Ron and I spent 4 days at the Reclaim Management Retreat. What a fantastic time for fellowship and charging your batteries. We came home with lots of new ideas and a huge plan to deliver more content and information to you.
One of the partners of Reclaim Management is Steven Feldman. He is an Emmy award winning director. One of his newest projects has been posted on Vimeo. I encourage you to take a look. It's a song about "The Flood" and Noah.
The Flood from Enthusiastic Productions on Vimeo.
Seeking His Wisdom,
Debbie
Thursday, October 20, 2011
Tuesday, September 13, 2011
Vaccinations for children
I googled "childhood vaccinations pros and cons" and came up with 148,000 sites. Whew! I googled childhood immunizations and came up with 757,000 sites. Clearly this is a huge topic.
Here's my problem. I've told you that you don't need a $200,000 degree to ask questions. I have a problem with the fact that.....yes....autism and a host of other childhood mental issues did exist in the 1800-early 1900's; but in 2000 they seem to be on a rapid and furious rise. The question then is why. Why was autism an unheard of disease in the 1950's and now it affects one in a hundred? I remember watching an Elvis movie where he helps an autistic child. I mentioned the movie in one of my psychology classes and the professor dismissed the problem as "rare". Why is it so prevalent now?
I do think most parents are too quick to give their children anything the doctor prescribes. A Parent's #1 job is to protect and defend their children. Parents must be investigators, weigh the information and be a little slower to act on the current "fad". We also need to be careful about how we gather information and make sure we are balanced mommy detectives. After all, the rise in a particular problem may have many reasons. Perhaps the rise in autism or ADD is caused by multiple factors. Some may be medical, some because of society and stress, some from daycare, some from pollution and some from preservatives. We need to be very careful not to wear blinders but instead to open our eyes to every possibility.
Having said that, Let's see if we can present a different view. Let's look first at the beginning of life.
Should a pregnant mother get a flu shot?
To answer that problem thoroughly, let's look first at the ingredients in most flu shots. The following information was taken from a publication by Tedd Koren for informational use in major medical offices.
There are 25 micrograms of mercury per dose in most flu shots (multi-dose vial). That level is judged safe by the FDA for a 550 lb. person. In 1999, Federal agencies called for the removal of mercury in vaccines. In 2001 the American Academy of Pediatrics insisted that "Mercury in all of its forms is toxic to the fetus and children." Many flu vaccines still contain mercury. Vaccine information
Some flu shot ingredients
Chicken embryos - those allergic to chicken, including eggs and feathers, can become seriously ill from the vaccination
Sodium phosphate - can affect heart and central nervous system
Sodium deoxycholate - a tumor promoter and DNA damaging agent
Mercury - a brain and nervous system toxin
Formaldehyde - cancer causing
Beta propiolactone - toxic to the liver and to the x intestinal tract
Gentamicin sulfate & polymyxin - antibiotics (doctors constantly told me not to give too many antibiotics because it would prevent them from working later on... but apparently in this form it's okay?)
Neomycin sulfate - antibiotics
MSG (monosodium glutamate) - causes brain damage in experimental animals
Gelatin - obtained from selected pieces of calf, pork and cattle skin
Polyethylene glycol-p-isooctylphenyl ether - spermacide (kills sperm); can cause chills, confusion, dizziness, fever, lightheadedness, muscle aches, peeling of the skin; causes severe eye irritation; harmful if swallowed, inhaled or in contact with skin. Manufacturer states: FOR RESEARCH USE ONLY. NOT FOR HUMAN OR DRUG USE
This list makes me angry. It also makes me wonder if the rise in Alzheimer's, ADD, hyperactivity and other mental issues hasn't been caused by our use of some of these chemicals. I eat out a lot and from now on I'm going to question the use of MSG. I had no idea it caused brain damage. Why would I want to take the chance of even a small amount of that chemical getting into my system?
