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As an attorney there may be times you have to interview a child. Understanding some general helpful strategies as well as basic developmental tendencies about different age groups can help you decide how to conduct an interview with a child.

No matter the age or developmental stage, kids often are not forthcoming when it comes to talking about themselves, especially difficult things. Compounding this normal reticence, they may clam up because they don’t want to hurt one of their parents or get someone in trouble. Or they may fear getting in trouble themselves. You can improve their willingness to be forthcoming by how they are prepped for the interview. Give the adult who will bring them to the interview these instructions: “Please do not coach the child to say certain things during the interview; coached children sound coached. Also, coaching tends to make children experience anxiety about the interview as they worry if they will remember what the “right” thing to say is, and coached children often experience anxiety, fear and/or depression after the interview as they question if they “performed correctly” in the interview. The best way to prepare a child for the interview is to say, “A team of professionals are helping me/us to make decisions and come to agreements; these people have helped lots of people who go to court. You are an important part of this family (or this issue), and so one day you are going to go and talk to one of the people on the team. All you have to do is be honest and say whatever you know, think or feel, and there are no right or wrong answers.”

How you introduce yourself and the interview is important as well, and being forthcoming yourself is a good start as it engenders trust. Explain to the child that while it is important to be open and honest, what he/she says will not be kept confidential, however, honesty is important as this is an opportunity for the adults to hear what the child knows, thinks and feels. Assure the child there are no right or wrong answers. Environment is key as well. Make the interview environment neutral, reassuring, and child-friendly. They are more likely to open up when things feel safe and casual. This may be a difficult situation to arrange when you have a formal meeting time in a formal setting and it’s your first (or only) time meeting them, but your attitude can go a long way. Without being disingenuous, try to create a relaxed atmosphere. If possible, engage the child in an age-appropriate activity to decrease the pressure and allow them to relax and open up. Different activities will appeal to different children so it’s a good idea to have a few choices on hand – crayons, cards, dolls or action figures, and carefully selected board games that allow conversation to occur are good materials to have when interviewing a child. The child’s parent can generally bring something that the child is typically happy and comfortable doing. For young children, having their comfort-related stuffed animal or blanket to hold is a good idea.

Remember your goals. It isn’t to resolve a problem, make the child feel better, or even provide answers for the child. Your goal is to get information from them – facts and subjective experience – and this will entail allowing them to show difficult emotions without you trying to quell them. Let them have and share their feelings. Along these lines, empathize with the child if you notice he or she is feeling anxious about the interview. It can help the child feel safe and understood and set the stage for good rapport. A nonjudgmental attitude is critical to the interview process, no matter the age of the child or the situation. Children can often have allegiances that are unexpected for the layperson, and perceived negative judgment from an interviewer toward the person they are protecting can quickly curtail an interview. Or, if you show positive judgment there is the inherent threat of negative judgment, and it might influence the child to try to give the “right” answers to continue to please you. Staying neutrally supportive is a no-fail strategy. Along these lines, avoid starting questions with “why” as the connotation is one of negative judgment (“Why did you/didn’t you, or why did or didn’t someone else…” = [you/they screwed up]). Try replacing “why” with “what made you/led you to -” and “what kept you from -.” Have an attitude of respect and genuine curiosity, as this will prevent judgment and be evident to the child in your nonverbals.

If time allows you should start with more casual questions unrelated to the (possibly traumatic) event for which you”re meeting with the child. A few get-to-know-you questions that allow you to share some light information about yourself to join with the child can be helpful in building rapport and creating a comfortable, safe atmosphere (“What’s your favorite television show? That’s one of my favorites too. Which character do you like the best?”). It can also be a casual jumping off point for conversation more directly related to the precipitating issue (“Oh, you like the dad in the show. How is he like/different from your dad?”). Ask nonsuggestive questions (“What happened next?” instead of “Then did she hit him?”) to avoid leading the child into making inaccurate statements. Generally, use open-ended questions to explore who, what, where, when, and how. Open-ended questions or statements (“What’s a typical day like for you?” and “Tell me more about…”) can be less intimidating and elicit more information than closed questions (“Do you always eat dinner?” and “Does Mommy ever leave you alone at home?”). If the child continues to be reticent with such questions you could try to increase their comfort level by asking questions that are still open-ended but require less of an answer from them (“What’s your favorite food?” “Tell me something you like about going to your friend’s house.”).

Sometimes open-ended questions can result in eliciting vague or little information. Structuring statements can help with this (“You said that your dad was mean to you. Can you tell me more about how he was mean?”) as well as prompts and probes (“Did something happen in the store? Tell me everything that happened there.”).

Letting children know that they are allowed to say they don’t know an answer or don’t understand a question can decrease the possibility of eliciting inaccurate information. Beware of yes/no questions, especially in the beginning of an interview – they are not only restrictive but can establish a culture of brevity within the interview. Also, young children are likely to answer affirmatively in an effort to please the interviewer. Avoid compound questions that ask two things at once (“How do you feel about your mother and your father?” and “How did you get to the party and what did you do when you got there?”). In general, ask succinct questions to decrease the chance of confusing or intimidating the child. Also avoid coercive questions (“Are you sure?”), which implies that the chil’’s first answer was faulty. Similarly, questions like “Is that all?” suggest to the child that they didn’t give you enough and they might feel compelled to give more, even if it’s not true. Pay attention to silences – what they mean from the child and what they might imply to him. Is the child being silent because he’s done talking or because he’s thinking? Is she feeling anxious in this silence? Asking the child if she wants to think more about the question or come back to that topic can be helpful. You could also elicit important information by asking about an anxious silence without forcing him to answer the question: “Can you help me understand why school is so hard to talk about?” or “I wonder what you’re feeling now?” Reflective statements (checking in about emotion), paraphrasing (checking in about brief content) and summaries (checking in about larger pieces of content) can help keep everyone focused and clarify information.

Sometimes children seem to contradict themselves and it might feel hard to address this in a way that doesn’t sound judgmental or chastising. Gentle, curious language here is key: “Earlier you said you love your mom but then you said you didn’t want to visit her. Help me understand/tell me more about that.”

Allow for flexibility in the interview. Know the basic pieces of information you want to explore and then as much as possible go where the child goes in the conversation. If you have fifty specific questions you want to get answered in one meeting you may end up sitting with a clammed-up kid and a blank notepad.

Regardless of age, children want to feel respected, valued, and heard. No matter what tips or techniques you follow, a child will know through your nonverbals if you are coming from a place of interest, caring, and respect. Pay attention to what your body language and facial expressions are conveying and avoid distracting mannerisms.

The above general guidelines sometimes need to be refined for a particular developmental level. For instance, you are more likely to suggest a game of Go-Fish to a five year-old than to a sixteen year-old. In fact, for a mature adolescent you may choose to forego the games completely and find another way to create a safe, comfortable atmosphere – perhaps just through honest conversation and treating them as an adult. In general, the younger the child the more they communicate through their bodies, play, and art.

Three to five year-olds tend to be the most suggestible and most likely to try to comply with adult requests, so avoid leading questions. They are likely to have trouble sequencing events and can confuse fantasy with reality. Their tendency towards black-and-white thinking affects their view of events as they are more likely to see people as all-good or all-bad. Their egocentric minds might assume others know what they’re thinking so you may need to encourage elaboration with this age group. Use short, concrete, probing questions to help them expound upon their account and internal experience. Engage the child in play or art.

Six to eleven year-olds are more able to verbally share their internal and external experience and show some more logical thinking about it. They understand cause and effect better. They are more able to see the greys in life and understand social inconsistencies. However, they also are more aware of social norms and mores and tend towards rule-bound reasoning. This gives rise to strong feelings and beliefs around fairness. In addition to the general suggestions above, engaging the school-age child in a structured game may help build rapport.

