Part III – Learning Rx

by Beth Ardell

In 2003, my 1-year-old daughter had her first seizure and was subsequently diagnosed with a coordination disorder and hypotonia. As a physical therapist, I had a background in improving motor skills, although I had never worked in pediatrics. In an effort to help my growing daughter, I tried every intervention that made sense to me. Some I provided myself through my therapy background, and many others I researched and sought the best professionals to implement. I had no idea the struggles we faced over the next years would lead me to the most fulfilling profession I can imagine.

As she turned five, I realized my daughter struggled with cognitive impairments and learning differences, which shocked me more than her physical struggles. I know how painful it is for parents to realize their dreams for their children will not happen. In kindergarten, I moved my daughter to a new school where she could get the extra support she needed. There, she maintained a wonderful self-esteem, thanks to her positive inner spirit and the encouraging learning environment. But, I still worried about her future. If her skills remained at the level they were, how could she be independent or possibly pursue her career choice when she grew up? Academically, she was still having trouble in the new school, and I couldn’t imagine how she would survive if she couldn’t keep up with her peers.

As I continued to research and read about treatments, therapies and interventions, I discovered a program called LearningRx. I immediately liked what I saw and felt a sense of real hope! I learned more about weak cognitive skills and how the brain can be strengthened. Similar to having a personal trainer or physical therapist strengthen your muscles through exercise, LearningRx is having a personal cognitive trainer strengthen your brain through mental exercise. As a result, anyone can have a faster, stronger brain and an easier time with learning information.

I immediately shared the information with a friend who was interested in helping her child’s attention issues. What saddened and frustrated us was the absence of a LearningRx center in Georgia. We discussed what seemed like a far-reaching dream of opening a center of our own. We went to Colorado Springs, where the program is based, to observe the program in person. We both whole-heartedly agreed this was something we wanted for our children and for the learning differences community in Atlanta. The result: LearningRx Atlanta-Buckhead opened in March 2008.

Four years later, LearningRx Atlanta-Buckhead has seen hundreds of students of all ages, including mine. I have watched my daughter’s skills improve to the point where she does her fourth-grade homework by herself and gets great grades. More importantly, she now can follow conversations and communicate better, understand jokes, work faster and achieve more! She now has opportunities that were not possible to her before, and I am so thrilled I opened Learning Rx Atlanta-Buckhead to give this program to my daughter.

In addition to helping children like my mine, we have helped other students in competitive curriculums keep up with their peers when they were struggling. We’ve also helped students with diagnoses such as ADD/ADHD, dyslexia, Asperger’s and autism improve their underlying weak skills so they can focus, attend, read, and learn information efficiently and effectively. We even work with adults who want to advance their memory or multi-tasking skills to be more competitive in the workplace. There is no limit to what someone’s brain can achieve.

One dad with a son with Asperger’s reported at the end of his program, “It’s like I have a different child.” Those words have been so meaningful to me because I know exactly what he means by that statement. We also trained a 15-year-old student with Down’s syndrome whose mother said, “Nothing has ever given him these results. I have always been worried about what will happen to him if something happens to me…and now I know he’ll be okay.”

I truly feel passionate about what I do. Though it’s not always easy to run a business and take care of a family, I know I’ve been led down this road for a reason. I believe helping other parents is so important, because I’ve felt hopeless and fearful myself.

Now, I’m able to give the hope to others that LearningRx gave me. I have become close to many professionals and families whom I most likely would not have met, and I continue to learn from them. Every day I try to share my enthusiasm and optimism, and I experience unexplainable joy when I hear the words, “Thank you for helping my child.”

Beth Ardell
b.ardell@learningrx.net and 404-252-7246

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All in the Family: When a Diagnosis Leads to a Family Business or Nonprofit – Part III

Part IV – Under the Umbrella

by Jennifer Bennett

I am a mother of 10-year-old Mitchell, who has autism, and an 8-year-old daughter, Jordan. Several years ago, I realized there was a need for a safe and fun play center, where parents of special needs kids could drop off their kids and not feel worry or judgment. I wanted to provide a resource for parents who were in the same predicament I was. In September of 2010, I opened Under the Umbrella, the first drop-off play center in metro Atlanta that welcomed special needs children and their siblings.

