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Horizon Family Solutions, LLC
What Truly Matters
Building
Upon 17 Years of Spirit and Success in Assisting Families
January 2009
See our 25% off Advisory Consultation at the bottom of this newsletter |
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Happy New Year!
This newsletter has been going out monthly since 2005.
It started with 125 subscribers, went up to 7,000 and is now at about 2,000. It has always been FREE. I believe over the years it has offered insightful
information on issues regarding educational consulting, the industry, troubled teens, young adults, up to date news and articles, information about current teen trends, hazards to be aware of, learning disability laws, and anything else that I could dig up based on parents request for more information.
No one has been paid to contribute or write articles, and I have relied on our sponsors to keep it going.
When you are interested in becoming a sponsor or submitting an article call 541-312-4422 or email dore@dorefrances.com.
Also, as a reader, if you feel this newsletter is / has been beneficial for you, in any way, please donate to keep it going.
You may donate by going to www.TroubledTeenHelp.com and clicking on the link on the left hand side.
Any and all donation amounts are appreciated.
That being said, as many of you read in my end of the year December letter - The Top Ten Things About This Industry That I View Differently Than I Did Eight Years Ago, this newsletter was going to be reduced to every other month.
Once the word was out about that, I was very fortunate to have many generous people within this industry - amazing people - people who
demonstrate their commitment to children and families - and other families as well who support this monthly newsletter - donate and assist in keeping it going every month!
There are still some other people working and networking to keep this newsletter alive and monthly. And FREE!
This monthly newsletter would not exist without our sponsors.
There is one Sponsor in particular that needs to be mentioned - BestNotes. All I can say is THANK YOU!
BestNotes is a HIPAA compliant Customer Relationship Management and Electronic Health Record
software system designed specifically for the special needs community.
If you are not using them, I encourage you to check them out. The amount of paperwork I no longer have to do or more importantly carry with me when I travel, makes this service a piece of gold in my book.
All sponsors are able to submit written articles , announcements and Press releases to the newsletter each month and we always look forward to and welcome their support. Of course I value each and every sponsor and am pleased to be a part of this amazing industry with such compassionate and generous people.
Also, as some of you had been aware, I was planning on returning to school to gain my Ph.D. Financially it is no longer an option. Perhaps next year. I have not given up this dream.
That being said ......
Thank you all again ... from my whole heart!
Looking forward to seeing you in 2009!!
Dore E. Frances, M.A.
Founder, Horizon Family Solutions
You define your own life. Don't let other people write your script. |
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What is Asperger Syndrome?
Asperger syndrome (AS) is a developmental disorder
 It
is an autism spectrum disorder (ASD), one of a distinct group of
neurological conditions characterized by a greater or lesser degree of
impairment in language and communication skills, as well as repetitive
or restrictive patterns of thought and behavior. Other ASDs include:
classic autism, Rett syndrome, childhood disintegrative disorder, and
pervasive developmental disorder not otherwise specified (usually
referred to as PDD-NOS). Unlike children with autism, children with AS
retain their early language skills.
The
most distinguishing symptom of AS is a child's obsessive interest in a
single object or topic to the exclusion of any other. Children with AS
want to know everything about their topic of interest and their
conversations with others will be about little else. Their expertise,
high level of vocabulary, and formal speech patterns make them seem
like little professors. Other characteristics of AS include repetitive
routines or rituals; peculiarities in speech and language; socially and
emotionally inappropriate behavior and the inability to interact
successfully with peers; problems with non-verbal communication; and
clumsy and uncoordinated motor movements. Children
with AS are isolated because of their poor social skills and narrow
interests. They may approach other people, but make normal
conversation impossible by inappropriate or eccentric behavior, or by
wanting only to talk about their singular interest. Children with AS
usually have a history of developmental delays in motor skills such as
pedaling a bike, catching a ball, or climbing outdoor play equipment. They are often awkward and poorly coordinated with a walk that can
appear either stilted or bouncy. Is there any treatment?
