Establish Good Routines

It is important to establish positive working routines that include work, rest, exercise and play!

With study and work it is essential to be organised and on top of things. The saying, “don’t put off until tomorrow what you can do today”, may be helpful to keep in mind.  Having set hours to study and work are important and will certainly ensure long term success.

Tip: Use your diary or weekly planner to block out times for school, work and study and stick to them!

Rest and relaxation are also very important. How many hours of sleep do you need per night? The average person needs 8 hours, however children and teenagers need more. With increased stress levels sleep also needs to increase (however, often the opposite is true!).

Tip: Make a list of activities that help you relax. This may include things like, playing with your dog, drawing or listening to music. Try to do one activity per day.
Sleeping Tip: Aim for 8 hours + of sleep every night! Make a commitment to this in 2010!

Exercise needs to be a part of daily routine. Exercise needs to be fun and part of everyday. There is no use starting a strenuous gym program that you can’t possibly sustain over the long term.  Brisk walking, a jog around the block, a few laps at the local pool, or a roller blade with friends is a great way to enjoy exercise.

Tip: Write down all the activities you can do for exercise. Then write down one activity into your daily planner and stick to them. They need to become a habit.

Time to play and enjoy hobbies and interests are essential to enjoying life. Socialisation with friends and family is also part of life. TV is a good way to unwind and escape and so is reading a novel. In your weekly routine you need to include a few activities that help you “play”. This may also include playing a fun game!

Tip: Make a list of new and old play activities. For example, if you have never tried Yoga, you might like to buy yourself a DVD to try it, or sign up for a class. After you have written your list, try to do once play activity per day!
Tip: Schedule time to play in your week.

Good routines help us live life more fully. We are more in control and we are also able to deal with stressful events and people better. What can you do differently today that will make a difference to your weekly routine? Challenge yourself – you will be glad you did!

Learning to read can be hard work!

There are many types of learning disabilities and learning difficulties.

Learning disabilities should not be confused with an intellectual disability. An intellectual disability is a severe deficit in cognitive functioning. This is classified by an IQ score of less than 70. An IQ score of 100 is average (range 85 – 115).  People with intellectual disabilities will have difficulties with learning.

Learning disabilities generally fall into two major categories:

1. General Processing issues
2. Specific Learning Disabilities ( i.e. dyslexia)

If a person has general processing issues, they may also have a Learning Disability (or difficulty).

General Processing Issues

Some types of learning disabilities are defined by a cognitive processing problem.

• Auditory Processing – The ability to perceive and understand what is heard. With this disorder there is no issue with the ability to hear, however students often struggle in the classroom to follow instructions, or complete work efficiently with background noise.
• Processing Speed – The rate or speed at which the brain handles information. These people take longer to complete tasks, struggle to complete set work and spend long periods of time on homework tasks.
• Working Memory – The ability to retain and process information for short time periods. This is often referred to as short term memory. These people need to develop specific strategies to overcome these short falls in memory. They often have problems with remembering times tables.
• Long-Term Memory – The ability to both store and recall information for later use.
• Attention – The ability to remain on task in a sustained, selective, or divided way. These people may fall into the category of Attention Deficit Disorder (ADD)  or Attention Deficit Hyperactivity Disorder (ADHD).
• Visual Processing – The ability to perceive, analyse and think in visual images, or manipulate visual information. This is a sensory disability related to processing images.
• Logic and Reasoning – The ability to reason, prioritise, and plan. These people often appear disorganised and struggle to meet deadlines.

Learning Disabilities

Dyslexia – is a neurologically disorder that is often genetic and interferes with the acquisition and processing of language.

Specific developmental dyslexia is a disorder manifested by difficulty learning to read despite conventional instruction, adequate intelligence, and adequate socio-cultural opportunity.

Dyslexia may vary in its severity; it is manifested by difficulties in receptive and expressive language – including phonological processing – in reading, writing, spelling, handwriting and sometimes in mathematics.

Learning disabilities or dyslexia have traditionally been diagnosed with a cognitive or intelligence test and an achievement test. If a person scores within the average range for intelligence and two standard deviations below average on the achievement test, they may fit the criteria for dyslexia. The type of learning disability depends on the area of deficit.

