Psychological Defense Mechanisms Slides Presentation
What Are defense Mechanisms
+Defense mechanisms are unconscious psychological responses
that protect people from feelings of anxiety, threats to selfesteem, and things that they don't want to think about or deal
with.1 First described by Sigmund Freud in his psychoanalytic
theory, defense mechanisms function to protect against anxiety
Credit: <a href=”https://apkbullet.com/”>ApkBullet</a>
Geriatric Counseling Or Gerontological CounsellingBabu Appat
Old age is an age of problems. The deteriorating physical health will give rise to a lot of mental problems too. Loss of independence, slackening freedom of movements, a feeling of alienation from the society, loss of beloveds and companions of life, fear of being incapacitated or death may prevail during this time. These problems will produce a lot of changes in the way an individual things. Senile cognitive degradation is another problems. If the person is having other mental illnesses like depression, BPD, manias or phobias, senile dementia, Alzheimer's disease, or sense of being singled out the condition can be worse. Any effort to properly understand an old person's mental and physical conditions and helping him to cope up with these changing conditions is what a counselor can do.
Psychological Defense Mechanisms Slides Presentation
What Are defense Mechanisms
+Defense mechanisms are unconscious psychological responses
that protect people from feelings of anxiety, threats to selfesteem, and things that they don't want to think about or deal
with.1 First described by Sigmund Freud in his psychoanalytic
theory, defense mechanisms function to protect against anxiety
Credit: <a href=”https://apkbullet.com/”>ApkBullet</a>
Geriatric Counseling Or Gerontological CounsellingBabu Appat
Old age is an age of problems. The deteriorating physical health will give rise to a lot of mental problems too. Loss of independence, slackening freedom of movements, a feeling of alienation from the society, loss of beloveds and companions of life, fear of being incapacitated or death may prevail during this time. These problems will produce a lot of changes in the way an individual things. Senile cognitive degradation is another problems. If the person is having other mental illnesses like depression, BPD, manias or phobias, senile dementia, Alzheimer's disease, or sense of being singled out the condition can be worse. Any effort to properly understand an old person's mental and physical conditions and helping him to cope up with these changing conditions is what a counselor can do.
UNIT-VII model and methods of rehabilitation.pptxanjalatchi
Models assist understanding by allowing one to examine and think about something that is not the real thing, but that may be similar to the real thing. People use a variety of models to obtain a clearer understanding of a problem or the world around them. Such models include physical models, three-dimensional graphical models, animal models of biological systems, mathematical or ideal models, and computer models. When relationships are highly complex, however, as they are in rehabilitation processes and other areas of human endeavor, it is seldom possible to develop models that are quantitatively predictive. Nevertheless, it is often possible to establish rough relationships between various variables that are observabl
It talks about Understanding the learning disabilities. It also discuss on Characteristics of Learning Disability, meaning, Dyslexia, Dysgraphia, Dyscalculia, Dyspraxia, Dysphasia, Aphasia, Central Auditory Processing Disorder, Visual Processing Disorder, IQ achievement discrepancy model, Approaches to identifying children with disabilities, ROLE OF TEACHERS IN MANAGING STUDENTS WITH LEARNING DISABILITIES
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "The Nature of Stress".
این پاورپوینت در کارگاه توانبخشی عملکردهای اجرایی توسط دکتر فرهنگ دوست ارائه شده است. برای مشاهده دیگر مطالب ارائه شده در این زمینه به وب سایت فروردین مراجعه فرمایید.
www.farvardin-group.com
A majority of children with disabilities that negatively impact church attendance and participation suffer from “hidden disabilities”…serious emotional, behavioral, developmental and neurologic conditions with no outwardly apparent symptoms. Most can be successfully included in children’s ministry activities and served through a family ministry approach without the need for “buddies” or the creation of a “special needs ministry.” In this workshop, participants will identify strategies to overcome common barriers to inclusion of kids in children’s ministry with conditions including ADHD, anxiety disorders, autism spectrum disorders, mood disorders, learning disabilities and trauma, and apply family ministry principles to promoting spiritual growth among children with hidden disabilities and their siblings.
Seven Strategies for Promoting Mental Health Inclusion in the Local ChurchStephen Grcevich, MD
Dr. Grcevich shares seven strategies ministry leaders might consider for helping children, adults and families impacted by mental illness overcome common barriers to church attendance. Presentation from Mental Health Ministry in the Local Church Conference, Ironbridge Baptist Church, Chester, VA
UNIT-VII model and methods of rehabilitation.pptxanjalatchi
Models assist understanding by allowing one to examine and think about something that is not the real thing, but that may be similar to the real thing. People use a variety of models to obtain a clearer understanding of a problem or the world around them. Such models include physical models, three-dimensional graphical models, animal models of biological systems, mathematical or ideal models, and computer models. When relationships are highly complex, however, as they are in rehabilitation processes and other areas of human endeavor, it is seldom possible to develop models that are quantitatively predictive. Nevertheless, it is often possible to establish rough relationships between various variables that are observabl
It talks about Understanding the learning disabilities. It also discuss on Characteristics of Learning Disability, meaning, Dyslexia, Dysgraphia, Dyscalculia, Dyspraxia, Dysphasia, Aphasia, Central Auditory Processing Disorder, Visual Processing Disorder, IQ achievement discrepancy model, Approaches to identifying children with disabilities, ROLE OF TEACHERS IN MANAGING STUDENTS WITH LEARNING DISABILITIES
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "The Nature of Stress".
این پاورپوینت در کارگاه توانبخشی عملکردهای اجرایی توسط دکتر فرهنگ دوست ارائه شده است. برای مشاهده دیگر مطالب ارائه شده در این زمینه به وب سایت فروردین مراجعه فرمایید.
www.farvardin-group.com
A majority of children with disabilities that negatively impact church attendance and participation suffer from “hidden disabilities”…serious emotional, behavioral, developmental and neurologic conditions with no outwardly apparent symptoms. Most can be successfully included in children’s ministry activities and served through a family ministry approach without the need for “buddies” or the creation of a “special needs ministry.” In this workshop, participants will identify strategies to overcome common barriers to inclusion of kids in children’s ministry with conditions including ADHD, anxiety disorders, autism spectrum disorders, mood disorders, learning disabilities and trauma, and apply family ministry principles to promoting spiritual growth among children with hidden disabilities and their siblings.
