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Montreal Centre for Learning Disabilties
offers the following
 Family Workshops
designed & facilitated by Linda
for Parents, Children & Teens
 Parent Strategies Workshops

For Parents Living with Children/Teens with ADHD/LD & Mild ASD

Six weekly sessions (7pm-9pm)  

  • Notch Up your Nurtured Heart� Positivity Parenting with strategies for daily home & school issues.
  • Learn tools for dealing with: home routines, communication, homework, IEP's, anxiety & more.
  •  Bring peace, respect & connection to your family & home.
 Nurtured Heart Approach� Workshops  
"Parenting with Positivity" 

  In 6 weekly sessions
Transform Your Parent-Youth Relationship in Ways You Never Dreamed Possible!       
teen hugging mom
End the yelling & power struggles! 
  • Utilize heartfelt vocabulary that connects to your child/teen's heart.
  • Adopt a lens of "positivity" to SEE & VALIDATE your child. 
  • Correctly download your energy & relationship
  • Transform your youth from the inside out, building self-esteem & resilience.  
* This unique parenting approach will have profound & lasting effects on the nurturing relationship between you & your child/teen & young adult.
Adult ADHD Support Group  
Embrace Your Hidden Treasures  
adhd only blocks  

Six weekly sessions (7pm-9pm) 
  • Empower yourself with Nurtured Heart "positivity" language & attitude.
  • Acquire coping strategies for stress & anxiety reduction, relationship, organization & time management for home & work.
Linda Offers the Following 2015
Family & School Workshops
for Parents, Educators & Students 

   

2 Family HeartMath�  

Anxiety, Stress & Anger Reduction Programs 

  for Children/Teens & their Parents    

 

In Our Programs:   

  • Learn & practice specific emotional management techniques to effectively handle stress & challenges, both at school & at home. 
  • Utilize HeartMath� heart rhythm biofeedback system designed to facilitate acquisition & internalization of the emotional management skills taught in our program sessions.
     
Program 1: Family HeartMath  
Emotional Control Training
 

 

Acquire Faster & More Effective Ways to Reduce
Anxiety & Negative Emotions!  

Learn HeartMath� Tools & Technology to:
 
  • Gain emotional control
  • Increase focus, mental clarity & energy.
  • Establish nurturing coherent communication.
  • Improve relationships at home & school.
  • Increase focus, personal balance & resilience in seconds!
Program 2: Family HearthMath�
TestEdge Program 

 

 

This research-based program helps children/teens increase their capacity to learn & improve their performance on tests.  

 

  • Helps them develop the motivation & focus they need to approach daily classroom learning & test-taking in an optimal-performance state.  
  • Neutralizes performance blocks such as anxiety, frustration, boredom & resignation.
  • Enhances confidence, problem solving & stamina.  
  Areas of Focus:   

 

Stress Smarts: Two positive emotion-refocusing techniques proven to lower stress, test anxiety & increase focus.  

   

Test Smarts: Test-taking skills & strategies for better handling test questions.

 

Nurtured Heart� Approach Teacher Workshops   
"Teaching with Positivity"
  • Learn a set of effective strategies designed for use with challenging, intense students, those with ADHD, LD, ODD, PDD, mood & attachment disorders.   
  • Immediately utilize skills in your respective schools & classrooms.
  • Fosters character building, resilience & self-esteem for all students.
  • Decreases bullying, anger & aggressive behaviour.
  • Enhances your teacher-student relationships.
  • Creates peaceful, respectful schools & classrooms 

Workshops available: Half Day (3 hr) or Full Day (6 hr) & Classroom Observation Offered.  Link

Classroom Theraplay�  
Sunshine Circles Groups
 
   
Social-Emotional Curriculum for Teachers & their Students
(Pre-Kindergarten - Gr. 4) 
  • Experiential, interactive play groups that promote social skills development & classroom management.
  • Bullying DOES NOT EXIST in a Sunshine Circles Classroom.  
  • Designed to help children feel secure, valued & get along with others.

Remarkable connections are produced amongst & between children & teachers. Link

Classroom HeartMath

Stress, Anxiety & Anger Reduction
for all students & those with ADHD. LD & Mild ASD

 

Thousands of students & teachers in schools & universities world-wide are using the Institute of HeartMath's educational programs & methodologies to manage stress, reduce test anxiety, improve learning, strengthen relationships & improve classroom climate.