Research based definitions into learning disabilities tend to have veered away from a discrepancy between intellect and achievement, and instead have focused on low achievement, with poor response to intervention.  Some researchers even believe that learning disabilities are due to poor education. This is primary due to the fact that those people with dyslexia can be taught language skills and have the potential achieve at a high level, they simply acquire language differently.

Types of Dyslexia

• Word Level Reading Recognition Disability (WLRD) or Phonological Dyslexia - a neurologically based condition which is characterised by difficulty understanding and applying the alphabetic principle. (The student has trouble reading written words fluently, out loud).

The alphabetic principle is the understanding that letters and combinations of letters are the symbols used to represent the speech sounds; and that there are systematic and predictable relationships between written letters, symbols, and spoken words.

• Reading Comprehension Disability or Dysphasia – A language disability where the student has difficulty with reading comprehension.  (Students can often read words fluently, but do not fully understand what has been read).
• Specific Learning Disability in Spelling – A disability associated with spelling words. A spelling disability may be diagnosed if they are significantly below what is to be expected for their cognitive ability.
• Dysgraphia – A writing disability where the student has difficulty with forming letters and legibility.
• Dyscalculia – A maths disability where the student struggles with maths problems and concepts.

Other Learning Disabilities

• Dyspraxia – A motor coordination disability (also known as Sensory Integration Disorder). Dyspraxia is a neurologically based developmental disability which is present from birth.
• Non-Verbal Learning Disorder – A visual-spatial disability related to body control. Usually characterised by a discrepancy between high scores on verbal and lower scores on performance scores (on an IQ test), with deficits also in motor, visual-spatial and social skills.

There are also other disorders classified under communication disorders, these include: Expressive language disorder, Mixed receptive-expressive language disorder, Phonological disorder, and Stuttering. Communication disorders are usually assessed and treated by a Speech Pathologist.  Educational Psychologists may refer to Speech Pathologists if they suspect a communication disorder.

If you suspect your child may have a processing issue or learning disability, it is recommended that you contact an Educational Psychologist and ask for a full Educational Assessment. This should involve a cognitive or IQ test (such as the WISC-IV) and an achievement test (such as the WIAT-II).

If you live in Melbourne, contact School Psychology Services to talk about assessment options.

Do Revision Questions First!

New research has shown that getting things wrong actually facilitates learning (Scientific American, 20^th October, 2009). Getting things wrong helps with memory and challenges the brain to learn.

Students want to get the best mark on their final exams, but they need to challenge themselves to achieve their best.

A lot of students make the mistake of writing volumes of study notes on each subject. This is a time consuming process and as the student is “copying” from another source, the amount of learning in this process is minimal.

I have been telling students this for years – but often the perfectionism in individuals or the need to get a full set of notes distracts from the actual learning of the new material. My advice is stop being so obsessed with notes and do practice questions.

The current research suggests that if we challenge ourselves to retrieve or generate answers we can actually improve our recall.

The simple example is to do VCE practice exams before you have completed all your coursework or your notes. I know from experience that those who get the highest marks in VCE have done the most practice questions, or written the most practice essays.

Students may even consider trying to do the revision questions at the end of the chapter before they begin to the study the chapter. Primary school teachers often give their students pre-tests on certain topics and this is a great way to help facilitate learning.

If students get the questions wrong in a self test before they actually study, the study process is going to be far more useful for recall.

So VCE students should do as many practice exams and test yourself as much as they can – even before they have fully learned or revised the material – their marks will show the results!

If you would like help with VCE study techniques and revision, you may wish to enrol in a VCE Study Coaching Program.

Reference:

Roediger, H. L & Finn, B. (2009).  Getting It Wrong: Surprising Tips on How to Learn. Scientific America.

Cupcake and a chat?

It is important to build a positive relationship with our children. Life is busy and we often run from one activity to the next. However, one of my clients recently started having a special time with their daughter – they called it “cup cake time!”  She took her to the local coffee shop and they enjoyed cup cakes together (and of course they talked!).