I was a stay at home mom for 9 years before I opened Under the Umbrella. My son was diagnosed with autism at 3 1/2 years old, I had an infant as well, and my husband travelled all the time. I had no family in town either. There was housework to be done, doctor’s appointments to be made, insurance companies to deal with, and therapists to search for. Oh, and maybe find a few minutes to myself!

My biggest concern was the fear of the unknown. Having children before any of my friends made it that much more difficult. Where can I go to for that support I needed? I had two children, one with special needs. It throws you for a loop, but you keep chugging along. The playgroups I did join never felt quite right. I was always a bit embarrassed, yes embarrassed, that my son didn’t play like the other kids. Eventually I met some wonderful parents in the waiting rooms of therapy and doctor offices. I began to realize that I wasn’t the only one out there who had the same issues I did.

I just had an idea and ran it by some other parents and sort of cultivated this plan for Under the Umbrella. It took years before I actually could do it because I had to wait until both my kids were in school full time. Some of my ideas have changed throughout the process and they continue to change to fit the needs of the parents. I know what I need and I am always listening to parents, caregivers, therapists and teachers for what they need from Under the Umbrella.

Our first year of helping parents get some well-deserved time off went by in a flash! Children can play at Under the Umbrella for up to four hours while their parents and families run errands, meet appointments, see a movie or just take a break at Starbucks. Kids at Under the Umbrella are supervised in a safe, fun and interactive oasis.

Cynthia is a nanny who brings the kids to Under the Umbrella. She says, “We love coming to play Under the Umbrella each week! It is wonderful to see the children learn more about themselves as they have fun. The staff is great and they interact very well with the children each time we visit. It’s such a pleasant place for children and even parents to enjoy!”

According to SuperMom at TheSpecialGuide.com, “My daughter loves to play at Under the Umbrella. It’s a safe and a fun-filled sensory play center where I know she is being watched over and in safe hands. It’s a great facility where kids on the spectrum can have a great social outlet and it creates the unique opportunity to socialize with other kids similar to my daughter. This center gets two thumbs up!”

These testimonials have given me the strength to succeed in providing this special play place. I love seeing a child light up when they arrive or hearing that child’s sigh of disappointment when it is time to leave. Under the Umbrella keeps a smile on the parent’s faces as well!

Better Mornings Atlanta caught wind of our story and aired this following video.
Thank you so much for taking the time to read my story. I look forward to meeting you and your children at Under the Umbrella.

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All in the Family: When a Diagnosis Leads to a Family Business or Nonprofit – Part IV

While it may seem counterintuitive to suggest that holiday “vacation” is stressful, it certainly can be. This is especially true when you have children, whether one has special needs or not.

Start by recognizing when you or your family is out of balance. Are you feeling fatigued, or physically, emotionally, and mentally exhausted? Do you appear agitated, angry, frustrated, detached, or resentful? Are your children having difficulty listening or staying focused? Are they more impulsive and active, or more easily frustrated, argumentative, or hypersensitive?

Often these feelings begin well before December, as busy fall schedules and extracurricular activities might have already left you feeling overloaded. You may become so focused on what “must be done” that no family member is able to find enjoyment in any activity.

Add the daily media bombardment about how enchanting the season is supposed to be and your frustration may intensify. We hope to create lasting and meaningful family memories, but life’s everyday responsibilities can get in the way, particularly when we face economic hardships or belt tightening. Plus, the holidays quickly disrupt our typical routines. All of us handle life more effectively when we know what to expect and have a predictable schedule, but attaining that during the holidays can be difficult.