The
ideal treatment for AS coordinates therapies that address the three
core symptoms of the disorder: poor communication skills, obsessive or
repetitive routines, and physical clumsiness. There is no single best
treatment package for all children with AS, however, most professionals
agree that the earlier the intervention, the better.
An
effective treatment program builds on the child's interests, offers a
predictable schedule, teaches tasks as a series of simple steps,
actively engages the child's attention in highly structured activities,
and provides regular reinforcement of behavior. It may include social
skills training, cognitive behavioral therapy, medication for
co-existing conditions, and other measures.
What is the prognosis?
With
effective treatment, children with AS can learn to cope with their challenges, however they may still find social situations and personal
relationships challenging.
Many young adults with AS are able to work
successfully in mainstream jobs, although they may continue to need
encouragement and moral support to maintain an independent life.
More information about Asperger Syndrome"Dore was an invaluable help when I needed to find the right resources for my
son. When he became diagnosed with Asperger's Syndrome we needed to find a
school that could help him deal with something that was not going to go away.
She helped us find the school and guided us all the way. She has played a large
role in our ability to welcome our son home and help him to become all he is
able to be." ~ Lynda Dilts-Benson, RN Clinical Consultant, Florida
Horizon Family Solutions - Our Clients Speak
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Ways in Which an Educational Consultant Can Help
They help families make difficult choices
How does an Educational Consultant work with parents?
Dore Frances, owner of Horizon Family Solutions, is a professional with over 17 years experience working
with children, adolescents and families in a variety of settings. She works with families throughout the placement process
both locally, out of state and even with families in Australia, Canada, and England.
During the placement process, she collects
and reviews all pertinent background information, talks with professionals
and stays in close contact with parents. After a client has been placed, Dore will monitor the placement and continue communication with parents whenever
necessary.
She frequently makes time to travel and meet with out-of-state
and in-state families in their homes as well as the children she assists while they are in their programs.
Why should I work with an educational consultant?
Most families are in crisis when they begin the search for an appropriate
placement for their troubled child or teen.
The stress associated with dealing
with an "at risk" child can be overwhelming and affects all family
members.
The recent increase in the number of programs available
can make exploring the Internet not only time consuming, many parents
are confused by what to look for. What will increase the chances their child
will have a safe and successful placement? Most
programs are now very expensive, and the emotional investment is enormous.
An Educational Consultant will help you through the confusion at
a time when emotions can be overwhelming and the choices endless.
Does an Educational Consultant only work with troubled teens?
Dore Frances has a broad range of experience working with children, adolescents,
and young adults who have a wide spectrum of special needs. Many of our clients
have significant learning and behavioral needs as well as psychiatric diagnoses.
Other students do not exhibit any behavioral problems but are in need of strong
LD and/or AD/HD support. Dore has extensive experience with therapeutic/emotional
growth schools as well as residential boarding schools that provide structured, individualized
instruction, and remediation for attention deficits and/or learning problems.
My child is adopted.
Will he/she feel abandoned when I place them out of our home?
At times, this can be a sensitive issue for a child and/or the family. Dore is extremely skilled at working with adopted children and their families.
Dore is in fact adopted herself and specializes in this area. Dore only
refers adopted children to programs that specialize in adoption issues. The ultimate goal is always to strengthen family bonds and
develop healthy communication between family members.
Why not work directly
with a program?
The staff working in programs know their own programs best. Educational Consultants will offer you objective feedback on these programs
you may have read about or seen in addition to providing valuable alternative
options you may never know about working on your own.
Accepting a payment
from a school or program is an ethical violation of the standards of the professional Independent
Educational Consultant.
Will I save money
by finding a school or program by myself?
Sometimes. However the risk - should your placement not work out - is financially
enormous, as well as an emotional setback for your child and your entire family. When you work with
an Educational Consultant, your chances of a successful placement
are greatly increased. Dore Frances is skilled at matching each student to the
"right" school.
Programs and schools are expensive and trying to "do
it yourself" without the recommendations from a trusted advisor in the
field may result in a placement failure.
What if my son or
daughter does not want to go?
