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By Paul W. Dixon
The earlier chapters in the text bring together our basic understanding of how the child acquires their basic mental capacities from early experience. As education has become of greater and greater importance in our modern world, it is this understanding which is essential for progress into the world of higher education. This background is based on standard and well-accepted principles of psychology and linguistics. This text is, therefore, highly recommended to all parents who wish to increase the intellectual and school readiness development of their child.The children need also to have a means whereby they can overcome those difficulties which so often occur in mathematical instruction. It is therefore recommended that a series of exercises both mathematical and dance oriented be started in the child's early years. In this way, the alleviation of mathematical phobia and anxiety in the United States and in the rest of the world can be solved.Those approaching this problem from the mathematical point of view attempt to develop more elaborate mathematical descriptions, algorithms, and information theories to instruct the student in mathematical skills and understanding. Unfortunately, this does not attack the problem at the point of origin and what is needed is a means whereby the mental images of the child and adolescent can be developed early in the child's life to create an substratum of these basic mental images/schema which underlie mathematical ability. Thus we can say, that until schools employ the method of instruction as proposed herein and this method is widely disseminated throughout the world, mathematical phobias and anxiety will continue to trouble and deter students from normal progress as they go through elementary school, middle school, high school and into college. At each stage the main barrier to progress is the inability to do higher level mathematics. Algebra, trigonometry, analytical geometry, calculus and the higher forms of math remain a perpetual mystery and source of confusion to the pupils and students without the underlying preparation as shown in this text.
FORMAT: Softcover
By Paul W. Dixon
The earlier chapters in the text bring together our basic understanding of how the child acquires their basic mental capacities from early experience. As education has become of greater and greater importance in our modern world, it is this understanding which is essential for progress into the world of higher education. This background is based on standard and well-accepted principles of psychology and linguistics. This text is, therefore, highly recommended to all parents who wish to increase the intellectual and school readiness development of their child.The children need also to have a means whereby they can overcome those difficulties which so often occur in mathematical instruction. It is therefore recommended that a series of exercises both mathematical and dance oriented be started in the child's early years. In this way, the alleviation of mathematical phobia and anxiety in the United States and in the rest of the world can be solved.Those approaching this problem from the mathematical point of view attempt to develop more elaborate mathematical descriptions, algorithms, and information theories to instruct the student in mathematical skills and understanding. Unfortunately, this does not attack the problem at the point of origin and what is needed is a means whereby the mental images of the child and adolescent can be developed early in the child's life to create an substratum of these basic mental images/schema which underlie mathematical ability. Thus we can say, that until schools employ the method of instruction as proposed herein and this method is widely disseminated throughout the world, mathematical phobias and anxiety will continue to trouble and deter students from normal progress as they go through elementary school, middle school, high school and into college. At each stage the main barrier to progress is the inability to do higher level mathematics. Algebra, trigonometry, analytical geometry, calculus and the higher forms of math remain a perpetual mystery and source of confusion to the pupils and students without the underlying preparation as shown in this text.
FORMAT: Hardcover
By Dr. Merav Nagel
This well written book will be a very valuable resource for parents, teachers, counselors of children and adolescents and any worker who wishes to aid a child in improving and developing their cognitive abilities, in particular in relation to improving their attention, concentration and memory. The book is clearly written and scholastic in nature however it steers away from being a ‘dry text book’ with little or no practical application as the exercises recommended are very solution focused and problem solving based. The explanations of the functions of the human brain are also well described and the link between structure and function is also very comprehensive and well presented. Overall I would highly recommend this textbook to the afore mentioned professionals.
FORMAT: Softcover
By Tara Iona
Ernie’s constant energy and sometimes explosive behavior is very difficult and confusing for his parents, but through it all they also see all of the truly special and wonderful qualities that their son has. Ernie’s parents gather information and work hard at helping Ernie to succeed socially and academically and they show him that they love him unconditionally.Ernie Full of Energy is a great way to begin a dialogue about the feelings and frustrations parents and children experience when dealing with all types of difficult behavior, learning disorders, or Attention Deficit Disorder with Hyperactivity (ADHD).