If you aren't worried already....the article goes on to answer the question "Is it safe to vaccinate during pregnancy?"
Vaccination during pregnancy is dangerous and useless. Researchers found that vaccinating mothers does not reduce respiratory illness in their infants nor reduce respiratory illness in their newborns. "Maternal influenza vaccination did not significantly affect infant outpatient and inpatient visits for acute respiratory illness." Why then do some doctors recommend pregnant women eat less tuna to avoid Mercury but also recommend the Mercury-laden flu shot?
Good question. I am scheduled for a wellness clinic in Ann Arbor, Michigan September 24th. Dr. Lazar will be speaking on Vaccinations and I will be speaking on discipline. While these seem to be non-related topics, there may be more interaction than we think.
I plan to post even more information on the vaccine issue. Many problems mothers face may be linked to our desire to "prevent" medical problems. Instead of prevention, could we actually be causing other problems?
Seeking His Wisdom,
Debbie
Friday, September 2, 2011
Home preschool training is essential for better grades
 |
| Punkin |
Think about what your child will need to succeed in school and couple that with all the findings about unsuccessful children. Most new studies have found 3 things that hamper a child's ability to succeed in school.
1. School demands verbal skills. Your child must be able to talk easily with others. He must communicate his thoughts to the teacher and often to other students. Eventually he will have to translate those thoughts to paper. Being able to hold a conversation, to reason and to support his idea is paramount to success in English, math and socialization.
What better way to prepare him than to make your home a verbal challenge. To keep me on the forefront of child care and to remind me of the days when my home was full of children - Every Friday I care for a 14 month old for a teacher friend of mine. "Punkin" (don't want to use real name on Internet) arrived this morning and after a little play time we had a snack of toast and juice. It reminded me of how much I talk to children. I pointed to everything in the room and gave it a name. We played "my name - your name". Every time he picked up a cut square of bread, I said the word "toast". When he chewed I remarked, "Yum, good chewing." When he sipped his juice I smiled and said, "Yum good juice". When he offered me a piece of toast, I said, "thank you."
Talk, talk, talk. Even when he was done, I continued to talk about what I was doing. "Let's put the dishes away shall we? Can you find your truck? Debbie's making bubbles. Do you like bubbles?" My little shadow and I were having long conversations even if he couldn't respond. He smiled, he giggled, he touched the bubbles. HE WAS LEARNING. He was learning how to have a conversation, how to be interactive and more importantly - he was putting a label on his world. He was learning words and their meaning even before he can say those words.
2. Today's children have low scores in Reading/English and math. Children need to learn how to reason so they can accomplish problem solving in math and see connections in stories and society. When I tell "Punkin", let's move your toddler chair over here so we don't trip over it...I'm teaching him to prepare. I'm also teaching him to see a problem before it becomes a problem which will in turn help him to be a good problem solver. When we stop the day to dance to classical music, I'm providing mathematical imprints in the brain. When I make up a story using "Punkin" as the main character, I'm encouraging the love of reading and the desire to hear stories.
3. Children can't study properly when they aren't accepted socially. Helping your child to understand the process of conversations and how to converse with others will ultimately help him make friends at school. Teaching your child to make friends can be extremely valuable when he interacts with his teacher, the assistant and other students. "Punkin, I love your hugs. Punkin, thank you for the toy. Punkin, can you help Debbie put this away? Yeah Punkin!....you did it!
Unfortunately, sometimes (not always) when children are placed in preschool, they learn their letters, their numbers and listen to wonderful stories....but that individual care, that barrage of language and training doesn't happen. It's not that teachers aren't doing their job...they are. It's simple mathematics. A teacher and assistant can't give your child the one on one training when there are also 10 other children in the room. I'm not saying you have to be a stay at home mom...but I am asking you to look at what your child needs to succeed. If your child is happy in preschool - great! Just be sure when he comes home that you are a language machine, teaching him the extra lessons that will help him be his best in school.
