Tag

psychoeducational counseling

May 08
15

Self-efficacy: An Important Characteristic to Develop in Children

By | Nesca Notes 2023

By Dot Lucci, M.Ed., CAGS
Director of Consultation and Psychoeducational Counseling Services, NESCA

We often talk a lot about wanting our children to have good self-esteem. There’s nothing wrong with good self-esteem; it means that a child has a positive view of themselves and their worth. However, self-esteem is not enough. Life has its challenges, failure being one of them. How are we helping children to pick themselves up and try again? If our children are lagging in this ability, we need to help them develop realistic self-efficacy.

Self-efficacy and self-esteem are related but are also qualitatively different. Self-efficacy is related to how you feel about your ability to succeed in different contexts. It is more specific and context-driven versus self-esteem. Is your child capable of preserving at performing a difficult task? Do they stay engaged and try again, or do they give up? Self-esteem is considered a global belief about oneself, whereas, according to psychologist Albert Bandura, self-efficacy is “the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations.”

A child with high self-efficacy believes their challenges are obstacles to overcome. Failures don’t immobilize them. Their inner voice says, “I’ve got this!” They may demonstrate good self-awareness by knowing their strengths and challenges, thus setting manageable goals and achieving success because the goals are indeed attainable. Their motivation to try difficult tasks is buoyed by a positive thinking style and an inner belief system that recognizes failure as a part of life. So, when they fail at something, their self-esteem remains intact. They don’t “beat themselves up” when they make a mistake. They recognize it as a part of learning. As they say, “they get back in the saddle.” Children with good self-efficacy have better self-regulation, utilize a growth mindset, and have a stronger sense of agency and mastery. As Henry Ford said, “Whether you think you can, or you think you can’t–you’re right.”

Children with poor self-efficacy often shy away from work that they failed at or with tasks that they perceive as difficult. They tend to believe that these tasks are beyond their capabilities, so they shy away from even trying to do them. Children with low self-efficacy often berate themselves when they make a mistake, lose confidence in themselves, and their self-esteem suffers.

Helping children develop self-efficacy is important to their overall social-emotional functioning and well-being. The earlier we start helping to develop self-efficacy in our children, the better off they will be at improving their self-efficacy independently throughout their lives. Bandura identified four influencers or sources that impact self-efficacy: performance experience, vicarious experience, social persuasion, and physical and emotional states. Using these as our guideposts when teaching our children enhances their development of self-efficacy.

Performance Experience refers to when we perform a task successfully, it strengthens our sense of self-efficacy. This can also be called Mastery Experiences. We feel good about ourselves, our skills, and our knowledge; however, the converse is true as well. Failing to perform a task well will further weaken self-efficacy, particularly if it was not strong to begin with. Thus, it is important to emphasize and normalize the concept that failure is a part of the learning process.

When we watch others who are like us succeed by persevering at and completing a difficult task, it can raise the observers’ beliefs that they, too, can achieve it. This is Vicarious Experience or Social Modeling. By watching another person succeed through dedication, a person can be inspired to achieve the goals they set for themselves.

Another way to improve self-efficacy is through Social Persuasion. It is just as it sounds – someone you trust as a credible source giving verbal encouragement about your ability to perform a task can have a positive impact on one’s self-efficacy, becoming a self-fulfilling prophecy.

The last influencer, Our Own Personal Physical Sensations, Moods, Emotional Reactions, and Stress Level, etc., can dramatically…and positively or negatively impact how a person feels about their skills and abilities to complete a task. Bandura, highlighted, “it is not the sheer intensity of the emotional and physical reactions that is important but how they are perceived and interpreted by the person.” If we can acknowledge the stress and minimize it when we are confronted with a challenging task, we can improve self-efficacy. These are all important ways to help facilitate a child’s development of self-efficacy.

Facilitating the development of self-efficacy in our children can be done through a variety of means, keeping Bandura’s four influencers in mind. Here are some approaches to consider:

  • Keep in mind Bandura’s four self-efficacy influencer types as your guideposts.
  • Model self-efficacy and point it out to your children. Share your struggles/set-backs and how you managed to persevere. Talk about how you are willing to work towards a goal even though you failed multiple times along the way. Typically, parents do it without even knowing it.
  • Help children develop realistic self-efficacy by praising them honestly and concretely. Praise their effort, not their ability. Help them recognize failure is a part of life and learning.
  • Preview new learning by saying something like, “Remember you’re learning ___. You might make some mistakes. It’s okay. Mistakes are a part of learning.”
  • Use failures to help build realistic expectations and self-confidence by pointing out growth from previous attempts. Help children learn from their set-backs.
  • Empathize with their emotions related to their failures, struggles, etc.
  • Name their strengths and challenges, and use them as jumping off points related to their effort, not ability.
  • Help children set “realistic” short-term goals and help them stay on track. Help children recognize that their achievements are related to internal strengths, skills, and thoughts – not on external factors (i.e., I learned that hook shot because I practiced, watched and analyzed videos, and listened to my coach, etc.).
  • Create opportunities that are within “their zone of proximal development” (i.e., just right learning level – not too hard or too easy). To help build self-efficacy, a child needs a difficulty level to hold their interest, feel challenged, and experience some amount of struggle while ultimately achieving success.

Self-efficacy is worth paying attention to as it is truly one of the best gifts we can instill in our children. As Mahatma Gandhi said, “If I have the belief that I can do it, I shall surely acquire the capacity to do it even if I may not have it at the beginning.”

