Tag

MOTIVATION

Boredom: The Good, the Bad, and the Ugly

By | NESCA Notes 2021

By: Cynthia Hess, PsyD
Pediatric Neuropsychologist Fellow and Therapist

According to the APA Dictionary of Psychology, boredom is defined as:

A state of weariness or ennui resulting from a lack of engagement with stimuli in the environment. It is generally considered to be one of the least desirable conditions of daily life and is often identified by individuals as a cause of feeling depressed. It can be seen as the opposite of interest and surprise

In an APA podcast called Speaking of Psychology, Erin Westgate, PhD, a psychologist who studies boredom, suggests that boredom is an unpleasant emotion similar to anger, sadness, fear, and pain. In her efforts to understand and define boredom, Dr. Westgate explored the ways in which attention and meaning affect emotions and explain boredom. She opines that boredom may result from one’s inability to sustain attention, which may occur either when a task is too easy or too hard. It may help to understand why students describe a less preferred subject (e.g., math) as boring. Boredom may also be due to a sense that what we are doing lacks meaning. In both instances, the mind wanders and we are faced with that sense of being alone with our thoughts. Dr. Westgate notes that some thoughts are more engaging than others, and there are certain conditions under which people enjoy or do not enjoy their own thoughts. It has become increasingly difficult for people to sit and think, and consequently they search for ways to escape or avoid the boredom that results. However, boredom is not all bad. Like many things in life, it depends on how we manage it.

Similar to other negative emotions, boredom alerts us that something is wrong in our body, and it is human nature to want to escape or avoid it. When escape and avoidance become the only method to cope with boredom, individuals may begin experiencing chronic boredom, which can be detrimental to emotional and physical wellbeing. When boredom becomes chronic, it no longer works as a useful signal. Boredom can be more impactful than loneliness and is often mistaken for loneliness. When boredom is not well managed, it can lead to depression and self-destructive behaviors, such as self-harm and addiction. As alluded to above, the ability to sit with our thoughts and feelings without trying to avoid or escape them has become increasingly difficult. Perhaps related to the ease with which they can be avoided; for example, when our body sends out the first signal of discomfort, we can distract ourselves by reaching for our phone. An article in TIME magazine stated:

We’re trying to swipe and scroll the boredom away, but in doing that, we’re actually making ourselves more prone to boredom, because every time we get our phone out we’re not allowing our mind to wander and to solve our own boredom problems, Mann says, adding that people can become addicted to the constant dopamine hit of new and novel content that phones provide. Our tolerance for boredom just changes completely, and we need more and more to stop being bored.

Relying on electronics is only one example of a way to avoid and escape the discomfort of boredom. It is highly reinforcing because, in the short-term, it works. However, when it is one’s only tool in the toolbox, it may quickly undermine their ability for learning to manage uncomfortable thoughts and feelings and use them for creating positive change. Therefore, it is necessary to find a positive, opposite behavior to replace the maladaptive behavior. This often leads to an increased sense of purpose and agency, and improved self-esteem and self-concept.

Children and adolescents often complain about being bored, and while boredom is uncomfortable, it can also help to develop skills, creativity, and boost self-esteem. Once boredom sets in, it can be difficult for children to shift their attention to find meaning when confronted with the discomfort of boredom. According to an article published by the Child Mind Institute, boredom can be a great way to teach children how to manage frustration and regulate emotions when things are boring or not going their way. It is not that boredom teaches the skills, but rather it is what they do when faced with boredom. There are many strategies outlined in the article to help parents nurture skills when their children are bored. In general, be aware that behaviors may be attention-seeking, and therefore, should not be reinforced. Otherwise, boredom offers an opportunity for children to do something meaningful that benefits them and those around them. When properly managed, it spurs creativity and innovation. Along the way, it is important to be realistic and recognize that there will be failure, and learning to manage the discomfort of failure is an added bonus.

 

About the Author

Dr. Cynthia Hess recently graduated from Rivier University with a PsyD in Counseling and School Psychology. Previously, she earned an M.A. from Antioch New England in Applied Psychology. She also worked as an elementary school counselor and school psychologist for 15 years before embarking on her doctorate. During her doctorate, she did her pre-doctoral internship with RIT in Rochester, N.Y. where she worked with youth ages 5-17 who had experienced complex developmental trauma. Dr. Hess’s first post-doctoral fellowship was with The Counseling Center of New England where she provided psychotherapy and family therapy to children ages 5-18, their families and young adults. She also trained part-time with a pediatric neuropsychologist conducting neuropsychological evaluations.

