Monday, July 6, 2015

Finding Age Appropriate Books for Gifted Readers



One of the biggest concerns I hear from parents of gifted children is where to find age-appropriate reading materials for their children. More often than not, one of the early signs of giftedness is being an advanced reader; like years and years advanced for their age. This poses a significant problem for parents because very young children ‘can’ read books which are simply too mature for them.

I speak from the voice of experience. If my parents had paid attention to what I was reading in elementary school, they would have been appalled. Fortunately or not for me, they rarely took the time to check out the books on my nightstand. I developed a view of the world which was … shall we say – not shared by my age-mates; or even my teachers, for that matter.

When my own kids started reading, I did pay attention (to their chagrin). However, many people would say I was pretty liberal in what they were allowed to read. It was a constant struggle to find appropriate books at their reading level.

Many factors play a role in the search for reading materials for advanced readers. Asynchronous development can mean that a very young child will comprehend reading material well beyond what is considered appropriate for their age. A gifted child’s interests and sensitivities may influence books they choose to read. Books deemed age-appropriate for most children will lack the depth these children crave.

Reading patterns found in gifted readers can differ from those of typical readers. Often self-taught, these kids start reading earlier than their age peers and demonstrate deeper comprehension of what they read. It is important, however, to respect the developmental process and allow a child to enjoy reading at various levels. Parents should resist the urge to ‘push’ a child to read advanced literature simply because they excel in other academic areas; but, at the same time, be aware of the need to provide appropriate materials when ready.

Reading to children is an important role to be played by parents even after children are reading well on their own. Reading aloud is essential for pronunciation of words and sharing more precise or alternate definitions than those gleaned from context. The importance of emotional bonding that occurs when adults read to children cannot be over-stated. I will always cherish the time spent reading to my children.



Several months ago, I was made aware of a publisher, Tumblehome Learning, who offered books for advanced readers. I was intrigued by a particular title … TheWalking Fish. As a huge fan of Neil Shubin’s Your Inner Fish (Free full version pdf) which traces the discovery Tiktaalik – the first known fish to walk on land –I knew I wanted to read this book. When notified of its impending release, I immediately accepted the opportunity to review a copy from the publisher.



I was not disappointed! Where had this publisher been when my children were young? Even as an adult, I found The Walking Fish engaging, informative and a source of valuable life lessons. It also serves as an excellent introduction for younger readers into the realm of STEM related subjects.

After reviewing the book on Amazon, the publisher asked if I would be interested in any of the books in their Galactic Academy of Science series. This series, very similar to The Magic Treehouse Books, is about characters that experience time travel to solve mysteries. The depth of knowledge conveyed in the books I’ve read and the quality of titles available from Tumblehome Press allows me to highly recommend* them as a choice publisher for parents of advanced readers. 

Parenting gifted kids can be a daunting task, but the right tools can make any job much easier. Helping you find these tools plays a major role in why Gifted Parenting Support exists. If you have found other sources of great materials for advanced readers, please comment below. 

Portions of this post were previously published here

Links:














*It’s important to note that there are no affiliate ads in this post and I have received no compensation for this endorsement from the publisher. I simply believe they offer high quality products to be considered by parents and teachers of gifted children.

Photo courtesy of Pixabay. CC0 Public Domain 

Friday, June 12, 2015

How to Help the Impulsive Disorganized Child



Perhaps you've never thought of gifted children as impulsive or disorganized, but many gifted kids and those who are twice-exceptional, gifted with learning differences, often struggle with impulsivity and being disorganized. Dealing with executive functioning (EF) deficits can take its toll on family harmony. It is something you yourself may have dealt with early in life, but learned to compensate for by developing strategies without even realizing it.

When a child has difficulty with organizational issues, it can be devastating in school as well. In my experience, most school personnel were not prepared to deal with these deficits beyond suggesting the use of colored folders and showed little empathy for the situation with which we were dealing. Instead, words like ‘lazy’ and ‘lacks effort’ or ‘doesn’t care’ were bantered about as if to place blame squarely on our child. 



As parents, it is essential to have coping strategies in your ‘toolbox’. Recently, I reviewed* the book, The Impulsive, Disorganized Child: Solutions for Parenting Kids with Executive Functioning Difficulties, for Prufrock Press on Amazon and was quite impressed with the strategies presented in it. 