This is often the case for many young people, and the fear of leaving friends
and family can add to their oppositional behaviors. Until the age of eighteen
you have the right to place your child without his/her consent.
Horizon Family Solutions works
with several transportation services and will help you make arrangements to
get your child safely to the appropriate program.
Will I be involved
in my child's school/program?
Horizon Family Solutions only works with programs and schools that maintain a high level of family
commitment and involvement. You will be closely involved in your child's
school and treatment throughout their placement.
Troubled Teen Check List
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What is a Traumatic Brain Injury?
TBI, also called acquired brain injury or simply head injury
TBI occurs when a sudden trauma causes damage to the brain. The damage can
be focal - confined to one area of the brain - or diffuse - involving
more than one area of the brain. TBI can result from a closed head injury or a penetrating head injury.
A closed injury occurs when the head suddenly and violently hits an object but the object does not break through the skull.
A penetrating injury occurs when an object pierces the skull and enters brain tissue.
What Are the Signs and Symptoms of TBI?
Symptoms
of a TBI can be mild, moderate, or severe, depending on the extent of
the damage to the brain.
Some symptoms are evident immediately, while
others do not surface until several days or weeks after the injury.
A
person with a mild TBI may remain conscious or may experience a loss of
consciousness for a few seconds or minutes. The person may also feel
dazed or not like themselves for several days or weeks after the initial
injury.
Other symptoms of mild TBI include headache, confusion,
light headedness, dizziness, blurred vision or tired eyes, ringing in
the ears, bad taste in the mouth, fatigue or lethargy, a change in
sleep patterns, behavioral or mood changes, and trouble with memory,
concentration, attention, or thinking. A person with a moderate or severe TBI may show these same symptoms, but may also have a headache that gets worse or does
not go away, repeated vomiting or nausea, convulsions or seizures,
inability to awaken from sleep, dilation of one or both pupils of the
eyes, slurred speech, weakness or numbness in the extremities, loss of
coordination, and/or increased confusion, restlessness, or agitation.
Small children with moderate to severe TBI may show some of these signs
as well as signs specific to young children, such as persistent crying,
inability to be consoled, and/or refusal to nurse or eat. Anyone with
signs of moderate or severe TBI should receive medical attention as
soon as possible.
What Are the Causes of and Risk Factors for TBI?
Half
of all TBIs are due to transportation accidents involving automobiles,
motorcycles, bicycles, and pedestrians.
Approximately 20 percent of TBIs are due to
violence, such as firearm assaults and child abuse, and about 3 percent
are due to sports injuries. Fully half of TBI incidents involve alcohol
use. The
cause of the TBI plays a role in determining the patient's outcome.
For
example, approximately 91 percent of firearm TBIs (two-thirds of which
may be suicidal in intent) result in death, while only 11 percent of
TBIs from falls result in death.
What Disabilities Can Result From a TBI?
Disabilities
resulting from a TBI depend upon the severity of the injury, the
location of the injury, and the age and general health of the patient.
Some common disabilities include problems with cognition (thinking,
memory, and reasoning), sensory processing (sight, hearing, touch,
taste, and smell), communication (expression and understanding), and
behavior or mental health (depression, anxiety, personality changes,
aggression, acting out, and social inappropriateness).
Within
days to weeks of the head injury approximately 40 percent of TBI
patients develop a host of troubling symptoms collectively called post concussion syndrome (PCS).
A patient need not have suffered a concussion or loss of consciousness
to develop the syndrome and many patients with mild TBI suffer from
PCS. Symptoms include headache, dizziness, vertigo (a sensation of
spinning around or of objects spinning around the patient), memory
problems, trouble concentrating, sleeping problems, restlessness,
irritability, apathy, depression, and anxiety. These symptoms may last
for a few weeks after the head injury.
The syndrome is more prevalent
in patients who had psychiatric symptoms, such as depression or
anxiety, before the injury. Treatment for PCS may include medicines for
pain and psychiatric conditions, and psychotherapy and occupational
therapy to develop coping skills.
How Can TBI be Prevented?