Once you have realized that you need to regain a sense of balance, take time to reassess how you approach this time of year. By doing so, you will increase everyone’s enjoyment. Here are a few tips to help you refocus your life:

1. Rein in the chaos
   Planning and setting realistic goals puts order into of a busy life. Work smarter rather than harder. Remember, small things can make a difference. Avoid over-scheduling and always have a contingency plan because emergencies are inevitable. Know what works best for your child; most kids like to know about upcoming plans in advance, while some children can’t handle the anticipation and need clear last-minute plans and directions. All children will do best when you are clear about your expectations for them.
2. Divide and conquer
   Don’t be afraid or embarrassed to ask for help from friends, family, neighbors, and colleagues. And accept help when it is offered. Learn how to delegate, and allow your children the responsibility for a specific task even if it won’t be completed exactly to your own satisfaction. Children gain confidence and a sense of belonging from being assigned age-appropriate household tasks and from learning to work together as a team. Break tasks into “do-able” components. Whenever possible, turn “unpleasant” duties into enjoyable ones for the whole family. Making a game out of a mundane task or rewarding the family when a job is completed can change how the whole family feels at the end of the day.
3. Drop the guilt: Don’t be afraid to say “no”
   Opt out of activities that are creating more stress than fun. Avoid sabotaging yourself by wasting your emotional energy on guilty feelings; they will only immobilize you. Stay in the present and focus on the activity at hand.
4. Learn to be flexible
   Get rid of the idea of being perfect. Be willing to compromise. To do this you must first be clear about your limits. Learn to make compromises without shortchanging yourself or others. By being clear about what you can and are willing to do, your children and other family members will know what you are willing to accept.

   Remember, to most children “maybe” means “yes,” especially if they want something. Teach them the difference between “wanting” and “needing.” Having no limits makes it difficult to say “no” or to delegate. Remember that boundaries and limits are essential for balancing your life, but you can’t control everything.

5. Teach your children to put people before things
   When you and your children are grateful and empathetic toward others, you will feel more strongly connected to those around you. As a result, your sense of well-being will be enhanced and you will feel less alone. Reciprocated, non-judgmental caring leads to trust and binds us to one another. It can even help us forgive ourselves when things don’t get done or meet our expectations. When cared for, children and adults develop a greater confidence in their capabilities, as well as their capacity to care for themselves.
6. Be an example of self-care
   Children learn more by example when it comes to developing habits for staying emotionally and physically healthy. Be good to yourself. Create a simple, soothing atmosphere at home and work. Declutter your environment. Eat healthy foods. Exercise regularly. Listen to calming music. Take naps. Find ways to relax whenever you have a free moment. Create family nights. Have parent-child “dates.” Develop family rituals you can all look forward to. Give your family your full attention when you are doing things together, and they will notice and reciprocate.

Weaving family, friendships, activities, and responsibilities together creates a richness and harmony in our lives that is greater than the sum of its separate parts. There is no single formula for balancing work and family. Each of us must decide how to combine our time with our spouses, children, career and hobbies as well as find “me time.” Teaching children how to do this takes patience, but will pay dividends better than any gift you will receive this holiday season.

Peter C. Thomas, Ph.D., is a licensed psychologist and provides psycho-educational evaluations as well as individual, couples and family therapy. He specializes in working with children and adults who have Attention Deficit Disorders and learning disabilities.

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A Balanced Life During the Holiday Season

When I first read the book, ScreamFree Parenting: the Revolutionary Approach to Raising Your Kids by Keeping Your Cool, by Hal Runkel, I was struck by the simplicity of its primary message: Parenting is not about kids, it’s about parents. It’s much like dog training, where the methods involve focus on the owner, not the dog. While I can’t crate my kids while I fix dinner, I can use what I’ve learned as a life and parenting coach to keep things scream-free and maintain (mostly) a peaceful home.

The ScreamFree message is clear and easy to understand (if not always to follow):

1. Focus on yourself
2. Calm yourself down
3. Grow yourself up

As Runkel states in his book, “the only way to retain a position of influence with our children is to regain a position of control over ourselves.” After all, if we want them to grow up to become respectful, self-directed people who take responsibility for their actions, doesn’t it make sense for us to model that behavior ourselves?

