Greetings!
The holiday season -- whether it is Christmas, Chanukah or Ramadan -- is a time for joy and good will.
During the past year, many of you have referred new clients to
us. Please know that this is the highest compliment we can receive. We
are committed to maintaining your confidence!
As always, if you have any questions, please don't hesitate to
call. Thank you for your continued support.
We wish you Happy Holidays
and a prosperous New Year!
Sincerely,
Dore E. Frances, M.A.
HORIZON FAMILY SOLUTIONS, LLC
www.guidingteens.com
www.troubledteenhelp.com
Holiday Schedule
Just a reminder -- Our offices
will close at noon on Saturday December 22nd and will be closed until Wednesday December 26th. We will also be closed at noon on Monday, December 31st and will return on Wednesday January 2nd.
If you have a crisis or an emergency, please do call us at (541) 312-4422.
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8 CHALLENGING PERSONALITIES - Part Two - The Clown
Every parent, every program, every counselor, every
friend, every teacher knows or has at least one - a bully, a clown, a Dear Abby, a golden
child, a gossip, a phantom, a whiner, and an emotional train wreck.
 The Clown
Behavior and its impact:
Clowns are funny and quite likeable, however their humor isn't the point - getting attention is the goal.
Their very public "on stage" behavior offers them the most "bang for the buck," and that makes Clowns very disruptive.
That is why they so often drain us of energy. Clowns have a knack for drawing us into power struggles that are hard to win.
Clowns generally feel they don't get a lot of attention from adults or their peer group in general, so they steal attention that they feel is not being offered. Sometimes others laugh at what Clowns do, and that gives them the sense that they are admired, thought it is typically short-lived. Their goofy behavior gives Clowns a false sense of influence. When they can get others to laugh - even for a moment - they can own the spotlight. They hunger for this kind of bottle-rocket impact in their loves, and believe they cannot produce it any other way.
How the behavior is typically reinforced:
Often we give undue attention to Clowns, discipline them in shaming ways, or make their behavior a part of their daily culture.
Many kids who play the Clown don't feel they have much else to offer - they settle for style, not substance.
True story example: Liz was the camp clown - disruptive, mocking, and goofy. Somewhere along the line I heard that Liz liked to write, so I asked her if she would be the editor of the camp newspaper. After I gave her a legitimate place to belong, Liz began to drop the circus act.
What clowns need: Set good boundaries with these kids and give them avenues for legitimate relationships and impact.
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The
problem of sexual acting out among children and adolescents
Being a kid
today is not easy.
Kids are exposed to a constant stream of images in the media that exploit
youth's developmentally normal strivings for independence and belonging by
linking these desires with being sexually attractive and sexually active (and
of course by selling products that make youth feel more attractive).
The
Internet is everywhere and even sophisticated filters can't entirely prevent
kids from accessing hard-core pornography.
Families struggle to balance the
demands of work with the need to provide support and supervision for their
children.
It's not surprising we are seeing more pre-teens and teens who show
signs of sexual confusion: inappropriate masturbation, sexual activity with
younger children; etc.
Generally, these are children who act older than their age in a sexual sense
but lag behind in other important areas of psychological/interpersonal
development. A variety of biological, social, psychological and
environmental factors appear to contribute to sexually abusive behavior.
What is the difference between normal experimentation and a "real"
problem?
Looking at "who", "what", "how often";
"where" and "why" will give you clues to the difference.
Experimentation can be generally defined as trying something new out of
curiosity or lack of knowledge, without malicious intent and without have a
specific goal to achieve gratification. Once a youth knows what to expect
(physical sensation) and continues to repeatedly seek that with the same or
multiple children, that's a "red flag" that there may be a problem.
"Who" - with whom did the "experimentation" occur?
age difference? male or female? The greater the age difference, the greater the
concern warranted. Involvement with more than one individual and/or both
genders should raise the concern level.
"What" was the behavior? Is it something that would seem to
fit with normal curiosity of a child that age, or does it seem to suggest an
unusually advanced knowledge of sexual behaviors?
"How often" - have there been a number of instances of the
behavior or does there appear to be a pattern? Does there appear to be a degree
of compulsivity or preoccupation?
"Where" did the behavior occur? Sexual behavior that occurs in
public areas such as parks or public pools, etc. are another cause for
increased concern.
