By Jerome J. Schultz
A new method of support teenagers with ADHD and LD achieve and outdoors the classroom
This groundbreaking e-book addresses the implications of the unabated pressure linked to studying disabilities and ADHD and the poisonous, deleterious effect of this rigidity on kids' educational studying, social abilities, habit, and effective mind functioning. Schultz attracts upon 3 a long time of labor as a neuropsychologist, instructor educator, and faculty advisor to deal with this hole. This booklet might help swap the best way mom and dad and lecturers take into consideration why little ones with LD and ADHD locate tuition and homework so poisonous. it's going to additionally supply an considerable offer of sensible, comprehensible thoughts which have been proven to lessen rigidity in class and at home.
• bargains a brand new technique to examine why little ones with ADHD/LD fight at school
• offers powerful concepts to minimize tension in young children with ADHD and LD
• contains priceless ranking scales, checklists, and printable charts to take advantage of in school and home
This very important source is written via a school member of Harvard scientific tuition within the division of Psychiatry and previous lecture room instructor.
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Additional info for Nowhere to Hide: Why Kids with ADHD and LD Hate School and What We Can Do About It
But, at the same time, they are highly proficient in certain tasks, know they are proficient, and help themselves remain proficient by having a sense of self-efficacy about these tasks. page_53 Page 54 So I can safely active-directively show my clients that they are generally fallible, and even often fallible about changing themselves. Nonetheless, they can, if they are willing to work at changing themselves, have what I call achievement-confidence and what Bandura (1997) called self-efficacy. Believing that this is highly probable—not certain—means they can change, and often do.
This, however, is only my hypothesis. Although we cannot very well empirically investigate human processes that are attributable to God and other supernatural entities, we can research what will tend to happen to people who devoutly believe and who disbelieve in absolutistic religious concepts. So by all means, as all three authors of this book have suggested, let us do a great deal more research into the outcome of using REBT with religious-minded and nonreligious-minded individuals. 1 are largely taken from Christian writings, but many are also espoused by Jewish and Islamic sources.
Of course, it is important to avoid making assumptions about the client on the basis of religious affiliation alone. Compared to members of their faith or religious community, how committed are they? After determining that the REBT clients' religious faith is a significant component of their self and/or community experience (what is referred to as personally salient religion), the clinician must then determine the extent to which religious factors are connected to the essential presenting problem(s).