It’s important for parents to understand what executive functioning (EF) is and how they can help their child to overcome deficits and become successful, independent adults. Here now is an interview I did with the authors, Dr. James Forgan and Mary Anne Richey.

Dr. James Forgan
                                                                                                  
Mary Anne Richey
                                                 
GPS: What compelled you to write The Impulsive, Disorganized Child?

JF/MAR: We’ve both raised boys with EF difficulty and have applied many strategies in our daily lives we were very familiar with the challenges families face when raising a child with EF difficulty. In our private practices we work daily helping our clients with EF difficulty by providing coaching and assessment of executive functioning.

GPS: What is Executive Functioning (EF), what causes Executive Dysfunction, and how are EF difficulties evaluated?

JF/MAR: Generally speaking, executive functioning is an umbrella term for many different activities of the brain that orchestrate goal-directed action. It is considered the management system of the brain that helps children plan, organize, and implement on a regular and consistent schedule. Executive function includes a person’s ability to focus, decide what is important, set goals, use prior knowledge, initiate action, manage time, self-monitor performance, use self-restraint and remain flexible.

Executive dysfunction is considered to be present in a number of disorders—ADHD, autism, schizophrenia, obsessive-compulsive disorder, and dementia—to name a few. Difficulty with executive functioning is caused by faulty neural circuitry and can come from a variety of causes, including genetic or environmental factors. It is present in a number of disorders shown to have a high degree of heritability, meaning their characteristics can be passed down from parent to child in some form or another. If your child has executive functioning problems, you did not intentionally cause it.

"Parenting styles don’t directly cause executive dysfunction. However, experiences involving opportunities to learn new things, thereby creating new and strengthening existing neural connections, and structured, secure environments providing opportunities for problem-solving can enhance EF."

There are a variety of tests that evaluate specific executive skills, including the Stroop Task, the Wisconsin Card Sorting Test, Auditory Attention, Inhibition, and the Trail-Making Test, which can provide some valuable information. One caveat is that the outcome may show deficits in the test scores but the scores don’t provide a clear picture of how a child would manage independently in the complexity of a busy school or home environment. An astute psychologist will provide the link of how the low scores may appear as behaviors in the classroom.

There are also rating scales designed to measure executive functioning. Some of the concerns that exist around the various rating scales, like the Behavior Rating Inventory of Executive Function and the Barkley Functional Impairment Scale—Children and Adolescents, have to do with the subjectivity of the rater. A comprehensive evaluation would include the specific EF tests, rating scales, a psycho-educational evaluation, as well as observations and interviews of the student, parent(s), and teacher(s).

GPS: How can parents tell if their child has a problem with focusing and self-monitoring?

JF/MAR: Parents should trust their instinct. If the behaviors below describe your child, then your child may have a focusing and self-monitoring weakness.



The big question for most parents is not, “How can I teach my child to focus, behave, and/or remember?” This is one area in which you cannot do the work for him. You cannot get in his head and force focus; you can simply show him what it looks like and help him develop the skills bit by bit. This takes lots of repetition so try to keep a teaching perspective and not become too frustrated with your child.

GPS: What are some of the proven strategies outlined in your book for improving EF skills in kids?

JF/MAR: It is important to figure out what executive functioning deficits your child has and pick out the ones that seem to be causing your child the most difficulty. Try to identify the level of skill your child does have in those areas and then provide temporary supports or scaffolds. For example, if your child can never seem to get himself ready for school in the morning, provide a checklist with his responsibilities mounted in the bathroom.

It is very important to provide motivation for completing the items on the checklist with minimal or no reminders. Some children thrive on verbal praise, some like the opportunity to select what will be served for dinner, whereas others like to earn time for a preferred activity.

Some children require longer-term strategies, i.e., a system of support, a sustainable system that functions as a tool he or she can complete independently. Many older students use technology tools, such as calendars and reminders, to help then keep up with their responsibilities. Others prefer handwritten to-do lists to keep themselves organized. If a person has a weak auditory working memory, he would write down everything he needed to remember rather than relying on his memory. If a child is highly verbal but has poor organizational skills, he can develop a habit of talking his way through items needed for particular events.

"A caveat about organizational systems—it must work for the child and the way he mentally organizes material. As a parent, you could create a terrific system with expensive color-coded folders for each subject, but if your child can only keep up with one folder divided into sections, then your system will not help him."

GPS: Is it possible for a child with EF issues to lead a happy and successful life? 