Teenagers are even more capable of complex thinking around relationships and cause-and-effect. They can provide more accurate information about their thoughts, feelings, and experiences than younger children. As adolescents move closer to adulthood they may have a greater need for feedback that what they say is important to the interviewer. They are also more likely to have a greater need for privacy, so being clear about confidentiality (including limits) is important.

Studies show that using culturally appropriate eye contact, minimal encouragers (uh huh, go on), demonstrating appropriate empathy, and not interrupting the child help them open up more. And of course after helping them open up you want to appropriately close the interview so that they’re not left feeling vulnerable and alone. At the end of the interview, give them age-appropriate information about what happens next, ask them to share questions or concerns, and thank them for talking with you.

Ever look at the list of tests used in a psychological evaluation, risk assessment, or custody evaluation and wonder what exactly these tests are supposed to test for? When thinking that a psychological evaluation of your client, or the other party, may be helpful to your case, ever wish you knew more about what tests might be given? While many if not most evaluations do not include a description of tests used, at Lepage Associates we think it is helpful for the readers to understand more about the tests used and thus we include a description of all tests used on every evaluation we do. Read on to find a description of some of the most common tests used in evaluations. You will find a sampling of some of the most common cognitive, self-report, and projective tests. (This is just a sample; other tests are available. We are always happy to chat with you on the phone to help determine what could be beneficial to your case.)

Cognitive tests are assessments of capabilities. Examples include IQ tests, achievement tests, and tests of executive functioning. In addition projective tests may provide information on a person’s cognitive processes.

Self-report tests are a useful adjunct to interviews alone. Such measures are widely recognized among clinicians and evaluators as a means to collect information that may not be openly admitted except through a self-report method, as people can sometimes be more hesitant to be open in a face-to-face interview format. Self-report measures are also an efficient and organized way to ask questions and elicit answers regarding one’s perception of their own psychological and interpersonal functioning. Validity scales in the more sophisticated self-report tests also serve to provide information on whether a person is trying to fake good or fake bad in testing.

Projective tests are  tests in which the test taker ‘projects’ his or her personality onto provided stimuli, and as such are a useful adjunct to interviewing and self-report tests. Designed to let a person respond to ambiguous stimuli, the person has to organize the situation, and must utilize their characteristic disposition, i.e., their personality, to respond. Projective tests are widely recognized among clinicians and evaluators as a means to learn information about a person’s personality patterns that may not be openly provided as direct information by the client.

The Wechsler Memory Scale, Fourth Edition (WMS-IV) is an individually administered battery designed to assess various memory and working memory abilities in individuals ages 16-90. In addition to the assessment of memory functioning, the WMS-IV contains a brief evaluation of cognitive status. The WMS-IV provides a detailed assessment of clinically-relevant aspects of memory functioning commonly reported in individuals with suspected memory deficits or diagnosed with a wide range of neurological, psychiatric, and developmental disorders.

The Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV) is used to assess the general thinking and reasoning skills of persons aged 16 years and older. This test has five main scores:  Verbal Comprehension score, Perceptual Reasoning score, Working Memory score, Processing Speed score, and Full Scale score. The Verbal Comprehension score indicates the level of skill in understanding verbal information, thinking and reasoning with words, and expressing thoughts as words. The Perceptual Reasoning score indicates the level of skills in solving nonverbal problems, sometimes using eye-hand coordination, and working quickly and efficiently with visual information. The Working Memory score indicates the level of skill with attention, concentration, and mental reasoning. This skill is closely related to learning and achievement. The Processing Speed score is a measure of skill with speed of mental problem-solving, attention, and eye-hand coordination. This skill is important for reading, and being able to think quickly in general. The Full Scale score is derived from the combination of the Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed scores. The WAIS–IV Full Scale score is a measure of overall thinking and reasoning skills.

The Wechsler Intelligence Scale for Children (WISC-IV) is a self-report test which assesses the same constructs and dimensions as the WAIS-IV; however, it is normed for persons ages 6 to 16. The WISC-IV provides the same composite scores as the WAIS-IV (Verbal Comprehension, Perceptual Reasoning, Working Memory, Processing Speed, and a Full Scale IQ score), though the subtests are slightly different. The WISC-IV is generally utilized to get a nuanced understanding of a child’s cognitive abilities and can inform treatment plans. In the fall of 2014, an updated version, the WISC-V, will be released and considered the current test.

The Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition (WPPSI-IV) is used to assess the general thinking and reasoning skills of persons aged 2 years, 6 months to 7 years, 7 months. This test has four main scores: Verbal Comprehension, Visual Spatial, Working Memory, and Full Scale score. The Verbal Comprehension score indicates the level of skill in verbal concept formation, verbal reasoning, and knowledge acquired from the environment. The Visual Spatial score indicates the level of skill in organizing visual information, part-whole relationships, attending to visual detail, and visual motor integration. The Working Memory score indicates the level of skill with attention, concentration, and mental reasoning. This skill is closely related to learning and achievement. The Full Scale score is derived from the combination of the other three scores. The WPPSI–IV Full Scale score is a measure of overall thinking and reasoning skills. In addition to these four scores, three ancillary indexes are provided. These include Verbal Acquisition, Nonverbal Index, and General Ability. These scores further analyze various skills while accounting for other areas of functioning to provide a more comprehensive picture.

The Adult AD/HD Self-Report Scale (ASRS-v1.1) is a Symptom Checklist consisting of the eighteen DSM criteria. Six of the eighteen questions were found to be the most predictive of symptoms consistent with AD/HD. These six questions are the basis for the ASRS v1.1 Screener and are also Part A of the Symptom Checklist. Part B of the Symptom Checklist contains the remaining twelve questions.

The Adaptive Behavior Assessment System (ABAS-II) is a caretaker report assessing numerous skills and behaviors contributing to an individual’s functioning across a variety of areas which impact day to day living. The assessment provides four composite scores: Conceptual Composite, Social Composite, Practical Composite, and General Adaptive Composite. The assessment measure is used to identify life and self-care skill deficits that may need to be addressed to improve overall functioning.

The MMSE-2 (Mini-Mental State Examination) is the most widely used cognitive status exam. The MMSE-2 is a brief assessment of cognitive impairment that can be used to track patients’ progress over time, to screen large populations for cognitive impairment, and to select patients for clinical trials research in dementia treatment.

The Psychiatric Diagnostic Screening Questionnaire (PDSQ) is a brief self-report instrument that screens for the DSM Axis I clinical disorders most commonly encountered among individuals 18 years of age and older (Major Depressive Disorder, Generalized Anxiety Disorder, Panic Disorder, Posttraumatic Stress Disorder, Alcohol Abuse/Dependence, Drug Abuse/Dependence, Psychosis, Bulimia/Binge-Eating Disorder, Somatization Disorder, Obsessive-Compulsive Disorder, Social Phobia, Hypochondriasis, and Agoraphobia). In addition it provides a Total Score which functions as a global indicator of psychopathology.

The Minnesota Multiphasic Personality Inventory, Second Edition (MMPI-2) is a written psychological assessment used to diagnose mental disorders; it is the most widely used and widely researched test of adult psychopathology. It is a self-report measure used to screen for clinical and psychosocial disorders. The questions asked on the MMPI-2 are designed to evaluate the thoughts, emotions, attitudes, and behavioral traits that comprise personality. The results of the test reflect an individual’s personality strengths and weaknesses, and can identify certain disturbances of personality (that is, psychopathologies). The validity scales of the MMPI-2 (the L-Scale, F-Scale, and K-Scale) assess the response set of the subject taking the inventory. In particular, these scales assess whether a subject put forth an inordinate effort to: (1) portray oneself in excessively socially desirable terms, (2) claim an unusual frequency of problems and distress, and/or (3) persistently deny any problems or distress.