Unlike most neurological disorders, head injuries can be prevented. The Centers for Disease Control and Prevention (CDC) have
issued the following safety tips for reducing the risk of suffering a TBI.
- Wear a seat belt every time you drive or ride in a car
- Avoid falls by using a step-stool with a grab bar to reach objects on high shelves
- Keep firearms and bullets stored in a locked cabinet when not in use
- Make sure the surface on your child's playground is made of shock-absorbing material (e.g., hardwood mulch, sand).
- Wear a helmet and make sure your children wear helmets when riding a bike or motorcycle
For more information on neurological disorders or research programs funded by the National Institute of Neurological Disorders
and Stroke, contact the Institute's Brain Resources and Information Network (BRAIN) at:
BRAIN
P.O. Box 5801
Bethesda, MD 20824
(800) 352-9424
www.ninds.nih.gov
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Difficult Decisions Regarding Residential Placement
 Parents of children with moderate to severe emotional
and behavioral challenges face difficult decisions when considering
the many options of residential treatment
Once you make the difficult decision to place your child in a residential facility, you may began
an intensive and systematic search to identify the facility that would best meet your child's needs. You may research residential programs whose orientations range from
medical to wilderness survival.
You need specific information about their
educational and treatment programs, average length of stay, and - most important
- outcomes experienced by people who had completed their programs. The information you receive off the Internet or by making "blank" calls to toll free numbers that are from websites with no staff pages or street addresses are at best
confusing and very general. Some of these are telemarketing centers set up with people who work on commission to "sell" your child to the first program they can get them in. Also, and honestly, very few facilities have any real information
concerning their program's effectiveness. Many institutions indicate that their
programs are highly effective, and you may be provided with testimonial evidence, however, when you press for specific numbers, you may discover that virtually none of
the institutions have any data on program effectiveness or outcomes of the youth
they have graduated.
Equally disturbing may be answers you receive
when you ask how youth progress through the treatment program.
In most
cases, the answers suggest that there is little if any organized system of
program advancement. There are some programs that have well-thought-out plans
that are specifically linked to improvements in the youth's behavior, however, these may be few and far between. What is abundant across institutions will be the barrage
of mail, videos, advertisements, phone calls, and promotional offers that you
receive. Parents are extremely vulnerable when they are
selecting a program for a youth who is in crisis.
The emergency that
necessitates immediate action has usually been preceded by years of troubles
that have left the family grasping desperately for answers. Parents need
truthful and relevant data concerning program effectiveness and specific
information about treatment programs. They are not helped by slick promotional
materials that are designed to sell, not serve. Parents must also realize that they will probably not receive
complete answers to all of their questions. Parents may benefit from the help of an educational consultant who has experience in residential treatment
facilities and can assist you in evaluating programs. Not all children will go voluntarily into a residential program; they are completely attached to their deviant subculture and may be substance dependent.
You may need to hire an "escort service" to take your child to the residential facility. The
escorts will arrive at your house and, after a short meeting with you, enter your child's bedroom, awaken them with your assistance, and quickly remove them from your
house. There is a brief time to talk with your child and tell them that you love them, that they are being
escorted to a residential facility (or wilderness program), and that you will be in contact with them
there. They will be surprised at the suddenness of the actions and protest, however, most leave without a struggle. What you are doing is difficult, however, it is not as difficult as
watching your child die, get arrested or disappear by running away.
Those managing the program have the right to expect parents to actively
participate in workshops or seminars and follow the suggestions of staff
concerning their involvement in the child's treatment program.
Parents will most
likely hear their child make a variety of claims about unfair treatment and
related matters.
They should not necessarily believe every single claim made by their
child; manipulation is very often a great skill of many youth who manifest moderate to severe
behavioral and emotional problems.
Parents who fall prey to this manipulation do
little to enhance their child's treatment program and actually reduce the
probability of success. Parents must also realize that they cannot
question the wisdom of every intervention used with their child. Parents must
realize that, in some ways, they were not able to effectively deal with their
child's behavior and that they must trust the staff to do what is best. This is
not to suggest that parents must be blindly obedient and not listen to serious
allegations raised by their child. Rather, parents need to be reasoned in their
approach to staff and realize that a better outcome will result when staff and
parents cooperate and support each other.