JF/MAR: Absolutely! The world is filled with highly successful individuals with executive functioning difficulties who have figured out how to harness their strengths and use strategies to work around their deficits. It is important to help children develop realistic expectations for themselves and find satisfaction in using their talents and working around their deficits.



I hope this has helped you to better understand the role of executive functioning in your child’s life and that you can use some of the techniques found here. For a more extensive review, The Impulsive, Disorganized Child: Solutions for Parenting Kids with Executive Functioning Difficulties can be found at Amazon or your favorite bookseller. My thanks to Dr. James Forgan and Mary Anne Richey for taking the time for this interview.


This post is a part of the New Zealand Gifted Awareness Week 2015 Blog Tour. For more blog posts on the tour, click on the link below!


New Zealand Gifted Awareness Week 2015 Blog Tour 

Other books by the authors:

Raising Boys with ADHD: Secrets for Parenting Healthy, Happy Sons (Amazon)




Graphics courtesy of Lisa Conrad.


Title graphic courtesy of Pixabay  CC0 Public Domain http://goo.gl/mih0DV

*Disclaimer: I was provided an Advanced Reader Copy of the book for review by the publisher. 

 

Sunday, May 31, 2015

An Interview with Dr. Scott Barry Kaufman



In June of 2013, Dr. Scott Barry Kaufman released his book, Ungifted: Intelligence Redefined and a review appeared here on GPS. At the time, I wrote, 

"Why should the gifted community take notice of this book? We always talk about how we think our children should be challenged; so, why not all of us? This book challenges many long held beliefs. It should ignite a discussion on the potential of all children. Proponents (myself included) of the message that “giftedness is as much about who you are as about what you achieve” need to make a reasonable and intellectual assessment of Ungifted."

Since that time, I have had the pleasure to meet and talk to Dr. Kaufman. One cannot come away from a discussion with him without being impressed with his intellect and passion for the well-being of all children. In March, Ungifted was released in paperback. If you haven't read it, you should. 




Recently, Scott agreed to take time from his busy schedule to do an interview for Gifted Parenting Support. 

GPS: A lot has happened in your life since you wrote, Ungifted: Intelligence Redefined. Can you bring us up to date?

SBK: Indeed. Since the release of the hardcover copy, I moved to a new job at the University of Pennsylvania. The founder of the field of positive psychology, Martin Seligman, hired me to be the scientific director of the newly minted Imagination Institute. Our mission is to advance the science of imagination by investigating the measurement and development of imagination across all sectors of society. Toward those aims, we held a grants competition to fund research, and we will also be having discussions with some of the most imaginative people across domains to get a better sense of the domain-specificity of imagination.




GPS: In your announcement of the release of the paperback edition of Ungifted, you stated, “I’m not as bothered as I used to be about how we define ‘intelligence’." Could you elaborate?

SBK: That’s correct. I used to be obsessed with literally redefining intelligence. But I’ve come to realize that what I really want to do is broaden our conceptions of human potential. I want to show that many of our crude measures of potential don’t fully capture what people are capable of achieving, and leave out many important ways that people can mix and match their unique temperament to realize their personal goals. I’m OK defining intelligence as the capacity for learning and adaptation, but I would argue that there are multiple paths to intelligence— even by that definition.

GPS:  Last year, I witnessed two standing ovations when you spoke at two major gifted conferences. What has surprised you the most about the reception you’ve received from the gifted community?

Dr. Scott Barry Kaufman, Keynote at the Texas Association for the Gifted and Talented Annual Conference


SBK: Yes you did, and it was lovely seeing you in the audience! It really gave me greater confidence! When I first set out to write Ungifted, I expected to be embraced by the learning disability community, but I had no idea my ideas would receive such a warm reception from the gifted community. What I’ve come to realize is that most gifted educators have the same goals I have— to cast a wider net and reduce the number of highly capable children who fall by the wayside in this standardized testing culture. So many more kids would benefit from more enriched resources than those we currently single out, and that’s very problematic. Many members of the gifted community are just as interested as I am in finding the less obvious kids who could really benefit from our support.

GPS:  What’s next for Dr. Scott Barry Kaufman? What’s your vision of your future self?

SBK: Oh gosh, I’m just happy when I get through a long day of work. I guess most immediately, look out for my new book on creativity, co-authored with Carolyn Gregoire: Wired to Create: Unraveling the Mysteries of the Creative Mind.