You might be thinking, “How exactly am I supposed to model that behavior when my family seems completely out of control?” I know what you mean. Runkel’s message does seem to conflict with reality.

While training with Runkel to learn the ScreamFree methods, I questioned him about the unique challenge of applying his message to special needs children. After all, home life is different for those who parent children with learning differences. Doesn’t that call for a different parenting approach than is used for neuro-typical kids? The answer is yes, and no.

On the one hand, the details of managing complex kids often take on a particular quality. We deal with a different kind of emotionality and frustration in the special needs world. Behaviors come from a need to “let go,” or a place of feeling overwhelmed, or a sense of extreme fatigue in trying hard to hold it together. In fact, we tolerate many behaviors with special needs kids that we might not otherwise because we understand and accept what’s behind those behaviors. Bottom line: while typical parents respond to “naughty” behavior, we are often trying to manage “neurological” behavior.

Fortunately, focusing on ourselves, calming down and taking responsibility for our own behavior creates a particularly positive environment for responding to difficult “neurological” behaviors. No matter how crazy life can get at home, it is better when we parents remove ourselves from the drama!

Here’s how I resolved the conflict of Runkel’s message with the reality of my family life: I respect the principles of ScreamFree Parenting, yet I modify its application for my special needs world. Every day I try to apply ScreamFree principles, even though some of the particular strategies don’t always fit.

ScreamFree Parenting is about “learning to relate with others in a calm, cool, and connected way; taking hold of your own emotional responses to matter how anyone else chooses to behave; learning to focus on yourself and take care of yourself for the world’s benefit.” Can you think of a better message for parents whose kids might spiral out of control, or swim on the floor, or drape themselves across a desk like a tablecloth?

Here are 15 ScreamFree principles that I think are especially useful for parenting complex kids:

1. “Your emotional responses are up to you. You always have a choice.” While it’s not always easy to shake off the comments and thoughts of others, you do have a certain amount of control over how they affect you.
2. “Taking responsibility for your own actions is a sign of maturity. Owning up to your mistakes without blaming your circumstances, other people, or your childhood – this is when you know you’re a grown up.”
3. “To be ‘in charge’ as a parent means inspiring your children to motivate themselves.” Focus on influence, rather than control.
4. “To exercise a position of authority in your family … you have to first calm down.” Authentic respect requires calm, not controlling behavior.
5. “Begin with the end in mind, but let go of the Final Results.” Especially for our kids with learning differences, focus on the process rather than the outcome.
6. Be willing to endure discomfort for a greater payoff later. It’s hard holding our kids accountable to the structures we teach them, but it will serve everyone in the end.
7. “If you want your children to become self-directed adults, you have to face the truth that you cannot do it for them.” This one requires modification for our kids, but is still important – the goal is independence.
8. “Rarely look your kids in the eye when talking with them” (Ok, this is a tactic, not a principle, but it’s so great for our kids! Ever notice that great conversations tend to happen when you’re driving and they don’t have to look at you? It gives them a chance to process without feeling scrutinized).
9. Calm yourself down and let your kids struggle. For kids with learning or behavior issues, pay attention to when it’s time to intervene, but give them a chance to try first, when you can.
10. “What you say about your kids is more important than what you say to them. No one is ever always anything.” As in “…you’re always late, you’re always making mistakes, you’re always disobeying me…”
11. Expect your kids to surprise you. Allow room for them to change!
12. “All patterns, no matter how ingrained, can be changed.” Whatever your reality is at the moment, it is not necessarily permanent. You do have choices about your own behavior.
13. “Let the consequences do the screaming.” Put consequences in place in advance, and then step aside and let the “system” be the bad guy.
14. “Empty threats are really broken promises.” Do what you say you will do.
15. “You cannot take care of your family unless you first tend to yourself.”