References

Bandura, A. 1999. Self-efficacy in Changing Societies. Cambridge Univ. Press, UK.

Self-Efficacy: Helping Children Believe They Can Succeed https://www.forsyth.k12.ga.us/cms/lib3/ga01000373/centricity/domain/31/self-efficacy_helping_children_believe_they_can_suceed.pdf

If You Think You Can’t… Think Again: The Sway of Self-Efficacy https://www.psychologytoday.com/intl/blog/flourish/201002/if-you-think-you-can-t-think-again-the-sway-self-efficacy

 

About the Author

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

 

To book a consultation with Ms. Lucci or one of our many expert clinicians, complete NESCA’s online intake form. Indicate whether you are seeking an “evaluation” or “consultation” and your preferred clinician/consultant/service in the referral line.

 

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

 

Apr 04
14

Changing Habits to Become a More Effective Student

By | NESCA Notes 2022

By Dot Lucci, M.Ed., CAGS
Director of Consultation and Psychoeducational Services, NESCA

In 1989, Stephen Covey wrote “The 7 Habits of Highly Effective People,” and it continues to be a book that is still relevant today, used by many Fortune 500 companies. He was a change-agent, a best-selling author, educator, and business leader, and through his down-to-earth approach, he created a wave of change. He helped people think about “being good” and create habits from the human race’s best instincts. He was named one of the 25 most influential people by TIME magazine in 1996 and authored numerous books that highlight his “inside out” approach to change. He thought who you are and how you view the world is at the core of how you engage with the world. This is such a simple view yet so powerful and one that holds much truth. He thought change started internally and by developing those 7 habits was the way to create a world that functioned better and in more of an us/we mentality versus a me/my mentality. He developed programs, led workshops and inspired change in children and adults. There are curriculums that have been developed for use with children through young adults in schools and colleges. These programs created individual change as well as cultural and system change.

His work has been changing the world one person at a time through his books and his programs for years. He believed that organizational behavior was individualized behavior. His 7 habits of being are about taking responsibility for oneself and through this creating a community of mutual goals, trust and more. In schools, the programs include developing behavioral change through the development of new habits and 5 core paradigms. The five paradigms are:

  1. Everyone can be a leader; NOT Leadership is for the few;
  2. Everyone has genius; NOT A few people are gifted;
  3. Change starts with me; NOT To improve schools the system needs to change first;
  4. Educators empower students to lead their own learning; NOT Educators control and direct student learning; and
  5. Develop the whole person; NOT Focus solely on academic achievement.

These paradigm shifts guide administrators and educators to see and think differently about how they see their role, student potential and the school culture. It allows all students whether they have disabilities or not to be valued, included and take ownership for themselves and each other, and change the culture of the class and school. The 7 habits of highly effective people are:

Social-emotional learning (SEL) is as important as academics, if not more important. Many schools have goals related to SEL, and the vision statements of many districts reflect that. Most vision statements express something like, “We prepare students to be life-long learners who contribute to a global world and demonstrate respect and acceptance for the diversity of our humanity.” How do they bring their vision to life and practice it day in and day out in through their policies, conversations, classrooms and schools? There are many different tools, programs, curriculums and approaches that address SEL and help schools meet their visions and prepare students to be contributing and caring members of society. Stephen Covey’s 7 habits are an example of one of these approaches. Think about how you, as a parent or caregiver, can embrace and reinforce these 7 habits at home as they can help family members thrive individually as well as within the family unit.

 

References:

Covey, Stephen. R. (2020). The 7 habits of highly effective people; 30th anniversary edition. N.Y., N.Y. Simon & Schuster.

Covey, Stephen. R. (2022). The 7 habits of highly effective families Creating a nurturing family in a turbulent world. N.Y., N.Y. St. Martins Publishing Group.

Covey, Sean (2014). The 7 Habits of highly effective teens. N.Y., N.Y. Simon & Schuster.

Covey, S (2008). The 7 Habits of happy kids. N.Y., N.Y.  Simon & Schuster.

 

*NESCA’s has a new email subscriber service for its blog, follow.it. We trialed the platform and officially migrated to their services.*

For those who are already subscribed to our blog, you don’t have to do anything to continue to receive our blog. We’re just letting you know that the look may be different, but the expert content from NESCA’s clinicians remains the same! If you would like to subscribe or suggest others subscribe to our blog, please visit: https://nesca-newton.com/nesca-notes/. Happy reading!

 

About the Author

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

 

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

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, 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.

 

Apr 19
13

Counseling/Therapy: So Many Types and Approaches…Which One Should I Choose?

By | NESCA Notes 2021

By Dot Lucci, M.Ed., CAGS
Director of Consultation and Psychoeducational Services, NESCA

Many adults, teens and children struggle with a myriad of challenges from everyday stressors, feelings of worthlessness and insecurities to official diagnoses of anxiety, depression, PTSD, eating disorders, OCD, addiction, and more. Deciding how to grow and change and alleviate the pain and suffering can be daunting. There are so many different ways to address psychological pain. Psychological, medical, behavioral, psychopharmacological, complementary (e.g., acupuncture), and educational treatments, among others, are possible choices and can assist in lessening an individual’s anguish. How do I decide which one(s) to try? Usually, treatment involves more than one of these, so the decisions may not be as difficult as you think. The first step is recognizing that you, your child, your marriage or family needs help and taking a step to get help.