  • Learn a core set of tools & strategies that become part of meaningful rituals & routines in the classroom & after-school program.

Workshop 1: Being the Resilient Educator- Using HeartMath�

 

A full introduction into the HeartMath system exploring how it can be used in the classroom & one-to-one with students.  Educators will have opportunities to practice with the technologies.

  

Workshop 2: HeartMath� - Working with Students

 

Learn to integrate & apply HeartMath� techniques & tools within the classroom & in one-to-one sessions with students. This session

demonstrates how to use the in-class resources allowing teachers & resource workers to see how HeartMath� is taught & make it easier to continue  follow-up after workshop 1. Link 

 

nh family
June 2015
TacTics Heartfelt Connection
Changing The Lives Of Families Everywhere. 
Success Is The Only Option!

Hello from Linda 
 

  
The sunshine & budding flowers of June joyfully signal that summer is only a heartbeat away. Wishing you all a loving Father's Day and a fabulous, restful 2015 summer holiday! 

With the end of school around the corner, remember that our summer programs are available to Notch Up your skills. Start the school year off with competence & success! Also registration has begun for our Fall Social Skills Groups.  
 
This Heartfelt Connection lists programs, events and articles that will empower and inspire you with tools and strategies to enrich your parenting role and family life. To read past newsletter issues of Heartfelt Connections Click Here  


"Play is your music. Heartfelt words are your lyrics. Together they create a song of connection that inspires & nurtures your child's heart."  

 

Linda Aber      
 
  
Theraplay� Family Social Skills Groups 
ADHD, LD & Mild ASD
  
Register Now for July & August Boot Camp  
Social Skills Sessions 

Tuesday-Thurday
July
7th-9th & 14th-16th 
August 4th-6th & 11th-13th
           
Children/Teens & their Parents!
Participate Together 
Learning Life Skills
for Home & School Success!   
 

Families learn:
  • Attachment-based Nurtured Heart communication to utilize at home & share at school.
  • Theraplay activities, visual cognitive behavioral concepts, social stories & group discussions.
  • Emotional self-regulation & friendship skills. 
  • Perspective taking, flexible thinking & problem solving skills.

 Monthly    
Parent Support Group   
Educate, Support & Connect!
circle of paper friends  

Thursday, July 9th  

 

Join Us for the film

 

F.A.T. City
(Understanding Frustration, Anxiety & Tension)
with Richard Lavioe

 7:00 pm - 9:00 pm
for MCLD members
 who have children/teens
 & young adults  
with ADHD/LD & Mild ASD

Seating Limited to 25 Members 

Contact Linda (514) 487-3533514  

  • Our group is a place of safety, support & connection where parents can share everyday successes, home & school issues, plus learn new skills.
  • Each monthly session will include either Chapter Chat guest speakers, group discussions, or dvd's on ADHD/LD topics of interest such as parenting, dealing with school issues, bullying and social skills. 
 

Second Language Learning and Special Needs Students (Part 1)

 

by Elizabeth Shoiry, M.Ed.,Neuropsychologist

 

(This article is the first part of a two part discussion on second language learning. Part 2 will present information in order to access  

English language instruction.)

 

After giving a presentation on learning disabilities and attention deficit hyperactivity disorder (ADHD), a mother asked me to review her daughter's psychological report. Her daughter who was five years old at the time of the assessment was diagnosed with ADHD, however her mother believes that her daughter's continued learning and behavioral challenges are not fully explained by the ADHD diagnosis. Her daughter continues to struggle academically and behavioral plus emotional symptoms are surfacing.

  

A review of the assessment raised a number of serious concerns. The most troubling was that the student was diagnosed with ADHD despite being

immersed in a second language learning environment having little or no prior knowledge of the second language. Because everyone can show signs of ADHD behaviors at one time or another depending on the imposing environmental demands, there may be other conditions that might better explain the student's learning and/or behavioral challenges. We know that 

difficulties learning in a second language environment may give rise to symptoms that are consistent with ADHD. These symptoms may include distractibility, fidgety behaviors, lack of focus, difficulty paying attention and perhaps even oppositional behaviors. It may well be that the student has a co morbidity of ADHD, however, there was no evidence that the psychologist explored other potential conditions that could better explain the student's learning challenges, despite having observed difficulties with speech articulation and pronunciation of certain sounds, knowing that the student's mother-tongue and predominant home languages differ from the language of instruction, and that the student was undergoing speech and language therapy.  