Was any force or threat of force used? Were any threats or rewards used to try
to keep the other individual from telling?
Threats, force or use of any type of a weapon requires immediate intervention.
Secrecy - for example: Touching a young child in an inappropriate manner and
then denying that they ever did it after they were caught.
Intrusiveness - peeping; flashing; masturbating in the open; stealing items
such as underwear.
Horizon Family Solutions reviews each request for our services in order to
determine if the programs we recommend can appropriately meet the needs of the
youth being referred for placement. It is important to know that no single
treatment approach is appropriate for all individuals.
Finding the right treatment program involves careful consideration of such
things as the setting, length of care, philosophical approach and your child's
needs. There are many misconceptions about sexual offenses, sexual offense
victims, and sex offenders in our society. Much has been learned about these
behaviors and populations in the past decade and this information is being used
to develop more effective criminal justice interventions throughout the
country.
Sexual assaults committed by youth are a growing concern in this
country. While many adolescents who commit sexual offenses have histories of
being abused, the majority of these youth do not become adult sex offenders
(Becker and Murphy, 1998).
Research suggests that the age of onset and number of incidents of abuse, the
period of time elapsing between the abuse and its first report, perceptions of
how the family responded to the disclosure of abuse, and exposure to domestic
violence all are relevant to why some sexually abused youths go on to sexually
perpetrate while others do not (Hunter and Figueredo, in press). Treatment
programs can contribute to community safety because those who attend and
cooperate with program conditions are less likely to re-offend than those who
reject intervention.
The majority of sex offender treatment programs in the United States now use a
combination of cognitive-behavioral treatment and relapse prevention (designed
to help sex offenders maintain behavioral changes by anticipating and coping
with the problem of relapse).
Offense specific treatment modalities generally
involve group and/or individual therapy focused on victimization awareness and
empathy training, cognitive restructuring, learning about the sexual abuse
cycle, relapse prevention planning, anger management and assertiveness
training, social and interpersonal skills development, and changing deviant
sexual arousal patterns. Several studies present optimistic conclusions about
the effectiveness of treatment programs that are empirically based,
offense-specific, and comprehensive (Lieb, Quinsey, and Berliner, 1998).
Sex offenders who fail to complete treatment programs are at increased risk for
both sexual and general recidivism (Hanson and Bussiere, 1998). Characteristics Of Juvenile Sex Offenders:- 20-50% have histories of physical abuse
- 30-60% exhibit learning disabilities and academic dysfunction
- 40-80% have histories of sexual abuse
- Many have difficulties with impulse control and judgment
- Juvenile sex offenders are typically between the ages of 13 and 17
- Up to 80% have a diagnosable psychiatric disorder
For additional information regarding Sexual Offender Treatment and the services we provide, please contact Horizon Family Solutions by calling toll free 866-833-6911 or visit our website at www.guidingteens.com.We have experience assisting attorneys, counselors, doctors, health care providers, probation officers and therapists with their clients. |
When Schools Have Children Arrested for School-Related Behavior Problems
by Pete Wright, Esq.
Question:
"Schools are having children with disabilities arrested for behaviors
related to their disabilities. An outburst of any kind - a child who
throws down a pencil during testing, or a child with autism who pushes
another child who is pushing and shoving - is met with handcuffs and
juvenile detention.
"Once the child is arrested, the
school claims the situation is out of their hands - there is nothing
they can do. What can we do to stop this practice?"
Pete Answers:
This practice is not new.
Schools were having children arrested for
behavior related to their disabilities long before before Public Law
94-142 was enacted in 1975.
I am fortunate because I worked in the juvenile justice
system for 10 years before going to law school. I knew that juvenile
court Judges and juvenile probation staff were frustrated with schools,
especially with special education.
Schools are always looking for ways
to exclude kids who are more difficult to educate and use juvenile
courts as a way to accomplish this. Because I worked in juvenile justice, when I was licensed to practice
law in 1978, I was often appointed to represent children in juvenile
court.
Use the Power of the Juvenile Court
When
a child with a disability is arrested for school-related behavior, this
is an excellent opportunity to use the power of the juvenile court to
force the school district to implement a good plan for the child - and
have the Court monitor the school's progress.
Junk IEPs
In most cases, the child's IEP is junk - it is inadequate and needs to
be completely revised to address this child's needs. If the IEP is not
based on current data and does not include present levels of academic
achievement and functional performance, the child needs to be
reevaluated.