Psychological treatments include many options: psychotherapy (i.e., “talk therapy or insight-based therapy”), psychoeducational counseling, biofeedback, social training, behavior therapy, mindfulness, stress management, anger management and so many more. Therapy can be individual, group, family or couples work, and there is no single approach that works for everyone. It often depends on the referral question and complaint. Counseling is typically provided by a psychologist, social worker, mental health counselor, marriage and family counselor, expressive therapist, psychiatrist and/or psychiatric nurse. Many factors go into making psychological treatment decisions (i.e., referring question/complaint, cost, location, approach, etc.). When it comes to therapy, it is most important to have “goodness of fit” between the clinician and the client. The client needs to have a connection with and feel valued, supported and understood by their practitioner. This allows whatever treatment approach or method to be more readily accepted by the client.

Reviewing the differences between treatment approaches may help with the decision-making process beyond “the goodness of fit.” Psychotherapy involves talking with a clinician to address emotional, psychological and behavioral challenges that can be both conscious and unconscious. The client’s past experiences, perceptions and history may play an important role in psychotherapy. The client “tells a story” that helps the clinician understand their life experiences through their eyes, therefore allowing treatment to be tailored to that client’s personal experience. By working through one’s thoughts, past experiences and stressors with a caring clinician, the client is able to gain insight and perspective, reduce symptoms, change behavior, learn strategies to lighten the load and improve quality of life. Often psychotherapy is long-term and involves good communication/language skills as well as higher level of thinking, often abstractly, and insight capacity.

Psychoeducational treatment is somewhat different than psychotherapy. Education is central to treatment and is a more directive approach. It can have very specific goals and may be short-term. The past is not actively addressed; rather, the purpose is to teach the client to acknowledge, accept and understand their disability and/or mental health condition and provide ways to support growth, change and meet goals. Psychoeducational treatment can be provided to individuals, groups, families, couples, employers and others and may include reading informational text, video analysis, homework, data collection, biofeedback, journal writing and more.

Some of the goals of both treatment approaches may be to:

  • connect how thoughts, feelings and behavior are intertwined;
  • improve coping and problem-solving skills to better deal with life’s stressors;
  • increase positive self-regard; and
  • recognize and better deal with strong emotions.

Many clinicians have training in specific techniques and some use a combination of approaches and philosophies. Psychotherapy typically falls into broad categories: Psychoanalysis and psychodynamic, Behavior Therapy, Cognitive Therapy, Humanistic Therapy and Integrative or Holistic Therapy.  Sometimes a specific approach may be the best method of choice given a specific condition or specific goal of the client. Some techniques have been researched on large samples of people and proven to yield positive results with certain diagnoses; while others are newer, less researched (yet are still effective).

In determining what technique is most appropriate, consider the age, diagnosis, goal of treatment, efficacy of the treatment, as well as the personality, cognitive and language capacity, cultural/family background, location, cost, etc. Many treatment approaches share common techniques, but some techniques are better suited with certain conditions/diagnoses. There are upwards of 100 different types of psychotherapeutic approaches, so knowing which one works with what conditions, resonates with you as the client and can meet the needs/goals.

Another option is online treatment. In recent years, many in-person practices and newer standalone online treatment options have emerged. Often these are for mild depression and anxiety. As you search out any treatment, ask for references and reviews and assess treatment efficacy. Some online sites include Talkspace, TeenCounsleing and more. There are also online apps to help with stress management, anxiety, depression and more, such as Moodfit, HeadSpace for Kids, MindShift, Inner Balance, and so many more. Needless to say, online therapy and apps are not the same as in-person therapy but may augment and be helpful in some situations.

Many clients at NESCA present with learning differences, anxiety, OCD, depression, trauma, addiction, ASD, and more. The following partial list includes just some of the treatment approaches recommended by many of NESCA’s neuropsychologists. At NESCA, we currently offer a psychoeducational approach to psychological treatment and short-term pandemic related issues of anxiety and depression. If interested in learning more, please visit: https://nesca-newton.com/integrativetherapeutic/.

  • Acceptance and Commitment Therapy (ACT)
  • Attachment-based Therapy
  • Animal-assisted Therapy
  • Bibliotherapy
  • Biofeedback
  • Cognitive Behavior Therapy (CBT)
  • Dialectic Behavior Therapy (DBT)
  • Exposure & Response Prevention (ERP) Therapy
  • Expressive Therapy (art, music, drama, etc.)
  • Family Systems Therapy
  • Hypnotherapy
  • Mindfulness-Based Cognitive Therapy (MBCT)
  • Motivational Interviewing
  • Narrative Therapy
  • Positive Psychology
  • Parent-Child Interaction Therapy (PCIT)
  • Play Therapy
  • Psychoeducational Counseling
  • Trauma-Focused Cognitive Behavioral Therapy

Additional information about treatment approaches can be found at: https://www.psychologytoday.com/us/types-of-therapy.

https://www.nami.org/learn-more/treatment/psychotherapy

https://apa.org/topics/psychotehrpay/approaches

https://talkspace.com/blog/different-types-therapy-psychotherapy-best/

https://verywellmind.com

 

About the Author

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

 

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

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, 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.