FORMAT: Softcover
By Tara Iona
Ernie’s constant energy and sometimes explosive behavior is very difficult and confusing for his parents, but through it all they also see all of the truly special and wonderful qualities that their son has. Ernie’s parents gather information and work hard at helping Ernie to succeed socially and academically and they show him that they love him unconditionally.Ernie Full of Energy is a great way to begin a dialogue about the feelings and frustrations parents and children experience when dealing with all types of difficult behavior, learning disorders, or Attention Deficit Disorder with Hyperactivity (ADHD).
FORMAT: Hardcover
By Michael S. Sefton
The Evil that Kids Do is a book written by psychologist Michael Sefton about childhood violence and its underpinnings. It offers a clinician´s view of aberrant childhood behavior along with specific recommendations for change. It is written in 3 parts: taking the reader from the theoretical, to specific issues, like divorce and abuse,to the practical issues, like mentors, and parent-school partnership - known to head off violence before it can fester.
PRESS RELEASE! PRESS RELEASE! PRESS RELEASE!
WHITTIER REHABILITATION PRACTITIONER FEATURED ON LOCAL HEALTH SHOW
July 11, 2005
Westborough, MA: Whittier Rehabilitation Hospital in Westborough announced today that one of its medical staff members was featured on a local community radio program. Dr. Michael Sefton, director of neuropsychological and psychological service, was the guest of Steve Soreff, M.D., host of the Worcester Health Team on WCUW-FM. The 60-minute show has been produced by Dr. Soreff for over 10 years and focuses on local health concerns such as diabetes, obesity, and a host of childhood issues. On July 11, 2005, Dr. Michael Sefton discussed his current book ‘The Evil that Kid’s Do’ a book about the origins of childhood aggression that was published in February 2005 by Xlibris, a Philadelphia book publisher. Soreff asked about the role of childhood temperament on violence. “Temperament is considered an inborn trait that defines just how reactive some children will be” according to Dr. Sefton. “This requires that parents’ learn to anticipate their child’s behavior in different settings such as the supermarket and provide a predictable routine that meets each individual’s unique adaptability and emotional need” said Sefton. Parents and teachers were advised that when aggression interferes with a child’s relationships at home or in school outside help may be needed. Early intervention into maladaptive childhood behavior is essential in assuring a healthy emotional development. “Kid’s are not evil but sometimes exhibit behavior that may seem unthinkable to some” such as the spate of recent school shootings said Sefton. The key lies in healthy parenting and using one’s family and community for support when needed. Dr. Sefton can be reached at Whittier Rehabilitation Hospital in Westborough at 508-871-2077. The Worcester Health Team airs Mondays at 4 PM on WCUW-FM found at 91.3 on the radio dial.
ARE KIDS CULPABLE FOR MURDER? If so, when?
June 9, 2005
Westborough, MA The recent upsurge in extremely violent crimes committed by children has resulted in considerable confusion among parents, teachers, and pediatricians. Can children as young as six or seven be held liable for crimes they commit? That question has come up again in Florida with the confession of a 7-year old child who admitted to killing his baby sister. “We should not be surprised by the hideous crimes reported almost daily in newspapers across the country” says Michael S. Sefton, Ph.D. a neuropsychologist from Westborough, MA and author of “The Evil that Kids Do” (Xlibris February 2005). The boy in Florida confessed to killing his sister because she would not stop crying. The children’s parents were outside visiting friends at the time of the 2X4 attack on the infant.
“Murders such as this one are extremely rare” according to Dr. Sefton. Nevertheless, they are on the increase. In late May a 9-year old girl in New York City was charged with killing an 11-year old neighbor in an argument over a ball. It is unlikely that children as young as 7 can be held culpable for his or her actions. When are children held responsible for their actions? Worcester County District Attorney John J. Conte believes children who commit murder should not be treated simply as a kid who made a mistake.
