Students Who Can Really Benefit From Help at the Start of the School Year

September 15, 2011 at 12:24 am Leave a comment

As a psychologist specializing in helping students improve their academic and behavioral experience in school for over 16 years, I have come to identify certain types of students who benefit the most from specialized types of help.  These are students that can make big time improvements at the start of the academic year.

The first type is the student who struggles significantly with homework (which icnreases in amount and  difficulty each year).  This is usually a problem with attention span, task completion, and/or organization.  Problems such as homework taking too long, not being completed, not being turned in, or not being brought home, all fall into this category.

A second type is the child who has to work too hard to get what success they can.  Poor grades and difficulty with testing are typical for this child.  These are children who often can do OK when the work  is done “one-on-one”, but are too distracted in group settings such as the classroom or group activity.

The third type is the student who has significant difficulties with his or her behavior.  They may be getting into trouble frequently, and as a result may even be getting blamed for things that they don’t do.  This behavior may make it hard to make friends (or the right kind of friends) and lead to feelings of isolation.  They can often be held in or punished at recess (further isolation), and may begin to believe that they are troublemakers, or “bad” kids.  The resulting damage to self esteem from this, and the other above patterns, can shape self-fulfilling self-images that are very sad to see develop.

Unfortunately, it may be difficult for parents to see these problems.  They may feel that these problems for their child are “not that bad” or “I had the same problems when I was a child” (do we really want them to carry the same burdens?), or “they will probably grow out of it.”  As parents, we need to be proactive regarding our children’s challenges and protect them for these obstacles, they will learn how to treat themselves from how we treat them with their difficulties.

As we mentioned earlier, many of these difficulties are caused by aptitude deficiencies whihc are quite correctable.  Many of the students with these difficulties suffer from Attention Deficit Disorder (ADD/ADHD), either diagnosed or undiagnosed.  Proper testing and/or treatment of this disorder are critical for these children’s well being.  Many parents also resist testing and treatment because they fear the side effects and rigor of what they believe is the only treatment: medication. This is, unfortunately, still a popular misconception.

Fortunately, there is an alternative to this scenario.  Neurofeedback is a proven, effective, drug and side effect free procedure in which the individual retrains the attention mechanisms of the brain, alleviating the condition.  Once treatment is complete, no further training is necessary.

If you would like more information about Neurofeedback, please contact Dr. Ferrari at his Southern California office, Alta Neuro-Imaging Neurofeedback.

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Entry filed under: ADD Child, ADD Girls, ADD Teenagers, Attention Deficit Disorder, School and ADD. Tags: , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , .

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