My thanks to Scott for this interview. My respect for his work continues to grow. I look forward to reading his next book and you can look for a review here when it is released! 

Links:








SBK Graphic and picture via Lisa Conrad.

Friday, May 1, 2015

Advocating for the Twice-Exceptional Child



Life with a twice-exceptional child - gifted with a learning disability/difference - can be enormously rewarding and at the same time extremely frustrating when attempting to advocate for an education that meets all their needs.

Perhaps the biggest challenge is circumventing the prevalent mind-set of many school administrators and educators these days who simply do not believe twice-exceptional children exist. It has become increasingly disturbing to read articles in major media outlets that our children are simply spoiled brats who need a little discipline like in the ‘old days’.

Here’s an idea: invite them over for dinner. Then, ask them to tell you again why your child does not have special needs. A simple conversation with one of these kids can be quite revealing. The breadth and depth of their knowledge can suddenly be overshadowed by their inability to complete a thought after being distracted by … well, by just about anything.

A recent study reported in Gifted Child Quarterly (Vol 59 No 2 April 2015), "The Advocacy Experiences of Parents of Elementary Age, Twice-Exceptional Children", found that parents of twice-exceptional children fight an uphill battle throughout their child’s school years. Only after educating themselves about school policies and learning how to use appropriate educational terminology when talking to school officials did they have any success; often sacrificing any sense of working ‘with’ the school. They found that rarely did school personnel act in the best interest of the child. Parents eventually lost faith in the system and simply did their best to monitor their child’s school for compliance of any meager accommodations gained in the advocacy process.


"Parents felt that school officials were not living up to their professional responsibilities, and feared that one advocacy error on the parents’ part could potentially impede their child’s future." (GCQ 59 (2) p. 114)

This scenario accurately reflects not only my own personal experiences but those of most of the parents I have worked with over the last 15 years. Lack of information, cooperation and education combine to make advocacy a daunting task. Parents feel alone; abandoned by a system they once placed so much value in and are suddenly faced with the reality that it simply doesn't work for everyone – certainly not for their children.

Advocating for the twice-exceptional child is like a never-ending story filled with disingenuous gestures from school officials and lack of respect for parents. Ask any parent who has walked this path and the tales reflect an eerie similarity. Few have happy endings.  Perseverance, tenacity, and a thick skin become indispensable life-skills for these parents.   

Parents in the above-mentioned GCQ study were driven by a longing that ultimately their child would achieve happiness, and become a self-sufficient and productive member of society. There was, however, a disconcerting sense that ultimately their child’s disability would over-shadow their potential.

When giftedness is identified, the disability is often ignored. In other cases, the disability may render a request for identification of giftedness unattainable. And to add insult to injury, parents who obtain an official diagnosis from private non-school professionals often find that the results are unacceptable in most school districts.

Parents are not the only ones who can benefit from further education. School administrators and teachers who take the time to learn about twice-exceptionality are found to be more empathetic and willing to develop a collaborative relationship with parents. The GCQ article references research (many listed below) conducted over more than two decades which firmly establishes that a child can be both gifted and have a learning disability.

How can this situation be improved? What has to change? Well, for starters, the well-being of each individual child needs to be front and center. They are not simply reflections of data mined from standardized test results. One-size-fits all education plans do not work with these kids. Identification of giftedness cannot supplant the necessity of accommodating any co-existing learning disabilities.




And finally, progress will only be made when all stakeholders are mutually respected and strive for true collaboration, to provide the child with a beneficial educational experience that prepares them for a fulfilling life.

What has been your experience in advocating for your child? Share your thoughts in the comment section below.

This post is a part of this month's Hoagies' Blog Hop: 2ekids. Please check out the other blogs by clicking on the link below!

 Hoagies Blog Hop




References from GCQ Article:


Additional Resources:

The Twice-Exceptional Dilemma (pdf) from the NEA 
Advocating for Exceptionally Gifted Young People: AGuidebook (pdf) (Davidson Institute for Talent Development) 
Gifted Children’s Challenges with Learning and Attention Issues 




If This is a Gift,Can I Send it Back?: Surviving in the Land of the Gifted and Twice Exceptional (Amazon) by Jen Merrill and GHF Press 

Photo Courtesy of Pixabay CC01.0

Photo Courtesy of Pixabay  CC0 Public Domain 

Sunday, April 5, 2015

Seeking Professional Help for Your Gifted Child



There may come a time when you find it necessary to seek professional help for your child. The reasons are varied but can include seeking help for social-emotional issues, for mental health reasons or a professional determination of giftedness for educational purposes. I will discuss this last point in a separate post.