Most of these principles are self-explanatory and make common sense. Which ones resonate with you as a parent? Which ones do you think might resonate with your kids (as you try them out)? Not all of them will apply to you. Often it just takes little tweaks in our own behavior to bring big improvements in our families.

If the list feels overwhelming, which is perfectly normal and understandable, then start with the last suggestion on the list. Tend to yourself. Sometimes that’s the first step in finding the “calm” you need in order to handle the chaos.

Elaine Taylor-Klaus is a Life & Parenting Coach and the co-founder of ImpactADHD.com, an online coaching community for parents of kids with ADHD. She writes for “Living Without” magazine and is a regular columnist on ShareWIK.com and MySpecialNeedsNetwork.com. Elaine shares her business, Touchstone Coaching, with her husband, David Taylor-Klaus.

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What it Means to be a Scream-Free Parent

Part I – Cumberland Academy

by Debbi Scarborough, Cumberland Academy Co-Founder

If you would have asked me four years ago, “Where do you see yourself in 10 years?” I would have said, “Relaxing on the beach with my husband.” But that isn’t the case anymore. I was given the gift of redirection, and I am so lucky to do what I do and see what I see every day. I see struggling students now thriving and stressed-out parents starting to smile.

My son Steven, who has Asperger’s syndrome, was 12-years-old when we started looking for a special needs middle school. Although the public elementary school was successful for Steven, he needed more attention than most public school students. I knew that public middle school would present more challenges and would not provide him with the right environment in order for him to thrive. My husband and I began our quest for a special needs private school that could provide Steven with the extra attention he needed in order to feel comfortable in his surroundings, as well as excel academically and socially.

We were shocked to find out how many schools did not accept children with Asperger’s Syndrome. My husband and I toured 15 schools, and we were turned away by the majority of them. As all parents with special needs children, I felt lost and alone, but I couldn’t sit by and do nothing. I had no choice but to open a school which was designed specifically for the high-functioning child with autism, Asperger’s, ADD or ADHD. We opened Cumberland Academy of Georgia in 2007 with one student, my son Steven.

Now we have more than 64 students in grades four through 12. Cumberland Academy of Georgia has received the high quality of accreditation from the Southern Association of College and Schools (SACS) and the Georgia Accrediting Commission (GAC). Our curriculum follows Georgia standards. We have hired the most experienced teachers in the area of the special needs student. They are all certified in special education. We have full-time counselors and therapists on staff to help our students cope with their daily struggles. We employ social skills specialists to help our students acclimate into different environments, as well as teach them how to make a friend and be a friend. But the most important part is that our students are thriving and our parents are proud.

My son Steven is now driving me to school every day, and he works part-time at a car dealership through our work program. Our graduates are all working and attending college. They are independent, self-sufficient adults.

It would have been easier if I’d found a school where I could just drop Steven off, but there was a more fulfilling calling for me. I am actually glad that I never found that school, because now I have 64 “Stevens” that I get to see growing and thriving every day. I know that Cumberland is making a huge difference in the lives of these children and in the lives of their family members, and that is incredibly rewarding for me. I am so happy to share it with those in need of a safe, secure, and welcoming environment for their child.

Cumberland Academy of Georgia is a non-profit school located at 650 Mt. Vernon Hwy, Sandy Springs 30328. For more information please call us at (404) 835-9000 or visit our website at www.cumberlandacademy.org.

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All in the Family: When a Diagnosis Leads to a Family Business or Nonprofit – Part I

Part II – The Kiss Foundation Story

by Donna Johnson, The Kiss Foundation Founder

I soon came to realize that crying and complaining about the injustice was not the answer. I had to do something to make a change… The Kiss Foundation is the solution for families like ours and it is our goal to create welcoming environments for people with disabilities and their families.