Sefton attributes the underpinnings of juvenile crime to exposure to extreme violence in childhood homes and communities everywhere such as domestic violence, physical abuse and sexual exploitation. But there is no singular reason children are more violent now than ever. Among the underlying issues is growing detachment and depersonalized relationships in children. Dr. Sefton practices clinical psychology at Whittier Rehabilitation Hospital in Westborough, Massachusetts.
“Not only are kids connecting less with other people in their communities but many seek to denude others of individual differences and identity. This renders people almost inhuman in the eyes of someone beset on excessive aggression and violence” reported Dr. Sefton. This makes the seemingly hideous, seemingly possible in the disturbed and traumatized mind of an alienated child.
The problem is not unique to poverty or urban communities as witnessed in the Columbine school shooting in affluent Littleton, CO in 1999. Why are children bringing guns to school? “The availability of firearms is greater than ever before” according to Sefton who is also a police officer in New Braintree, MA and licensed to carry a firearm. “The problem is not with the firearm itself but with the child who brings the gun to school” Sefton decries. Healthy children do not identify guns with school.
The reason children decide to commit violence generally comes after an insidious period of growing alienation from peers and family. Many children give off clues and actively plan their violence. There is sometimes a triggering event but not always. It is not unlike the case of workplace violence where a man who looses his job returns to seek revenge against chronically perceived maltreatment and misunderstanding. Children who are detached from nurturing adults – even abused by their trusted families grow into people who are devoid of conscience and unconcerned as to the consequence of behavior. “Parents must teach children that all behavior results in consequence” says Sefton who has taught parenting classes while a practicing psychologist in California and Massachusetts.
In his book “The Evil that Kids Do” Michael Sefton identifies the importance of healthy parenting, partnerships with community schools, mentoring, and more as among the solutions to detached and aggressive children. Many believe parents’ should be held accountable for the behavior of minors.
Children are culpable for crimes they commit but there is no consensus as to when they can be held in jail for their crimes. Each state sets the anticipated age of culpability ranging from 11 to 16 years of age. The earlier a child begins receiving treatment for violence the better the chance they have at living a healthy life and truly relating among others in their community. As long as children commit murder states will be forced to deal with the issue of culpability among juveniles.
FORMAT: Softcover
By Michael S. Sefton
The Evil that Kids Do is a book written by psychologist Michael Sefton about childhood violence and its underpinnings. It offers a clinician´s view of aberrant childhood behavior along with specific recommendations for change. It is written in 3 parts: taking the reader from the theoretical, to specific issues, like divorce and abuse,to the practical issues, like mentors, and parent-school partnership - known to head off violence before it can fester.
PRESS RELEASE! PRESS RELEASE! PRESS RELEASE!
WHITTIER REHABILITATION PRACTITIONER FEATURED ON LOCAL HEALTH SHOW
July 11, 2005
Westborough, MA: Whittier Rehabilitation Hospital in Westborough announced today that one of its medical staff members was featured on a local community radio program. Dr. Michael Sefton, director of neuropsychological and psychological service, was the guest of Steve Soreff, M.D., host of the Worcester Health Team on WCUW-FM. The 60-minute show has been produced by Dr. Soreff for over 10 years and focuses on local health concerns such as diabetes, obesity, and a host of childhood issues. On July 11, 2005, Dr. Michael Sefton discussed his current book ‘The Evil that Kid’s Do’ a book about the origins of childhood aggression that was published in February 2005 by Xlibris, a Philadelphia book publisher. Soreff asked about the role of childhood temperament on violence. “Temperament is considered an inborn trait that defines just how reactive some children will be” according to Dr. Sefton. “This requires that parents’ learn to anticipate their child’s behavior in different settings such as the supermarket and provide a predictable routine that meets each individual’s unique adaptability and emotional need” said Sefton. Parents and teachers were advised that when aggression interferes with a child’s relationships at home or in school outside help may be needed. Early intervention into maladaptive childhood behavior is essential in assuring a healthy emotional development. “Kid’s are not evil but sometimes exhibit behavior that may seem unthinkable to some” such as the spate of recent school shootings said Sefton. The key lies in healthy parenting and using one’s family and community for support when needed. Dr. Sefton can be reached at Whittier Rehabilitation Hospital in Westborough at 508-871-2077. The Worcester Health Team airs Mondays at 4 PM on WCUW-FM found at 91.3 on the radio dial.