Seven Strategies for Promoting Mental Health Inclusion in the Local ChurchStephen Grcevich, MD
Dr. Grcevich shares seven strategies ministry leaders might consider for helping children, adults and families impacted by mental illness overcome common barriers to church attendance. Presentation from Mental Health Ministry in the Local Church Conference, Ironbridge Baptist Church, Chester, VA
This workshop helps ministry leaders to recognize situations when anxiety represents a barrier to participation in Awana activities and develop strategies for welcoming and including kids with all types of anxiety into your programming.
I use Key Ministry as an illustration of how God can use our life experiences and circumstances to prepare us for highly specific ministry assignments. We’ll discuss ways of discerning plans God might have for each of us to serve in His Kingdom, examine some common barriers that prevent us from pursuing the plans that God may have for us, and explore ways that we can encourage and support one another in fulfilling the roles for which God has prepared us.
Six "Key" Strategies...Operating Principles for Key Ministry Stephen Grcevich, MD
During March, 2013 we shared six "Key" strategies...operating principles and approaches that have provided a framework for our staff and volunteers when unexpected ministry opportunities arise.
Each strategy SUPPORTS the mission, vision and values of our organization…and are subject to change when they no longer fulfill their purpose. Each strategy is grounded in Biblical principles. Each strategy is synergistic with every other strategy. They all serve the purpose of helping to maximize the impact of the human and financial resources God has entrusted to our stewardship at Key Ministry.
This workshop is designed to help Awana leaders and volunteers develop strategies for serving kids at risk for behaving aggressively during ministry activities.
Mental Health Inclusion Ministry...The Mission Field Just Outside Your DoorStephen Grcevich, MD
In this keynote presentation from the Mental Health Ministry in the Local Church conference, Dr. Grcevich discusses the need for intentional outreach to families impacted by mental illness, and introduces seven barriers to church attendance for children and adults with common mental health conditions and their families.
There’s this kid…Including kids with emotional, behavior and developmental ch...Stephen Grcevich, MD
One in five kids in the U.S. meet criteria for at least one mental health disorder, one in four experience a traumatic event by age 16, and a majority of the one in 68 kids diagnosed with autism spectrum disorders have average to high intelligence. For many, the environments in which we “do church” present subtle, but very real barriers to participation for kids with mental illness, trauma or developmental disabilities and their families. In this session, we’ll help Awana leaders identify potential pitfalls to kids with common disabilities becoming involved and staying involved with ministry, while exploring ideas for welcoming and including ALL kids in your ministry…many who may not otherwise have the opportunity to experience the hope of Christ.
In this presentation, Dr. Grcevich identifies eight barriers families often encounter in attending church when kids experience emotional or behavioral challenges and shares practical ideas for pastors, church staff and volunteers looking to help families overcome the barriers.
The “Three A’s”…ADHD, Anxiety, Asperger’s Disorder: Overcoming Barriers to S...Stephen Grcevich, MD
In this presentation, we'll explore the functional impairments associated with ADHD, anxiety disorders and Asperger's Disorder in children and teens and share practical ideas for addressing the challenges each condition poses to "doing church" for affected kids and their families.
Steve relates our current understanding of brain functioning in kids and teens with ADHD with strategies to help them have a great Awana experience and overcome unique obstacles to spiritual growth.
Presentation offered for students at Kenston High School addressing possible mental health impacts of the college application process and considerations for students with existing mental health conditions as they begin the transition to college.
Kids with a history of aggressive behavior can generally be included in children’s ministry programming with appropriate forethought and training. In this workshop, participants will identify church environments and activities associated with increased risk for aggression, receive tools for disrupting patterns of behavior in children with the potential to lead to aggression, review communication strategies with parents after an act of aggressive behavior has occurred and discuss ministry alternatives when a child with a history of aggression can’t safely be included at church.
Including Kids and Teens With Mental Illness in the Church and CommunityStephen Grcevich, MD
In my talk, I plan to discuss how the church can do a better job reaching out to, and including kids and teens with mental illness and their families into the church. Mental illness represents (by far and away) the most common category of disabling conditions impacting kids and teens in the U.S. For many, the environments in which we “do church” present subtle, but very real barriers to participation and their families. Existing disability or “special needs” ministries typically don’t serve kids with mental illness in the absence of significant intellectual disability. I’ll discuss Key Ministry’s experiments with alternative ministry strategies and models to help churches effectively share the love of Christ with families of kids with “hidden disabilities.”
Helping Kids With the “3A’s” - ADHD, Anxiety and Asperger’s Disorder to Thriv...Stephen Grcevich, MD
This presentation offers a more in-depth look at the challenges families of kids with ADHD, Anxiety Disorders and Asperger's Disorder encounter in attending church and promoting the spiritual growth of their children.
In this presentation, Dr. Grcevich identifies seven barriers families often encounter to attending church when kids experience emotional or behavioral challenges and shares practical ideas for pastors, church staff and volunteers looking to help families overcome the barriers.
Seattle Girls' School Parent and Guardian Series: Priming Your Girls for SuccessRosetta Eun Ryong Lee
2 Hour Session Delivered to Parents and Guardians of Seattle Girls' School. Learn what brain science, gender research, and educational psychology has to say about raising girls primed to learn and be successful in school. What can you do as parents, guardians, and other support adults?
Chandra FarmerEDUC 6358-Strategies for Working with Diverse Ch.docxbartholomeocoombs
Chandra Farmer
EDUC 6358-Strategies for Working with Diverse Children
September 6th, 2022
Week 1/Post 1: Formulating Goals
1.
The two professional goals you developed related to anti-bias education and your work in an early childhood setting.
· Goal 1: Developing relationships to form inclusive communities in the classroom
· Goa1 2: Develop an awareness of how unconscious bias can impact the classroom.
2.
The ways in which the readings and media segment from this week have influenced the formulation of your goals. Be sure to support your comments with specific references to and/or examples from the Required Resources.
According to Walden University (2011) “The world today is a world in which children are going to grow up side-by-side with people who are very, very different from them. The notion of growing up in a community of people very much like you is gone” (pg. 1). I also came across a website “
Teaching Tolerance,” where it discussed critical practices for anti-bias education and teacher leadership. This article was about the importance of valuing and embracing multiple perspectives to reach the best and most comprehensive approach to leadership. The author suggests teacher leaders reflect on what they still don’t know and need to learn about something to seek out professional development for growth in those areas; the author really promotes the idea of having self-awareness to diminish bias and become culturally aware in teacher leader practices (Learning for Justice, 2022). Both the “Walden and Teaching Tolerance” sources are about the road and progression to becoming an anti-bias educator.
3.