My 12-year-old daughter, Kristiane (“Kiss”), has autism. During the summer of 2009, she was working with Jenny, her ABA (Applied Behavior Analysis) therapist, on developing her skills in the community. Jenny wanted to take Kiss to the library to teach her appropriate social skills and how to check out books, as well as give us an opportunity for a family outing. After first rejecting the idea in fear of how Kiss would be received and treated, I finally agreed on the condition that the library had a study room, just in case Kiss got too excited. The last thing I wanted was for her to be a disruption to the people in the library. After much discussion with Danielle (Kiss’ twin), Amaris (my youngest daughter), Brenda (Kiss’ sitter) and Jenny, we established a game plan and went to the library as a family. I was very nervous about this new adventure!

Upon arriving at the library, Kiss started talking because she was so excited about being at a new place. This immediately caught the attention of the librarians behind the desk, but I quickly explained that my daughter has autism, we were there to teach her how to work in a library, and that we needed to get a study room. They smiled and graciously welcomed us. It was going to take a few minutes to get a room, so Jenny decided to take Kiss to look at some books. The process of getting the room lasted much longer than expected, but surprisingly Kiss was doing very well in this new setting. She was doing so well, that I went to ask Jenny if she thought we still needed a room. She was also surprised, but felt it was best to get the room just in case.

I returned to the desk and after waiting awhile, I noticed Jenny heading for the door with Kiss. I asked if anything was wrong and she just smiled and said, “It’s OK. We are going for a walk.” I went back to the desk to wait for the room. Another ten minutes or so passed and I was then told that the room was ready.

After gathering the other girls, I went to the study room and immediately noticed that Jenny was visibly shaking and upset. I asked her what was wrong and her response shook me to my very core. She said, with tears in her eyes, “In all of my years of working with people with disabilities, I have never been asked to remove a child with a disability from a place.” She then shared with me that the security guard told her to take Kiss out of the library because she was disturbing the other people. I did not understand that because I only heard Kiss say something once or twice and it was not any louder or disruptive than any of the other children in the library. It was summer and the library was filled with children reading and talking.

At that very moment, my fear of being rejected was realized and my “momma bear” instinct kicked in. I quickly went to the security guard to ask him why he had told Jenny to remove a child with a disability from the library, especially since he knew why we were there and we were waiting for a room for her. His response brought me to tears and showed me just how important it is to educate people about working with and providing services to those with disabilities.

He told me that people were complaining and that she was a disruption. But did he explain to the complainer that Kiss was a child with a disability and we were waiting for a room? Did he consider that she was here to learn appropriate library behavior? Just like other children do?

He looked at me and said, “No.” He could see that I was upset; tears were running down my face and my anger had turned to pain and sadness. He explained that it was no different than asking a mother with a crying baby to leave.

I tried explaining to him as calmly as I could that it was not the same — this is a child with a disability. He said to me sternly, “The library is for everyone.”

Trying not to make the situation worse, and being very aware of my two other children watching and listening from the other room, I replied, “At what point are you going to realize that she IS part of the ‘everyone’ and she has a right to be here?”

I began to realize that it was his lack of knowledge and experience that caused him to respond in such a negative manner towards my daughter. Slowly my anger and frustration turned to compassion and sadness for him. I was sad because here was a man, trying to do his job, but not properly educated on how to interact and serve people with disabilities and their families. I was sad that he was so focused on doing his job that he could not see the pain he was causing my family and wondered how many other families had experienced this pain.

He said, in what probably was his way of apologizing, “Maybe next time, you can ask to use the room where they read books to the children during the week.”

I looked at him, still with tears in my eyes and simply responded, “And maybe next time you can be part of the solution instead of the problem.”

I then packed up what little pride I had left, wiped my tears and went to the bathroom to get myself together before going back into the study room to talk to my children. As I walked, several people in the library tried to console me.

I had to let my two girls know I was sorry, because prior to going to the library they expressed their concerns about the possibility of people mistreating Kiss. They told me that some people don’t understand our family. I assured them that it would be fine…

Fortunately, Kiss loves everyone regardless of how they treat her, so as we left she looked at him and smiled.

After leaving I immediately called my husband, Ken, to tell him about what had happened and I could hear from his silence just how hurt he was.

