORY SLEEP TIPS . It is based on personal experience combined with professional expertise. I hope it assists you all to get some restorative sleep. . . Oh, and if someone actually has tried a wig I would love to hear from you!

HAPPY BIRTHDAY :)

I’m still in shock. My not-so-baby boy turned 4 last week:)

It was the first time that he appeared to enjoy his birthday celebration—with smiles during the Happy Birthday song (sang quietly) and a very proud look around at everyone when time for collective applause. Previous years, just having a group of friends and family around was almost too much for him to cope with. So it was a special day.

We practised the week before—it was Humpty’s birthday, Banana’s Birthday and Big Ted’s birthday. Candles’ lit. Candles blown out. He would cough from the smoke (I don’t recommend cheap candles) and I would applaud and hooray as loud as the moment and Jed allowed.

So he was well prepared for the main ritual of the party. On the day, we arrived at the party venue (his favourite park) he looked at the group of smiling people, looked at me as if to accuse me of wrongful doing and then let out a single audible sigh. ’Alright lets get this over with then’ were the words I heard in that one small sigh. A moment of acceptance. My boy was changing and growing.

Happy Birthday, Jed.

HOW DO
CHILDREN LEARN?

Recently I read a book called The Brain that Changes Itself.

My favourite bit—chapter 3 had me taking notes! It covered the basis of what happens in the brain if learning is happening. The key message is that MOTIVATION is the key to consolidate learning. Ok, I can hear the collective ‘who doesn’t know that’ and I can tell you that there are many teachers and therapists out there in the real world who might just benefit from a bit of reminding.

It’s not about expecting the child or adult to be motivated by what’s presented but about tapping into what an individual finds motivating and then using that to extend their leaning. When there is readiness (i.e. you catch their interest) the brain secretes neurotransmitters which help prepare the brain to prepare for learning. Then if there is a meaniful reward (i.e. something that makes it fun) then those neurotransmitters help to consolidate or remember the learning. And get this—when stressed those neurotransmitters decrease which means less chance of learning!

Why am I so passionate about this information? Because it gives credence to what I’m attempting to provide Jed—learning that is fun and meaniful to him. I do not believe he learns anything when stressed and upset, except how to avoid learning. He has his quirks but he has a heap of strengths; it’s all about how to be creative, how to engage him in a way that strengthens and creates learning.

And wow, there is nothing more life affirming than seeing the joy in his eyes when he is connecting with someone who ‘gets him’.