Cup cakes are popular at the moment with all ages – but the magic is in the one on one time. Sometimes it is hard to connect with young people (especially if they are teenagers), so below are a few conversation starters that may help.

• If your friends were cupcakes – what type of cakes would they be and why?
• If your friends were animals- what type of animals would they be and why?
• What is your favourite type of cupcake?
• How are the teachers going at your school – are the kids stressing them out?
• Talk about your child interests and activities.
• Talk about special times you have shared as a family.

The time spent one on one is important – not what you talk about! Young people need to know that adults care and are there to support them. If parents keep the lines of communication open with young people, they are more likely to come and talk when things get tough.

To be successful in VCE it is not only important to work hard but also to know how to study.

It helps to be organised and motivated. Clear and well defined goals are essential. And you have to know how to study!

Many students write out their notes and try to memorise them, but they are often distracted by the process of completing the notes, rather than learning effectively.

It is essential that students remain motivated and are capable of dealing with the stress and anxiety that the final years of school will bring.

School Psychology Services provides a focused VCE Coaching Program which involves 6 to 10 individual sessions with an Educational Psychologist. The aim is to help students perform to their full potential in VCE. Each program is tailored to the student’s educational needs and is specific to the subjects they are studying. Career and vocational planning is also available.

Leap Ahead of the rest!

Book your sessions today and leap ahead of the rest!

Stop the Bully!

Stop the Bully!

Bullying is common within our society. It occurs at school, at home and in the work place. It is the nasty part of human nature. Bullying is about power. In particular it is about the abuse of power.  Someone in a position of power seeks to control or influence another person.

Why do people bully?
Bullies are unhappy people. They try to influence others and cause others either emotional or physical pain. Why? – because they want others to suffer as much as they are and they want to have the illusion of feeling powerful.  We should feel sorry for bullies, as they are sad and unhappy people with limited capacity to understand human emotion.

What do we do?
We must stand up to the bully and stand firm. No one has power over another individual, unless that individual gives away their power.
It is hard to stand up for yourself and stand firm. You have to be confident and assertive and state your position. Some tips:

• Think about the issues yourself – writing down your thoughts and feelings can help. You are not going crazy, but you must remain in control of your own emotions.
• Try to stay positive – bullies can get you down, but try not to let them get to you.
• Try to ignore the people who harass you – walk away; refuse to engage in conversation with them.  You don’t have to respond to their rude statements or harassment.
• Be confident and assertive – use “I” statements.  “I don’t like the way you spoke to me”, or “I think your comments are inappropriate”.
• Stick up for your friends – you are stronger in a group. So always look out for your friends.
• Find someone to talk to – talk about your issue with a trusted friend or counsellor.

We must learn to deal with bullies – bullies are everywhere! We can’t avoid them, but be ready to learn from each situation. Each time you are bullied, you can learn a way to cope with it or deal with it better.

Feel sorry for the bullies – but whatever you do, don’t turn into a bully yourself!

While you may think that the bully is able to rise to high positions, in the end they are alone and very unhappy people.

Practice kindness and compassion, treat others with respect, and be kind.

Stop the bully, by being assertive, calm and respectful. Don’t let these unhappy people make your life as miserable as theirs!

What career path do I take?

Making a choice about career is a hard one- but if we can understand ourselves better, it makes the decision a lot easier.

We will probably all change our career direction a few times in our lives; well that is what the statistics say!

I started out with doing a Science Degree – not dreaming about ever becoming a Psychologist! They didn’t even have psychology as a subject when I went to high school. Yet during my Science Degree I learned to question the natural world and explore it further. I discovered that I loved learning, I loved the scientific approach and I loved philosophy of science.

The fact is – that to understand what career will suit us best; we need to know ourselves better.

When I was in primary school I wanted to be a Vet or a Lawyer. I had no idea at all what a Lawyer did – but thought it sounded pretty cool! After working in an office during my summer holidays, I knew I could never work in an office administration position. It just wasn’t for me, but others loved it. I also taught swimming during Uni and that was great! I discovered my love of teaching and my love of children – so I tried school teaching. I enjoyed the interaction with students and the creative side of lesson planning, but once I had taught the material, I was ready for a new challenge. I also couldn’t stand the politics or the marking- URRRR!!! Finally I decided to become a Psychologist, completing a master’s degree in Educational Psychology.  I haven’t looked back – I had found a job that I really loved!

