Moving from Blame to Family Problem Solving “Whose fault is this?” or “Who’s to blame?” are the go-to sentiments for when situations or relationships hit rough patches, especially within families. Jeff Everage explains why figuring out where the blame goes is a waste of time. If you believe, as I do, that you must “connect before you correct” then blame doesn’t do anything productive in parenting (and really in all of life). State Resources for Parents of Children and Youth with Disabilities PDF Version (328 KB) - get Acrobat Reader Parents of youth with disabilities have unique opportunities to promote their successful transition to postsecondary education, employment, and full adult participation in society. Parents can provide the foundation for young people to become self-determined, learn decision-making skills, and gain access to resources. Families can assist in the transition process by providing direction in exploration of interests, guidance in career and college planning, and encouragement as they pursue their dreams.
School Violence and youth: Psychology’s response This summary report by the American Psychological Association's Commission on Violence and Youth examines individual and societal factors that contribute to youth violence in the United States and offers intervention strategies to reduce such violence. It examines biological, family, school, emotional, cognitive, social, and cultural factors which contribute to violent behavior. The report reviews what psychologists have learned about the factors that accompany and contribute to youth violence. Helping Children with Learning Disabilities: Tips for Parents Practical Parenting Tips for Home and School When it comes to learning disabilities, look at the big picture All children need love, encouragement, and support, and for kids with learning disabilities, such positive reinforcement can help ensure that they emerge with a strong sense of self-worth, confidence, and the determination to keep going even when things are tough.
Office of Special Education Programs (OSEP) - Home Page The Office of Special Education Programs (OSEP) is dedicated to improving results for infants, toddlers, children and youth with disabilities ages birth through 21 by providing leadership and financial support to assist states and local districts. The Individuals with Disabilities Education Act of 2004 (IDEA) authorizes formula grants to states and discretionary grants to institutions of higher education and other non-profit organizations to support research, demonstrations, technical assistance and dissemination, technology and personnel development and parent-training and information centers. To learn more about OSEP, click on the relevant links below.
Home - Character Education, Life Skills, Drug Prevention, Heath Skills - K-6 Elementary School Lesson Plans, Teacher Resources and School Assemblies Home Life Skills Lessons FREE Sample Lessons BUY Lessons Online BUY on Amazon.com Life Skills Knowledge Base Behavior Home Page, Kentucky Welcome The Kentucky Department of Education (KDE) and the Department of Special Education and Rehabilitation Counseling at UK (SERC) collaborated on this Web page on student behavior for many years. The purpose is to provide a format that allows school personnel, parents, and other professionals to gain access to information, to share effective practices, and to receive ongoing consultation and technical assistance concerning the full range of behavior problems and challenges displayed by children and youth in school and community settings, as well as other behavioral issues that may affect their success in school.
Epilepsy at School: Care, Safety, Stigma, Learning Disabilities, and More Why do I need to register or sign in for WebMD to save? We will provide you with a dropdown of all your saved articles when you are registered and signed in. Going to school can be stressful for children with epilepsy. They may worry about having a seizure in class or how other students will react. Parents are also anxious. They often worry that their child's teacher may not know how to handle an epileptic seizure, or that their child may be treated unfairly because of epilepsy.
[FOUR] Roles In Dysfunctional Families by Robert Burney M.A. "We have come to understand that both the passive and the aggressive behavioral defense systems are reactions to the same kinds of childhood trauma, to the same kinds of emotional wounds. The Family Systems Dynamics research shows that within the family system, children adopt certain roles according to their family dynamics. Some of these roles are more passive, some are more aggressive, because in the competition for attention and validation within a family system the children must adopt different types of behaviors in order to feel like an individual." The emotional dynamics of dysfunctional families are basic - and like emotional dynamics for all human beings are pretty predictable. The outside details may look quite different due to a variety of factors, but the dynamics of the human emotional process are the same for all human beings everywhere.