You want current information on the child's academic skills, especially reading.
If the child's academic skills are significantly behind the child's
peer group, you would expect the child to be frustrated at school - and
to develop behavior problems.
What has the school done to address these issues? (In most cases, the answer is "nothing")
Did the IEP Team Consider "Special Factors"?
The law requires the IEP team to consider "special factors," including behavior that impedes the child's learning or the learning of other children, when they develop a child's IEP. Did the school complete a functional behavioral assessment on the
child? Did the IEP team develop a behavior intervention plan? Did the
IEP team develop positive behavioral interventions and strategies to
address the behavior? Did school personnel actually implement these positive behavioral interventions and strategies?
Did the school revise the child's IEP and behavior plan to address the
behavior that led the school staff to have the child arrested? Did the
school train the child's teachers to use positive behavior
interventions, as required by law?
To learn more about IEPs for children with behavior problems, read IDEA 2004: What You Need to Know About IEPs for Children with Behavior Problems.
Educate the Probation Officer
In
most cases, Juvenile Probation Officers are valuable allies. When one
of my kids was arrested, I would educate the Probation Officer about
the child's disability, what the child needed, and what would happen if
the child did not receive the necessary services.
Subpoena the Special Ed Director
After a child is arrested, there will be an adjudicatory hearing
(finding of fact, determination of guilt or innocence) or (depending on
the Judge, Probation Officer, or facts of case) a dispositional hearing
(figuring out what to do once Court determined it had jurisdiction. I would subpoena the special education director to testify at the hearing.
When I put the special ed director on the stand, like any other
witness, she was nervous and scared. I got permission from the Judge to
label the special ed director as a "hostile witness" so I could use
cross examination, rather than direct examination. With cross, I was able to chew and chew and get lots of admissions that
I could use at that time -- and later, in a due process hearing, if
necessary. (I always had a court reporter transcribing the hearing.) After I did this to a special ed director for the first time, I was in
a due process hearing with her a few weeks later.
During a recess, she
said she had never been so scared in her life. I never had to do this
with that school district again. At that point, I realized what a great weapon this was for the kids I
represented. I followed the same approach in the other jurisdictions.
It worked like a charm.
Ask the Judge to Monitor the School's Progress
At
the end of the Hearing, the Judge entered Orders directing school to do
x, y, and z. Another hearing was scheduled in three months to see what
had happened and ensure that the school followed these Orders. In most cases, when the return date rolled around, things were in good
shape.
The school district rolled out the red carpet for the child
because they were afraid of going back to Court and answering to the
Judge. Sometimes the case would be dismissed at that point. In other cases, I
would ask for another review hearing three, four or six months later.
The fact that the Court was still monitoring the child's situation
helped to ensure that the school continued to do what they were
supposed to do.
Case Dismissed
When a youngster came to me with trumped up school/criminal charges, I
sent my standard representation letter to the special ed director, and
requested the entire file. After the special ed director received my
letter, he or she often forced the principal (or whoever had filed the
juvenile court complaint) to contact the court and get the case
dismissed, with no appearances by anyone.
Juvenile Court Staff as Your Allies
The Juvenile Court Judge and juvenile court staff can be great allies in these cases. I often received a call from one of the clerks of court, telling me
that Juvenile Court Judge Jones had appointed me to represent a
youngster -- and (by the way) the Judge thinks you might need to get
the school district involved in the case. The Judge would like to hear
from them, on the witness stand.
Nothing further needed to be said. I knew what my charge was from the Judge.
Bottom line: When you are fed a sour lemon, think about how you can turn it into lemonade, so it leads to positive changes for the kid.
Dealing with Arrogant School Officials
In my experience, people who work in affluent school districts are far
more difficult to deal with that people who work in inner city or rural
school districts. As Pam says, people who work in affluent districts
are subject to "organizational narcissism."
School personnel in
affluent districts tend to view themselves as superior to people who
work in less affluent districts. This belief is often manifested as
arrogance. Most Judges do not share their beliefs.
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What is a School Psychologist?
A School Psychologist (SP) is a trained Psychologist who specializes in
working with pre- and school-age children, adolescents, teachers and
families. They work with all school personnel to help make education for
students a positive and rewarding experience.