ARE KIDS CULPABLE FOR MURDER? If so, when?
June 9, 2005
Westborough, MA The recent upsurge in extremely violent crimes committed by children has resulted in considerable confusion among parents, teachers, and pediatricians. Can children as young as six or seven be held liable for crimes they commit? That question has come up again in Florida with the confession of a 7-year old child who admitted to killing his baby sister. “We should not be surprised by the hideous crimes reported almost daily in newspapers across the country” says Michael S. Sefton, Ph.D. a neuropsychologist from Westborough, MA and author of “The Evil that Kids Do” (Xlibris February 2005). The boy in Florida confessed to killing his sister because she would not stop crying. The children’s parents were outside visiting friends at the time of the 2X4 attack on the infant.
“Murders such as this one are extremely rare” according to Dr. Sefton. Nevertheless, they are on the increase. In late May a 9-year old girl in New York City was charged with killing an 11-year old neighbor in an argument over a ball. It is unlikely that children as young as 7 can be held culpable for his or her actions. When are children held responsible for their actions? Worcester County District Attorney John J. Conte believes children who commit murder should not be treated simply as a kid who made a mistake.
Sefton attributes the underpinnings of juvenile crime to exposure to extreme violence in childhood homes and communities everywhere such as domestic violence, physical abuse and sexual exploitation. But there is no singular reason children are more violent now than ever. Among the underlying issues is growing detachment and depersonalized relationships in children. Dr. Sefton practices clinical psychology at Whittier Rehabilitation Hospital in Westborough, Massachusetts.
“Not only are kids connecting less with other people in their communities but many seek to denude others of individual differences and identity. This renders people almost inhuman in the eyes of someone beset on excessive aggression and violence” reported Dr. Sefton. This makes the seemingly hideous, seemingly possible in the disturbed and traumatized mind of an alienated child.
The problem is not unique to poverty or urban communities as witnessed in the Columbine school shooting in affluent Littleton, CO in 1999. Why are children bringing guns to school? “The availability of firearms is greater than ever before” according to Sefton who is also a police officer in New Braintree, MA and licensed to carry a firearm. “The problem is not with the firearm itself but with the child who brings the gun to school” Sefton decries. Healthy children do not identify guns with school.
The reason children decide to commit violence generally comes after an insidious period of growing alienation from peers and family. Many children give off clues and actively plan their violence. There is sometimes a triggering event but not always. It is not unlike the case of workplace violence where a man who looses his job returns to seek revenge against chronically perceived maltreatment and misunderstanding. Children who are detached from nurturing adults – even abused by their trusted families grow into people who are devoid of conscience and unconcerned as to the consequence of behavior. “Parents must teach children that all behavior results in consequence” says Sefton who has taught parenting classes while a practicing psychologist in California and Massachusetts.
In his book “The Evil that Kids Do” Michael Sefton identifies the importance of healthy parenting, partnerships with community schools, mentoring, and more as among the solutions to detached and aggressive children. Many believe parents’ should be held accountable for the behavior of minors.
Children are culpable for crimes they commit but there is no consensus as to when they can be held in jail for their crimes. Each state sets the anticipated age of culpability ranging from 11 to 16 years of age. The earlier a child begins receiving treatment for violence the better the chance they have at living a healthy life and truly relating among others in their community. As long as children commit murder states will be forced to deal with the issue of culpability among juveniles.
FORMAT: Hardcover
By Andrew Vaughan, Ph.D., Lauren Resnick, MS, CCC, SLP, & Anne
Welcome to the town of “Maximum Strength Parenting,” a happy little place where you’ll have a lot to do, a lot to think about, and a lot of fun!