  

In another but similar situation, the parents of a 10 year old boy consulted with me because their son's school team felt that the child's learning challenges stemmed from his inability to focus and pay attention in class. His teachers and school psychologist strongly recommended a psychological evaluation to affirm the presence of ADHD. During the intake interview, the parents informed me that their child was struggling with the French language, despite having French language instruction since kindergarten.


A review of his report card over the past few years, revealed inconsistent grades primarily in his French language subject. His grades fluctuated between 40 to 65 percent, even with the amount of intensive tutoring provided by both his parents and a private tutor. Tutoring took over his life, there was no time to play and now their son was demonstrating significant behavioral problems at home. When his parents informed the school team of these recent behavioral changes, they were told to reduce the amount of tutoring and pressure imposed upon him and to get him tested for ADHD. However, without receiving this extra support his parents felt that their son was doomed to fail academically. 

In addition to the lack of focus and concentration the teacher comments on the report cards included difficulty with reading (decoding), sentence structure, pronunciation and poor French language vocabulary. Upon interviewing the student, his language difficulties were evident, particularly in the area of expressive language. His English language proficiency was good and he reported having a better vocabulary base in English, hence feeling more proficient when communicating in the English language.

  

Given the province's language laws, all students are obligated by law to be educated in the French language if the family does not have eligibility for English language education.  

 

Canada, like many other countries is becoming more and more culturally and linguistically diverse. According to 2011 Census records, one in five people in Canada are born elsewhere in the world. This represents about 20.6% of the population and the vast majority are settling in four Canadian provinces: Ontario, British Columbia, Quebec and Alberta.  Of all the G8 countries, Canada has the highest number of foreign born immigrants as compared to Germany with 13.0% and the United States of America with 12.9%. http://www12.statcan.gc.ca/nhs-enm/2011).

  

This reality along with Quebec's language laws creates serious challenges for special needs students, teachers, educators, parents, and professionals. The majority of today's students in Canada are learning French or English as second languages. However, this reality and the impact of this reality is most often not acknowledged nor understood. Most school systems are not treating these students as second language learners. Instead, these students are expected to learn as fast as monolingual peers whose mother-tongue language is the same as the language of instruction. There is also a belief that all individuals have the capacity to successfully acquire proficiency in a second language in order to succeed academically. If these students don't learn as expected, typically their families are blamed either for not using the language of instruction at home, for putting too much pressure on their child to succeed, and/or for maintaining and encouraging their own culture and heritage. The student's challenges are rarely attributed to lack of instruction, inappropriate instruction, environmental issues in the classroom, the language of instruction or lack of cognitive capacity. Hence, interventions are typically restricted to more of the same, increased exposure to second language learning by way of retention and/or repeated attendance in "welcome" classes, better known as francization classes in the province of Quebec.

  

Assessment of minority or immigrant students is a major concern, not only in Canada, but worldwide particularly where immigration is high. There has been much research on the typical development of language and literacy skills and how potential learning disabilities manifest themselves in the classroom. Research has demonstrated that some students do not have the 

cognitive skills required to learn and succeed in a second language school environment. However, despite the research, evidenced based knowledge and practices in second language acquisition and learning are rarely used in 
the classroom or considered while assessing students. In order to meet the needs of the challenged student in our classrooms, school and assessment practices must change.

  

Professionals must recognize that standardized testing tools based on Canadian, American and/or Canadian Francophone norms are unfair and unreliable and should be used with caution when dealing with students from different linguistic groups. More importantly, they must understand what normal language and literacy development looks like and what cognitive skills are needed in order to recognize potential developmental delays/lags in second language learning and what symptoms are associated with these cognitive limitations. More of the same may not be what the student needs and a diagnosis of ADHD may not fully account for the student's academic and behavioral challenges.  

 

University teaching training programs must teach potential teachers how to teach second language learners and how to recognize potential learning challenges so that more effective and appropriate interventions are put in place.

 

With respect to these two students, it is more than likely that the difficulties they are experiencing in a second language learning environment may be due to cognitive limitations in addition to the presence of ADHD. The fact that both these students have language based difficulties and decoding difficulties, suggests the presence of a language based learning disability (dyslexia), which was totally ignored or dismissed by the professionals.   