That night my family did not sleep and the next day I found out that Jenny and Brenda had a rough time processing what had taken place as well. We spent that rest of the day just talking about the situation and asking, “Why?”

What happened to my family was a wakeup call. I soon came to realize that crying and complaining about the injustice was not the answer. I had to do something to make a change. After crying on the shoulder of my husband, father, brother and close friends and discovering that some of my friends who have children with disabilities had similar experiences, I decided to do what I had asked the security guard to do, be a part of the solution. If the lack of knowledge and understanding was the problem, then the solution is educating people about how to serve and work with people with disabilities. The Kiss Foundation is the solution for families like ours and it is our goal to create welcoming environments for people with disabilities and their families.

Please visit www.thekissfoundation.org to find out more about this incredible organization whose mission is to build community bridges by promoting respect, understanding and acceptance of people with disabilities through advocacy, family support, and Disability Awareness Training and Education and to empower parents of children with disabilities to create welcoming environments in their community.

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All in the Family: When a Diagnosis Leads to a Family Business or Nonprofit – Part II

Play is not a four-letter word

When was the last time your kids built a pillow fort and invited you in? After the activities, the meetings, the appointments, the sports practices and the homework, there is no time for play. Yes, play! Time spent dallying about in one’s imagination on the living room floor inventing battles, landscapes, castles, haunted houses or elaborate tunnels to somewhere – time spent exploring, discovering, and being amazed by the out-of-doors. According to the American Academy of Pediatrics (AAP), “Play…contributes to the cognitive, physical, social, and emotional well-being of children and youth. Play also offers an ideal opportunity for parents to engage fully with their children.”

More good news!

According to the AAP, play provides these benefits for children:

• allows children to use their creativity while developing their imagination, dexterity, and physical, cognitive, and emotional strength
• is important to healthy brain development
• allows children to create and explore a world they can master, conquering their fears while practicing adult roles
• helps children develop new competencies that lead to enhanced confidence and the resiliency they will need to face future challenges
• allows children to learn how to work in groups, to share, to negotiate, to resolve conflicts, and to learn self-advocacy skills
• above all, play is a simple joy that is a cherished part of childhood

Want to put some “childhood” back into your family? Below are some practical and simple steps families can take to reinstate some playtime, for both grownups and the kids!

Create a family mission statement

Your family probably already has goals but may lack a mission statement to guide the goals. Goals are different than a mission statement. Goals are things you want to accomplish/do. Mission statements outline the motivation behind the goals. While goals are the “what,” the mission statement is the “why.” The mission statement is the map; the goals are the paths taken to get to your ultimate destination.

Resources for Mission Statements

• Back to the Basics: Create a Family Mission Statement ::: Simple Mom
• Build a Mission Statement ::: Franklin Covey
• How to Write a Family Mission Statement ::: eHow
• Our Family’s Mission Statement ::: Rockin’ Granola

Here is a list of tips that can help manage your time and make things a little less hectic:

• Have a family meeting to discuss each other’s plans, goals and needs once a month.
• Set your priorities.
• Keep it simple.
• Follow a daily routine so that everyone is on the same page and knows what to expect.
• Have a menu plan.
• Get involved in a car pool – save time and gas money.
• Minimize distractions (putting video games and other electronics in cabinets works wonders).
• Remember that the goal is to get it done, not make it perfect.
• Finally, bedtime is not just for the kids; set one for yourself too, so you can get a good night’s sleep.

Adapted from http://www.more4kids.info/607/family-time-management/

Every family has to find their own balance between the demands of the world and the much needed time for play. Families with children who have learning differences often have added responsibilities with tutors, therapies and added homework time. Use visuals like pie charts when determining how much time is needed for school, sports, homework, meals, therapy/tutors and sleep. Don’t forget to add in time for travel and transition. The key is to take time to organize your substantial schedule to keep stress at bay. Prioritize and adjust your activities according to your family’s mission statement. Finally, provide a nonnegotiable time for play!

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Family Mission Statement: Finding Time to Play