 

To schedule an appointment with one of NESCA’s expert neuropsychologists, please complete our online intake form

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton and Plainville, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

State Dyslexia Laws – What do they aim to do and how can we aid their success?

By | NESCA Notes 2019

 

By: Angela Currie, Ph.D.
Pediatric Neuropsychologist, NESCA
Director of Training and New Hampshire Operations

While in 2013 there were only 22 states that had laws regarding dyslexia, as of March 2018, 42 states have dyslexia-specific laws, and as discussed in the article Dyslexia Laws in the USA: A 2018 Update by Martha Youman and Nancy Mather, 33 legislative bills related to dyslexia were introduced between January and March 2018 alone. These dyslexia laws address such things as dyslexia awareness, teacher training, early screening of risk factors, interventions and accommodations, and rights of individuals with dyslexia. In addition to identifying the need to address these matters, at least 10 states have developed dyslexia handbooks, and New Hampshire (where I practice as an evaluator and consultant) has developed a dyslexia resource guide. With Governor Charlie Baker’s signing of S2607 on October 19, 2018, Massachusetts now joins the list of states with dyslexia training, screening, and intervention mandates.

To see such progress in the identification and intervention of dyslexia is exciting for everyone who is connected to this community. As a pediatric neuropsychologist, I have worked with individuals with dyslexia and related disorders for many years, and in 2017 I had the pleasure of being one of the many professionals involved in the development of the NH dyslexia resource guide. Since that time, it has been encouraging to see a number of school districts embrace training opportunities and develop early screening efforts. While that is so, across the nation several states still do not have dyslexia-specific laws, and most states that do have them continue to experience uncertainty about how to implement said laws. Based on my personal experience and observations, there appear to be some basic steps or efforts that may improve the effectiveness of these efforts:

  • Use the term “Dyslexia.” Historically, the term “dyslexia” has been rejected or discouraged by most schools, instead preferring to label the associated learning profile as a Specific Learning Disability in reading; however, dyslexia specialists and advocates have long argued that this latter term is problematic because it fails to acknowledge the neurobiology of dyslexia and it does not inform interventions, accommodations, and related services with the level of specificity that is dictated by the defined diagnosed label. To address this concern, in 2015 the U.S. Department of Education issued a formal letter clarifying that “there is nothing in the IDEA or [the] implementing regulations that would prohibit IEP Teams from referencing or using dyslexia, dyscalculia, or dysgraphia in a child’s IEP.” Until schools are willing to routinely use the term “dyslexia,” the potential success of dyslexia laws is significantly challenged.
  • Educate families about universal screening and differentiated instruction. The screening and intervention requirements outlined in most dyslexia laws fall within the purview of general education, aiming to identify children with risk factors for learning disabilities and support their needs through multi-tiered systems of support, such as Response to Intervention (RTI). As such, there are not as many defined requirements regarding progress monitoring and reporting, or the coordination of the child’s “team” (i.e. parents, teachers, and other pertinent school personnel), as there would be within special education procedures. Families need to be educated about these universal screening procedures and methods of differentiating instruction within the general education curriculum so that they can understand their child’s challenges and monitor progress in a more informed manner.
  • Coordinate general education and special education screening and evaluation procedures. While the screening and intervention procedures discussed in dyslexia laws are generally within general education, a child should be referred for special education consideration if he or she is not making progress with the increased levels of RTI support. To optimize the utility and impact of the early screenings and to ease the referral process, the criterion that is measured within the general education setting should map onto the criterion for special education eligibility as much as possible; however, should a child require referral for special education consideration, it will also be critical to conduct a comprehensive evaluation of why the child is not progressing, allowing for more individualized and appropriate interventions.
  • Ensure the dissemination of dyslexia handbooks or resource guides. While the dyslexia community is enthused by state dyslexia laws, many teachers and school personnel are not aware of these mandates or the associated resources. These resources are a treasure trove of information about how to delivery differentiated instruction and integrate instructional methods and accommodations that are likely to be helpful for all students.
  • Continue raising awareness. Parents, teachers, and school personnel should all be educated about learning profiles, early warning signs, screening procedures, and interventions. School districts should take advantage of the resources provided by their state, which often includes the availability of a state-appointed reading specialist who can provide training or aid the dissemination of information or development of screening and intervention procedures.

There has been great progress in the recognition, identification, and remediation of dyslexia within American schools; however, this work is only just beginning. At the core of this issue is the need to recognize dyslexia as a defined, neurologically-based learning disability that can be identified at an early age and can be effectively remediated through targeted, evidence-based interventions.