 

Students with dyslexia are known to have difficulty acquiring a second language to the proficiency that is needed in order to succeed academically. Unfortunately, if they remain in the second language sector, they will in all likelihood fail and eventually drop out of school. Dyslexia and what is known as "hidden dyslexia" in the literature may only become problematic when studying in a second language and may not surface in the student's predominant or mother tongue language.

If these two students do indeed have dyslexia and they are struggling to acquire the second language, then there may be a neurological basis for their difficulties. With such a profile, they could be entitled to a derogation (graduating from high school without the required French or English language credits) or an exemption to the Charter of the French language, which would allow them to access English language schooling. ADHD alone does not qualify for English language eligibility.

  

Elizabeth is a neuropsychologist who has expertise in the area of assessments, learning disabilities, attention deficit hyperactivity disorder, behavior and autism spectrum disorders. She has a private practice in Montreal and the West Island. You can contact Elizabeth at 514 736-0793 or through email at careershoe@gmail.com


Parenting Adolescents with ADHD:

  Tips & Insights to Ignite Success    

 

by Linda Aber  

 

 

Adolescence is akin to an "out of body experience" - out of a child's body into that of an emerging adult. The teenage years, as emerging adults strive for independence, are jam-packed with joys and challenges. Parents find themselves wondering, "Where did my loving child go?" Often, parents and teens regard one another as aliens, inhabiting the same planet, yet from two different worlds. This transitional stage is enhanced for teens with AD/HD, producing even greater internal upheaval.

 

AD/HD is a neurological condition characterized by underactivity in the prefrontal cortex of the brain, an area responsible for regulating attention, impulse control, motor activity and emotions. It may be diagnosed in childhood and persists throughout the lifespan.

 

AD/HD symptoms include an overall inconsistency, distractibility, the presence of hyperactivity or underactivity (hypoactivity), impulsivity and difficulty delaying gratification. Often, co- existing conditions (known as co-morbidities) complicate the AD/HD diagnosis. Examples of co-morbid conditions are learning disabilities (25-50%), Tourette syndrome (11%), anxiety disorder (37%), depression (28%), bi polar disorder (12%), substance abuse (5- 40%), oppositional defiant disorder (59%) and conduct disorder (22-43%).

 

Typical AD/HD behaviors, similar for girls and boys, include difficulties in controlling emotions, low tolerance for frustration and deficits in executive functioning which facilitate organization, memory and setting priorities. Adolescents tend to display an impaired sense of time and find transitions challenging due to difficulty in shifting mindsets. Their level of alertness throughout the week is inconsistent, and may not be predictable within a given day. Sleep and lack thereof plays a significant role in this. Collectively these behaviours contribute to a possible 4-6 year developmental lag.

 

Treatment is recommended when the clustering, intensity and persistence of symptoms impact on the teen's life. AD/HD symptoms require an overall multi-modal treatment plan. The most effective strategies focus on five major areas: medication for focusing, concentration, social skills training for social competency, psychological help, remedial tutoring and parenting management strategies.  

 

Parents may, on occasion, notice several similarities between teens & toddlers. They both live in a "me" world and interpret the word "no" as negotiable or a choice not to hear it. Both teens and toddlers at times have developed a cluster of brain circuits that may fire off unpredictably. Parents need to understand that during the teen years, there are massive structural changes occurring in their maturing brain. There is a substantial growth of the corpus callosum, a set of nerves connecting all parts of the brain that must work together, critical for executive functioning, consciousness, self-awareness and intelligence. Research reveals that the brain matures by their mid- twenties.

 

What is normal teen age behavior and what is not? Typical teen behaviors (things they do that drive parents crazy) include messy rooms, moodiness, keeping late hours, sleeping in late, extensive use of phone / computer, choice of music, clothing, hair radically different than that of their parents' generation and avoidance of family outings.

 

Serious behaviors that warrant parents' need to take charge include persistent school problems, anxiety, depression, high risk sexual behaviors, drugs / alcohol, and conduct disorder. Anxiety and depression can be present as secondary symptoms due to the daily stress that are the adolescent's experience. This is when they become more at risk for substance abuse.

 

Teens are influenced more by their peers than their parents. They may indulge in risk taking activities without thought of consequences. Although teens may want to work part time to earn extra money, the demands of school can be too much to juggle.