The ways in which the implementation of these goals will help you to work more effectively with young children and families.
I aspire to be an anti-biased channel in which students will experience culture in a vast and more comprehensive way. Children’s experiences in education should teach the four goals of anti-bias education (i.e., identity, diversity, justice, and activism) and promote the ultimate goal of equality and social equity for all (NAEYC, n.d.). I am, the compilation of everything experienced in my life. With this, we are constantly growing, changing, adapting new view and discarding others. Each experience builds on the last to continue to reinforce the structure you are each day. As future educators, it is our job to be the future of knowledge. What we say, do, actions we take directly reflect what our students see. Choose your curriculum wisely, but choose your words even more carefully. Take the wealth of knowledge you and only your life has accumulated and share it with each class you have the chance to influence. Be the spark of change and the advocate to every child that walks through your door.
4.
Challenges you might encounter on your journey to become an early childhood professional who understands and practices anti-bias education.
Cult.
Including kids in your ministry who struggle with anxietyKey Ministry
This presentation from Dr. Steve Grcevich looks at common signs and symptoms of anxiety in kids, how the environments in which we "do ministry" create barriers to church participation when kids have anxiety disorders, and examines the potential impacts of anxiety on spiritual development in kids.
Evidence Based Practices to Reduce Challenging BehaviorTACSEI
Evidence Based Practices to Reduce Challenging Behavior
Lise Fox
Opening Minds Conference of the Chicago Metro AEYC
Presented January 28, 2010
Description: What are the essential characteristics and support structures that programs and practitioners need in place to be evidence based practitioners? How can you promote social development in preschool children with and without disabilities? Learn about best practices, where they come from, and the approaches you can take to change children's challenging behavior.
Similar to Helping Kids With Hidden Disabilities at Church (20)
Slides from Lunch and Learn Lectures by Stephen Grcevich, MD, sponsored by Stark County MHAR Board, August 2023.
Videos may be found here:
https://vimeo.com/853034484
https://vimeo.com/856856675
https://vimeo.com/863669380
Helping Patients Through ADHD Medication Shortages and Discontinuation Grcevi...Stephen Grcevich, MD
In this presentation, Dr. Stephen Grcevich will identify reasons for current shortages of immediate and extended-release Adderall, examine implications of the “authorized” Concerta generic being discontinued in January 2023 and discuss treatment options for patients who are unable to access ADHD medications on which they have been stabilized.
Understanding DMDDTreating kids with protracted anger outbursts and irritabi...Stephen Grcevich, MD
Learning Objectives:
Examine why DMDD was established as a stand-alone diagnosis in DSM-5, review the diagnostic criteria for DMDD, along with the differential diagnosis from other common conditions and explore what we know about treating kids with DMDD
Evaluation and Treatment of Anxiety Disorders in Children and TeensStephen Grcevich, MD
This presentation will familiarize prescribers with signs, symptoms of anxiety disorders in children and teens, examine pivotal studies comparing the impacts of medication vs. psychotherapy in treatment of kids with anxiety, compare the benefits and risks of FDA-approved and “off-label” medications used to treat pediatric anxiety disorders and explore recent data comparing advantages, disadvantages of specific SSRIs used to treat anxiety in children, teens
Participants will explore the prevalence of psychotic experiences among kids with mental health concerns and kids in the general population, discuss the differential diagnosis of psychotic symptoms in children and youth, examine the relationship between hallucinations and suicidal behavior in youth and review the appropriate psychiatric and medical workup for youth with psychotic experiences
Grcevich Thoughtful Child Psychopharmacology in the Summer.pptxStephen Grcevich, MD
Participants will explore a model for medical decision-making in adjusting medication regimens in children and teens being treated for common mental health conditions during the summertime, identify issues and concerns unique to summer that may impact prescribing decisions and explore the rationale for “structured treatment interruptions” of pharmacotherapy during the summer, with a focus on medication for ADHD
Dr. Steve Grcevich's slide set from event hosted by the student ministry staff at Cuyahoga Valley Church, Broadview Heights Campus. The slide set addresses questions regarding the impact of COVID on teen mental health, possible causes for the increased rates of mental health disorders reported in this population, signs of anxiety and depression, and eleven simple signs of kids experiencing mental health struggles.
In this presentation, Dr. Steve Grcevich will...
Explore the rationale for regular consideration of deprescribing in children, teens and adults with mental health conditions.
Examine the indications for deprescribing in individual patients.
Consider a process for simplifying complex medication regimens in patients with suboptimal therapeutic benefits and/or unacceptable adverse effects.
Dr. Steve Grcevich's presentation for the suicide prevention webinar offered by Community Health Center of Northeast Oklahoma, March 10, 2021. The presentation includes a series of action steps for pastors and clergy of all faiths to follow to be prepared to respond to attendees with suicidal thoughts, plans or behavior .
Evaluation and Treatment of Bipolar and Related Disorders in Children and Ado...Stephen Grcevich, MD
In these lectures presented by Dr. Stephen Grcevich to child and adolescent psychiatry trainees at Akron Children's Hospital in January 2021, the following objectives were addressed:
Identify critical questions challenging our assumptions regarding treatment of bipolar disorder in kids.
Explore diagnostic challenges associated with comorbidity with other common mental health conditions.
Review key literature evaluating effective pharmacotherapy of pediatric bipolar disorder.
Examine available data on non-pharmacologic treatments in kids with bipolar disorder.