It is often difficult for parents to see how
problems can be resolved when situations are at their worst.
However, children do
overcome their difficulties, and families can be healed.
It is this promise of
hope, recovery, and a successful future that must be nurtured - regardless of
the setting.
Horizon Family Solutions - New approaches, new ideas, and new ways are needed to improve what is in the best interest of your child.
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Special Education Series
Part One - Overview
Welcome to the 2009 Special
Education Series.
I am receiving more and more calls and emails from parents every week who are asking about school districts paying for their child's residential therapeutic treatment program or school. As much as I would like to say it is easy and everyone qualifies, that is just not the case. And it appears from recent conversations I have had with some parents that the educational consultants they are working with are not clear on the laws and may be giving some un-intentional and mis-correct information. I also believe that some programs may be accepting children with the notion that they can assist the parents in getting funding. Unless they have a special education advocate on staff and have spent a considerable amount of time reviewing the case, this again may lead to disappointment and the possibility of the child not being able to remain in the program with no funding.
This is not in the best interest of the child or the family.
The information contained in this monthly series is meant to assist parents in determining if their children should be
receiving special education services and then making sure their child
receives the services they need. This is
not legal advice but rather information compiled to assist parents. There are many laws in place to
serve children who qualify for special education.
These laws require
school districts to "search and serve" their students by identifying
children who need special help ("child find") and to provide this help
at no cost to the parents. The school districts are mandated to provide
a Free and Appropriate Public Education (F.A.P.E.) to each student.
Unfortunately, these laws are not always adequately implemented. Education advocates can intercede
on the student and parent's behalf with school districts, county mental
health agencies, regional centers, CCS, and State Department of
Education to insure that each child receives all the benefits and
Special Education services they are entitled to. The Federal and State Educational Laws mandate
that every child is entitled to a free and appropriate public education
(F.A.P.E.) in the least restrictive environment and among a body of his
or her peers. The advocate guides the parents through the maze of
bureaucratic red tape while providing parents with expert help in
determining the special help their child should receive to achieve all
that they can in school based on their unique needs. Even though required to do so under
the law, school districts and other responsible agencies often do not
identify and evaluate the children that are in need of help. Districts
also fail to present parents with a comprehensive list of available
services.
I believe that every child
has his or her own unique behaviors and style of learning. What a
teacher or administrator may deem as lazy, unmotivated, disruptive, or
socially maladjusted behavior could actually be an indication that
special education is needed. Often behavioral problems and lack of
motivation are due to the fact that the child's unique needs are not
being addressed. Frequently, drug use is an attempt to self medicate
underlying psychological problems and not a sign of maladjustment. If your child already has qualified
for special services, he or she may not be receiving the services
really needed to make a difference.
Advocates enable parents to get the
assessments and services their children require. Even if your child has
been denied special education services in the past, the advocate can
enable your child to be reassessed, in some cases by independent
experts. The advocate reviews each assessment test to make sure it has
been properly scored, administered, and the results are interpreted
correctly in determining what services are needed. In this series of articles over the next few months, I shall attempt to
give you suggestions and ideas for working with your school district to
help your child. Here are some basic rules:
1. Make sure all contacts and
requests are in writing. If you use email, send a copy to yourself and
print it out to show that the email was sent.
2. Keep all items provided to you by the school and the district.
3. Learn all you can about special education.
4. You do not have to accept what the school district offers your child.
5. Your child has many rights that you must never give away.
6. Have your child assessed by outside assessors when needed.
7. Seek expert help when needed.
Horizon Family Solutions - Making sure each child receives the indivualized and unique help they need!
Coming in our February newsletter - Special Education 101
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Attachment and Attachment Disorders
Attachment is all about building
relationships
Here we go again. Multiple calls from multiple parents all saying that the residential program and in some cases wilderness programs they chose for their child says they specialize in Attachment Disorders. Just because someone runs an adoption group, or has a lot of adopted kids in their program, does not mean they specialize in attachment issues.