So what direction is best when making a career choice? And who can help?

Career assessments help understand individual job preferences.  They also help to discover areas of job preference and interest.  Career Counselling is often beneficial for young people, for they can talk about various careers openly and explore various options in a safe and supportive environment.

It is also important to talk with as many people as possible about jobs and how they came to work where they are working. Talk with friends, family and teachers – they can all help guide a young person.

My philosophy with career is the follow a path with heart. What on earth does that mean? It simply means follow the path where your heart leads you.  We need to make sure that our career is connected with our true values. That way – we are doing something we really love and we are more likely to feel satisfied.

What matters is simple. We must make certain that our path is connected with our heart………When we ask, “Am l following a path with heart?” we discover that no one can define for us exactly what our path should be. Instead, we must allow the mystery and beauty of this question to resonate within our being. Then somewhere within us an answer will come and understanding will arise. If we are still and listen deeply, even for a moment, we will know if we are following a path with heart. - Jack Kornfield.

School Psychology Services offers both career assessment and career counselling for young people over 14 years of age.

Don't Let VCE Stress get to you!

Stress and anxiety affect most of us from time to time.

Stress and anxiety during VCE is to be expected. Often young people put pressure on themselves to achieve. Parents and school expectations are also factors that contribute to rising stress levels in young people.

It is important to have some stress and anxiety about the approaching end of year VCE exams; otherwise no one would do any study! However, too much stress and anxiety leads to feelings of hopelessness, excessive anxiety and even depression.

Getting professional help to manage thoughts and emotions is sometimes helpful for young people.

Some quick stress release tips for VCE Students:

• Find some positive quotes and print them out and stick them on your wall or on the front of your folder.
• Write down everything good and wonderful in your life right now!
• Go for a walk and be in the moment – smell the roses, look at the colour of the leaves on the tress, look for the first signs of spring.
• Doing something you really enjoy, then make a list of things you really enjoy and do one each day for a week!
• Take a whole minute to eat a tiny square of chocolate.
• Find an inspirational song and listen to it when you feel a little uptight.
• Buy yourself a stress ball and squeeze it!
• Take time out from study each day to look at your goals and focus on your dreams!
• Play sport or do some strenuous physical activity.
• Take a bath or a shower.

Always focus on the positive and what you have achieved so far. If you are completing a VCE subject you are in your final years of high school – how wonderful! You have the rest of your life ahead of you and what potential each of us have for a truly wonderful future!

School Psychology Services enjoy working with young people to help them reach their full potential. If you would like to seek professional help for VCE Stress or anxiety, contact Deborah Jepsen.

Also ask about our Life Coaching for VCE Success. We have a 10 week program designed to help VCE students refine their study skills, learn specific study skills and reach their potential!

Girls love to talk!

A recent Stony Brook University study has found that too much talk about their problems may lead middle school-aged girls into more depressive symptoms (Scientific America Mind, July/August 2009).

Girls tend to co-ruminate about their problems – they spend their time dwelling on problems. This often leads them to feel sad and hopeless about situations and these problems remain the centre of their attention. While talking and sharing with others may promote healthy relationships with peers, it can also lead to more depressive symptoms.

Girls tend to analyse and discuss their problems.  This often leads to a negative thought cycle. Often their peers are uncertain of what advice to give to their friends and they simply talk about an issue, rather than find constructive solutions.

Skilled psychologist and counsellors play an important part, especially with teenage girls as they can help these young people develop coping strategies, look at different options and perspectives, and help re-frame dysfunctional thing patterns and styles.  It is important for young people to talk about their problems, but talking with a skilled professional is essential.

School Psychology Services provides expert counselling to help young people manage their problems and develop positive coping skills to manage everyday life. Navigating through the teenage years is difficult, however with support and counselling you can have wind in your sails to make the journey a little easier!