“Maximum Strength Parenting” is the art of using all of your gifts and knowledge in the most important and influential job you will ever have, parenting.
A “Maximum Strength Parent” helps foster the growth of a “Maximum Strength Child”, which is a child who enjoys the process of striving to his or her potential and acts with courage, consistency, responsibility, power, authority, flexibility, sound judgment, and humanity in his or her emotional, intellectual, spiritual, moral, and physical interactions with the world.
“Maximum Strength Parenting” is the greatest gift you can give your child.
In “Maximum Strength Parenting” we express our “Freedom of Speech” and our “Freedom to Teach,” but we stop well-short of the “Freedom to Preach” that is evident in so many ‘parent-advice’ books of the day. Throughout “Maximum Strength Parenting” you will find rich information, balanced commentary, and consideration of nuanced points that will cause you to think more deeply about your positions (or perhaps re-think your positions) on countless topics of philosophical and practical importance in parenting. We also provide broad ranges of effective parenting strategies for you to choose from.
Throughout these pages we have provided hundreds of little bits of insight, encouragement, strategy, inspiration, and solution options. From our hearts to yours, we hope you will find the ideas and strategies in Maximum Strength Parenting to be worthy companions on your lifelong journey of raising a Maximum Strength Child.
Andrew Vaughan, Ph.D.
Lauren Resnick, M.S., CCC, SLP, &
Anne Long, M.S., Ed.
FORMAT: Softcover
By Andrew Vaughan, Ph.D., Lauren Resnick, MS, CCC, SLP, & Anne
Welcome to the town of “Maximum Strength Parenting,” a happy little place where you’ll have a lot to do, a lot to think about, and a lot of fun!
“Maximum Strength Parenting” is the art of using all of your gifts and knowledge in the most important and influential job you will ever have, parenting.
A “Maximum Strength Parent” helps foster the growth of a “Maximum Strength Child”, which is a child who enjoys the process of striving to his or her potential and acts with courage, consistency, responsibility, power, authority, flexibility, sound judgment, and humanity in his or her emotional, intellectual, spiritual, moral, and physical interactions with the world.
“Maximum Strength Parenting” is the greatest gift you can give your child.
In “Maximum Strength Parenting” we express our “Freedom of Speech” and our “Freedom to Teach,” but we stop well-short of the “Freedom to Preach” that is evident in so many ‘parent-advice’ books of the day. Throughout “Maximum Strength Parenting” you will find rich information, balanced commentary, and consideration of nuanced points that will cause you to think more deeply about your positions (or perhaps re-think your positions) on countless topics of philosophical and practical importance in parenting. We also provide broad ranges of effective parenting strategies for you to choose from.
Throughout these pages we have provided hundreds of little bits of insight, encouragement, strategy, inspiration, and solution options. From our hearts to yours, we hope you will find the ideas and strategies in Maximum Strength Parenting to be worthy companions on your lifelong journey of raising a Maximum Strength Child.
Andrew Vaughan, Ph.D.
Lauren Resnick, M.S., CCC, SLP, &
Anne Long, M.S., Ed.
FORMAT: Hardcover
By Robert White
Establishing and constructing appropriate behavior for successful learning and interpersonal relationships with peers and family is a concern for all parents, teachers, and children. In this book, the author: shows how teachers, and parents can encourage children to learn positive attitudes and engage in appropriate behavior; build interventions to effect lasting change which minimizes disruptive behavior; encourage a range of useful perspectives on children´s behavior in school and the family; and supply practical, easy-to-implement strategies. This book is a useful resource for school managers, teachers, educational psychologists and parents who wish to advocate for cognitive behavior support programs.
FORMAT: Softcover
By Al Ver Burg
No Description Available.
FORMAT: E-Book
By Al Ver Burg
No Description Available.