 

Effective Parenting is a Delicate Balance of Nurturance, Structure,  

Consistency, Limit setting & Positive Connection.     

 

Parents play such an important role in the adolescent stage of development. The delicate balance is a dance of knowing when to step in and when not to.

Think of your structure as an expanding corral. When your adolescent displays responsibility and accountability, your corral expands for more autonomy. If s/he displays poor judgement or difficulties, your corral contracts providing safe limit-setting. Here are some tips to enhance your parent-teen relationship.
  • Use a safe tone of voice, gives hugs, use humor, and be playful. This is the glue that preserves and repairs your parent-teen relationship.
  • Enjoy your teen and plan time together whether going for brunch or on special outings.
  • Teens need to be seen for all the positives they do. Recognize their everyday successes - say for example, "I saw you help your brother. You are so kind and compassionate." This helps them recognize their strengths and builds resilience.
  • When they break rules or make mistakes, validate something that they did right. Remember that even in their most difficult moments, they are always doing something right.
  • Teens need to refuel from the everyday hardships of the outside world. Be their safe harbor, their soft place to fall.
  • Use active listening. Before you nag, remind, criticize, advise, chime in, preach, or over-explain say to yourself: "W.A.I.T." or "Why am I talking?" Listen with your heart before you talk.
  • Help them establish daily routines. Your role becomes one of Adviser/Consultant not Dictator.
  • When it's time for a serious talk, pick the right time and place to have a discussion such as a walk, meal or car ride.
  • When you need to impose consequences for inappropriate behavior, do so without obliterating the teen's self-esteem.
  • Consequences should be instructive (to teach them skills they lack) not punitive. Remember to constantly repair and refuel your relationship. Stating, "I believe in you" allows the teen not to lose hope.
  • Know when to rescue. Understand that disappointments are a necessary preparation for adult life. Without these experiences your teen will be ill-equipped for the real world.
  • Don't take it personally when your adolescent appears irritable with you, does not give you eye contact or is not polite. Judge their character on what teachers say, whether they are welcomed by friends, friends' parents, manners towards their grandparents and neighbors.
     

In today's world, the stage of adolescence is getting longer as more young adults live at home with their parents. They need and value your support and mentoring, even when they say they don't or push you away. The words you chose profoundly impact daily interactions and remain etched in your adolescent's mind and heart. Words can either inspire and lift one up to greatness enhancing resilience or pull one down into devastating shame and sadness. Let words of positivity always be your default language. 

 

Parents, it is crucial to acquire skills to self-regulate, to manage your own frustration and anger when your buttons are being pushed. Staying centered on what is important, refueling and taking good care of yourself is vital. Find or create something fun to do and laugh every day in order to reduce your own stress level. Keep reminding yourself that your relationship, what you say and model are key to your adolescent's success.   

 


Linda Aber
is a Certified & Authorized:
Theraplay� Group Specialist 
 Nurtured Heart� Advanced Trainer
HeartMath
Mentor & Practitioner   
Attachment Parent Coach 
Family Life Educator 

For more information or to register for groups 
514 487-3533 or tacticsmtl@yahoo.com  
Family Programs: 
Parents, Children, Teens, Young Adults  
& Adults
  • Parent Coaching  
  • Nurtured Heart ApproachParent Workshops  
  • TheraplaySocial & Thinking Skills Groups
  • HeartMath Parent Workshops
  • HeartMath Family Groups
  • Young Adult Social Skills Groups
  • Adult ADHD Groups
  • Bowling Activities for our Social Skills Group Participants   

  

School Programs:
  • Nurtured Heart Approach�  Workshops for Educators  
  • HeartMath Teacher Workshops
  • Theraplay�  Sunshine Circles (A Classroom Social-Emotional Curriculum) 
     
*Linda is also contracted by Montr�al Centre for Learning Disabilities to facilitate her:
  • Theraplay� Social & Thinking Skills Groups
  • Nurtured Heart� Parent Workshops,
  • ADHD/LD Parent Strategies Workshops
  • Monthly Parent Support Group
  • Young Adult Social Skills Groups
  • Adult ADHD Groups

Held at The Queen Elizabeth Health Complex (see newsletter for details)   

Looking forward to our next Heartfelt Connection. We are available by email & phone (514) 487-3533, to register for groups, individual family sessions or to book an appointment. 

Warmly,

 
Linda Aber 
TacTics Resources Services