There is evidence based research that supports certain characteristics of gifted children. Gifted children display a certain set of characterises at certain ages. Below are some indicators of characterises that may be present in children. However all children may show some of these characterises and not all gifted children will show all of these.

If you suspect you child may be gifted, it is recommended that you take the following steps.

Step 1: Look at a variety of gifted check lists. There are hundreds up online.

Step 2: Obtain an intellectual assessment (IQ Test)  from qualified psychologist. The best tests are the WPPSI (under 6 years old) or WISC (for children over 6 years).

Step 3: Ensure the psychologist will offer you a detail report with specific strategies to assist with planning for the educational needs of your child.

School Psychology Services offers assessment services for children.

If your child is within the gifted range (1Q 130 +)

• Read as much as you can in the area of gifted.
• Speak with your child’s school about specialist programs that may be offered.
• Engage your child in specific areas of interest and hobbies.
• Connect your child with other gifted children.
• Engage in the help of a qualified psychologist to help you with this process.

Schooling and the Gifted Child

Don’t expect too much from your child’s school. Schools are places of learning, however for bright students they may also be places of frustration!
Teacher’s try their best to accommodate all needs of the academic spectrum, from the students who are struggling to read to those who are extremely bright and everyone in between!
Some general tips for parents in primary school:

• Inform the school about your child’s academic ability.
• Meet with the classroom teacher to discuss what can be done within the classroom setting.
• Teachers should be suggesting more depth of knowledge – rather than busy work for gifted students.
• Ask how the school can accommodate your child – but don’t have unrealistic expectations.
• Talk to your child about what they enjoy at school and help the teacher explore this with your child.

Traits in very young children:

Birth – 2 years

The following check list is a rough indication of what you may want to look out for after your child is born up to 2 years of age.

• Ability of recognise carers early (within a few months after birth)
• Early expressions (e.g. smiling)
• Unusual alertness
• As infants, may get fussy if facing one direction for too long. They like variety!
• As infants, they appear alert, looking around often.
• Need less sleep, even as infants. Appears to require less sleep (yet not sleepy or irritable due to lack of sleep)
• Frequently reach ‘milestones’ such as walking and first speech earlier than average
• May speak late, but then speak in complete sentences
• Strong desire to explore, investigate, and master the environment (opens up draws, takes things apart)
• Toys and games mastered early, then seem disinterested in them
• Very active, wanting to explore new things (but activity with a purpose, not to be confused with ADHD)
• High levels of energy (but not hyperactive)
• Can distinguish between reality and fantasy (questions about Santa or the tooth fairy come very early!)
• Interest in books (turning pages of books before 1 year of age and paying attention when read to within 6 months)
• Interest in computers and other gadgets
• Playing with shape sorters by about 11 months.
• Ability to form two word phrases by 14 months
• Ability to understand instructions by 18 months
• Ability to say and understand many words before 18 months
• Could stay still and enjoy a TV programs by the age of 1
• Has favourite TV shows or DVDs by age 1
• Recognition of letters/alphabets by age 2
• Recognition and rote counting of numbers 1 – 10 or higher by age 2
• Recognition of colours by age 2
• Recognition of first word by age 2
• Interest in puzzles by age 2
• Has long attention span in interest areas by age 2
• Ability to form at least 3 word sentence by age 2
• Interest in time by age 2

2 – 4 years

The following includes all/most skills in the check list above.

• Early and extensive language development and vocabulary, forms grammatically correct sentences as compared to peers
• Interest in computers
• Ability to solve a 20-piece puzzle by age 3
• Has a vivid imagination (includes having imaginary friends)
• Extraordinary feats of memory
• Extreme curiosity and asks many questions
• Ability to memorise and recall facts easily
• Early development of a sense of humour
• Ability to do one-to-one counting for small quantities by age 3
• Recognition of simple signs
• Written name by age 3
• Ability to write letters, numbers, words, and names between 3 and 4 years
• Ability to read easy readers by age 4 and has an interest in reading
• Independent on the computer by age 4
• Musical aptitude just after 2
• Can do simple addition and subtraction by age 4