Through our evaluations with students in New Hampshire and Massachusetts, clinicians at NESCA aim to identify and define learning profiles such as these and provide recommendations for targeted instruction as well as systemic support and training. Please visit our website at www.nesca-newton.com for more information.

 

About the Author:

Dr. Angela Currie is a pediatric neuropsychologist at NESCA. She conducts neuropsychological and psychological evaluations out of our Londonderry, NH office. She specializes in the evaluation of anxious children and teens, working to tease apart the various factors lending to their stress, such as underlying learning, attentional, or emotional challenges. She particularly enjoys working with the seemingly “unmotivated” child, as well as children who have “flown under the radar” for years due to their desire to succeed.

 

To book an evaluation with Dr. Currie or one of our many other expert neuropsychologists, complete NESCA’s online intake form. Indicate whether you are seeking an “evaluation” or “consultation” and your preferred clinician in the referral line.

 

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Londonderry, NH, Plainville, MA, and Newton, MA serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call (603) 818-8526.

Lessons from My Children: Always Ask “Why?”

By | NESCA Notes 2018

 

By: Angela Currie, Ph.D.
Pediatric Neuropsychologist, NESCA
Director of Training and New Hampshire Operations

There is a lot that we can learn from our children. They are not as burdened as we, and they approach life with more vigor, wonder, and confidence. With this, they do a lot of important things that we adults have forgotten to do.

Right now, both of my boys are at ages when they are constantly asking, “Why?” For my two year old, it may sound something like this:

Me: “It’s time to put on our shoes.”
Him: “Why?”
Me: “Because we have to go to school.”
Him: “Why?”
Me: “Because we leave at 7:45.”
Him: “Why?”
Me: “Because I have to be at work at 8:15.”
Him: “Why?”

I think you can see where that one is going…

For my five year old, the questioning is a little more sophisticated:

“Why can’t we feel the earth moving?”
“Why do the teens always start with number one?”
“Why is ‘W’ an upside down ‘M’?”

While sometimes the incessant questioning can make a parent’s head spin, asking “why” is how children learn about the world. Questioning is one of the primary tools aiding children’s cognitive development. But in spite of the importance of questioning early on, as we get older, we increasingly forget to make such inquiries. While this may be for understandable reasons – life is busy, we are set in our routines, we have learned to trust the expertise and opinions of others, etc. – such lack of questioning can often interfere with our ability to effectively solve life’s dilemmas, and effectively help our children.

At NESCA, families and caregivers seek out our evaluations for a range of concerns: reading interventions were tried, but they did not work; a child’s behavior is out of control, but they are not responding to the behavioral plan; a teenager is not motivated to do their schoolwork, and they are failing; or conversely, in spite of spending five hours per night on homework, the teen is still failing.

What is most often happening in these situations is that there is not a sufficient understanding of why the child is struggling, and so well-intentioned attempts at helping are rendered fruitless.

Things are not always as they seem. Behavior, be it academic difficulties or noncompliance, is a symptom of an underlying issue. So while some children struggle to read because they are delayed in the acquisition of phonological skills and other foundations of reading, other children may struggle to read because of deficits in things like visual scanning and processing, attention, and/or auditory processing. For the out of control child, if their noncompliance is based in underlying anxiety and their need to avoid anxiety triggers and feared situations, then behavioral plans that are not paired with anxiety-focused therapeutic interventions will be ineffective.

It is because of the need to know “why” that NESCA’s neuropsychologists always conduct the most comprehensive neuropsychological evaluations. Unless we know the underlying reasons for a client’s challenges, we cannot create the well-informed recommendations and roadmap for how to help them make progress. Through in-depth inquiry and investigation, we get a detailed understanding of a client’s strengths and challenges. We find the reason “why.”

So, while I may sometimes get tired of answering my children’s near-constant questioning, they may have this one right. It is only with ongoing contemplation and inquiry that we can be confident in our understanding of the world, and of our children.

 

About the Author:

Dr. Angela Currie conducts neuropsychological and psychological (projective) assessments out of NESCA’s Londonderry, NH and Newton, MA offices, seeing individuals with a wide range of concerns. She enjoys working with stressed-out children and teens, working to tease apart the various factors that may be lending to their stress, including assessment of possible underlying learning challenges (such as dyslexia or nonverbal learning disability), attentional deficit, or executive function weakness. She also often conducts evaluations with children confronting more primary emotional and anxiety-related challenges, such as generalized anxiety, obsessive compulsive disorder, or depression. Dr. Currie particularly enjoys working with the seemingly “unmotivated” child as well as children who have “flown under the radar” for years due to their desire to succeed.