Introduction to Depressive Disorders in Children and AdolescentsStephen Grcevich, MD
These slides accompany the didactic lectures Dr. Stephen Grcevich presented to child and adolescent psychiatry fellows at Akron Children's Hospital in September 2020. Topics covered include:
Session One: Epidemiology, presentation throughout childhood/adolescence, clinical course, risk factors, etiology
Session Two: Evaluation – diagnostic criteria, differential diagnosis, comorbidity, use of rating scales
Session Three: Pharmacotherapy and other medical treatments
Session Four: Non-pharmacologic treatments
Mental Health in a Time of COVID-19: Preparing Faith and Community PartnersStephen Grcevich, MD
Key Ministry’s President & Founder, Dr. Steve Grcevich, co-presented with Kay Warren and former congressman Dr. Tim Murphy for this webinar from the U.S. Department of Health and Human Services. The aim was to help churches and religious leaders of all faiths respond to #mentalhealth support needs arising from #COVID19. Link to video: https://youtu.be/C8Zzgw4ihOg
Including Students with Common Mental Health Conditions at ChurchStephen Grcevich, MD
In this presentation from the 2020 Together Conference, Dr. Grcevich reviews research demonstrating the need for an intentional approach to mental health inclusion at church,
recognizes common barriers to inclusion at church for children, teens and adults with common mental health conditions, explores how a set of mental health inclusion strategies might be applied to potential obstacles in your church and identifies five attributes of a mental health-friendly church
Overcoming Challenges to Spiritual Growth in Children and Teens with ADHDStephen Grcevich, MD
In this presentation from the Together Conference at Mount Paran Church, Dr. Grcevich reviews:
Brain functioning associated with ADHD
Impacts of ADHD upon worship service attendance and involvement in Christian education and other church activities
ADHD inclusion strategies across ministry environments
Common pitfalls to spiritual development for children, teens and adults with ADHD
Practical ideas family members can use to promote spiritual growth in their child, spouse or loved one with ADHD
Neuropsychiatric disorders are the leading cause of disability among persons of all ages in the U.S., and common mental health conditions such as depression, anxiety disorders and ADHD have been demonstrated to significantly impact church attendance. This workshop is designed for any church, pastor, ministry leader, staff member or volunteer interested in becoming more intentional in their outreach to and inclusion of families impacted by mental illness. Participants will be taught to recognize common barriers to church participation for children and adults with common mental health conditions, introduced to a series of strategies for including persons with mental illness into the full range of ministry activities offered by the local church and provided with the resources necessary to initiate a mental health ministry planning process. This is a 3 hour workshop divided into 2 parts.
Recent research from Clemson University demonstrates that families of children and teens with mental health conditions such as depression, anxiety, ADHD, Oppositional Defiant Disorder and Conduct Disorder are significantly less likely than their neighbors to never attend church. In this talk, Dr. Grcevich will outline some basic steps every church can take to minister more effectively with individuals and families impacted by mental illness.
ADHD affects approximately one in ten children and one in twenty adults in the U.S. Children and teens with ADHD and members of their immediate families are significantly less likely to ever set foot in a church. In this workshop of interest to ministry leaders, family members and professionals, Dr. Stephen Grcevich will discuss the differences in brain functioning seen in persons with ADHD, explain how the condition impacts participation in worship services, Christian education and other common church activities, identify common pitfalls to spiritual development, share useful strategies for including persons with ADHD into church programming and provide practical ideas family members can use to promote spiritual growth in their child, spouse or loved one with ADHD.
Why Families of Kids With Mental Illness Don’t Attend Church - And How Counse...Stephen Grcevich, MD
In this presentation from the 2019 American Association of Christian Counselors National Conference Dr. Grcevich examines the relationship between the presence of mental health conditions in children and adolescents and family church attendance, reviews seven common barriers to church attendance and ministry participation for families of children with common mental health disorders and introduces a range of approaches counselors might employ in supporting clients with church participation and churches in their ministry with families impacted by mental illness.
Evaluation and Treatment of Children and Adolescents With Sleep DisordersStephen Grcevich, MD
In this presentation from Child and Adolescent Behavior Health in Canton OH, Dr. Stephen Grcevich discusses evaluation and treatment of insomnia in children and teens in an outpatient psychiatric treatment setting. Viewers will review guidelines describing “normal” sleep in children and teens, explore common causes of sleep disturbance in the pediatric population, address treatment of sleep issues associated with common psychiatric conditions in children and teens and be presented with an approach to addressing concerns with insomnia in clinical practice.
Link to video: https://www.slideshare.net/drgrcevich/evaluation-and-treatment-of-children-and-adolescents-with-sleep-disorders
Lesson 9 - Resisting Temptation Along the Way.pptxCelso Napoleon
Lesson 9 - Resisting Temptation Along the Way
SBs – Sunday Bible School
Adult Bible Lessons 2nd quarter 2024 CPAD
MAGAZINE: THE CAREER THAT IS PROPOSED TO US: The Path of Salvation, Holiness and Perseverance to Reach Heaven
Commentator: Pastor Osiel Gomes
Presentation: Missionary Celso Napoleon
Renewed in Grace
The Chakra System in our body - A Portal to Interdimensional Consciousness.pptxBharat Technology
each chakra is studied in greater detail, several steps have been included to
strengthen your personal intention to open each chakra more fully. These are designed
to draw forth the highest benefit for your spiritual growth.
In Jude 17-23 Jude shifts from piling up examples of false teachers from the Old Testament to a series of practical exhortations that flow from apostolic instruction. He preserves for us what may well have been part of the apostolic catechism for the first generation of Christ-followers. In these instructions Jude exhorts the believer to deal with 3 different groups of people: scoffers who are "devoid of the Spirit", believers who have come under the influence of scoffers and believers who are so entrenched in false teaching that they need rescue and pose some real spiritual risk for the rescuer. In all of this Jude emphasizes Jesus' call to rescue straying sheep, leaving the 99 safely behind and pursuing the 1.
Exploring the Mindfulness Understanding Its Benefits.pptxMartaLoveguard
Slide 1: Title: Exploring the Mindfulness: Understanding Its Benefits
Slide 2: Introduction to Mindfulness
Mindfulness, defined as the conscious, non-judgmental observation of the present moment, has deep roots in Buddhist meditation practice but has gained significant popularity in the Western world in recent years. In today's society, filled with distractions and constant stimuli, mindfulness offers a valuable tool for regaining inner peace and reconnecting with our true selves. By cultivating mindfulness, we can develop a heightened awareness of our thoughts, feelings, and surroundings, leading to a greater sense of clarity and presence in our daily lives.
Slide 3: Benefits of Mindfulness for Mental Well-being
Practicing mindfulness can help reduce stress and anxiety levels, improving overall quality of life.
Mindfulness increases awareness of our emotions and teaches us to manage them better, leading to improved mood.
Regular mindfulness practice can improve our ability to concentrate and focus our attention on the present moment.
Slide 4: Benefits of Mindfulness for Physical Health
Research has shown that practicing mindfulness can contribute to lowering blood pressure, which is beneficial for heart health.
Regular meditation and mindfulness practice can strengthen the immune system, aiding the body in fighting infections.
Mindfulness may help reduce the risk of chronic diseases such as type 2 diabetes and obesity by reducing stress and improving overall lifestyle habits.
Slide 5: Impact of Mindfulness on Relationships
Mindfulness can help us better understand others and improve communication, leading to healthier relationships.
By focusing on the present moment and being fully attentive, mindfulness helps build stronger and more authentic connections with others.
Mindfulness teaches us how to be present for others in difficult times, leading to increased compassion and understanding.