The Minnesota Multiphasic Personality Inventory, Adolescent Version (MMPI-A) is a self-report test which is a version of the MMPI-2 designed to assess the functioning of adolescents aged 14-18. It includes the same clinical and validity scales as the MMPI-2, and provides the same robust information. The MMPI-A is one of the most commonly utilized assessments of adolescent personality functioning.

The Minnesota Multiphasic Personality Inventory-Second Edition-Restructured Format (MMPI-2-RF) is the most recent version of the MMPI-2 and much more brief than the MMPI-2. No new norms were collected for this shortened version of the MMPI-2.

The Millon Clinical Multiaxial Inventory, Third Edition (MCMI-III) is a standardized, self-report questionnaire used to diagnose mental disorders that assesses a wide range of information related to a person’s personality, emotional adjustment, interpersonal style, and attitude toward test taking. The MCMI-III is a nice complement to the MMPI-2, as a strength of the MCMI is that it is designed to evaluate personality disorders in addition to psychopathology. These are enduring and pervasive personality traits that underlie a person’s emotional, cognitive, and interpersonal difficulties. Thus rather than focus solely on the largely transitory symptoms that make up Axis I clinical syndromes, this test also concentrates on one’s more habitual and maladaptive methods of relating, behaving, thinking, and feeling. These personality characteristics likely reflect long-term or chronic traits that have persisted for several years prior to the present assessment. Validity subscales of the MCMI-III (Disclosure-X, Desirability–Y, and Debasement-Z) assess whether someone put forth an inordinate effort to: (1) portray oneself in excessively socially desirable terms, (2) claim an unusual frequency of problems and distress, and/or (3) persistently deny any problems or distress.

The Millon Adolescent Clinical Inventory (MACI) is the adolescent version of the MCMI-III and assesses the same domains as the MCMI-III. The MACI produces the same validity scales as the MCMI-III, enabling one to assess the responding style of the adolescent. The MACI is appropriate for ages 13-19, and requires a sixth grade reading level.

The Millon Pre-Adolescent Clinical Inventory (M-PACI) self-report tool is designed to identify psychological problems in children ages 9–12. The M-PACI assessment provides an integrated view that synthesizes the child’s emerging personality styles and clinical syndromes. It identifies emerging personality styles such as emotional instability, oppositional unruliness, and sensitive inhibitions. It addresses clinical problems such as AD/HD, depression, anxiety, conduct disorder, and reality distortions. It is based on up-to-date national norms with children in court settings, school psychology evaluations, residential treatment programs, and other settings.

The Behavior Assessment System for Children, Second Edition (BASC-2) is a self-report/other-report system used to evaluate the perceptions of others and self of the behavior of children and young adults aged ages 2-25 years. It was designed to facilitate the differential diagnosis and educational classification of a variety of emotional and behavioral disorders of children and to aid in the design of a treatment plan. It is a multi-method, multidimensional tool in that it can use parent, teacher, and/or individual descriptions of observable behavior in a variety of settings such as home and school. It also evaluates the child’s emotions, personality, and perception of self of children age eight and above. Finally, it provides important background information that is useful when making clinical diagnoses or educational classifications.

The Personality Assessment Inventory (PAI) is a self-administered, objective test of personality. It is a multi-scale inventory designed for the clinical assessment of adults, ages 18 years and older. The PAI provides information relevant to clinical diagnosis, treatment planning, and screening for psychopathology. The Clinical scales of the PAI provide information about critical diagnostic features of psychopathology. The treatment consideration scales provide indicators of potential complications in treatment. The Validity scales assess the potential influence of certain response tendencies on PAI test performance such as careless or random responding, confusion, reading difficulties, or unusual item interpretation by the respondent. The interpersonal scales assess the interpersonal style of the respondent.

The Symptom Checklist-90-Revised (SCL-90-R) is a brief self-report measure designed to provide an overview of a patient’s symptoms and their intensity at a specific point in time. It that screens for nine primary symptom dimensions (Somatization, Obsessive-Compulsive, Interpersonal Sensitivity, Depression, Anxiety, Hostility, Phobic Anxiety, Paranoid Ideation, and Psychoticism). There are also three global indices. The Global Severity Index (GSI) is designed to measure overall psychological distress and can be used as a summary of the test. The Positive Symptom Distress Index (PSDI) is designed to measure the intensity of symptoms, and the Positive Symptom Total (PST) reports the number of self-reported symptoms.

The Rotter Incomplete Sentences Blank (RISB) is a projective test where the client is given a series of incomplete sentences that he or she is supposed to finish. Assessment of the client is based on what he or she projects onto the sentences, and sentence quality can also provide information on thinking. The RISB is a semi-structured projective technique used as a measure and indication of psychological adjustment or maladjustment. Responses on this type of test typically reflect the individual’s wishes, desires, fears, and attitudes. For the purposes of the RISB, adjustment is defined as freedom from prolonged unhappy emotions, the ability to cope with frustration, the ability to initiate and maintain constructive activity, and the ability to initiate and maintain constructive activity. Maladjustment is the presence of prolonged unhappy emotions, inability to cope or difficulty coping with frustration, a lack of constructive activity or interference in initiating or maintaining such activity, or the inability to establish and maintain satisfying interpersonal relationships.

The Rorschach Test test is a projective test used to examine a person’s personality characteristics and emotional functioning. The examinee’s perceptions of inkblots are recorded and then analyzed using psychological interpretation and complex algorithms. The results describe how the examinee pays attention to surroundings, thinks about experiences, expresses feelings, manages stress, self-perception, and how the examinee relates to other people.

The Thematic Apperception Test (TAT) is a projective test in that its assessment of the client is based on what he or she projects onto ambiguous images to explore the underlying dynamics of personality, such as internal conflicts, dominant drives, interests, and motives; it is also used in a psychiatric context to assess disordered thinking. There are 31 pictures total in the TAT that depict a variety of social and interpersonal situations, but a standard administration often includes a series of 10 pictures, about which the subject is asked to tell a story about each picture to the examiner. Clients are given standard instructions to tell a story with a beginning, middle, and end, to include what the characters were thinking, feeling, and doing. The CAT is the child version of the TAT.

The Substance Abuse Subtle Screening Inventory, Third Edition (SASSI-3) is a brief self-report instrument that assesses one’s current substance use. It evaluates one’s reported usage, in addition to underlying factors which are typically associated with substance use and dependence.

The Buss-Perry Aggression Questionnaire is a 29-item self-report questionnaire where clients rank certain statements along a five-point continuum from “extremely uncharacteristic of me” to “extremely characteristic of me.” The questionnaire returns scores for four dimensions of aggression: Physical Aggression, Verbal Aggression, Anger, and Hostility.

The Parenting Stress Index (PSI) is a screening and diagnostic self-report instrument that identifies areas of stress in parent-child interactions as perceived by the parent for children ages birth to 12. It allows a clinician or researcher to examine the relationship of parenting stress as reported by the parent to child characteristics, parent characteristics, the quality of the child-parent interactions, and stressful life circumstances. As such it provides information on the course of the developing parent-child relationship.

The Stress Index for Parents of Adolescents (SIPA) is a screening and diagnostic self-report instrument that identifies areas of stress in parent-adolescent interactions as perceived by the parent, and is appropriate for parents of adolescents ages 11-19 years. It allows a clinician or researcher to examine the relationship of parenting stress as reported by the parent to adolescent characteristics, parent characteristics, the quality of the adolescent-parent interactions, and stressful life circumstances. As such it provides information on the course of the developing parent-child relationship.