Unless you know what you are talking about, have had some very specific training, (no, that does not mean you just went to a seminar) and know what kinds of actions and words can set off a child that is truly dealing with attachment issues, you may be adding to an already frustrating and painful situation.
Humans need attachments with others for their
psychological and emotional development as well as for their survival.
Infants need to be physically close to the mother and be able to receive and
give affection to form an enduring emotional bond. Children need to
feel that they are safe, that they will not be abandoned, and that they are
loved and valued. And when in residential treatment or in a wilderness program, being safe, not feeling abandoned from your peer group, and being valued even when you are displaying anger is extremely important for a child dealing with attachment issues. When a relationship is emotionally distant and inconsistent,
then the child learns not to trust or care and believes that one is all
alone in the world. So, being in a residential or wilderness setting and having a large change over in staff, or having inconsistent relationships, is very lonely for a child dealing with attachment, and they will react in a negative way. When a child is fighting attachment issues, they feel that they are unlovable, as if a part
of them suffocated and died. Just stop and think about that for a moment. Just as connectedness is our most basic
need, isolation is our most injurious state. And I am hearing that this is happening far too often as a consequence for behavior outbursts in residential treatment.
Healing from
attachment deficits involves two factors:
First, it requires finding
safe, warm relationships in which emotional needs will be accepted and
loved, not criticized and judged.
Second, repair requires taking
risks with our needs.
These are genuine risks. . . . When
those unattached parts of the self become connected to others, our ability
to tolerate loss of love increases. The more we internalize, the less
we need the world to approve of us constantly.
Attachment Disorder is a mental and
emotional condition.
It stems
from the lack of connectedness in the person's most significant
relationship and manifests itself as fear of connection taken to the
extreme. Traditionally
it has been believed that children who have been orphaned or abused and
neglected are the primary victims of poor bonding and attachment. In our two-income society, however, a new phenomenon has
emerged.
Children are being overindulged by parents who have more money then
time to spend with them. The result is that children are being raised in
financially secure, but emotionally empty environments, with little
discipline and structure.
Currently this most common form of neglect is also
the most socially acceptable. The societal ramifications of children who are
overindulged and often emotionally left can be as severe as children who are
considered attachment disordered due to abuse, neglect, abandonment, and
multiple moves.
Attachment-disordered
children
are guided only by what they want at the moment. Their focus is
self-centered and selfish and there is no concern for how
their behavior impacts others. Additionally, there are almost always co-existing diagnoses. Those that truly specialize in attachment disorders and provide a strong
parent support system are necessary for successful intervention.
Horizon Family Solutions - Areas of Specialty
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New Book by Leonard Sax called Boys Adrift
Reviewed by Tim Law of Success Learning Systems
Currently, I am reading a new book by Leonard Sax
called Boys Adrift, 'the five factors driving the growing epidemic of
unmotivated boys and underachieving young men.' Dr. Sax is an M.D. and PH.D. and
has also written a book titled, Why Gender Matters. This month's Ezine will be a must read and should be
passed forward to anyone you know who has young boys under age fifteen. If you
absorb and heed Dr. Sax's advice and the distinctions he has made, you will be
well ahead in countering the pitfalls facing young boys in our nation today.
Since there is only limited space and time to put this Ezine together, I would
encourage anyone reading this to pick up Dr. Sax's books as a critically
important resource. The following are some of his key observations and
how our society is shortchanging boys on several key fronts. I will list each
point with a brief explanation.
Video Games-Some of the key points Dr.
Sax discusses here has to do with how they contribute over time to lack of
motivation, lack of reality in dealing with life (ie- sadly, video games become
their real life) lack of physical fitness and additional challenges these games
present.
When you factor in the violent point and shoot video games being used
by young impressionable minds, you are creating a very "toxic brew" among our
males.