Slide 6: Mindfulness Techniques and Practices
Focusing on the breath and mindful breathing can be a simple way to enter a state of mindfulness.
Body scan meditation involves focusing on different parts of the body, paying attention to any sensations and feelings.
Practicing mindful walking and eating involves consciously focusing on each step or bite, with full attention to sensory experiences.
Slide 7: Incorporating Mindfulness into Daily Life
You can practice mindfulness in everyday activities such as washing dishes or taking a walk in the park.
Adding mindfulness practice to daily routines can help increase awareness and presence.
Mindfulness helps us become more aware of our needs and better manage our time, leading to balance and harmony in life.
Slide 8: Summary: Embracing Mindfulness for Full Living
Mindfulness can bring numerous benefits for physical and mental health.
Regular mindfulness practice can help achieve a fuller and more satisfying life.
Mindfulness has the power to change our perspective and way of perceiving the world, leading to deeper se
The Good News, newsletter for June 2024 is hereNoHo FUMC
Our monthly newsletter is available to read online. We hope you will join us each Sunday in person for our worship service. Make sure to subscribe and follow us on YouTube and social media.
HANUMAN STORIES: TIMELESS TEACHINGS FOR TODAY’S WORLDLearnyoga
Hanuman Stories: Timeless Teachings for Today’s World" delves into the inspiring tales of Hanuman, highlighting lessons of devotion, strength, and selfless service that resonate in modern life. These stories illustrate how Hanuman's unwavering faith and courage can guide us through challenges and foster resilience. Through these timeless narratives, readers can find profound wisdom to apply in their daily lives.
The Book of Joshua is the sixth book in the Hebrew Bible and the Old Testament, and is the first book of the Deuteronomistic history, the story of Israel from the conquest of Canaan to the Babylonian exile.
The PBHP DYC ~ Reflections on The Dhamma (English).pptxOH TEIK BIN
A PowerPoint Presentation based on the Dhamma Reflections for the PBHP DYC for the years 1993 – 2012. To motivate and inspire DYC members to keep on practicing the Dhamma and to do the meritorious deed of Dhammaduta work.
The texts are in English.
For the Video with audio narration, comments and texts in English, please check out the Link:
https://www.youtube.com/watch?v=zF2g_43NEa0
What Should be the Christian View of Anime?Joe Muraguri
We will learn what Anime is and see what a Christian should consider before watching anime movies? We will also learn a little bit of Shintoism religion and hentai (the craze of internet pornography today).
1. Helping Children With Hidden Disabilities
Carrie Lupoli, M.A., M.Ed
Secretary, Board of Directors, Key Ministry
Stephen Grcevich, MD
Director of Strategic Initiatives, Key Ministry
Presented at Parkside Church, Green Campus
Uniontown, Ohio
February 24, 2014
2. A Few Housekeeping Items…
Sticky Notes: Keep Track of Questions!
Ah Ha Moments: Keep Track of them!
3. What‟s the Big Idea?
As a result of this training, Sunday School teachers will understand
that including students with emotional, behavioral and developmental
needs allows more families to participate in the church body
Learning Objectives
Teachers will understand why including children with diverse needs
is important and part of God‟s message for us as Christians
Teachers will understand the basic definitions of “hidden disabilities”
and how they impact learning and socializing in a Sunday school
setting.
Teachers will learn specific strategies that will provide access to
those with diverse needs while benefiting all students in the class
4. This American Life
If the feeling of being accepted and included is so
powerful in an “anonymous” subway, how much
more powerful must it be in the classroom?
What does this make you think about with regards
to why including others is so important?
8. What about kids who lack physical or intellectual
disabilities, but struggle in our church environments?
9. What are “hidden disabilities?”
Hidden disabilities are significant
emotional, behavioral, developmental or
neurologic conditions lacking outwardly
apparent physical symptoms.
It‟s not a “hidden disability” if you can
recognize it in a still photograph of the
child.
10. “It is our culture that disables.”
“When one is disabled, the problem is not really
that they have impairments and social skill
deficits. The issue at stake is that they live in an
„ableist‟ culture that rarely affords them the
space or opportunity to make their unique
contribution to society and does not lift up the
value of choosing them as friends.”
Ben Conner…Amplifying Our Witness (2012)
Kids with “hidden disabilities” are often disabled in
some, but not all environments…
12. Why should serving kids with hidden
disabilities be a priority?
22% of U.S. kids have one (or more) mental health
disorders
11% of U.S. children between 4 and 17 have been
prescribed ADHD medication
8% of teens have anxiety disorders…less than one in
five are treated
13% of U.S. kids have at least one developmental
disorder
One child in 88 in U.S. has an autism spectrum
disorder…the majority have average to superior
intelligence
Carter, AS et al. J. Am Acad. Child Adolesc Psychiatry 2010;49(7): 686-698
Visser et al. J Am Acad. Child Adolesc Psychiatry 2014;53(1): 34-46
http://www.nimh.nih.gov/health/publications/anxiety-disorders-in-children-and-adolescents/index.shtml
Boulet, SL, Boyle CA, Schieve, LA. Arch Pediatr Adolesc Med. 2009;163(1):19-26.
http://www.cdc.gov/ncbddd/autism/data.html
14. What keeps kids with hidden disabilities and their
families from “doing church?”
What keeps them…and their
families from church?
Social isolation
Difficulty with social
communication
Poor impulse control, diminished
capacity for self-regulating
emotions
Sensory processing
Reluctance to self-identify
Often reject help that draws
attention to their differences
Parents with disabilities
Where does she fit at church?
15. Environments…What do we expect kids and
adults to do who attend our church?
Kids
How do people find Parkside Church?
The process of getting to church
Finding their way around at church
Social expectations
Worship experience (crowds, noise,
lighting, color, seating)
Age-appropriate Christian education
Small group participation
Special events (VBS, retreats, mission
trips)
Service activities
Multi-family activities
Adults
16. What might get in the way of these families becoming
(or staying) involved at Parkside Church?
Family #1
Family #2
A single mom moves to your
community with her eleven year-old
daughter and eight year-old son. The
boy (completely neurotypical) has a
great time at Parkside‟s VBS when
invited by a friend, and wants to
come to church every week. His
eleven year old sister has untreated
separation anxiety disorder, and the
mom struggles with panic attacks,
social anxiety and agoraphobia.
An established family is led to adopt a
five year old boy from an orphanage in
the Ukraine. While typical in
appearance, he is prone to darting
from classrooms and running from the
building. He experiences frequent
anger outbursts, talks back to his
Sunday school leaders, and will
punch/kick other children when he
can‟t have his way. He is prone to
protracted meltdowns during transitions
from one activity to another.