The Parenting Alliance Measure (PAM) is a self-report assessment which measures the perceived strength of the bond or “alliance” between the parents of children ages 1 to 19 years. Responses on the twenty-item PAM questionnaire reflect one parent’s ability to willfully cooperate with the other parent in order to fully meet the needs of the child. Parenting alliance has been shown to be an accurate indicator of a couple’s success at raising a child, independent of their success as simply a couple. For instance, couples with strong parenting alliance often remain invested in the parenting of their children even after separation or divorce. The PAM total score reveals to what extent parents perceive themselves to be in a cooperative, communicative, and mutually respectful alliance for the care of their children; higher scores are equated with stronger degrees of perceived parenting alliance. Factors that can affect PAM scores include divorce or recent separation, as well as child adjustment issues (e.g. delinquent acts). In addition, specific mother factors (such as communication and perception of respect) and specific father factors (teamwork and level of respect for other parent) may also have an impact.

The Early Assessment Risk List for Boys (EARL-20B) for for Girls (EARL-21G) is a structured early assessment risk list for under age 12 thought to be at risk of engaging in future antisocial behavior. Research on the EARL-20B and 21G has found the tools to be reliable and a statistically significant predictor of future antisocial conduct, that is, a better predictor of future antisocial behavior than unstructured clinical opinion. As such, they can be used as a decision-enhancing tool for assessing risk for violence. Risk items included fall under three categories: Family, Child, and Responsivity. Family Items include: household circumstances, caregiver continuity, supports, stressors within the family, parenting style, and antisocial values and conduct of family members. Child Items include: developmental problems, onset of behavioral difficulties, abuse/neglct/trauma, attention and/or hyperactivity, likeability, peer socialization, academic performance, neighborhood, authority contact, antisocial attitudes, antisocial behavior, and coping abilities. Responsivity is related to family and child responsivity to treatment.

The Juvenile Adjudicative Competence Interview (JACI) is currently the only structured competence interview designed for use with juveniles. It provides a structured set of questions to help assess the youth’s Understanding, Appreciation, and Reasoning. The JACI provides interview questions for 12 content areas carefully selected in accordance with long-standing definitions of the abilities associated with the legal standard for competence to stand trial, using wording structured to be more understandable to juveniles. Areas include: nature and seriousness of the offense, nature and purpose of the juvenile court trial, possible pleas, guilt and punishment/penalties, role of the prosecutor, role of the juvenile defense lawyer, role of the probation officer, role of the juvenile court judge, assisting the defense attorney, plea bargains/ agreements, reasoning and decision making, and participating at juvenile court hearing.

The MacArthur Competence Assessment Tool – Criminal Adjudication (MacCat-CA) is a competence-to-proceed measure which provides simple judicially-based scenarios to the examinee and then asks his or her understanding of the scenario. If the examinee does not respond correctly, he/she is given the correct answers and then asked to convey understanding. An examinee’s competence is assessed within three distinct domains: Understanding, Reasoning, and Appreciation. The Understanding subscore assesses the examinee’s capacity for factual understanding of the legal system and the process of adjudication. The Reasoning subscore assesses one’s ability to weigh alternatives and make decisions regarding legal proceedings. The Appreciation subscore reflects one’s capacity to appreciate one’s specific legal situation and circumstances.

The Test of Memory Malingering (TOMM) is a visual recognition test designed to help psychologists and psychiatrists distinguish between malingered and true memory impairments. Research has found the TOMM to be sensitive to malingering and insensitive to a wide variety of neurological impairments, which makes it very reliable. The TOMM consists of two learning trials and an optional retention trial. Results are based on two cut off scores: 1) below chance and 2) criteria based on head injured and cognitively impaired clients.

The Trauma Symptom Checklist for Young Children (TSCYC) is a caretaker report assessing various behaviors consistent with exposure to trauma in children ages 3 to 12. When completing this assessment, the caretaker evaluates the child’s behavior over the previous month. In addition to looking at various clinical presentations, this measure can also assist in the diagnosis of posttraumatic stress disorder.

The Child Sexual Behavior Inventory (CSBI) is a questionnaire used to assess sexual behaviors in children ages 2 to 12 utilizing the report of the mother or primary female caregiver. It is used to evaluate children who have been sexually abused or who are suspected of having been sexually abused. This assessment measures various domains including boundary problems, exhibitionism, gender role behavior, self-stimulation, sexual anxiety, sexual interest, sexual intrusiveness, sexual knowledge, and voyeuristic behavior.

The Multiphasic Sex Inventory, Second Edition (MSI-II) is a self-report psychosexual assessment. It measures what an individual knows about his sexual problems and what he still does not recognize or cannot (or will not) acknowledge. The MSI-II scales range from an assessment of how well the client is learning to be honest and forthright with his treatment program to an assessment of whether he still blames others and situations to avoid taking responsibility for his past assaultive or deviant behaviors and interests. The test has been designed to assess the complete range of paraphilic disorders, from child molest to transvestism, as identified in the Diagnostic and Statistical Manual. To assess how well progress is occurring, the MSI-II subscales assess underlying features of paraphilia disorders which include “recurrent and intense” a) sexually arousing fantasies, b) sexual urges, or c) sexual behaviors (DSM). A client who is making good progress should be able to recognize and acknowledge his paraphilia features (a, b, c) so that the treatment strategies he learned can be employed to help control deviant fantasies and urges before they again become recurrent and intense.

 The Psychosexual Life History is a self-report measure designed for use with persons referred for psychological or forensic evaluation following allegations of sexual abuse. The client completes the measure first and it is then reviewed during a clinical interview with the evaluator. It includes areas of physical health status, mental health issues, family background data, childhood and adolescent developmental history, adolescent behavioral history, educational history, occupational history, substance abuse history, sexual history, marital-family history, adult legal history, treatment history, and a description of the alleged sexual impropriety.

Social & Emotional Skill-Building Classes Everyone Can Benefit From:

The Broad Applicability of Dialectical Behavior Therapy

Elements of DBT are applicable for anyone interested in self-improvement because it addresses basic areas of functioning that we all sometimes feel are disrupted occasionally. These include mindfulness/focus, regulating our emotions, tolerating stress, and being effective in interpersonal relationships. What does dialectical mean? Dialectical refers to the belief that two opposing thoughts can exist at the same time. The underlying dialectic in DBT is we can accept ourselves as we are  and at the same time  we can work toward change.

The opposite of dialectical thinking is dichotomous thinking, or black-and-white thinking. Dichotomous thinking allows for there to be only two possibilities: something is good or bad, a viewpoint is right or wrong, we love or we hate someone. Dichotomous thinking is tempting because it makes life simple since we only have to decide between two categories when figuring out how to classify something. The problem is, most everything in life is either gray or black-and-white. Dialectical thinking allows for something to be good and bad at the same time, a viewpoint to be right and wrong at the same time, and to love and hate someone at the same time. Dialectical thinking sees the whole picture and hears the whole truth. It allows for many people’s ideas and opinions to exist. Engaging in dialectical thinking allows you to consider the value of someone else’s opinion without de-valuing your own, love a friend after they made a mistake or disagreed with you, or preserve and build your self-esteem without the pressure of trying to be perfect.

DBT is conducted in a group format with one or two facilitators. Several weeks are devoted to each module and they are conducted as skill-building classes, not psychotherapy sessions or support group meetings. DBT is comprised of four modules: Core Mindfulness, Emotion Regulation, Distress Tolerance, and Interpersonal Effectiveness. Core Mindfulness skills are the basis for the other skill sets and are repeated after every module.

