Teenagers with school struggles due to Learning and Attention problems make up the largest single demographic in treatment programs for addictions, depression and anxiety.
The evidence is overwhelming. Kids with attention and learning disabilities are much more likely to experience trauma, depression, and anxiety. Moreover risks then increase for things like job instability, injury, self-harm and incarceration. The tragedy is that with proper awareness and education people with learning and attention problems can thrive, create, produce and innovate.
But unfortunately far too many of such children, even with well-intentioned schools and teachers, are misunderstood and mis-educated. In addition, because of the very natural instincts for parents to protect and regulate their kids, the “myths of fixing” their children are strong but often counter-productive.
What do neurobiological and psychological sciences tell us about how to help turn parents’ desire to protect and accommodate towards real healing and effective treatment?
Some of the most critical areas for treatment providers, for therapists and parents.
Areas we’ll cover:
- The Differences between Fixing and Treating
- The Prison of One’s Mind
- The Challenging Aspects of Multiple Parent Roles
- The Messiness of Understanding and Acknowledging the emotional neighborhood of your child with Learning and Attention struggles.
- The Role of Grief and Guilt
- The Need for Acknowledgement and Parent Approval; Building blocks for self-efficacy
- How the wrong kinds of Positivity Can Hurt Children.
- How we’re incorporating UDL into training and treatment at Evoke Therapy Programs.
- How Racial Bias impacts Treatment for kids with LD’s