A SP administers and interprets intelligence tests; achievement tests,
and completes social-emotional assessments on children ages' birth to
21.
In addition, SP are primarily responsible in assisting schools in
making educational diagnosis' of Attention Deficit Disorder, Autism,
Leaning Disabilities, Cognitive Deficits, Developmental Delays,
Multiple Disabilities, and Behaviorally Disordered, etc., as mandated
by federal law. Moreover, a SP is trained in individual and group
counseling as well as crisis intervention.
A SP utilizes training to assist children in developing the capacity to
be a capable, productive citizen who exceeds all expectations held for
him or her by others.
A SP is highly trained in a variety of assessment
techniques.
This includes the assessment of intelligence, achievement,
personality, social skills, behavior, and learning styles.
In addition,
a large portion of their time is spent assisting schools determining
eligibility for special education services.
A SP is also trained in the area of consultation. This
includes having knowledge of behavioral modification and classroom
management techniques.
They spend a considerable amount of time giving
alternatives to school personnel (teachers, parents, administrators) in
regards to students learning, behavior, and child development.
In
addition, a SP is often a liaison between mental health, community
services, and parents.
Intervention and prevention is also an important part
of a SPs daily responsibility. They often work one-on-one with parents
and families to help them solve conflicts involving learning and
adjustment.
Social skills training, behavioral modification, counseling
(individual and group) and other strategies all work towards preventing
learning and behavioral problems within the school setting. Because the majority of SPs are not trained teachers they bring a
unique perspective to the field of education.
This perspective enables
SPs to bring a different view to schools in research and planning. They
can assist in evaluating the effectiveness of academic programs as well
as the effectiveness of classroom or school-wide behavior/ learning
approaches.
The most common place of employment is within Public or Private Schools. The typical SP in a public/private School has a Ed. S degree or it's equivalent (Master's Degree +30 credits).
The role of school psychologists and educational consultants in assessment is well
established through the work of Horizon Family Solutions. While the assessment
activities of school psychologists emphasize services to children and youth,
usually within a school setting, the assessment activities of educational consultants
frequently cover a wider age range. In general,
assessment information is used to clarify concerns of clients, to plan programs
or interventions and evaluate their effectiveness.
Both school psychologists and educational consultants may be involved in the assessment
process with differing emphases and orientations that are complementary to each
other. School psychologists often emphasize the use of quantitative approaches
to measure ability and academic skills while educational consultants often utilize
developmental as well as qualitative approaches to assess personality
characteristics, interests, and aptitudes. The two approaches, when combined,
can offer a more comprehensive picture of a student than either approach alone.
With the advent
of Public Law 94-142 (the Education of All Handicapped Children Act) and the
Individuals with Disabilities Education Act (IDEA), emphasis was placed on a
multidisciplinary approach to assessment and placement activities for students
referred for possible disabilities.
Multiple sources of information, multiple
procedures and multiple settings are required in order to develop a
comprehensive understanding of students' needs and abilities.
The basis for such
an approach is collaboration among professionals including educational consultants, regular education
teachers, special education teachers, administrators, pupil services personnel,
and parents.
The increased focus on involving families in prevention and intervention
programs offers educational consultants and school psychologists the opportunity to
collaborate in a number of ways.
Within the school setting itself, a number of opportunities exist for educational consultants and school psychologists to work together.
The National Association of School Psychologists recognizes
that the futures of children are affected by many factors that occur early
in life.
Our Process
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Talking
with Kids about the News
Why
is it important to talk with your kids about what they see on
the news? As adults, we depend on "The
News" as our primary source for information about the world
we live in. Whether it's the local newspaper, nightly TV newscasts,
cable news networks, news radio, or Web sites, graphic footage
and accounts of the latest happenings in the world are being delivered
right into our homes 24 hours a day.
This constant barrage can
be overwhelming for adults, and it can be especially confusing
and frightening for young children. Many adults
do not realize how many kids actually watch TV news or read the
newspaper. In addition, consider the opportunities kids have to
be exposed to the news. Maybe you listen to news radio in the
morning while you drive the kids to school.
Perhaps you read the
newspaper at the breakfast table. Remember, while you're reading
an article on page seven, your kids may be staring at the front
page headlines. You might watch the evening news while helping
your kids with their homework. Or they may be exposed to a "newsflash"
during their favorite sit-com. Even if you avoid exposing your
kids to the news, they still get the latest news accounts from
their peers.