Core Mindfulness skills allow you to focus on the present and increase awareness of what is happening right now, within and outside of you. You learn to slow down and use all the information you have to get centered so that you can make healthy and effective decisions.

Emotion Regulation skills include knowing what you feel as it happens, using emotions in a healthy way, decreasing emotional intensity when needed, changing emotions when possible, and sitting with them without acting on them.

Distress Tolerance skills enable you to reduce frequent or intense difficult emotions by changing what you can and accepting what you can’t. You learn to soothe yourself before engaging in unhealthy and ineffective emotional reactions.

Interpersonal Effectiveness skills help you understand what your needs are in relationships, get those needs met in healthy ways, communicate effectively, and repair relationships – all while maintaining or improving self-respect and the respect of others.

Dialectical Behavior Therapy, or DBT, was developed by Marsha Linehan, Ph.D. in the late 1980’s. In addition to its broad applicability for general self-improvement, several studies over the past 25+ years have shown DBT to be an empirically validated treatment, meaning that clinical trials have demonstrated its effectiveness for a number of different diagnoses. It is used to treat anxiety, depression and other mood disorders, trauma, substance dependence, eating disorders, and personality disorders.

Working in the legal profession increases the odds that you are working with a client who is struggling to cope with stress and potentially other mental health concerns. Understanding their barriers to access and how to overcome them can result in improved outcomes.

The legal foundation for mental health availability has made significant gains since the 2008 passage of the Mental Health Parity and Addiction Equity Act (MHPAEA). The act did two important things: it forced large health plans to cover mental health equally with medical benefits and it included substance abuse disorders. The Affordable Care Act (ACA) upped the ante by applying those two factors to the individual insurance market and including them as Essential Health Benefits.

But parity is not access. Several factors still affect the use of mental health services. While equality of coverage is now part of the mandate, defining equivalence of services between mental health and medical/surgical is not easy. There are many behavioral health treatments that don’t have a clear medical equivalent, such as group-based intensive outpatient programs for substance abuse. In addition, health care benefits were traditionally overseen by separate benefits administrators than medical benefits, leading to a fragmented system. Of particular concern is the availability of providers, especially in rural areas. The historical forces of limited coverage and low reimbursement rates for mental health services has concentrated providers in high-population, high-income areas.

So what now? While we have many challenges to overcome, the legal foundation for parity is a good start. It will take time for the benefits to be realized as so many changes to the healthcare and insurance marketplaces are happening at the same time. But evidence is already showing the benefits of integrated care. A 2006 FEHB study concluded that “when coupled with management of care, implementation of parity in insurance benefits for behavioral health care can improve insurance protection without increasing total costs.” Research studies are popping up to show the benefits of integrated care in reducing and preventing physical and mental symptoms, all tied to potential dollars saved as well as improved patient outcomes. As more integration is implemented through the AHRQ’s push for Patient Centered Medical Homes and the Joint Commission’s Behavioral Health Homes, we will see how the benefits pan out.

In the meantime, how do I help my clients? As we mentioned in our November 2012 newsletter, 25% of adults and 20% of children annually have mental health issues that would benefit from talk therapy. As discussed herein, insurance coverage for mental health concerns is available and improving. Talk to your clients about getting help; you are a trusted advisor to them and have the unique opportunity to help. Is stigma of receiving help or getting to the therapist a problem? Some attorneys mention therapy to all clients so the client does not feel singled out. Also, consider referring a therapist who incorporates distance therapy. And encourage your client to advocate for their healthcare integration across disciplines by listing their therapist as an approved person to communicate with their primary care provider and/or medical specialist. As a trusted advisor, you can help normalize their experience and refer valuable mental health resources to facilitate a good outcome for your clients.

Depression represents a significant mental health concern for children and adolescents. It is often associated with significant impairment in other areas of their lives as well including disruption in academic achievement, peer relationships, family functioning, and sense of self.

There are multiple contributing factors to adolescent depression that include, but are not limited to, genetic contributors, family discord, deficits in problem solving, social and coping skills, difficulty with emotional regulation, and environmental stressors.

Child and adolescent depression are frequently unrecognized because they accompany difficulties in other areas. More often, adults attend to poor grades, skipping school, increased arguments with parents, oppositional behavior, and anxiety that frequently accompany depression.

What to look for in your child or adolescent:

There are some differences in the presentation of depression in children, adolescents, and adults. In children and adolescents, irritability is more common than sad mood. As adolescents approach adulthood, the presence of a sad mood becomes more evident. When looking at children and adolescents, adolescents are more likely to show excessive sleep, hopelessness, lack of enjoyment in activities, sluggishness, and fewer physical complaints (i.e., stomachaches, headaches, etc.) than are children. Suicidal ideation is also rare in childhood and increases markedly during adolescence.

When you notice these traits in your child, it is important to seek professional help.

In the area of depression, prevention goes a long way. In taking preventative steps, you prepare your child with the tools to more effectively connect with others and regulate their own mood and environment. With treatment recovery rates are high.

Treatment often includes individual therapy to address skill building (social skills, coping skills, emotional regulation skills, and conflict resolution), family therapy to improve communication and parent-child relationship, and group therapy to enhance feelings of connectedness and self-esteem.

The next school year is underway, and you may have some concerns about your child’s academic performance.

Now is the best time to consider getting a jump start on understanding how to help your child succeed in this school year.

Attention Deficit Hyperactivity Disorder (AD/HD) and Learning Disabilities (LD) can greatly interfere with your child’s ability to do well in school. Not only does this mean that their grades could suffer but it may also leave them feeling uninterested in school and create problems with their teachers. In some cases, your child may be labeled as lazy or unintelligent, and the problem is left unresolved.

Despite public knowledge about AD/HD and LD, many parents are often unaware that their child has a disorder which is easily remedied with the accommodations at school and psychological treatment. Psychological testing for AD/HD and LD is an effective way to learn more about the problems a child faces when it comes to interacting and engaging in their learning environment.

Symptoms of AD/HD include: failure to sustain attention within certain areas of functioning such as school or work; difficulty following instructions; trouble maintaining attention during play or other activities; being forgetful or disorganized; and a general reluctance to engage in activities involving mental effort. In order for someone to be diagnosed with AD/HD these characteristics need to be apparent in more than one setting such as when doing homework, in the classroom, or while participating in afterschool activities.

Characteristics of Learning Disorders are separated into four categories: Reading Disorders, Math Disorders, Disorders in Written Expression, and Learning Disorder Not Otherwise Specified (LDNOS). Each scale is measured by comparing the individual’s proficiency in the specific area to the average of children within their chronological age, intelligence, and age-appropriate education. A diagnosis of LDNOS indicates a difficulty in all three areas of schooling, each may be to a different degree of significance.

Timing is crucial when planning an intervention to assure your child’s success. Having your child tested and/or treated early in the school year can prevent him or her from falling behind. As appropriate, medication and counseling services are readily available for your child. Family involvement is also crucial for success because the better you understand your child’s disorder, the better you can advocate for, support and encourage them in their efforts at school and when doing homework.

Treatment for AD/HD and LD not only improves one’s academic career, but it can also prevent future behavioral and/or social problems. Children with AD/HD and LD often have difficulties in daily interactions with peers due to frustration, low self-esteem, and feeling misunderstood or “stupid.”

A psychologist can work on helping them improve their social skills, organizational skills, develop more confidence, and learn how to seek out attention and help from adults in a positive manner. Our child psychologists can help you understand your child’s needs and how to best help them be successful in school.
are readily available for your child. Family involvement is also crucial for success because the better you understand your child’s disorder, the better you can advocate for them at school and support and encourage them in their efforts at school and when doing homework.