17. ”Behold, children are
a heritage from the
Lord, the fruit of the
womb is a reward.”
- Psalm 127:3
19. A Walk in the Rain with a Brain
By Edward Hallowell M.D.
20. Three times I pleaded with the Lord to take the thorn
away from me. But he said to me, “My grace is sufficient
for you, for my power is made perfect in weakness.” Therefore
I will boast all the more gladly about my weaknesses, so
that Christ’s power may rest on me. That is why, for
Christ’s sake, I delight in weaknesses, in insults, in
hardships, in persecutions, in difficulties. For when I
am weak, then I am strong.
2 Corinthians 12: 8-10
21.
22. F.A.T. City
How Difficult Can This Be?
The F.A.T. City Workshop—Understanding
Learning Disabilities
25. Explicit Directions
Research indicates that the first step teachers
need to take to motivate all the students to get on
task is to make sure that the students know
exactly how they are to behave in any activity they
engage in, be it a transition from one activity to
another, entering or leaving the classroom,
receiving direct instruction, working in groups, etc.
(Riegler & Baer,1989; Walker & Walker, 1991).
26. Common Issues
Ineffective
Unclear
“I need everyone to work
on your assignment”
“I want everyone to take
your chairs to your study
group and wait for my
directions”
I want you to begin
working with your
partners on page 14”
Not a strong teacher
voice
Forgets to Check for
Understanding
All students to start
following directions
before teacher is ready
for them to do so
27. Positive Narration
Teachers who provide effective positive feedback
can reduce disruptive behavior by over 30%
(Stage & Quiroz, 1997). In order to be effective,
the positive feedback needs to be:
Provided immediately after the students engage
in the desired behavior
Provided in recognition of the specific behavior
the students are engaging in
Provided frequently to students throughout the
period or day
28. Rewards and Consequences
“A refusal to correct is a refusal to love; love your
children by disciplining them.”
Proverbs 13:24 The Message
When used effectively, disciplinary consequences
reduce disruptive behavior at all grade levels
(Marzano, et al., 2003)
29. Possible Hierarchy-Color System
Purple: Earn 2 tickets at the end of class
Blue: Earn 1 ticket at the end of class
Green: 0 tickets, try again next week!
Yellow: Move to another part of the room
to refocus
Orange: Time out in another room
Red: Parents come to pick up early
30. What to stay away from
Teacher Nag
Rhetorical Questions
Threaten
Anger/Frustration
33. THINK PAIR SHARE
Individually take the test, you will see that within the
test there are ideas for many strategies to help
support struggling students (THINK)
After you take the test, compare your answers with a
peer (PAIR)
The
“Yes”
Test
Discuss with the group, ideas this makes you think
of, changes you want to make to your classroom,
etc. Be ready to share ideas as a whole group
(SHARE)
34. John 9: 1-3
Healing the Man Born Blind
As He passed by, He saw a man blind from birth. And
His disciples asked Him, "Rabbi, who sinned, this man or
his parents, that he would be born blind?"
“Neither this man nor his parents sinned,” said Jesus, “but
this happened so that the work of God might be
displayed in his life.”
35. Domains of functional impairment in
kids…impacts on spiritual growth?
Executive functioning (impulse control, working
memory, emotional self-regulation,
reconstitution) Prototype: ADHD (mood
disorders, intellectual disability, autism
spectrum disorders, trauma)
Social communication
Prototype: autism (Asperger‟s Disorder)
Propensity to misperceive risk
Prototype: anxiety disorders
36. Executive functioning: Spiritual growth
challenges
Child
Teenager
Weekend
Worship:
•Difficulty sitting in worship service
•Attention highly interest-dependent
•Environmental stimulation taxes cognitive
resources needed for self-control
•Sleep problems impact AM church attendance
•Communication needs to be crisp, engaging
•Procrastination results in lots of unfinished
schoolwork on Sunday
Church
Activities:
•Self-control more difficulty in noisy,
chaotic environments (VBS)
•Unreliable at bringing information home
•More difficulty preparing for activities
outside typical routine
•Action-oriented …“doing while talking”
•More difficulty avoiding negative
influences…risk-taking, struggle with self-denial
•Time management may affect
participation…they show up late
Spiritual
Disciplines
•More difficulty praying quietly
•More difficulty memorizing Scripture
•Better with active disciplines
•Prone to seek peak religious experiences
•Roller-coaster spirituality
•Inconsistent with spiritual disciplines
Growing in
faith at
home:
Kids with ADHD may learn better when
1:1 with parents
Expose teens to service opportunities
Share personal experiences with them
Encourage spiritual relationships outside home
37. Social communication difficulties: Spiritual
growth challenges
Child
Weekend
Worship:
Teenager
May struggle to process body space
issues in large group worship
More difficulty navigating social aspects of church
Less likely to be invited to church (few friends)
May not grasp when their behavior
might annoy others
Church
Activities:
Transitions, social expectations in
church environments problematic
May be easily irritated by peers
Spiritual
Disciplines
May lack sensitivity to others
Prone to mechanical spirituality
Growing in
faith at home:
Parents may struggle to engage
child in spiritual discussions
Difficulty with abstract concepts
• Difficulty picking up social cues in small groups
• Very sensitive to teasing/rejection by peers
• Negative perceptions of church (once formed)
difficult to change
•Reluctant to experiment with new spiritual
practices, disciplines,
•Prone to legalism
•Avoidant of group disciplines
Difficulty engaging in family service experiences
Conflicts around church attendance may follow
negative experiences with peers
38. Kids who misperceive risk: Spiritual growth
challenges
Child
Teenager
Weekend
Worship:
•Difficulty separating from parents
•Visiting unfamiliar church is
challenging
•Reluctant to attend without friends
•Uncomfortable with attention of group
•Transitions between age-group ministries difficult
Church
Activities:
• Reluctant to read Scripture aloud
• Reluctant to participate actively
• Avoids plays, performances
•Self-disclosure in small groupschallenging
•Unfamiliar places, experiences
threatening…retreats, mission trips
Spiritual
Disciplines
•Negativemisperceive who God is…
•Public prayer, process of
confession challenging in some
traditions
•More prone to ritualism
•Prone to doubting salvation
•Group disciplines more challenging
Growing in
faith at home:
Parents can model faith, practicing
disciplines as a positive coping
strategy
Parents can sensitively expose teens to new
spiritual experiences
39. General ministry principles with families of
kids with “hidden disabilities”
You don‟t need a “program” to minister
effectively
Kids with hidden disabilities don‟t think of
themselves as “disabled” or “special
needs”…nor do most parents
Most kids won‟t need “buddies”
Defining the “win”…Whenever a child with a
disability or a family member experiences a
meaningful encounter with a local church
40. Four things your church can do to reach
families of kids with hidden disabilities…
You can‟t wait for them to come to you!