One of the points Dr. Sax makes that really impressed me was how
there are early observations on an interesting phenomena. Many of the males who
have spent time on these games end up living at home after their teen years are
well over with. I know we all dearly love our children but, in their best
interests, we not only want them to have roots but also the wings to go off on
their own and start their lives in a healthy manner. Allowing all kinds of time
on these games appears to have a crippling long term effect on the potential
future independence your son may experience.
Lack of good communication skills
(due to sacrificed real life dealings with others) will certainly not allow your
teen to be ready for the global, high speed changes we must all face
competitively.
Teaching methods-Twenty years ago and before, kindergarten
was kindergarten and a lot of play, hands on and movement was the name of the
game.
Today, kindergarten kids are expected to do what first graders did back a
few decades ago. What is wrong with this? According to Dr. Sax, boys especially,
do not have the development to handle some of the reading and writing expected
in today's kindergarten. He thinks schools have to change and not expect the
five year old boys to change.
Dr. Sax also believes that starting boys in
kindergarten at age six would benefit them by having another year to mature and
handle school better. Too many boys are hating school because they are expected
to come in, sit still and do the classwork. That is not the nature of the beast
for a five year old boy!
Prescription Drugs-To directly quote Dr. Sax,
"Overuse of medication for ADHD may be causing irreversible damage to the
motivational centers in boys' brains." Everything I coach with my program,
Success Learning Systems, revolves around the principle of long term thinking
and how any action (or inaction) may effect us over time. We have had twenty to
twenty five years of Ritalin and some of the other drugs used to "improve
attention" and are now seeing unexpected consequences from their
use.
Endocrine Disruptors- Dr. Sax says the following on the back jacket
of his book, "Environmental estrogens from plastic bottles and food sources may
be lowering boys' testosterone levels, making their bones more brittle and
throwing their endocrine systems out of whack."
Devaluation of
Masculinity- "Shifts in popular culture have transformed the role models of
manhood.
Forty years ago we had 'Father Knows Best'; today we have 'The
Simpsons'." As someone who has observed this first hand, Dr. Sax is exactly
right!
The role model of an adult male and what he should be has truly taken a
number of hits over the last few decades.
The combination of these five
factors, he believes, has had a negative effect on the brains of boys,
especially as they are growing and developing.
Fortunately, Dr. Sax also lists
solutions for these issues.
If you have
further immediate concerns regarding your sons or boys you may know, I do
encourage you to invest in his book. There is a great saying that really fits
here and it goes like this, "denial of the facts does not mean they go away."
If Dr. Sax's information and observations are ultimately proven, the
sooner we all will be better off by addressing these challenges. I, personally,
take his views very seriously and, since I work with a variety of teens and
younger males as well, this may prove to be a priceless resource!
Over the years
teaching, coaching and running Success Learning Systems, I have made some of the
same observations.
Dr. Sax has further helped me connect the dots and I look
forward to assisting many more parents, schools and kids overcome this issue.
Tim Law has a business known as Success Learning
Systems (www.successlearningsystems.com)
It is involved with helping entrepreneurs and businesses increase the number of
clients they have with learning the skills necessary to set up joint
ventures/strategic alliances. He may be reached at tlaw5111@gmail.com or at 717-843-5146. As
a longtime educator, he has a passion in helping teens and young adults get more
out of life. To listen's to Tim's audio about this book - click here.
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New Year, New Resolution
Whether it's gaining new insight or losing weight, traveling more or traveling less, New Year's resolutions seem to be on the minds of many.
 Do you have an idea on what you would like to see change once the ball
drops?
Here are a few answers from the kids I recently assisted and asked this question:
"I always feel like it puts so much pressure on people to make
resolutions. I've made them for quite a few years now and this one
might not last but I'll try." ~ Susanne, 18, Hawaii
"I half heartedly make New Year's resolutions every year because I know I'm never going to stick to them. My Dad never does either." ~ Jonathan, 15, Canada
"I'm going to do more community service." ~ Debbi, 14, Oregon
"I'm just going to work the AA program and continue working my program." ~ Shauna, 12, Idaho
"I'm planning on losing 50 pounds this year." ~ Joe, 14, Utah
"I stopped making New Year's resolutions when I was 15. What happened?