Treatment for AD/HD and LD not only improves one’s academic career, but can also prevent future behavioral and/or social problems. Children with AD/HD and LD often have difficulties in daily interactions with peers due to frustration, low self-esteem, and feeling misunderstood or “stupid.” A psychologist can work on helping them improve their social skills, organizational skills, develop more confidence, and learn how to seek out attention and help from adults in a positive manner.

Educating your children about sex can be one of the most challenging and awkward steps of parenting. However, research shows engaging children about these issues instead of putting them off may help prevent premature sexual activity, teen pregnancy, and sexually transmitted diseases. As a parent, it may be difficult for you to decide on the right time to talk to your children about sex, and many parents wait until they are confronted by their son or daughter about these issues. As you may feel uncomfortable or unsure about what to say to your children, here are some tips to help with your discussion.

Preschool

Before jumping to the pre-teen and teen years, let’s start from the beginning, since even young children may ask about sex-related topics, such as body parts, pregnancy, etc. There are many sources of information which can influence your child’s understanding of sex such as television, movies, music, and peers. For this reason, parents should provide their children with age appropriate answers to their questions starting at an early age; importantly, this helps distinguish you as someone they can turn to about these types of questions.

• Young children have a tendency to be curious about their own bodies. Take this time, perhaps during bath time, to help them understand the different parts of their anatomy. Don’t be afraid to say “penis” or “vagina” to prevent negative associations with their bodies. It is important that you express which parts of their bodies are private and which are okay to show in public.
• A child’s curiosity may lead to masturbatory behavior, even in a public setting. While this behavior is normal for children, parents should express to their child that this is not acceptable in public; the message and tone is not that the behavior is wrong but rather it is private.
• Communicate to your children that their genitalia should not be exposed to others, nor should anyone other than a physician, nurse, or parent be allowed to touch their private areas. Talk to them about “good touch” and “bad touch”, letting them know if they ever feel bad about touch they should tell their parent or a trusted adult. While the vast majority of interest in bodies is perfectly normal, parents should be aware that a child’s overenthusiastic interest in sexuality could be linked to sexual abuse. Consulting with a pediatrician or psychologist can be helpful if you have such concerns.
• When preschool children see someone pregnant, it may prompt them to ask how pregnancy occurs. Like all questions at this age, the trick is answering honestly but in a way they can understand, and realizing they don’t need full information yet and probably won’t even notice you’ve left out the details. For example, one answer to this question would be: When a man and a woman are grownups there is a special grown up hug they can do that make babies.

Take a minute to listen to the content of questions, as some questions seemingly about sex may not be at all. In one family, a preschool child made a group of adults quiet quickly when she asked upon meeting her aunt’s new husband for the first time if they slept together. The aunt cautiously replied, “Yes”, to which the child said happily, “Oh good!” When the aunt asked why that was good, the child explained, “Now I know who he is. Like mom and dad sleep together, grandma and grandpa sleep together…” The child knows nothing of sex, but a couple sleeping together tells her something about the relationship, that it is close and special.

Elementary School

Elementary school brings about another series of questions which children may ask their parents concerning sex. Children may ask more about the connection between sex and having babies and sex and love. Around the pre-teen age, children’s bodies begin to develop, which can be very confusing. Here are some tips to help you better communicate with your child.

• There is quite a difference in this group when we look for example from first grade to fifth and sixth grade. With younger children, continue the advice from above in the preschool section, i.e., answer questions honestly but only with as much detail as the child seems to be pulling for.
• You may find yourself answering questions earlier than you had imagined because an older child at school informs a group of younger children about the birds and the bees! Stay calm and listen at first; see how much your child has been told before you start your answer. Often the child’s biggest concern is that an older child is making fun of them and perhaps trying to get them to believe something that isn’t true, or similarly showing the child is a “baby” because he or she doesn’t know the facts of life. Whatever your child has been told about sex that is true, confirm as true, and correct any misconceptions the child has been given.
• An ounce of prevention is worth a pound of cure. In the pre-teen years (perhaps ages 11-12), if your child is asking questions about having sex, you may want to take this time to begin to discuss contraception and STDs. Express your concern for their well-being and need to protect and respect their bodies and others.
• Some children may begin to experience puberty as pre-teens. Both males and females should be knowledgeable of menstruation, male and female genitalia responses, and breast development in order to better understand the changes occurring in their own bodies as well as others. Particularly with girls, as it can be scary if they begin menstruation not knowing it is going to occur, so most experts would say girls should know about this by age 11 or 12 at the latest.

Junior High School/High School

Junior high school and high school children go through the most difficult sexual pressures. Now is the time when parents are able to bond with their child through open communication about sexual relationships. Being the one to answer all of those confusing and embarrassing questions is perhaps one of the most important roles parents can play during this phase of their child’s life.

• Parents should work together to educate their children. Children may be curious about the changes the other gender experiences. It can be helpful to get both a mother’s and a father’s perspective on sex and sexual development.
• Assure them that the physiological changes they are going through are completely normal. All of his or her peers are experiencing the same insecurities, difficulties and curiosity they feel. There is no need to feel they are unusual or weird.
• Teen pregnancy is becoming more common each year, but few children know how devastating this can be for their futures, particularly girls. Encourage your child to use contraception if they are going to engage in sexual activity but to also be aware that using them does not guarantee they will prevent getting pregnant. Alert them to which ones only protect against pregnancy and which prevent both pregnancy and STDs. Suggesting abstinence as an alternative to sex is also recommended. Let your child know sex has emotional aspects that can be complicated and are better handled as an adult. The overall message is that sex has practical and emotional consequences and for your child to delay sexual activity and particularly intercourse until older.
• Keep the lines of communication open. As a parent, it can be difficult to remain calm when you find out your child has done something of which you do not approve. Overreacting can sometimes cause more harm than good. If you yell at your child for one sexually related issue, they are less likely to come to you when they may have a more serious one. Address them with a cool-tempered, but genuinely concerned attitude to motivate change without turning them away.
• Let your child know how you feel about sex. Knowing how a mature adult views sex can create a healthy role model for them to follow. They will then be better able to assimilate your beliefs and knowledge into their own personal views; however do not be surprised if they do not share your perspectives.
• Parents should alert their children to stressful situations in which they may feel pressured to engage in sexual activity. It is crucial that parents prepare their child to say “no”. Encourage them to develop an assertive language regarding saying “no” to intercourse and other sexual activity.
• Parents should discuss with their child strategies for handling their feelings of sexual desire. If you are going to be encouraging them to say no to sex then it is helpful to discuss openly situations in which this will be difficult. Do not shame the child or make his or her sexual desire seem bad or wrong; conversely, let your child know desire is normal and that thinking in advance about how to choose not to engage in sex even in the face of desire helps one be prepared for the moment.
• Let your children know that in a secure, mature relationship sex is a wonderful, bonding, and fun part of intimacy! If you make sex sound all bad, i.e., pregnancy, disease, a “bad” reputation, etc., they may tune you out completely. Instead, explain that when they are older sex will be a wonderful part of their relationships, and you just want to encourage them to wait and bring sex into their lives at the time when they are best prepared to handle all of the complicated aspects of it.

References
https://www.medem.com/?q=medlib/article/ZZZ6JP71NUC
https://parentingteens.about.com/od/teensexuality/a/teen_sex_talk.htm
https://www.valuesparenting.com/talktokids.php

Written by: Christina Rodriguez of Triangle Total Tutoring

How many fulltime jobs does a parent have? Career. Household. Children. These are each a fulltime job. You may feel that a disproportionate amount of time and energy are required by school demands. You’re not alone! Most families experience tremendous stress due to school work. Helping your children manage their academic responsibilities is one of the most time consuming components of child rearing. But your child’s academic success can increase her self esteem exponentially and reduce the family’s stress level dramatically.