Train children‟s/youth staff, volunteers in
strategies promoting positive church
experiences
Consider your ministry environments!
Focus on inclusion in activities your church
has found critical for spiritual growth
41. Takeaway Reflections…
Why is it important to include students with
hidden disabilities in our Sunday School
Classrooms?
What are some things you are going to commit
to doing in your classroom?
What questions do you still have?
42. Additional Resources:
Resource page on ADHD and spiritual development (includes video from Dr. Russ
Barkley) http://drgrcevich.wordpress.com/teaching-series-adhd-and-spiritualdevelopment/
Resource page on anxiety and spiritual development
http://drgrcevich.wordpress.com/resource-page-anxiety-and-spiritual-development/
Resource page on Asperger‟s Disorder and spiritual development (includes video of
2012 Children‟s Ministry Web Summit presentation)
http://drgrcevich.wordpress.com/resource-page-anxiety-and-spiritual-development/
Resource page on Pediatric Bipolar Disorder (includes link to 2010 Grand Rounds
presentation at Children‟s Hospital Medical Center of Akron)
http://drgrcevich.wordpress.com/pediatric-bipolar-disorder-a-guide-for-childrens-andyouth-pastors-and-volunteers/
The Mission Field Next Door (2011 Inclusion Fusion presentation with Katie
Wetherbee) http://youtu.be/PshzmYircCo
43. Key Ministry provides knowledge,
innovation and experience to the
worldwide church as it ministers to
and with families of children
impacted by mental illness, trauma
and developmental disabilities.
44. Stay in Touch!
Key Ministry Website: http://www.keyministry.org
Church4EveryChild…Key Ministry Blog: http://drgrcevich.wordpress.com
Live and Learn Asia…Carrie Lupoli‟s Blog: http://liveandlearnasia.blogspot.com
http://www.facebook.com/pages/Key-Ministry/116940088329098
http://twitter.com/#!/drgrcevich
http://twitter.com/#!/KeyMinistry
47. What is ADHD?:
ADHD is a neurodevelopmental disorder
characterized by an age-inappropriate degree of
inattentiveness and disorganization, and in some, but
not all instances, impulsivity and hyperactivity
48. Executive functioning as the fundamental
difference in persons with ADHD?
Executive functions describe a set of cognitive abilities
involved in controlling and regulating other abilities and
behaviors.
Necessary in initiating goal-directed behavior, regulating
emotions, delaying gratification, planning future
behavior.
Children with weaknesses in executive functioning have
more difficulty foreseeing outcomes of behavior,
adapting to new situations.
Executive functions…behavioral inhibition, verbal and
nonverbal working memory, emotional self-regulation,
reconstitution
Hathaway WL, Barkley RA. J Psychol Christianity 2003, 22(2) 101-114
49. How might ADHD affect one‟s spiritual life?
Children/teens:
Adults:
Inhibition: sitting through a worship
service
Can I use the computer without
viewing pornography?
Nonverbal working memory:
remembering my Bible when it‟s time
to leave for church
Forgetting to register my kids for the
weekend retreat
The ability to memorize and meditate
quietly upon Scripture
I scream and yell at my spouse and
my kids, overreact when imposing
discipline
Difficulty applying Biblical truths,
wisdom in daily life
Verbal working memory: the ability to
pray silently
Emotional self-regulation:
immediately react negatively to
demands from authority
Planning, problem-solving: I‟m not
going to youth group on Sunday night
because my homework‟s not done.
50. Problems with internalization of faith
arising from ADHD:
Persons with ADHD may have more difficulty
maintaining a spiritually disciplined life
May have more difficulty meditating quietly upon God
More prone to give up on Bible study when it becomes
tedious
More difficulty delaying immediate gratification for
long-term spiritual outcomes
Hathaway WL, Barkley RA. J Psychol Christianity 2003, 22(2) 101-114
51. Problems with stability of spiritual
growth arising from ADHD:
Greater vulnerability to negative environmental influences
More likely to have intense spiritual experiences at VBS,
camp, mission trips that fade when spiritual context is gone
More prone to “roller-coaster” spirituality
Miss out on volunteer, service opportunities if perceived as
undisciplined, disorganized
Drawn to religious contexts that are more participatory,
action-oriented, relational
Hathaway WL, Barkley RA. J Psychol Christianity 2003, 22(2) 101-114
52. Ministry strategies for persons with ADHD:
Environments
Children/teens:
Registration/sign-in needs to be
orderly
Staffing for transition times
before/after services
Engaging, not overwhelming
Is signage, direction clear?
Use of music, technology
Physical environment
shouldn‟t become a
distraction
Flexibility in dress code
Simplicity in communication
Use of color, lighting
Adults:
Communication strategies…
reinforce key point(s)
Use of touch, nonverbal cues
Family worship experiences
geared to kids?
53. Ministry strategies for persons with ADHD:
Discipleship
Children/teens:
Adults:
Connecting them with others in
the church especially important
They‟ll learn and retain more
in 1:1, small group situations
Break Scripture into smaller,
manageable parts
Ministry resources need to be
sent directly to parents
Small groups offer multiple
accountability partners
Where can they be involved
in meaningful service?
Where can they be involved in
meaningful service?
You have to remind them if you
want them to come
Church and parents as
partners in teaching kids
about God
54. What can I do to help someone I love
with ADHD come to faith, grow in faith?
My child:
Spend time with your child
one on one or as a family
praying together, studying the
Bible together
Make Jesus, Scripture
interesting by sharing from
your experiences
Seek opportunities for your
child to serve in ways that fit
their talents, gifts
Attend church regularly
My spouse, sibling, friend:
Invite them to church (or
remind them to come)
Go with them to a church
where they‟re more likely to
have a positive experience
Pray, study the Bible, serve
with them
Connect them to others in the
church who will accept them,
follow up with them
55. Challenges presented to the church by
persons with ADHD:
Style of worship…engaging, but not overstimulating
best
Kids, some adults find worship environments as
unpleasant
Church staff lack training, experience with kids with
ADHD
Church environments less structured than school
Parents choose not to use, or physicians encourage
discontinuation of effective medication on weekends
Many church activities occur when medication has
worn off or rebound is occurring
56. What advantages might ADHD provide
a follower of Christ?
