The Myths of “Fixing” Children and Teens with Learning and Attention Struggles

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Teenagers with school struggles due to Learning and Attention problems make up the largest single demographic in treatment programs for addictions, defiance, depression and anxiety. 

The evidence is overwhelming that kids with attention and learning disabilities are more likely to experience trauma, depression, anxiety, and life challenges including job instability, injury and incarceration.

Far too many of these 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” these children are strong and often counter-productive.  

What do the neurobiological and psychological sciences tell us about how to help turn parents’ desire to protect and accommodate towards real healing and treatment?

Over the coming weeks I’ll lay out the most critical areas to attend to for treatment providers; for therapists and parents.

Areas we’ll cover:

  1. The Differences between Fixing and Treating
  2. The Prison of One’s Mind
  3. The Challenging Aspects of Multiple Parent Roles
  4. The Messiness of Understanding and Acknowledging the emotional neighborhood of your child with Learning and Attention struggles.
  5. The Role of Grief and Guilt
  6. The Need for Acknowledgement and Parent Approval; Building blocks for self-efficacy
  7. How the wrong kinds of Positivity Can Hurt Children.
  8. How we’re incorporating UDL into training and treatment at Evoke Therapy Programs.
  9. How Racial Bias impacts Treatment for kids with LD’s

About Sanford

Learning Disabilities specialist and Educational Consultant
This entry was posted in Discussion Topics, LD Support Sites, Learning Disabilities and Mental Health. Bookmark the permalink.

2 Responses to The Myths of “Fixing” Children and Teens with Learning and Attention Struggles

  1. Linda Rogen says:

    I am interested in taking your class Sandy. My grand-daughter (14 and entering high school) is struggling mightily at school. She has been tested With significant language based learning difficulties as well as anxiety and difficulties with attention. She’s had much trauma and is not able/willing to be in touch with her feelings. Plus she’s 14. You’re the best person I know to help me (and her mom and step-dad).
    We would benefit from Your course and your consultant skills. We haven’t yet connected to talk about the sorrow and our struggles with our sons which I’ve wanted to do now for months.

    • Sanford says:

      Hi Linda, thanks for writing in. That’s a lot of overlapping stress points for your granddaughter. Early teenage years, trauma, LD and Executive Functions. And as you well know, these things affect the family system. And the ways in which the family goes rebounds back to her. So it’s a loop of stress but also opportunity. I emailed you privately as well so we can talk off-line.

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