 

Apr 05
20

Autism Awareness Month

By | NESCA Notes 2021

By Dot Lucci, M.Ed., CAGS
Director of Consultation and Psychoeducational Services, NESCA

So what? What does it really mean to have an awareness month and a designated day? April is Autism Awareness month, and this year April 2 was World Autism Awareness Day, established by the United Nations (UN) in 2008. In general, these designations are meant to bring awareness to ”causes.” You will see a lot of blue in April as blue is the color of autism spectrum disorder (ASD) awareness. There will likely be many federal, state and local municipal buildings, private homes, as well as national and international monuments bathed in blue lights. People will wear blue, there will be blue autism products to buy, and our air waves will be flooded with autism awareness commercials. In a typical year, many commemorative and educational events would be held. It is usually a time of celebration for people with autism as well as their families and friends everywhere. For instance, in pre-pandemic years, sports teams, movie theatres, museums, Broadway and other venues would host ASD-friendly days. Autism Speaks has its “Light it Up Blue” initiative and is celebrating this year specifically with its #LightUpWithKindness campaign. The United Nations (UN) has a different theme every year, and this year’s theme is The Transition to Adulthood.

When the United Nations established April 2 as Autism Awareness Day, it had high hopes.

“In 2008, the Convention on the Rights of Persons with Disabilities entered into force, reaffirming the fundamental principle of universal human rights for all. Its purpose is to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity. It is a vital tool to foster an inclusive and caring society for all and to ensure that all children and adults with autism can lead full and meaningful lives.”

Well said…but far from the reality of many individuals with autism and their families. If only our schools, communities and societies were as inclusive, respectful and welcoming as this statement. If it were today’s reality, many people diagnosed with ASD and their families wouldn’t have to struggle as much as they do on a day to day basis with stigmatization, discrimination and a lack of respect and inclusive opportunities.

Autism is a lifelong neurological condition that originates in childhood, and its presentation changes over time. Autism is a spectrum with social, communication, sensory and behavioral differences manifested uniquely in each individual. While we have come a long way in understanding autism, recognizing the breadth and diversity of those with it; embracing their talents, unique abilities and strengths; and addressing the day to day challenges that autistic people face. The UN’s vision is still far from a reality, and there is still much work to do.

It is my hope that during Autism Awareness Month, you become more aware. If you support the “cause” and buy a shirt, bracelet or puzzle piece and shine a blue light on your porch, that’s great – spread the word.  Take the Autism Speaks #LightUpWithKindness” campaign to heart do something to create a world that is kinder, gentler, more respectful and inclusive of autistic people with autism. Watch a movie about ASD, read a book by an autistic author, take the time to educate yourself and your children. If your child has autism, educate your child’s classmates, neighbors, family members and community members. If a child with autism is in your child’s class or school, connect with them and their parents. You are modeling for your own kids and those around you, so spread kindness, acceptance and inclusiveness. If you are an employer, connect with your local school district and offer to partner with them to provide internships for transition-aged youth with autism and maybe even hire them as employees! While this is a financially challenging time for so many, if you do have the means, donate and give to an ASD agency (whether it be locally-, nationally-, medically- or research-based, etc.) – whatever brings you joy. Donate your time at an autism support center.  There are so many ways to recognize Autism Awareness Month that go beyond the color blue – choose something that resonates with you and be the light! Be the light that goes beyond Autism Awareness to Autism Action, Autism Acceptance, Autism Access and Autism Advancement.

 

About the Author

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

 

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

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, 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.

 

Mar 01
12

Media’s Portrayal of our Differences

By | NESCA Notes 2021

By Dot Lucci, M.Ed., CAGS
Director of Consultation and Psychoeducational Services, NESCA

Media has portrayed all aspects of society’s strengths, as well as its ugliness, the diversities of its peoples and cultures, political topics, events in history and so much more for as long as television and movies have existed. Often, television and movies try to stay within norms, while, at other times, they push boundaries or raise controversial topics.

  • In 1952 on the “I Love Lucy” show, the episode, “Lucy is Enceinte,” aired in which Lucy learned she was pregnant. But the show never uttered the word, “pregnant,” and then she had the first child brought into a family on TV.
  • Prior to 1965, black actors did not have leading roles and were not portrayed favorably, until “I Spy” starred a black actor in a leading part.
  • Interracial relationships did not appear until 1968 when “Star Trek” aired the first interracial kiss.
  • In 1971, “All in the Family” had the first disclaimer for mature audiences due to its content and language.
  • In the 1950-60s, gays were portrayed in films but again not favorably. It wasn’t until after the Stonewall Riots in 1970 where “The Boys in the Band” depicted gay people in a more honest light. In 1997, Ellen DeGeneres announced on her sitcom, “Ellen,” that she was gay, making it the first prime time major TV sitcom with an openly gay lead character.

Did these shows “get it right?” Did they represent the people, cultural mores, times and issues accurately? You can be the judge. We each judge the shows we watch, and many of us have different criteria for what is right, good, funny, truthful, accurate, scary, etc. Media’s representation of society’s peoples is hard-pressed to “get it right” when it comes to portraying social groups, including most marginalized people (i.e., people with disabilities, races, genders, ethnic groups, LGBTQ, etc.). It is hard to get it right as we are not a monolith. So, even after research is done, movie producers, writers, directors, actors and actresses can still not quite get it right. When portraying a member of any of these groups, they often miss the mark by over-generalizing, simplifying, sugar-coating, missing the point or highlighting things that we wouldn’t highlight about ourselves. When weaving these characters into media, many factors play their own role in the plot – political climate, story line, social norms and monetary ratios, etc. Even with the best of intentions, movies and shows still miss the mark and offend.