To book an evaluation or consultation with Dr. Currie or one of our many other expert neuropsychologists, complete NESCA’s online intake form. Indicate whether you are seeking an “evaluation” or “consultation” and your preferred clinician in the referral line.

Understanding Motivation in Children and Teenagers, and Where We Went Wrong

By | NESCA Notes 2018

By: Angela Currie, Ph.D.
Pediatric Neuropsychologist
Director of New Hampshire Operations

As parents and teachers, we hear, and say, these things all the time:

“Why doesn’t he just do it?”

“How many times do I have to ask you?”

“Why don’t you care about your work?”

“She just doesn’t have the drive.”

Be it schoolwork, chores, or social events, some kids seemingly just aren’t motivated to do things. We punish. We nag. We fight. But even with all of this, sometimes things do not change.

It is easy to become frustrated, but in this state of frustration, we often forget to ask ourselves why finding motivation is so difficult for the child.

There are two types of motivation – intrinsic and extrinsic. Intrinsic motivation is an internal desire or drive to do something based strictly on the resulting feeling of satisfaction or enjoyment. Extrinsic motivation relies on external rewards, such as money, good grades, stickers, toys, or other things. Intrinsic motivation has long-lasting effects, while behavior based on extrinsic motivation is fleeting.

Some children seem to develop intrinsic motivation naturally. For other children, we attempt to gain compliance or task completion through extrinsic motivation – behavioral charts, rewards, punishments, etc. Sometimes this works in the short term, but as soon as the rewards or punishments are gone, so is the behavior. Other times, even extrinsic motivation seems absent and behavior still does not change, no matter how big the reward or punishment.

Frustration ensues and we often find ourselves feeling or saying the above things – the child does not have the motivation, therefore the work or task does not get done. But where does this leave us? The adults are defeated, the child feels blamed, and the situation worsens.

So where’d we go wrong?

Our understanding of motivation is often backwards – motivation exists, therefore successful behavior occurs. This is wrong. We are not born inherently knowing how to motivate ourselves. We learn it through successful experiences in the world. So, what really happens is: successful behavior occurs, therefore motivation develops.

Lesson #1: Motivation is the effect, not the cause.

In reversing the relationship, we can now ask ourselves: “What is causing the lack of motivation?” If we are able to identify and address the underlying challenges, the child can begin to experience the successes that are necessary for motivation to develop over time. Further, in accepting that motivation is learned through experience and not inherent, we accept that the term “intrinsic” is somewhat misleading.

Lesson #2: Intrinsic motivation is not naturally intrinsic – it becomes intrinsic after feelings of success are internalized.

By identifying and addressing skills deficits, we can help children to experience more successes and increase their willingness and ability to “try harder.” Academic deficits, attention problems, anxiety, low self-esteem, social challenges, executive function weaknesses, among other things, can all interfere with motivation. Challenges in any one of these areas can, and will, interfere with motivation. As such, motivation is not a single thing. It is a complex skill that can only develop once other, more basic, skills have developed.

Lesson #3: Motivation is not one thing – it is the coordination of many skills.

Now viewing motivation as something that is learned over time as other, more basic, skills develop and a child experiences successes in life, we are better able to develop a plan for how to intervene.

Take home message: All children and teens can be motivated – it is our job to teach them how.

When motivation seems absent or fleeting, we must become detectives, working to figure out what underlying challenges or deficits are present. This may be aided through conversations with the child’s teachers or other support providers. Other times, a comprehensive evaluation may be necessary in order to specifically identify the child’s strengths and challenges, as well as receive individualized recommendations for how to address their needs.

Dr. Currie will be offering a free webinar about motivation and self-regulation this Spring. Stay tuned for sign-up information. 

About the Author:

Dr. Angela Currie conducts neuropsychological and psychological (projective) assessments out of NESCA’s Londonderry, NH and Newton, MA offices, seeing individuals with a wide range of concerns. She enjoys working with stressed-out children and teens, working to tease apart the various factors that may be lending to their stress, including assessment of possible underlying learning challenges (such as dyslexia or nonverbal learning disability), attentional deficit, or executive function weakness. She also often conducts evaluations with children confronting more primary emotional and anxiety-related challenges, such as generalized anxiety, obsessive compulsive disorder, or depression. Dr. Currie particularly enjoys working with the seemingly “unmotivated” child as well as children who have “flown under the radar” for years due to their desire to succeed.