'Cause they never used to last longer than the second of January for me or my Mom." ~ Wendy, 18, Texas
"My New Year's resolution is not to get into fear and keep going on with my life." ~ Bill, 17, Colorado
"New Year's resolution is to lose weight and get fit." ~ Dennis, 15, Oregon
"To finish high school and the second would be to dedicate myself to my music." ~ David, 18, California
Now that they have made their resolution, will they be able to stick to it? Well, that's the goal. New Year's Eve has always been a time for looking back to the past, and
more importantly, forward to the coming year and what it may bring. It's a time to reflect on
the changes we want (or need) to make and resolve to follow through on
those changes.
I have decided that this year I will make one a month and just ask of myself to follow it through for the entire month.
Perhaps in that way I may achieve what I desire without feeling I need to keep true to it for 365 days. Less pressure!
Also, the resolutions are not necessarily things I want to do, like volunteer more, or expand my music interests, or have more patience at the airport when traveling. They are things I want to remember as life affirmations. Things to live by.
So - for January 2009 - This month I am going to remember that I cannot have the sweet without the sour. And that is okay.
What's yours? Share it with someone. See what happens!
Dore E. Frances, M.A.
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Summit Preparatory
School featured in December 2008 issue of MONTANA LIVING
Ask any Educational
Consultant and they will tell you that the best way to understand what a
therapeutic program has to offer is to visit it. That is exactly what Dave
Reese, the editor of Montana Living Magazine, did this fall. Dave wanted to get
a clear understanding of what a therapeutic school is all about, so he came out
to Summit Prep and spent a few days learning about our program and our students.
Initially he interviewed Rick and Jan Johnson, co-founders of Summit Prep, and
learned about our vision and how Summit Prep came to be. Dave became intrigued
and asked to spend some more time on campus. He toured our facility, sat in on
classes, talked with both therapeutic and academic staff, and of course visited
with student. He also enjoyed a meal or two prepared by Bernie our "chef
extraordinaire".
The outcome of Dave's visits is presented in an article with
photos featured in the December 2008 issue of Montana Living. You can
view the article on our website - click here
To learn more about
Montana Living go to www.montanaliving.com
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May
this
new
year
bring
many
opportunities
your
way
to
explore
every
joy
of
life.
New Year is the time to bid farewell to the old year and welcome
the coming year. It is the time to forget and get past memories that are
no longer useful or worth pondering upon.
It is the time for new
beginnings and new starts in life.
New Year has a message for each one
of us.
One should let go of the past that has bad memories and accept
what has happened, has happened for some reason.
Instead of clinging
onto your past and things that have gone, it is better to let go.
There is an old saying that goes, "Don't cry because it is over,
smile because it happened".
This essentially means that there is no
use crying over spilt milk. You cannot turn back time and do things that
would benefit you. Accept that some days you are the pigeon and some
days you are the statue. New year is the time of new beginnings. It is
time to start afresh and do things that would make someone else smile.
Make a pledge to make at least one person happy. You will see the
difference it can make in both your lives. The essential message of New
Year is let go off the past and embrace life as it comes to you. You
will be happier and merrier that way.
HAPPY NEW YEAR!
Dore E. Frances, M.A.
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Save 25% Advisory Consultation
A one-time Advisory Consultation may be requested to assist the family. It is
one of the most important decisions you will ever make on behalf of your child.
The Consultant provides a specific service, generally of an advisory nature.
Sometimes parents have done extensive research and only need a few hours
with the Consultant to get an objective view before committing to a decision
for their child's education.
It helps to have an objective, knowledgeable and unbiased
consultant to talk to about the important decisions for your child's
education and future.
January Only: $440 - Save 25% (Normally $550)
Limited and brief telephone
and email communications are a normal part of these services. Lengthy or frequent conversations will be billed
at the hourly rate of $125.
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Offer Expires: January 31, 2009
Call Dore Frances, M.A. at (541) 312-4422 or send an email to dore@dorefrances.com.
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