Seeking His Wisdom,
Debbie
Tuesday, August 30, 2011
Tenderness and Love - The best parenting tool of all
Push his little hand away from the stove while you repeat the word "no". Make sure he understands how dangerous it is to get near the stove. When you are finished instructing him, kiss that little hand. Tenderly let him know that he is loved and that your only reason for intervention is because you want to protect him.
Continue to use this template for every instruction you give your child. While there may be times when you have to be a little more harsh in order to get the message across - never leave his presence without a wink, a dash of tenderness and some type of kiss or hug. Your child must always be assured that you love him. Even when he moves into the toddler age and begins to explore the world around him - most of the time they continue to look for Moms or Dads face for approval. Forever they are linked to their parents with an insatiable desire for approval and acceptance.
Why is this so important? Once the template is used....once it's firmly in place....it will guide you all through his life. Even when the strands of anger or rebellion enter his teen life - he will remember that he is loved and he will fight to maintain that love. I know it seems like his anger is more important - but I've never met a child (or adult for that matter) that doesn't desire parent approval even when it isn't expressed externally. The only time I've seen that desire destroyed is when a parent hasn't respected the template or when they have allowed the child to be disrespected, hurt or abused.
The most success I've ever had in calming down stress and anger between parent and child is when a parent has used this "template" of tenderness and love during the course of a child's life. When tempers flare all it takes is for Mom or Dad to place a loving hand on the child's shoulder and anger will start to dissipate. Children who have been raised on tenderness and love - even when home rules are strict - those children will almost always respond favorably to a resurgence of love.
Seeking His Wisdom,
Debbie
Tuesday, August 23, 2011
How to survive a long car trip with young children
I’m so glad you asked this question. Most parents gear their vacations for family fun but neglect to consider the attention levels and physical endurance of their children. The extended excitement an adult feels can't be sustained by a small child. While you may think the anticipation of riding grandma’s new horse is anticipation enough to keep you excited on a 12 hour car ride, a child’s excitement for one goal will only last about 20 minutes at most. After that, the immediate needs will kick in and if you are not prepared it’s going to be a long boring, frustrating ride.
Until high school and the training it takes to stay focused on long term projects, children have a difficult time with long range goals. It’s good to have the goal of “When we get to grandma’s we can do…” but you must also have 30 minute goals. Don’t dumb down your child by simply putting on video after video until you arrive. The day after “couch potato” day can be very difficult as well. It’s much better to keep your child moving and thinking even in a car.
Fun can be achieved even on a 12 hour car ride...but you must be creative and prepared.
1. Be sure your children have had a good nights sleep and a good breakfast before you start. I know this sounds simplistic, but I've talked to a lot of parents who say they like to start the vacation with a bang. They suspend all rules (which isn't exactly bad) and let their child stay up the night before watching movies. They hope they will sleep the next day and give mom and dad a peaceful ride. They each grab at donuts and then try to stay calm and focused the rest of the day. Nope....sorry....won't work. Most children respond to headaches and tummy aches by being agitated and out of sorts. It's much better for children to get their proper rest and a filling meal.
2. Make sure each child has what they need to feel comfortable. Personal pillow, blanket, a cuddle toy or maybe comfy slippers. If possible, give each child their own space and room for their own belongings. Tight cramped uncomfortable seating will deliver a miserable ride.
3. Make sure you have lots of fun music. Even with seat belt laws you can teach your children to do what I call “Chair dancing”. Get them to move their feet and hands around in specific motions. If you do this every 30 minutes or so, you can avoid that antsy feeling children get when they’ve been still way too long.
4. Make a chart that children can see and look forward to. List times for Chair dancing, verbal games and bathroom breaks. If there are any fun stops along the way list those as well. The smaller the increment between interesting things to do, the quicker time will pass for your child. Be sure and also schedule quiet time, book time, snacks and naps. THIS IS NOT A WRITTEN IN STONE SCHEDULE. If you’ve planned book time and your child is having fun with a hand held game…don’t interrupt. Your written schedule is just a suggestion of the things you have in your bag of tricks and when to use them.