FORMAT: Softcover
By Cindy Gaulin
Language Processing Problems: A Guide for Parents and Teachers is an easy-to-read but thorough treatment of a problem which is quite prevalent but often overlooked. Children (and adults) vary in their language processing capacities. Recognizing this variation can be very useful in understanding why certain children are having unexpected difficulties with school or social interactions. Split-second delays in recognizing words, problems remembering what was said, difficulties finding the word needed or organizing a complex sentence can all interfere with communication. For some children these problems are quite significant in spite of perfectly adequate or even exceptional knowledge of words and grammatical rules. The book explains, in layman’s terms, how people use language to communicate, the components of the language processing system and the types of problems that can arise with its use. In particular an attempt is made to discriminate between language processing problems and other disorders such as Attention Deficit Disorder (ADD), Central Auditory Processing Disorder (CAPD), Specific Language Impairment (SLI) and Dyslexia. Guidelines are provided for recognizing language processing problems and for deciding how to proceed toward a solution. The book ends with many suggestions which parents, teachers and children can use to address specific and general language processing problems. A quick pass through the book finds that it begins with several examples of children who have language processing problems. It then provides down-to-earth descriptions of what language processing is and how we use speech to communicate. This is followed by discussions of the difference between language knowledge and language processing and other psycholinguistic topics such as word recognition and working memory. Distinctions are drawn between input and output processing and between auditory and visual language processing. These topics are followed by a chapter about how children learn to process language. After this introduction to the workings of language processing, problems with language processing are treated in detail. What are the problems? Who has them? And what causes language processing problems? Confusions of terminology are dealt with and then come two chapters which lay out the intrinsic (genetic) and extrinsic (environmental) factors related to language processing problems. In these chapters I compare and integrate information about related problems which can co-occur or be confused with language processing problems. The next two long chapters help parents and teachers recognize whether a child has a language processing problem and then decide what to do about it. The first of these chapters is divided into sections dealing with preschoolers, school-age children and high school students. The second chapter helps parents and teachers decide whether a speech-language evaluation is needed, what that evaluation should include, and details various possible treatment routes. There are four chapters which provide suggestions for improving listening and following directions, verbal memory, word retrieval and organization of language output, respectively. In each chapter there are suggestions for external strategies (to be used by parents and teachers) and internal strategies (to be used by the child) as well as descriptions of the kinds of treatment available from speech-language pathologists for these problems. A short, final summary is followed by a glossary and references.
FORMAT: Softcover
By Jabulani Motloung
No Description Available.
FORMAT: Softcover
By Andrew Vaughan, Ph.D., Lauren Resnick, MS, CCC, SLP, & Anne
Welcome to the town of “Maximum Strength Parenting,” a happy little place where you’ll have a lot to do, a lot to think about, and a lot of fun!
“Maximum Strength Parenting” is the art of using all of your gifts and knowledge in the most important and influential job you will ever have, parenting.
A “Maximum Strength Parent” helps foster the growth of a “Maximum Strength Child”, which is a child who enjoys the process of striving to his or her potential and acts with courage, consistency, responsibility, power, authority, flexibility, sound judgment, and humanity in his or her emotional, intellectual, spiritual, moral, and physical interactions with the world.
“Maximum Strength Parenting” is the greatest gift you can give your child.
In “Maximum Strength Parenting” we express our “Freedom of Speech” and our “Freedom to Teach,” but we stop well-short of the “Freedom to Preach” that is evident in so many ‘parent-advice’ books of the day. Throughout “Maximum Strength Parenting” you will find rich information, balanced commentary, and consideration of nuanced points that will cause you to think more deeply about your positions (or perhaps re-think your positions) on countless topics of philosophical and practical importance in parenting. We also provide broad ranges of effective parenting strategies for you to choose from.
Throughout these pages we have provided hundreds of little bits of insight, encouragement, strategy, inspiration, and solution options. From our hearts to yours, we hope you will find the ideas and strategies in Maximum Strength Parenting to be worthy companions on your lifelong journey of raising a Maximum Strength Child.
Andrew Vaughan, Ph.D.
Lauren Resnick, M.S., CCC, SLP, &
Anne Long, M.S., Ed.
FORMAT: E-Book
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