Media has often portrayed these groups through stereotypical eyes, not capturing the depth and diversity within each group – even with the right due diligence in depicting these characters. So, how do they portray the breadth of us in ways that satisfy all of us with accurate representations – when each one of us is so uniquely different?

In 1990, on the series “Life Goes On,” Chris Burke, who has Down Syndrome, played the character Corky. He was the first person with Down Syndrome in a leading role. In 2018, Samantha Elisofon and Brandon Polansky – both autistic actors – were featured in a full-length feature called “Keep the Change.”

Over the years many actors/actresses have portrayed people whom they are not – it is what actors do as their job. In “Rainman,” Dustin Hoffman played an autistic savant. Did he get it right? Did he miss the mark? Did he act in ways that offended some and not others? The answer to these questions is yes and no. This has been happening for years – as long as TV and movies have existed. They portray gay people when they are straight, abused people when they have not been abused, killers when they are kind and gentle people.

Likewise, portrayals of people with disabilities have changed over the years, just like other aspects of our society. Historically, portrayals have often included characters who are one-dimensional, stereotypical and pity-provoking. Disability rights activists often use phrases like “inspirational-porn,” “super-crip,” or “cripping-up” to describe the attempts at representing them in media. Autism, like most disabilities, is challenging to portray. Over the years, representation has changed, but it may still be perceived as exaggerated, stereotyped or unrealistic (i.e., “Good Doctor,” “Big Bang Theory,” “Rainman,” etc.).

“Music,” a new movie about an autistic girl (not played by an autistic person) was recently released, sparking outrage among many people, especially within the autism community (Full disclosure – I have not seen the movie yet). The criticisms are that the character is one-dimensional, the girl is not played by an autistic person and there is the use of restraint to deal with aberrant behavior. No one movie or TV show can represent the breadth of those who are diagnosed with an autism spectrum disorder. As the saying goes, if you’ve met one person with autism, you’ve met one person with autism. Autism is a spectrum, and a movie character will not be able to hold the diversity of the population; just like a gay character portrayal cannot tell the whole gay experience. Perhaps even if an autistic person played the role, there might still be controversy. Just like when Chris Burke played Corky, there were people who praised the show and others who disliked it because it wasn’t their experience with Down Syndrome.

We have a long way to go in our society regarding equality, acceptance and inclusion of neurodiverse, racial, ethnic, sexual topics and people. So why do we expect movies and TV shows to be different? Our movie and television history demonstrates that we’ve come a long way, change can happen and media does “tackle” issues of the times. Is change slow? Yes, it is. Do we have a long way to go? You bet, especially when it comes to portrayal of people with disabilities and their inclusion in movies as actors and actresses.

I like to approach watching movies about these issues with a wide-angle lens and limited expectations. I view them as being made to inform; enlighten; open the door to others asking questions; promote thinking, awareness, inclusion, acceptance; mirrors to see ourselves in characters – fictional or otherwise; increase understanding and empathy; or share a perspective or different point of view. I also think that the intentions of most directors, actors/actresses, screen writers, etc. are coming from the right place (even if flawed). They are trying to make movies that make a point, share a perspective, increase awareness, promote inclusion, comfort, knowledge, etc. Movies that highlight sensitive topics, controversial topics and marginalized groups are good for us whether we agree with the portrayal or not. If we are outraged and we begin talking and sharing our opinions, especially our first-person opinions, we broaden awareness and knowledge. So even if you strongly dislike a movie, something good may come from it. By my writing this blog and mentioning the movie “Music,” my guess is I have piqued your curiosity if you didn’t know about it. And maybe you might check it out on Google, read the reviews and learn about the controversy. What’s wrong with that? If you do explore it, wherever you land – liking or disliking it – I’m glad you took the time to think about it, asked yourself questions, felt emotions and hopefully will continue to think about how marginalized groups are portrayed in movies.

References


https://www.insider.com/kate-hudson-responds-to-sia-music-movie-casting-criticism-2021-2
https://www.dazeddigital.com/film-tv/article/51253/1/autistic-person-responds-sia-film-music-maddie-ziegler-autism-speaks
https://www.teenvogue.com/story/trailer-for-sias-music-hurts-autistic-girls

 

About the Author

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

 

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

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, 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.

 

Jan 04
9

Approaching 2021 with Ease and Grace

By | NESCA Notes 2021

By Dot Lucci, M.Ed., CAGS

Director of Consultation and Psychoeducational Services, NESCA

I think we are all relieved that 2020 is behind us. All of us experienced a “mental health crisis” of some level of anxiety, depression and fear since March, 2020. As the pandemic spread across our globe, ravaged our lives, took loved ones from us, created economic upheaval, food insecurity and amplified the technological discrepancies that existed within our communities, we adapted and survived…we had to. And the Black Lives Matter movement gained strength also because it had to. From the crisis came opportunity.

Hopefully we learned something about ourselves and each other both across the globe and within our small circles. Now we know the unfathomable and unexpected can and does happen, and it upends our lives like we never expected. What we once thought was important doesn’t seem as important any more. Hopefully, as the months passed in 2020, we settled into the “new normal” and began to develop rhythms and beliefs that sustained us and fed our souls. Let’s hope that we developed a sense of what is truly important and can approach 2021 with new-found hope, resiliency, ease and grace. Approach 2021 by cultivating and remembering the bright spots of this past year, the surprises or treasures of 2020. They may help you think more clearly about 2021.