When to Seek Professional Help

Knowing when to seek professional help for your child is a very personal decision. Many people tell me that as a parent of a gifted child, they feel alone and conflicted by the advice of friends, family and even their child’s teachers. I have found that if someone hasn’t traveled down this road, it’s difficult to understand what parents face on a daily basis. Professionals who don’t understand giftedness or have had no experience with gifted individuals will show little empathy for a parents’ plight.

If you are struggling with issues surrounding your child’s heath or well-being, seek professional help. There is no reason to go it alone in today’s world. If you can’t find help in your local area, many professionals offer services via phone consultations or Skype. You would not hesitate if your child was physically ill; so don’t delay seeking it now.

As a parent of an atypical child, you may be fearful of the outcome of consulting a professional. Don’t be. Failure to act when the situation warrants it can have devastating consequences for your child. The struggles won’t go away on their own.

Where to Find Professional Help

Once you realize that you do need help, where do you find it? Far too often, this is the hardest part of the process. Lack of professionals trained in gifted is a major problem. As Tiombe Bisa Kendrick-Dunn, current president of SENG, recently wrote, 

“[Mental health] professional’s graduate education includes an abundance of knowledge relating to pathology and related treatments, but lacks the same for gifted and talented individuals. Unless a major shift occurs, they [the gifted] will continue to be misdiagnosed and at high risk for inappropriate treatment, which can cause irreparable harm.”

Hopefully, the list above (see new tab) of professionals who deal with gifted individuals will be a start. They are self-elected. The list is provided as a guide. I do not personally make recommendations; legally, I can’t. You will have to determine that for yourself. Use the list as a starting point and then use the information in this post to aid you in your search. The list will become a permanent part of this site and will be frequently updated. Below you will find links to articles to help you in the decision making process as well as links to lists on other sites.

What Type of Professional Do You Need

First, you have to decide what type of professional will best meet your child’s needs. There are psychologists, psychiatrists, family therapists, counselors, social workers, personal coaches; all providing very different types of services. I will provide a brief description of what each one does:

  • Psychologists: There are basically two kinds of psychologists from which parents of gifted children can seek help; clinical or counseling psychologists and school psychologists. Clinical psychologists must have a PhD or PsyD in psychology or hold a state license to practice. They generally do not prescribe medication. They have extensive training in psychological testing, scoring, and interpreting tests. School psychologists, on the other hand, can be certified by boards of education with an education specialist (EdS) degree. Specific requirements vary by state.
  • Psychiatrists: Psychiatrists are licensed physicians. They generally take a medical approach and can prescribe medication.
  • Family Therapists: Therapists will have post-graduate training in human behavior, relationships, and with individuals. These professionals would be helpful when looking for solutions to family issues related to your gifted child.
  • Licensed Mental Health Counselors: largest group of mental health providers in the US; help people who have normal cognitive processes cope with difficult life circumstances. 
  • School Counselors: School Counselors, formerly referred to as guidance counselors, were once only used for academic or vocational guidance but today are increasingly used to help students with social-emotional issues both individually and in groups.
  • Social Workers: Social workers generally possess a Masters degree (M.S.W.) in social work and are trained to treat emotional and behavioral problems. They work with both individuals and families. Some schools have social workers on staff.
  • Personal Coaches: Personal coaches receive training in helping individuals to find direction and set goals through a variety of strategies.


Questions, Questions, and More Questions

Knowing what to look for in a professional and what questions to ask is no easy task. What should you look for in a professional? First and foremost, you should feel comfortable talking with whoever you choose. Are they empathetic to your situation? Does your child feel comfortable with them? Are they at ease when asked about giftedness? If you answer “no” to any of these questions, it is best to look elsewhere.

Here’s a checklist of questions to ask anyone you are considering working with:

  • What experience have you had in working with gifted children?
  • What is your personal philosophy concerning giftedness?
  • Has your professional training included what giftedness is and how to recognize it?
  • What do you see as major issues in the gifted population?
  • How have you modified your approach to therapy when working with the gifted?


