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Table of contents

Mavis Klein

Shadows and Deeper Shadows Cards for telling our stories, owning our shadows and finding ways forward. Signposts Build meaningful conversations about spirituality, connectedness, faith and transformation. Have Feelings Too Find a stone for every emotion and learn to talk about feelings. Strength Cards for Kids 3rd Edition Raucous, funny, serious, quiet, loud, big, small and rather outrageous animal characters. Strengths Cards How to up-lift a conversation super-fast: focus on strengths. And everyone has them! Sulky, Rowdy, Rude? Symbols hand-drawn, iconic images that have resonance for people grappling with the big questions in life.

The Bears The absolute classic for talking about feelings with anyone, any age, in any language. The Scaling Kit Visual metaphors for noticing change. Theraplay Group Activities Flip Chart play group activites, 76 of them new! Two Worlds When relationships end and parents separate. Vision for Supervision Explore expectations of supervision, roles and responsibilities. What About Me? What are the core features of an attachment-friendly school? What Works? Do they have parenting goals? Do they know how they presently handle the management aspect of their parenting job?

How do they self-evaluate in each of these parenting areas and more? Many of these parents begin to contemplate and consider changing their present parenting strategies and behaviors.

The Gift of Failure: Fostering Intrinsic Motivation and Resilience in Kids

When these folks determine that what they are doing isn't working for them or for their children they decide to change. However, whenever a person is considering change the very first step must be to become conscious and aware of the choices you are presently making. Even if you never do one thing differently as a parent, you will become a better, more effective and loving parent if you first become conscious of the kind of parent you presently are.

So rather than spending your time complaining how your children are not doing what you want them to do, spend time observing how you are asking your children to do what you what you want them to do.

Do you ask? Do you whine?

Do you yell? Are you patient, sarcastic, bored, annoyed? If you are unhappy with your child's lack of cooperation in completing his school work, start attending to what you are doing to deal with this area of frustration in your life?

An A-Z Psychological Handbook

I've not doubt you can give me a detailed description of what your child is and is not doing. But do you have the same clarity for your own behavior? Play detective for one week. But instead of looking for clues about your children, observe yourself. Aren't you just the least bit curious to see if you have morphed into your mother or father? You can't start changing or doing anything differently until you first know what it is that you actually do. I also disagree with that statement.

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The difference between parenting children and training dogs is that the children will become adults, and ultimately your goal is to help them become people who can be trusted to make decisions on their own, not simply to do what you tell them to do. I lot of people don't realise that looking after and safeguarding children is one of the toughest jobs in the world.

Thanks for bringing us this thought provoking piece Nancy. I certainly don't want to bring up my little girl the way it was done 20, 50 or years ago and I think we all need to look for modern tips and techniques to help us out.

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William Glasser, the world-famous psychiatrist, has died. Start today practice a connecting habit and eliminate a disconnecting habit. This innovative and groundbreaking psychiatrist has much yet to teach us. Back Psychology Today. In a case where relocation has been allowed by the court, what would be a developmentally appropriate access plan, given the circumstances of the parties and the child ren and the upcoming move? In a case where one parent asserts that a child wishes to change residence and live with the non-custodial parent, a BFA of the circumstances of that request could be useful.

Child and Family Evaluation Service (CAFES)

In a case of a child who appears aligned with one parent to the exclusion of the other, what are the true dynamics of the parent-child relationship, can the relationship be improved if appropriate to do so, and how? In a case where a previous custody evaluation has been done but is now stale, what updates are now needed with specific areas of focus identified -- such as a new parenting plan schedule, whether a parent has completed certain tasks that were suggested in the previous evaluation, etc.

Examining allegations of parent coaching, manipulating, biasing or disaffecting a child from the other parent. What if any are the needs for visitation supervision?

And if visits should be supervised presently, what steps need to be taken to remove the supervision restriction? What specific child-exchange provisions time, place, persons present or prohibited, etc. What specific legal custody language could be tailored to the child ren and parents at issue? That is, what specific division or assignment of who will decide what issues, would best serve the children? Choosing between two or more proposed time sharing plans i. Appropriateness of childcare providers including hired child care, family members, etc. A judge of the Massachusetts Probate and Family Court will order parents to participate in these sessions.

Attendance is reported back to the court. After receiving the court order, CAFES will call each parent to conduct an intake interview we screen individuals for active drug or alcohol problems, mental illness, current domestic violence, etc. If parents are currently involved in heated litigation, we will likely screen them out, as "full battle" litigation is simply too inconsistent with what we teach cooperative co-parenting to expect both to go on at the same time.

Is It Time to Change Your Parenting Practices? | Psychology Today

Parents who are fully in "court battle" mode are too distracted by the accompanying stress, anger, guarded behavior, litigation "strategy" thinking, and fears about the outcome of the litigation, to obtain the benefit of the class. The best candidates for our class are co-parents who are admittedly in very high conflict, but who also genuinely wish they could achieve peaceful co-parenting. Our best results in teaching cooperative co-parenting are achieved by people who truly want to accomplish that result.

Participants get a Certificate at the end of the class -they can either "Pass" or "Fail" the class. The certificate is also filed with the court. In order to "Pass" a participant must attend every session of the class, complete all the class homework, and demonstrate the ability to accept the obligation for personal change not simply demonstrate the belief that the conflict is really just the fault of the other parent.

Both parents attend the classes together for nine consecutive weekly sessions. Class size is small limited to six couples. Each class begins with dinner and "good stuff", where parents share stories of their children's experiences throughout the week. In each class, conflict resolution skills are developed and practiced around specific parenting issues like discipline, transfers, attending the child's activities at the same time, step-parents and step-siblings, holiday and vacation scheduling. We practice co-parenting skills and problem solving skills on real problems, in real time.

At the end of the nine weeks, we often recommend ongoing mediation to the parents. We make referrals and recommendations, but parents are free to select any mediator of their choice. We accept checks made payable to "William James College" and we accept credit cards. Full payment must be made before the start date of the first class.