At the start of a new year, many people make New Year’s resolutions that are long-term goals. Some people manage to keep their resolutions while others aren’t able to sustain the motivation and commitment. Given this past year, it may be difficult to think about resolutions or even conceptualize what the future will look like. Even with vaccines on the horizon, our brains are not ready for long-term planning as our futures may still be a bit unclear. We can hope for a “return to normal,” but what will that “normal” look like?

There is still an uncertainty of what the future holds, so my thinking is to keep it simple. As we start 2021, remember what’s important. If you chose to make New Year’s resolutions, keep them manageable and small. Hopefully what you learned in 2020 can guide your thinking in 2021. Some everyday ideas might be to be kind and gentle with oneself and others. Don’t sweat the small stuff; most of it is small stuff. Smile and laugh every day. Promise yourself to go outside every day and breathe fresh air, be amazed at the glistening snow, the warmth of the sun, the flight of a bird. Take a walk. Three times a day, focus on your breath for at least three minutes. Before going to sleep, think of something to be thankful and grateful for. 2021 can be a year of hope, wonder and faith in a “newer normal” that will emerge, where each of us is responsible for creating a better day, world and a normal that may be even better than the normal of the past.

To everyone, peace, good health and Happy New Year!

 

About the Author

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

 

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

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, 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.

 

Oct 19
9

Organizing Screen Time During Remote Learning

By | NESCA Notes 2020

By Dot Lucci, M.Ed., CAGS

Director of Consultation and Psychoeducational Services, NESCA

Working remotely has placed all of us on our screens more. My eyes, back and head hurt!  For months, screen time has been our lifeline to our family and friends, work and learning. Adults and children are on screens to connect with our families/friends, to learn, to play etc. And with remote or hybrid learning most likely here to stay to some degree for the 2020/2021 school year – even with lessening restrictions – our students will remain on screens. Helping students manage the amount of screen time they have is and will remain a daunting task.

I often talk to parents about what goes into their day for healthy living (i.e. exercise, sleep, work, play, outdoor time, etc.). We can add things like responsibilities/chores, alone time, down time, family time, etc. A child’s day also consists of routines, activities, chores, sleep, outdoor time etc. This becomes even more critical as we think about all the ways we are using screens nowadays.

To help manage screen time for our kids, it is important for parents to set boundaries and guidelines around screen time and clearly communicate the specific activities they do on screens. Create a clear way to communicate about screen time:

  • “Friend Time/Social Time”
  • “Family Time” (talking with relatives, playing Pictionary over Zoom)
  • “School Time” (Math, ELA, etc. – whether it be asynchronous or synchronous)
  • “Down Time” (i.e. meditation apps, sleep apps, etc.)
  • “Free Time” (the child’s choice with parent guidance)
  • “Indoor Exercise Time” (movement apps, online exercise shows or classes, etc.)

By creating a clear and common language around screen time/use within your home, children will better understand what their role is within each of these blocks, and communication related to screens becomes easier. Children and parents can talk more clearly about what the child is doing, what the child should be doing, what they want to be doing, and about learning expected behaviors and limits around each specific time. For instance, during family screen time (talking with grandma and grandpa), it’s okay to be wearing your pajamas or be in bed,  but for school screen time, this is not okay – the child needs to be dressed and at their designated workspace.

Establishing some guidelines, expectations and rules around screen time also allows parents and caregivers to talk with their children about healthy living and responsibilities (i.e. getting outdoors, exercising, eating, chores/responsibilities, relaxation, etc.) and how all this fits into a day. For example, 30 minutes of exercise is part of every day, playing a board game as a family is a part of every week, doing chores and completing daily living routines (dressing, brushing teeth, etc.) are a part of every day, reading a book or being read to happens every day, etc.

To help children understand and comply with screen time and use guidelines, Create a screen time agreement/contract jointly with your child. After explaining the above distinctions, guide them to figure out what goes into each category. The types of activities, games they play, who’s on the calls, etc. and what the expectations are for each. Take notes during this brainstorming session to then create an actual agreement/contract from those notes. Make sure to include rewards and consequences. There are “have-to” or “non-negotiable” activities that parents want children to do. Make these clear to the child, especially about the number of warnings they receive to get off of a device when prompted. Use and make sure your child knows that parental controls exist and that you will use them as well as time- tracking technology to help them be successful in meeting their goals, getting their rewards and being a great family member. Make sure there are screen time-free zones/hours (no one in the house is on a screen). This helps the child develop and learn non-technology-based entertaining behaviors. Everyone agrees to and signs the contract.

Finally, you might want to create creative/imaginative time activities, quite time activities, among others, to round out your child’s development. Get a hold of screen time before it takes hold of you and your child. Screen time can be a very slippery – even dangerous – slope for all of us these days. Help your child and yourself to be more mindful of the amount of time you are using screens and for what purpose. Good luck!

 

About the Author

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

 

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

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, 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.

 

Oct 12
7

Developing Self-Motivation So It Sticks

By | NESCA Notes 2020

By Dot Lucci, M.Ed., CAGS

Director of Consultation and Psychoeducational Services, NESCA

Motivation can be elusive for many of our students especially for activities they don’t like, they don’t find interesting or they find challenging. In other blogs, I’ve written about the 3 S’s: self-awareness, stress management and social competency, as keys to thriving in life. For this blog, self-awareness and stress-management are relevant. Being able to handle failures, set-backs and challenges are a part of life whether you are a child or an adult. Developing internal-motivation and self-efficacy are two powerful ingredients to thriving in life. So, how do we help children tolerate distress, rebound from setbacks and stretch beyond their comfort zones?