Listen carefully when your potential provider answers your questions. Are they sincere? Do they refer to asynchronous development, peer relations, overexcitabilities, multiple exceptionality perfectionism or issues you are personally seeing in your child? Or do you feel like you are talking to someone who thinks ‘all children are gifted’? Are they smart? Research has found that this is a key factor … the person you choose needs to be able to keep up with your child both cognitively and intellectually. Remember, you are seeking help for your child; someone who relies on you to look after their best interest.

And one last thing to consider … Aimee Yermish, a highly respected therapist in the gifted community and owner of the da Vinci Learning Center in the Boston area, shares this sage advice, 

“Anyone who frames giftedness as being part of the problem, anyone who defines the intensity and drive and perceptiveness and differentness and post formal reasoning as “the thing that’s wrong with you,” leave and don’t look back. The goal is not to get our kids (or us!) to act like everyone else.  The goal is to help us figure out who we are and how to act like ourselves, just in an adaptive way.”

Just Do It!

Take your time in choosing professional help. If you don’t feel comfortable with your first choice, move on. Their advice can have profound implications for your child’s future. Consider it an awesome responsibility; not just another item on your to-do list.


Your thoughts …

So what do you think? What has been your experience in finding professional help? What tips would you add for locating a professional experienced with gifted individuals? Share your thoughts in the comments below.


References:



100 Words of Wisdom Tiombe Bisa Kendrick-Dunn SENG Vine, March 2015 



Resources:





A Place to Start: Is My Child Gifted? from Davidson Gifted (Includes lists of questions to ask potential professionals) 



Assessing/Testing for Giftedness Malone Family Foundation 








Graphic by Lisa Conrad.

Thursday, March 12, 2015

Book Review: Not Now, Maybe Later

Although procrastination is not always a bad thing, it can lead to stress and be especially incapacitating for children. It can compromise their dreams and self-esteem and result in underachievement. It can be a game changer as they live within their family, move from one grade level to another, and as they mature and develop a sense of self.”     ~ from the introduction.


Nothing says procrastination like putting off a review of a book about procrastination. Maybe I’m onto something here; or not. A pdf of the new book, Not Now, Maybe Later, by Joanne Foster has been in an open tab in my browser for several weeks now. I had tons of excuses … looking for a paid gig, blog posts, Twitter chats, laundry (okay, maybe not laundry) … but I finally sat down and read it.

Truth be told, I should have done this weeks ago. It is a book that every parent should read. Too often parents buy books only to leave them on the shelf because – who has time to read when you have kids? I’m here to tell you that you need to take the time to read this one; it’s just that important.

Not Now, Maybe Later is about teaching our children executive functioning; getting things done, completing tasks they don’t think are important, meeting deadlines, finding fulfillment in everyday life. Who wouldn’t want that for their kids? Who doesn’t want that for themselves?

In my opinion, Chapter 1 is priceless. Contemplation of why we procrastinate and strategies to deal with it will prove invaluable to any parent who is frustrated by their child’s failure to complete anything. Think of a world of where you don’t hear the words, “in a minute” or “why do I have to?”

Joanne Foster, Ed.D.

I really appreciated advice like this from Dr. Foster:
Parents should understand that while a child’s procrastination isn’t something that should be praised, it does not always merit scolding or reproach. Sometimes people—young, old, and in-between—just need help getting past whatever is causing the procrastination in the first place, along with some good old-fashioned encouragement and support.
Of course, procrastination can become a serious problem, but parents need to decide what approach they will take with their gifted child. An authoritarian approach never worked with my children; not to say I didn’t try a few times. Dr. Foster suggests using common sense in deciding which way is most effective in motivating and guiding a child to task completion.

Take time to find out the cause for the procrastination. It can be a matter of ability, perceived dangers, lack of an endpoint, or simply bad timing. Understanding why the procrastination is taking place can go a long way in figuring out what to do about it. A child may simply be “taking his time weighing options, planning, reflecting, or working on the task elsewhere with others.”

Another reason a gifted child may procrastinate is the fear of failure and their inability to cope with making mistakes; they see it as a way of avoiding an undesirable outcome. By helping a child work through these feelings, they will begin to develop resilience; a valuable skill that will help them throughout life. Many strategies are offered to cope with failure including talking to your child about the benefits of perseverance, planning ahead, learning about trial-and-error, and knowing that it’s okay to ask for help.

Not Now, Maybe Later is an invaluable resource that will provide you with the knowledge and tools to help your child become a self-reliant, independent adult. Isn’t that what we all want for our kids?  

Disclaimer: I received an advanced copy of the manuscript for review.