Today’s young adult navigates a competitive environment that is more intense than ever. As a parent you want to help your child do well in school to prepare him for college and the future. Unfortunately, academic pressures can wreak havoc on the present by taking a toll on family life and zapping vitality and exuberance from your teen or even pre-teen.

Although modern day academic pressures are unique and greater than ever, some of the best study tips have been around for a long time. Combined with a few new tools at our disposal today, you can help your child maximize his success and also his sense of accomplishment and well-being.

You can help your child harness his energy for positive results, thus helping him achieve his potential and breaking the cycle of stress and worry.

Procrastination. Often, a young person hardly taps the extent of his potential because he doesn’t get started on his assignments early enough, or she squanders her time and energy by procrastinating. This can lead to feeling overwhelmed, which propagates the cycle. If she can just get started, she’ll build momentum and a desire to carry through what she’s already begun. Set boundaries and help your child to structure her time.

1. Allot a specific time each day for focused schoolwork, and be clear to your student that he is expected to be on-task.
2. Provide a quiet space to do homework. Eliminate distracting electronic gadgets for a set period of study time. (No phone zone.)
3. Make sure your child gets enough sleep. Enforce a bedtime if necessary. If your child is a zombie at school, the whole day is practically worthless. Even if he wants to stay up late to finish an assignment, the cost in sleep is too great.
4. If your child resists putting aside time and space each day to focus on schoolwork, don‘t be afraid to bring in a third party, such as a tutor who can jump-start study sessions and guide your student to work efficiently and develop effective study skills.
5. Rewards can be motivating; keep rewards timely and simple when used. As a last resort, consequences also work for some children who otherwise refuse to do homework or study.

The right attitude. You can model a positive mentality for your child. Rather than agreeing with her that she’ll never use math (or chemistry, or whatever it may be), point out the benefits she is deriving: the strong writing skills she’s developing; the ability to think critically; the ability to focus; the building of “brain muscle”. Just as it takes work and practice to develop a good backhand or jump shot, the same is true of mental skills that will last a lifetime.

1. Continually reinforce the importance of education.
2. Focus on school work — make it a priority.
3. Encourage your student to discuss his difficulties with the teacher, and attend “extra help” sessions after school.
4. Emphasize consistency. One bad grade will not ruin a semester. Good study habits will pay off over time.

Watch for warning signs. Nip problems in the bud — do not let things reach a crisis point. Intervene at the first signs of trouble. Nowadays you can monitor your student’s progress and academic standing via class and school web pages. Emailing with the teacher can also provide insights as to how best assist your child. Though he may view it as somewhat intrusive, internet tools are available to you for a reason. Don’t neglect to know if your child is floundering. He may assure you that he’s “got things under control” but he may not be able to “handle things” as well as he thinks. Get him the support he needs.

Don’t be reluctant to enlist outside help; a good tutor. When it comes to schoolwork, parent-child encounters can be fraught with tension, making for a potentially explosive situation. By partnering with a tutor who can work with your child, you can remove family dynamics from the equation and avoid a lot of stress. Seek out a tutor who can really connect to your child. A tutor should have expertise in their given field and strong communication skills. Look for a tutor who will build a rapport with your child. Your student will appreciate having someone outside of his family who he can count on to provide academic support and positive encouragement. Make sure to receive periodic feedback and updates from your tutor.

An experienced tutor knows how to get the most productivity out of a study session. She should be able to keep the session moving by asking and answering questions, giving drills to enhance skill mastery, and explaining concepts. She should be able to present a topic in a manner that reinforces the method the teacher is using in class, or alternatively, be able to present the material from another angle, thus finding the method that is more suitable to your child’s style of learning.

In addition, a tutor should be patient and work at the student’s pace, but also guide her get her work done in a timely manner. The tutor will keep the ball rolling, both throughout a study session and throughout the semester/ school year.

Achieve balance. Today, more often than not, family tranquility is affected by how well things are going in the classroom. You can help your child harness his energy for positive results, thus helping him achieve his potential and breaking the cycle of stress and worry.

As your child grows up, you want to encourage him to develop independence and to take ownership of his responsibilities. However, it is not yet time to relinquish parental support and oversight. You can help your child stay on track by putting in place some structure and routines that will help her use time well and circumvent procrastination.

Utilize today’s technology to help your child stay on top of his academic responsibilities. You or a tutor can help manage your child’s academic affairs by staying on top of due dates and upcoming tests and quizzes via the class webpage, and such using that information to pass on reminders to your child.

Though he may fight you initially, your child will appreciate it when he’s able to truly enjoy his free time knowing he’s completed his academic objectives for the day or week. A more positive and less stressed-out outlook will help him be motivated. Improved study habits will result in better grades, and in turn a happier family.

For more information contact: Christina Rodriguez, Triangle Total Tutoring, (919) 961-3365, [email protected]. Specializing in SAT Preparation, Calculus, Pre-Calculus, Trigonometry, Geometry, Algebra I & Algebra II, Pre-Algebra, and Middle-School Math.

A note from Dr. Lepage…
CELEBRATE SUCCESSES!

When a child comes home with a D or F, often those poor grades get more attention than the good grades, since they are an area of concern. That attention can span from the “I’m disappointed in you” conversation and being grounded when the poor grade is a result of a child not doing their schoolwork or not studying, to a fairly pleasant conversation about putting in place a study plan, hiring a tutor, or developing some sort of an action plan when the poor grade has occurred after a child tried their best. In both scenarios, often times the conversation about the poor grade overshadows the successes on the report card. Remembering to make an equally big deal – maybe even more of a big deal – about a child’s accomplishments is a great way to build pride in his or her strengths and build overall self-esteem. I suggest when a child comes home with a mixed report card, celebrate successes first. Say something like, “You did a terrific job in ‘xx’ subjects! I am so proud of you! I see you didn’t do as well in ‘xx’ but we can talk about that after we celebrate your accomplishments. Tonight (or this weekend) we are going to celebrate your successes!” Then develop a celebration plan with your child, and refrain from mentioning the poor grade during that celebration. A day or two after celebrating your child’s success, address the poor grade. The point is not to ignore the poor grade, but rather to make sure the good grades don‘t get lost in the shuffle, so your child experiences a balanced reaction to their grades that focuses equally on the positive. So remember, when report card time comes around, celebrate!

When to get help: Sometimes a poor grade can be addressed by parent intervention at home in the form of study help and study organization, and/or rewards and consequences. Sometimes a tutor can turn things around by teaching effective studying and test-taking skills, and by helping the child understand the material. Other times a psychologist is needed for testing or therapy, as some poor grades result from a learning disorder, AD/HD, test taking anxiety, social stress at school, or even family stress at home. Testing can determine the presence of LD or AD/HD as well as anxiety, depression or any mental health condition that could impact academic performance. LD and AD/HD can be overlooked when a child has done well in school previously; however, children on the mild end of the spectrum of these disorders sometimes do well in lower grades and then struggle when the difficulty of the material increases. Testing provides diagnostic clarity so interventions can be targeted and effective; even when the result is that there is no disorder, that is highly valuable information as parents then know the interventions need to be study / tutoring / rewards / consequences based. When stress of some kind is causing a child to do poorly, a psychologist can provide therapy to address the problem. For example, teaching stress-reduction and focusing techniques for test taking, improving social skills, or decreasing anxiety or depression. Research has shown anxiety and depression can reduce academic performance, and therapy to address these can both improve academics and provide the child with emotional relief so they feel better. Please feel free to call any doctor at Lepage Associates should you have questions about your child’s academic performance.