Russian psychologist Leo Vygotsky proposed a concept called the Zone of Proximal Development (ZPD). He defined ZPD as the area just beyond a student’s independent functioning level where he/she may need some assistance but isn’t too far out of reach. To hit the ZPD accurately, one has to assess the student’s knowledge and experiences accurately.

If we haven’t helped children recognize that new learning is challenging and takes effort, we have done them a disservice. When they struggle and haven’t learned that it is a part of learning, we see students push back with comments such as, “It’s too hard,” “I don’t know how to do it,” or “I can’t do it.”

Tasks in the student’s comfort zone don’t take much effort; they just “breeze through them” with little exertion or motivation. If adults raise the bar just beyond the student’s reach, but the student can reach it with minimal support, this develops efficacy, stamina and internal-motivation. Once they’ve reached the bar, there is often a sense of accomplishment and pride with the feeling of, “I did it!”

How do we encourage, support and guide students to “push themselves beyond their comfort zone”? The answers to this question are important, as they can backfire on us and discourage a student or encourage a student to move into their ZPD. In general, there are four approaches/steps:

  • Adults model what it means to be in the ZPD
  • Students imitate the adults
  • Adults fade the support/instruction
  • Adults offer feedback on the student’s effort and performance.

Adults model, guide, encourage and praise authentically. Think out loud about how you persevere. Provide support and guidance, such as, “I know this is hard for you, but let’s start with what you do know.” Or, “I like how you stuck with it even when you wanted to give up.” Finally, “You’re building tolerance and stamina for new learning.” As students become more comfortable in their ZPD, they become more self-motivated and develop greater self-efficacy.

Helping children get there can be a journey, but if the adults in their lives take the time and effort, the pay-off is worth it! When you give children guides to know when they are in each zone, it helps them know what to expect, how to think and what to do. For instance, when students are in their comfort zone you may hear, “I get it (and it is quick), “this is a breeze,” “this won’t take me any time,” or “I’m bored.” Little to no effort is required in this zone. In the ZPD, students may be saying, “I have to think,” “I have to work at this,” “I’ll get some wrong,” “I may get stuck,” or “It’s ok, I know some of it, so maybe I can do more.” It takes effort, thinking and the student feels challenged. And finally, in the OMG Zone, you may hear, “I don’t know where to begin,” “I can’t figure this out,” “I’m spinning my wheels; this makes no sense,” “I don’t care,” and “I’m frustrated and angry.” Adults are doing most of the work at this stage, and the student’s effort doesn’t pay off. He or she is not ready for this learning yet – it’s too far of a stretch. Helping students develop their comfort in their ZPD is paramount to developing self-motivation and self-efficacy.

 

Resources

Vygotskian Principles on the ZPD and Scaffolding

https://www.open.edu/openlearncreate/pluginfile.php/5904/mod_resource/content/1/Vygotskian_principles_on_the_ZPD_and_scaffolding.pdf

What is the Zone of Proximal Development

https://www.healthline.com/health/zone-of-proximal-development

 

About the Author

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

 

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

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, 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.

 

Aug 03
7

Coronavirus & Social Injustice: A Crisis or an Opportunity? – Part 2

By | NESCA Notes 2020

By Dot Lucci, M.Ed., CAGS

Director of Consultation and Psychoeducational Services, NESCA

Last week in my blog post, I wrote about one’s perspective about the coronavirus as an opportunity or as a crisis. Initially, most everyone thought it was a crisis and we needed to mobilize to fight it. Massachusetts Governor Charlie Baker recognized it as a crisis early on and has handled it with steadfastness and clarity; whether or not you agree with his decisions. Recently, he mobilized a commission to discuss the re-opening of schools in the fall. This commission has stakeholders from across the Commonwealth, including parents, business leaders, community leaders, educators and administrators. As part of guidance on the reopening of schools, Governor Baker and the Massachusetts Department of Elementary and Secondary Education (DESE) told school district administrators to plan for three scenarios of returning to school in the fall: in-person, a hybrid of remote and in-person, and all remote learning. The districts were given deadlines to submit their plans – a daunting task for all involved. But this pandemic has created many daunting tasks for all of us, and we must come together thinking flexibly, creatively and collaboratively to handle this crisis and move towards thinking about it as an opportunity. Our world as we know it and much of the workings of our world have changed and probably will remain changed for the foreseeable future (i.e., open floor offices are a thing of the past; working from home is proving for some to be more productive).

We are all in this together and when parents, students, teachers and administrators think about the return to in-person instruction in the fall, it brings about many different emotions as well as concerns. Administrators have to plan for all three scenarios, because there are so many unknown variables to consider. For instance, we could start in-person learning then need to switch to remote if there is an uptick in positive cases of the coronavirus. School re-entry in the fall is an unknown, but our leaders are trying to plan as best they can for all possibilities. Ultimately, returning to in-person learning will be a personal decision for every parent based on many variables for each of their children. What’s good for one child may not be good for another in the same family, let alone one family to another.

I wonder about viewing the coronavirus and the havoc it’s wreaked on our educational systems as a genuine opportunity to truly rethink how we educate students. Maybe it is seriously time to consider dramatic school reform. Our education system is antiquated and has not changed much over the years even with the advent of STEAM. We still have achievement gaps with many students not succeeding even with reforms and many dollars spent. Maybe the coronavirus and the social injustice movement are just the crises that are the opportunity that will really change how we think about education, bringing about dynamic and dramatic school reform.