Willingness to take chances for God
May be very energized by topics or ministry
activities that capture the imagination
May be very effective in ministry teams when others
have complimentary organizational skills
Ability to engage others may help in sharing the
Gospel
Good at scanning environment for trends
Is ADHD over-represented among senior pastors?
57. Specific Anxiety Disorders in Children,
Adolescents:
Note: Kids may experience different manifestations of anxiety as
they progress through developmental stages
Separation Anxiety Disorder
Specific Phobia
Generalized Anxiety Disorder
Social Anxiety Disorder
Panic Disorder
Obsessive-Compulsive Disorder
Selective Mutism
J Am Acad Child Adolesc Psychiatry, 2007;46(2):267-283
58. How are kids with anxiety disorders
different from their peers?
They misperceive the level of threat, danger in
their environment
They think too much…eventually to the point
that academic performance, family functioning,
friendships, extracurricular activities are
compromised…rumination, perseveration,
indecisiveness, perfectionism
59. Tips for church staff and volunteers:
Kids with anxiety
Look for kids from established families in worship
with parents
Greeters watch for problems when “drop-offs” occur
Have a quiet place to meet with kids/parents in
distress
Leaders can watch for kids who are alone
Offer to meet with parents when a child‟s anxiety
appears to interfere with ministry participation
Anxiety generally decreases with experience
(exposure)
Potential areas of giftedness: administration,
organization, sensitivity to others
60. Kids With Asperger‟s Disorder:
Severe, sustained impairment in social
interactions…
Restricted, repetitive patters of behavior,
interests and activities
Clinically significant impairment in social,
academic, family functioning
No delays in language development
No delays in cognitive development…often
have above-average to superior IQ
61. Issues seen in kids with Asperger‟s
Disorder:
Intense preoccupation with topics, objects takes on an
odd or unusual quality
May struggle with motor skills, coordination
Difficulty with pragmatic language, differences in
intonation, pace, volume, pitch (monotonal)…difficulty
with implied meaning, figurative speech
Difficulties identifying with experiences of others
More likely to experience issues with attention,
organization, obsessive thoughts than peers
More likely to experience sensory processing issues
62. Barriers for kids with
Asperger‟s/PDD/social disabilities at
church…
Getting parents to bring them to church
Church environments don‟t play to their
strengths…change in daily routine, unfamiliar
people, transitions, sensory issues, physical activity
Uneven development complicates program
placement
Very resistant to placement in “special needs”
ministry
Experience of “Christian kids” at school
63. Applying family-based ministry model when kids
have Asperger‟s/PDD/Social Disabilities…
Parent as the “expert” to individualize strategies to
promote spiritual development
Coming alongside vs. “equipping”
Defining your “win”…Whenever a child/family with a
disability connects in a meaningful way with their larger
family in Christ through the ministries of a local church
Church as a shared family experience?
Spiritual disciplines as routines…(establishing rhythm)
Creating a place to experience an intentionally safe and
supportive community
64. Tips for church staff and volunteers:
Kids with Asperger‟s/PDD/social disabilities
Consider impact of sensory stimulation in
ministry environments
Partial inclusion an option
Consider service opportunities alongside adults
Provide opportunities to rehearse new
situations, environments
Promote disability awareness in children‟s,
student ministry
Identify areas of potential giftedness
65. Hypothetical strategies for promoting
spiritual growth…
Tangible acts of service, modeled by parents, family
members, other adults
Assuming identified role at church
Role of electronic media in presenting Jesus in an
engaging way?
Online ministry as strategy for overcoming barriers to
live participation in church?
66. The “relationship” issue…
Kids with Asperger‟s/social disabilities have some
capacity to grasp relationships
There‟s more than one spiritual pathway…intellectual,
activist, servant, contemplative, worship and
creation…in addition to the relational pathway
“Give as much of yourself as you can to as much of God
as you can know.”
67. Tips for church staff and volunteers:
Kids with Asperger‟s Disorder
Be aware of sensory stimulation in ministry
environments
Partial/reverse inclusion an option
May do better when serving alongside adults
Provide opportunities to rehearse new
situations, environments
Disability awareness important in student
ministry
Tap into areas of potential giftedness
68. Final thoughts…
Kids who are less neurotypical are likely to require more
individualized approaches to spiritual growth
Allow parents to take the lead…come alongside families
by providing resources, ideas
Identify their strengths/gifts/talents and give them
opportunities to use them
Many kids with social disabilities are desperate for
friends, acceptance. What better place to find them,
especially the Ultimate Friend…Jesus-than church?
Editor's Notes
Sticky Notes: Explain that participants should jot down questions as they ask them and stick them to the colored paper in the center of their tables. At the end of the session, the papers will be collected and I will answer the questions.Ah Ha: This simple handout should be given to each participant at the start of the session where they can fill in a great Ah Ha! Moment that they want to remember or take with them from the training. The Goals for Today:To help parents understand the importance of play based activities with regards to brain development and laying a foundation of successTo give parents practical strategies on how to effectively interact and play with their children at a variety of ages
Key concept: Many kids (and adults) may struggle…or thrive depending upon the external demands placed upon them by their environment at any given moment. Some might do well in one church and not another, depending upon the specifics of the environment.Example…Six year old boy referred by special education department of local public school system. Very little self-control. Parents chief complaint…”We can’t go anywhere with him”…yet they attend church weekly. How?“We sit in the first row…he and his brother like to dance to the praise band. When the music’s over, they take the kids out and keep them so busy, he does OK.”Their degree of disability in one environment may not reflect the extent to which their disability is a problem at church.
Barriers to kids with mental illnesses attending church are far more subtle than those faced by persons with physical disabilities. Church staff and volunteers might anticipate ministry environments that will present impediments with a better understanding of these conditions.
Read excerpt from the book
Planning time
How kids with executive functioning difficulties might struggle with weekend worship, participation in other church activities, spiritual development and in attempts to grow faith at home.
How kids with Asperger’s Disorder and other social communication disorders might struggle with weekend worship, participation in other church activities, spiritual development and in attempts to grow faith at home.
How kids with anxiety disorders might struggle with weekend worship, participation in other church activities, spiritual development and in attempts to grow faith at home.
Kids with ADHD often have PARENTS with ADHD. The odds that any given child of a parent being treated for ADHD will have ADHD themselves is around 50/50.