It's no wonder
the news can be enticing to children. The average news broadcast
contains as much violence, sex and action as many of the most
popular entertainment shows on TV. But unlike those shows, the
news is real. News shows can show or say things that might be
too graphic or intense for entertainment programs.
During a past White House scandal for example, the phrase "oral
sex" was commonplace throughout the news media on a daily basis.
As a parent,
only you can decide what news is appropriate for your children.
Used properly, the news can teach children many positive things
about the world. Knowledge and understanding of news events can
teach kids a sense of belonging and social responsibility.
Most
elementary and middle school teachers require kids to follow certain news
stories for weekly current events lessons.
Additionally, many
literacy programs encourage parents and kids to read the newspaper
together to develop language skills and healthy reading habits.
At the same
time, the daily news can perpetuate stereotypes, confuse, anger
and even frighten children. By talking with our kids early and
often about the stories and images they are exposed to by the
news and other media, we can help them better understand the world
around them.
This communication can be especially valuable when
kids are exposed to tough issues like violence, sex, drugs and
alcohol, death and divorce. For more
information on talking with your kids about race, diversity and
tolerance, visit www.tolerance.org
Horizon Family Solutions Mission Statement
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Advertise Your Business - Support Families - Become a Newsletter
Sponsor
Horizon Family Solutions monthly email newsletter spans out across the United
States, Australia, Canada, England, Mexico, the Netherlands, and the UK currently.
Our goal through sponsorship is to keep the
listings inexpensive for businesses so that businesses and organizations - large
or small can afford to list which in turn gives parents the most comprehensive
information and allows them to make better choices. We are also committed to
keeping this newsletter free for families so that all parents have access to it.
Your business has the opportunity to show that you are committed to supporting
families by giving them a free resource through your sponsorship.
Horizon
Family Solutions is dedicated to supporting families in need and encouraging
others to reach out. To show you our commitment to giving back, we have chosen
to donate 5% of your sponsorship fee to helping families.
Horizon Family
Solutions is dedicated to supporting families in need and encouraging others to
reach out.
Each year,
Horizon Family Solutions will determine where those monies will be donated,
(i.e.: after school scholarships for kids, camp scholarships for kids, financial
support to local organizations supporting families, etc.).
Your logo will
link families directly to your website. We have worked hard to create an organized
newsletter that is tasteful, not distracting and easy to navigate. Your business
will benefit through continued name recognition with the thousands of families
reading the newsletter. All businesses that are listed are listed with
information that assists the parents so that they can make good choices for
their family.
When you are interested in having your business be a
sponsor for HFS Family Solutions News or when you have any questions, please
contact Dore Frances at (541) 312-4422 for more information.
Site Sponsor:
- Affiliation with a business that supports families.
- Your logo will be in the newsletter with links to your website.
- Promote special events by sending an article or Press Release.
- Your business will be profiled in one of our newsletters.
- You will have the opportunity to promote special offers at no extra charge.
- You will also be providing opportunity for
 children.
- 5% of your contribution will be used to benefit families.
- $45.00 per month with a 4 month minimum.
Information, Insight, and Expertise
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Annual Central Oregon (Bend) Gathering of Child / Family Professionals ?
It has been in discussion all year and now is the time to decide. For Independent Educational Consultants, old friends and new
acquaintances, programs, schools, transition programs/services, attorneys, counselors, educators, health care wo rkers, parents, judges, parent coaches, physicians, probation officers, teachers, school counselors, and everyone else that has been a part of this discussion over the last eleven months (and those that haven't but want to be) in what is often called the "struggling teens industry,"
or those assisting "at risk students" and their families, the discussion has been about an Annual Central Oregon (Bend) Gathering.
Over 50 people have expressed some sort of interest.
Horizon Family Solutions is at the crossroads of wanting to see if this is really something that can benefit all of you as well as many more that you would reach out to in this type of forum.
The gathering would be hosted in Bend, Oregon. It has been discussed as having a 2 day conference, one day for those in the industry and one day for those to present to those who need to know about services offered. Parents and attorneys have expressed to me that with the growth of the Internet and all the negative news stories they do not know who to believe.