IS EARLY ENTRY TO KINDERGARTEN RIGHT FOR MY CHILD?

When parents call to ask about early entry to kindergarten, I often hear, “I know everyone thinks their child is brilliant, but my child really is advanced.” … And they are generally correct! They have noticed their child recognized letters and numbers early, perhaps even started reading some, seems to take in information and retain it, and has a strong curiosity around academic-type learning. If you have noticed these things in your child and are trying to decide whether early entry to kindergarten is right for your child, there are several things to consider.

1. Cognitive (academic) readiness. This is the area most parents first consider, i.e., will my child be able to understand the academic material being covered and keep up with the rest of the students in learning. There are numerous checklists on a variety of websites to help you determine if your child might be cognitively ready. One helpful hint we give parents is to purchase some academic „activity books‟ and see how your child does. You might start with a pre-school book and then move on to a kindergarten book. These are available in stores such as Learning Express and large bookstores, and you may also find some at Target or Wal-Mart. If your child breezes through the pre-school activity book and can even do some pages of the kindergarten book that is a good sign.

Ultimately you will need official psychoeducational testing to determine where your child falls cognitively/academically compared to his or her peers, as the school will require this testing to consider your child for early entry. This testing is not provided by the school. It must be done privately by a licensed psychologist, and include test versions approved by your school district. Any psychologist who does such testing should be able to tell you what those tests are. Your child will be given an IQ test and an achievement test and generally must score in the 98th percentile or above on the IQ test and at the 98th percentile or above in math or reading on the achievement test. Parents often ask what the difference is between IQ and achievement testing; the difference can best be summarized as innate abilities versus achievement in learned material. The IQ test assesses for abilities such as verbal and non-verbal abilities and the speed at which the child can process information. Achievement testing assesses math and reading skills relative to others the child’s same age.

2. Developmental readiness. Chronological age is not the best predictor of success in kindergarten, hence the focus on kindergarten „readiness‟ and not just chronological age. Developmental readiness has three major components: emotional, social, and behavioral.

Is your child emotionally mature for his or her age? Does he or she have good emotion regulation when upset or angry? Can your child be away from mom and dad for several hours at a time without getting upset? Is your child able to share and take turns? Do interactions between your child and other children generally go well? Can your child sit still and pay attention for 15-20 minutes at a time? (FYI, TV and video games don’t count.) How self-sufficient is your child? Can he or she tie shoes and get a jacket on and off? How well behaved is your child in general? Does your child still tantrum when not getting his or her way, or can your child generally be redirected and/or motivated by rewards and consequences?

On pediatrics.about.com, the following is reported: “According to the U.S. Department of Education’s National Center for Education Statistics, traditional signs of readiness to start kindergarten include being able to: communicate about things he or she needs and wants, share and take turns, be curious and enthusiastic about trying new activities, pay attention and sit still, use a pencil and paint brushes, count as high as 20, and recognize the letters of the alphabet. Other traditional signs of readiness are that a child can follow one to three step instructions, behave well in the classroom, and can get along well with peers. It is important to note that in the Fast Response Survey System (FRSS) Kindergarten Teacher Survey on Student Readiness, teachers reported that the most important signs of school readiness are being able to communicate needs and wants and being curious and enthusiastic about trying new activities. Counting and recognizing letters and even sitting still were reported to be less important signs.”

3. Physical readiness. Probably the least recognized area of readiness, there are some physical skills related to success in kindergarten. Research has found motor skills important in a child’s early learning, with fine motor skills needed to learn to write, and interestingly, gross motor skills found to be related to learning to read. Fine motor skills such as holding a pencil properly (pencil grip) to complete school work and cutting with scissors to keep up with class projects are important. Gross motor skills such as balance, coordination with running and jumping, and catching and throwing impact how a child fits in on the playground.

Where do you go from here? This is not intended to be an exhaustive list of the cognitive, developmental (emotional/social/behavioral) and physical factors you should consider, but rather to get you thinking in the right direction about questions you should ask yourself about your child. Ultimately parents know their children best; can you picture your child in the kindergarten setting doing well?

If your child has demonstrated above average academic abilities, it is important to nurture those abilities, and to keep your child from boredom. Academically advanced children who are under-stimulated can become bored which can lead to unhappiness, a disinterest in academics, and even behavioral acting out. Thus if your child appears to be a candidate for early entry, we strongly encourage you to have your child tested so he or she can enter kindergarten if ready and enjoy the benefits of being in the environment most appropriate for their abilities.

In North Carolina the public school cutoff date for kindergarten entry is that your child must be five-years-old by August 31st of the current school year. If your child’s birthday falls close to this date and/or you believe your child is ready for kindergarten in all domains described above, you should consider kindergarten readiness testing. To allow gifted children to enter kindergarten early, in 1997 the NC General Assembly passed legislation allowing a child who has reached his/her 4th birthday by April 16th of the current school year to enter kindergarten if he/she demonstrates an extraordinary level of academic ability and maturity. Thus kindergarten readiness testing can be done anytime from April 16th forward. The test report becomes the foundation of your child’s application package for early entry, to which you will also likely be required to add letters of recommendation and samples of your child’s work. You can turn this application package in to the school no later than 30 days after the fall semester starts, however, since that would mean your child has missed the first month+ of kindergarten waiting that long is not recommended. We suggest you try to get your child’s application package in by August 1st at the latest, and earlier is better, so turning it in to the school in May, June or July is better than waiting until August.

I’ve scheduled testing. How do I prepare my child? What do I tell my child? What will the experience be like for my child? These are all common questions parents ask, so we will address them here.

Over-preparation is not recommended. Drilling your child on reading and math can be stressful to a 4-year-old. What you want is for your child to enter kindergarten early if he or she is naturally ready for the experience, not for your child to be pushed hard toward that as a goal. You can do some general preparation in ways that are fun for your child, such as number and word games, activity books, reading to and with your child, etc. Preparation that is important is to be sure your child is well rested the night before the testing and eats a healthy breakfast. You should also bring snacks in case your child gets hungry during testing. It generally only takes about two hours, still, hunger is distracting so it is best to be prepared. We will schedule your child sometime in the morning; children (and adults) fatigue in the afternoon so that is not an ideal time to achieve the best scores. We provide breaks for children as needed so they can do their best.

Do not tell your child he or she is going to take a very important test to determine getting into school early. That creates pressure which is stressful, and stress can negatively impact test scores. Also the standardized instructions given to your child at testing include prompts to motivate them to do their best, so you do not need to worry in advance that you need to provide that prompt. Tell your child he or she will be going to play some fun games for a couple of hours, games such as number games, word games, puzzles and blocks, etc. If asked if it will be hard, the answer is, “No, it will be fun.” This is true; the tests are designed as a series of subtests that children generally experience as short, fun games or activities.

Thus children generally experience the testing as enjoyable. Many children ask at the end when they can come back and “play” again.

Our Kindergarten readiness page also has LINKS TO NORTH CAROLINA PUBLIC SCHOOLS INFORMATION ON EARLY ENTRY TO KINDERGARTEN.
https://lepageassociates.com/kindergarten-readiness/#links
From there you can link directly to the early entry to kindergarten guidelines for Durham County, Orange County, Wake County, Person County, Chatham County, Caswell County, Harnett County, Franklin County, Lee County, Alamance County, Granville County, and Johnston County. If you don‟t see your NC county in this list check anyway because we are always adding counties as we get their information.