5. Try to pick sleepy time snacks. Your child won’t be ruined by one day of different eating routines. If a full tummy helps your child relax and sleep, don’t insist on a salad or simple carrot sticks. Let him have the large shake if it means he will sleep a little longer and give the driver uninterrupted quiet time.
6. When I took trips with my three children, I packed each one an activity bag. The bag included favorite cups, toys, activities and at least two new things. With these bags I could call "activity time" and each child could do something they wanted to do. After all, not every child will want to color. Perhaps your three year old will want to color while your 8 year old will want to thread a new beaded bracelet.
7. Make sure there is family time. Present a snack of some kind and talk with the children. Ask them all kinds of questions followed by a tickle session or a contest for the best joke. My children loved the silly songs of Ray Stevens. Even at 4 Ken would try to sing along or would laugh at the silliness of the song. If you have fun, your children will too. Don't anticipate a bad ride. Instead lead your children in a chorus of laughter as you ride through each town.
8. Teach your children to look around, enjoy the view and pay attention to the scenery. Make a bingo game that has a different object in each square. Laminate the cards so each child can use an oil pencil to mark on the lamination. This can be wiped off and the game used over and over. My children loved looking for lakes, tractors, water towers, bridges, churches, cows, red cars, schools, and restaurants we had never heard of. Ron said it was also helpful that they were on the lookout for firetrucks and police cars.
9. While most men don't like to stop a lot and you certainly don't want to extend trip time....it is helpful for children to stop at regular times. Make it a game to see how quickly each of you can get inside, go to the restroom, get a drink of water and get back to the car. Perhaps the one with the most wins from the day will receive a small prize or an extra dollar to spend during the vacation.
10. We liked to play the "Did you know" game. This game helped to prepare my children to see grandparents they really didn't know. It's played like 20 questions only it has to be something about the people you are visiting. I still remember the look of awe on my twins faces when they learned Grandpa went to France after he was drafted. Their eyes grew big when they discovered he cooked for 500 men. I'll never forget Jamie asking Grandma why she didn't give up and let grandpa do all the cooking.
I think the most important piece of advice I can share with you is to stop thinking of the ride as a possible problem. Instead, try to understand how hard it might be for your children and get creative in how you can help them enjoy the ride. Rather than thinking how you can "punish" them into being quiet; try to invent creative ways to help all of you have a great time!
Have fun and enjoy the ride.
Seeking His Wisdom,
Debbie
Tuesday, June 21, 2011
Screaming pre-teens
Did you know that the frustrated screams of the pre-teen and teen were actually set in motion when your child was a toddler?
What? No one told me that.
How we handle frustration or anger is a learned response.
Handling conflict properly is a trait that every parent teaches whether you know it or not. This particular trait is one that is "just in the air". Most traits have areas that you child won't pick up just by being around you and therefore you must spend 50% or more of your time teaching them how to acquire the proper trait.
Handling frustration and confrontation is a bit different. How we handle frustration is 90% learned through observation and only 10% taught. That means that no matter how much you insist that your child remain calm during confrontational times....if you lose your temper - so will they. If your first response to a difficult situation is to throw barbs, your child will too. If your immediate response to an accident is to demean the individual, your child will learn to do the same. If you use guilt as a means to try to control your child, they will learn to heap guilt on you as well.
In order to prevent the out of control outburst of the preteen and teen years, begin teaching your child at an early age to do the following when facing stressful situations.
1. Take a deep breath before you speak or make any sounds.
2. Ask questions first so you can get all the information you need to react properly.
3. If the situation is scary - express how you feel in soft tones first, then try to evaluate the situation. This will help the other person understand that your fear will cause you to respond differently.