Not knowing who to believe,
counselors and parents are confused as to whose advice they
trust. Partially based on conversations I have had with many of you, and also in connecting with educators here locally, this is worth exploring see if the interest is really there. This is an industry that is continually evolving and health care workers have an interest on where to refer parents as well. This is the time to express your interest. It is a big undertaking and would require multiple people to be involved to make this as beneficial as imagined by those of you I have spoken with in the past year.
Please email me at Dore@dorefrances.com with your interest, and if there are enough of you willing to support this idea, we will go forward. Otherwise .... thanks for the great conversations this last year and I hope to see you again soon at one of the many other conferences we always seem to meet at!
WELCOME TO THE CITY OF BEND, OREGON
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ANNUAL CONTEST!
This one is simple!!
Can you write a monthly theme for
our 2008 Family Solutions newsletter?
One specific subject for each of
the 12 issues.
Just think of subjects that
parents would like to know more about, write them down and send it our way.
The best monthly theme for 2008
(must contain one for each month of the year) wins a cash prize of $100 or a
beautiful gift basket from Harry & David of the same value.
Rules:
Themes must adhere to the nature of this newsletter(family, parents, etc.) and
involve one topic per theme per month.
Send your entry to Dore@Dorefrances.com
It must be sent in the body of an
email, with the header "Theme Contest".
One entry per person.
The very last day to submit your entry
is December 6, 2007.
Contest open to everyone except
me, and last year's winner - Jenna
Fenwick - because that just wouldn't be very fair, would
it?
So - get writing!
GuidingTeens.com
TroubledTeenhelp.com
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Happy Holidays!
Dore E. Frances, M.A.
Educational Consultant
Horizon Family Solutions, LLC
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HORIZON FAMILY SOLUTIONS Educational Consulting Serving Clients Locally and Nationally
 Few
choices have as great an impact as the choice of a program or school.
Students and their families may find this decision overwhelming
as they struggle to evaluate options and make wise choices.
Horizon Family Solutions consultants counsel families and students in the selection
of educational programs and schools, based on the student's individual goals, needs
and talents.
We are skilled professionals who provide counseling
to help a family and their student choose a school or other program that
is a good personal match: one that will foster the student's
academic, emotional, social and spiritual growth.
We provide a family with individual attention, firsthand knowledge of hundreds
of educational opportunities, and the time to explore all of the different options.
Horizon Family Solutions Consulting specialties:
~ Specialized Boarding Schools~ At Risk Teens~ Students with Learning Differences
Because we are not bound to any institution, as independent
consultants we provide unbiased advice and our recommendations are based on our
professional findings of a student's needs and abilities. At the heart of our practice is research on educational trends,
changes in admissions policies, and developments on program and school campuses.
We take exclusive tours of
schools and programs, meeting with staff from a wide variety of educational
institutions, and we attend professional seminars and conferences on critical issues several times a year.
Horizon Family Solutions has established strict guidelines for ethical and professional practice.
We pledge to maintain
the highest ethical standards and not to accept compensation from any
school or other program for referral or placement of a client.
We are compensated directly by our clients.
Horizon Family Solutions Additional specialties:
~ Adolescent Crisis Interventions~ Family & Parent Coaching~ Student Assessments
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Featured Article
Frustrated with Your Teen?
Christina Botto has been a sought after
mediator between parents and their teens for more than 16 years.
You
too can have the relationship with your teen that you envision by
learning the techniques she teaches in her popular book Help Me With My
Teenager! A Step-by-Step Guide for Parents that Works.
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Featured Article
Are you a
yo-yo when it comes to your weight? Do you feel like you can't keep the pounds
off, no matter how you try?
Are you worried about staying thin long enough to
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Do you fear that if you can't stay
thin you won't get that dream job... or meet that dream guy?
If so, MTV wants to
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If you appear to be
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****** Please be sure
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True Life
is MTV's award-winning series that covers
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trends to breaking news issues. Topics in the past have included hard hitting
topics such as drug addiction (crystal meth, oxycontin, etc), parents divorcing,
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crews are able to blend into the
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series in a unique position of reflecting the state of youth culture at any
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And, since the series premiere in 1998, MTV's audience has kept
wanting more - constantly tuning in, making True Life the most popular documentary
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"Legit documentary-style programs about
real-life families - such as MTV's "True Life" - will get you right back in
front of the old TV where you belong," says Linda Stasi of the New York
Post. |
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