Kidthink Psychology in Adelaide, South Australia | Medical centre

Kidthink Psychology

Locality: Adelaide, South Australia

Phone: +61 414 957 524

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• Medical and health
• Medical centre
• Psychologist

24.01.2022 Caregivers should follow these FOUR rules to cope with it!

21.01.2022 "Our children are not miniature adultstheir growing brains are actually incapable of taking an adult perspective on a situation and using that knowledge to calm down."

21.01.2022 Before you tell your child that it’s time to leave the park, or remind him that the really cool truck he’s examining has to stay at the store, acknowledge his p...oint of view. Acknowledge your child’s feelings and wishes, even if they seem ridiculous, irrational, self-centered or wrong. This is not the same as agreeing, and is definitely not indulgent or allowing an undesirable behavior. Acknowledging isn’t condoning our child’s actions; it’s validating the feelings behind them. It’s a simple, profound way to reflect our child’s experience and inner self. It demonstrates our understanding and acceptance. It sends a powerful, affirming message Every thought, desire, feeling every expression of your mind, body and heart is perfectly acceptable, appropriate and lovable...

16.01.2022 Target has Weighted BlanketsYOU’RE WELCOME

16.01.2022 FREE PRINTABLE CALM DOWN STRATEGIES STORY FOR KIDS The staying calm social story is short and sweet, working backwards from ten to zero, in short rhymes, teachi...ng different calm down strategies along the way. From roaring out big feelings to blocking out visual and auditory input in easy ways, this story is a perfect read for young kids. GRAB YOUR COPY ---> https://transactions.sendowl.com/stores/9064/14184 We adore sharing helpful resources! We may also get a cut of any products you purchase through this site that help us run this page 24 hours a day.

15.01.2022 Many students enter the classrooms with adverse childhood experiences and trauma that affect their executive functioning and ability to self-regulate. They do... not have the tools they need to focus and pay attention, keep their emotions in check, adjust to change, or handle the frustration that is sometimes a part of interacting with others or learning something new. This can make it very challenging to complete required tasks in the classroom. In order to make learning accessible to these children, Its important to first work on developing their self-regulation skills. Teachers can set up their classrooms to provide the structure and learning tools necessary to help model and teach self-regulation. A positive environment, The classroom should feel like a safe space where strengths are emphasised. When a problem behaviour occurs, try not to take it personally or immediately correct the child in front of others Instead, act as an observer with the goal of figuring out why the behaviour is occurring. Then address the behaviour once the child has cooled down. Clear expectations: Schedules, procedures, and an established routine help students understand what to expect and create an environment that feels structured and safe. When students seem off task or even shut down and refuse to complete work, sometimes it’s because the work is too difficult for them and they’re frustrated. Children often use this behaviour because it has worked for them in the past by allowing them to escape the undesirable task and avoid the embarrassment of looking stupid. Instead of recognizing that they are frustrated with the work, the child will often express frustration with the teacher for making them complete the task. ’Scaffolding’ learning by breaking it into chunks and then providing a strategy or a structure to make it easier for pupils to be able to accomplish each chunk of learning can help. In order to effectively scaffold instruction, you need to know what a child is capable of doing on their own. If a child is struggling, you can usually help them get started by taking a break, determining what they do understand, and then modifying the work so that it’s within their ability. children need objective, nonjudgmental feedback in order to improve their behaviour. When a problem arises, find a calm time to discuss and reflect what went wrong, why, and how it can be handled differently next time. This gives usable directions to pupils who do not already have a structure and the vocabulary needed to regulate their emotions. Reflecting helps children to become more mindful: Instead of just reacting to emotions, they can learn to become the manager of their emotions by recognizing what they are feeling before it becomes an action. children often learn best when you show them how to do something through direct instruction. The same is true with behaviour. If students are not displaying productive behaviour, the teacher can show them what the effective behaviour would look like through modeling activities like think alouds or role-playing. Thinking about behaviour objectively, as a skill to be taught rather than simply as good or bad, will be immensely helpful in guiding children to learning how to control their behaviour. In order to help children who enter school without the self-regulation skills necessary for school success, we need to meet them where they are and teach the skills they need to be successful in the classroom. Link to this poster : https://www.teacherspayteachers.com//SELF-REGULATION-COPIN ( we have the lovely Anita , creator of this poster , as a ‘connect the dots to ACEs’ page follower Anita R Garcia Sanchez, you may message her direct for this poster too )

12.01.2022 "Interoception is responsible for understanding and feeling what is going on inside our bodies. Sensations such as hunger, thirst, bathroom needs, heart rate, breathing rate, temperature, and emotional regulation are all part of this system."

11.01.2022 School anxiety isn’t a case of ‘won’t’, it’s a case of ‘can’t’. It’s anxiety. It’s a physiological response from a brain that thinks there’s danger. Sometimes ...the anxiety is driven by the fear that something will happen to the absent parent. Sometimes it’s not driven by anything in particular. Whether the danger is real or not is irrelevant. Many kids with anxiety would know somewhere inside them that there is nothing to worry about, but they’re being driven by a brain that thinks there’s a threat and acts as though it’s true. See more

09.01.2022 Sometimes we can feel like we're stuck in a negative cycle with our children and we can't seem to shift out of it. Here's some advice that I offered to a parent who feels those things... (There's a podcast and full transcript included.) I hope this is helpful!

07.01.2022 If we can pause.... from @positivedisciplinect

07.01.2022 "As a therapist, I often try to imagine what life is like for young children. If I want to find a solution to difficult behavior, I first have to try to underst...and it. And each time I put myself in the shoes of a young child I come to the same conclusion: Not a single one of us adults could cope with the things they have to cope with. For starters, think about being told what to do, when to do it, and how to do it endlessly. Eat this thing that you’ve never seen before. Don’t make a rude face (what does rude mean?). It’s time to go somewhere you don’t want to go, and hurry, hurry, hurry to meet an arbitrary timeline that means nothing to you. Imagine failing as much as a young child does. Not being able to make your hands move the right way to cut the paper, stumbling as you run across the lawn, spilling the milk you so desperately wanted to pour (and here I am, exasperated with him again)

06.01.2022 Great article about shyness!

02.01.2022 The fourth installment in the "faces" series. This one explores the visual progression of anger. Don't forget you can purchase printable versions of all my vis...ual supports on my website, at a very affordable price. The "faces" series make a great reference tool for anyone teaching about emotional development. www.thelittleblackduck.com.au Sorry to those with screen readers, this won't translate well and is a visual reference See more

01.01.2022 Sometimes we can be quick to label certain behaviour as ‘bullying’. This poster I saw in a school yesterday summarises it well.