In last week’s blog, I quoted John F. Kennedy as saying, “The Chinese use two brush strokes to write the word ‘crisis.’ One brush stroke stands for danger; the other for opportunity. In a crisis be aware of the danger – but recognize the opportunity.” The coronavirus and social injustice are certainly crises of today, yet I do see them as an opportunity to heal the divisions in our country, increase dialogue and create change.

Last week Massachusetts DESE Commissioner Riley’s Weekly Update included “Protocols for Responding to COVID-19 Scenarios.” This guidance provides more information and protocols to answer the following questions:

  • What should a district do if there is a symptomatic individual – at home, on the bus or at school?
  • What should a district do if someone in the school community tests positive for COVID-19 – be it a student, teacher, staff, bus driver, or one of their household members or close contacts?
  • Who should get tested for COVID-19 and when?
  • In what circumstances would someone need to quarantine (when they have been exposed but are not sick) or isolate (when they are sick)?
  • What should school districts do to monitor COVID-19 spread in their communities?”

These guidelines may change as the situation changes, but as they stand now. I have heard a variety of responses to these guidelines, such as:

  • “This makes my head hurt and eyes blur.”
  • “They have got to be joking.”
  • “It’s an attempt. They’re trying.”
  • “Kids have to go back some day.”
  • “Deep breaths and an open mind are needed.”
  • “We’re all in this together. We have to try.”

As these comments demonstrate, there are many different feelings and thoughts about going back to in-person instruction in the fall. Our administrators and leaders are juggling so many different variables in making decisions. It “requires” us to trust them and show concern, compassion and gratitude in their attempts at re-opening schools. I recognize the three options presented are just that – three options. No matter what the decisions are about how we return to school, it will be what it will be in each community.

It is my hope that our leaders can view this pandemic, this crisis, as an opportunity to seriously contemplate and delve deeply into discussions about school reform within our country. This pandemic has dramatically shown the inequities that exist across our state and country and in our cities and towns. We knew they were there before, but now they are in our faces. We have an opportunity to think about education as not related to one’s zip code, socio-economic status, color of one’s skin/ethnicity or other factors; instead we can think about it as a basic human right that should be equal for all.

Education is about preparing children to become a competent member of our society and community. We have an opportunity to think about how and where we educate students. Education is about learning and preparing students for tomorrow. Many districts that were socially-emotionally-focused and had good technology capabilities were able to be nimble and pivoted smoothly to remote learning during the pandemic. These districts also had good leadership, solid communication with families and students, and staff felt cared for. There were many other districts that struggled to pivot to remote learning for a myriad of reasons, and this points out that equity in our educational system is necessary. So, while you think about the fall and schools reopening, do what you think is right for your child and family. Also, remember that this “new normal” of remote learning can be okay if done well.

In the special education vernacular, you often hear that special education isn’t a place or a program. That is also true for all education – education isn’t a place. It is so much more. The Center for Education Reform states that the future of schools is students, not systems. This might be a good time to devote some energy to reforming our educational system for the future.

 

About the Author

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

 

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

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, 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.

 

Jul 27
7

Coronavirus & Social Injustice: A Crisis or an Opportunity? – Part 1

By | NESCA Notes 2020

By Dot Lucci, M.Ed., CAGS

Director of Consultation and Psychoeducational Services, NESCA

As our leaders try to handle the crises of today, we can be angry or pleased at their attempt. I know I’ve been both, but yet recognize that they are trying to make tough decisions while taking into consideration many uncontrollable variables. In making these tough decisions (i.e. opening/shutting down schools, stay at home orders, managing protesters, etc.), it is almost impossible to please everyone. As the days turn into months, panic, anger, guilt and irrational thinking won’t work for us as individuals nor as a community. Instead it would behoove us to come together, show care, concern, empathy and gratitude toward each other. Recognizing that the divisions that exist amongst us are what keeps us fighting, in fear and not working towards common goals. We must acknowledge our differences, yet come together to be problem solvers and be optimists to handle the crises of the coronavirus and the social injustice that is plaguing our cities and impacting our children.

John F. Kennedy was quoted as saying, “The Chinese use two brush strokes to write the word ‘crisis.’ One brush stroke stands for danger; the other for opportunity. In a crisis be aware of the danger – but recognize the opportunity.” The coronavirus is most certainly a daunting, unprecedented crisis that has befallen our country and our world.

In March, our lives changed dramatically as schools in Massachusetts were shut down and we were told to quarantine. Now five months later, we begin to reopen. Now, I wonder if we can look at this crisis a bit differently – maybe as an opportunity. But an opportunity for what? Seeing a crisis as an opportunity takes courage and faith and requires a peace of mind that is rooted in a sense of calm, not fear. This allows creative and flexible thinking to emerge. We become problem solvers. As days turned into months of quarantine and we tried to “settle into the new normal and go with the flow,” my hope is that some of the initial panic and fear has subsided slightly in your hearts and minds. Maybe new rhythms or routines have been created – we’re commuting less, enjoying time with family, cleaning the basement, cooking more, etc. Some opportunities have arisen whether we’ve noticed them or not and whether we’ve liked them or not. Do you think you’re ready to think differently about this crisis? Can you find moments in each day that arise because of the crisis that open up opportunities or possibilities?

As we settle into mid-summer, we also begin to think about schools reopening in the fall and what that will look like. Will it be a crisis or an opportunity? Only you can decide.

 

About the Author

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

 

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

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, 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.