4. Force yourself to talk slowly so you won't elevate the situation to a screaming match.
5. Take a moment to think before addressing the problems. This will also allow the other party to calm down.
6. Never bring personal attacks into a "problem solving" situation.
7. End every confrontation with a compliment and a hug.
But what if my child is older? Is there still time to fix the problem. My child is already screaming and it's driving me crazy. I'm not sure either one of us is going to make it to the teen years.
It's going to be harder to correct a bad habit that is already ingrained, but it can be done. Just remember that it won't take place overnight. Especially since you are trying to change your own habits while you are teaching your child a new habit.
First of all....make it fun. Make a game out of responding properly. Place a large poster board somewhere out of sight to visitors. Keeping a chart of outbursts for each person is vital to the game.
Start small - everyday with only four arguments wins a red star. 7 red stars equals pizza.
The next week the goal would be only 3 arguments would win a red star.
Every argument where you or your child remembers to close his mouth, take a deep breath first and then speak in soft tones.....earns a gold star. 7 gold stars wins a movie rental.
Reaching big goals should be accompanied with a highly desired prize. Something like a special outing, a party with friends or an item that's not normally in the budget.
There also has to be a negative to the game. Every outburst of temper or yelling costs a quarter. At the end of the week the quarters are given to the person with the least amount of outbursts.
You get the idea. Make curbing your temper and your voice a game. It will be easier to get the message across if both parties play the game.
Remember that the purpose of this game is to change not only your life, but the life of your child. Learning how to handle conflicts and frustrations will....
help your relationship with them
help them at school
help them in their faith
help them in their marriage
help them with their children
help them on the job
and make them better citizens....
You can do it! You can change your child's life in a huge way.
Seeking His Wisdom,
Debbie
Gifted Children
Parents of gifted children are proud of their accomplishments.....until there's a personality or social problem. I've often heard mother's of gifted children remark, "Sometimes I wish he was just average. At least then I could reach him."
It's often hard for gifted children to respond to social interactions properly. That's when it's important for parents to get down on their level, see the world from their viewpoint and then develop a plan to help them deal with their issues. Don't get me wrong. I'm not saying we should leave them where they are or give them an excuse to continue bad behavior.
What we should do is "train" and help them to understand their own feelings. This understanding can often help them respond properly to the world they live in.
The following characteristics are not always present in every gifted children. Don't worry or search deeper for them if they aren't readily seen. Use the following simply as a guide to help you understand your child and as a guideline to help you parent a gifted child properly. Just as you shouldn't punish a child for being a child....you also shouldn't punish a gifted child for being gifted. Instead, look for ways to help them use the special gifts they have to respond and excel socially.
Your Child's Characteristic
1. Keen observer; naively receptive; sense of the significant; willing to consider the unusual.
Possible Problems:
1. Overly intense focus; expects others to see the same significance; occasional gullibility.
Your Child's Characteristic
2. Inquisitive attitude, intellectual curiosity; intrinsic motivation.
Possible Problems:
2. Asks embarrassing questions; seems strong-willed and may resist direction; excessive in interests and behaviors; may be less influenced by extrinsic rewards.
Your Child's Characteristic
3. Ability in abstraction, conceptualization, synthesis; interest in inductive learning and problem solving; enjoys intellectual activity.
Possible Problems:
3. Rejection or omission of detail; may resist practice or drill on basics; questions teaching procedures; divergent thinking may not be appreciated.
Your Child's Characteristic
4. Interest and ability to see cause-effect relations; enjoys considering concepts; love of truth and fair play.
Possible Problems:
4. Difficulty in accepting the illogical - such as feelings, traditions or matters to be taken "on faith"; difficulty in being practical; worry about humanitarian concerns.
Your Child's Characteristic
5. Desires consistency in value systems, behaviors and what is learned; enjoys organizing things or people into structure and order.
Possible Problems:
5. Tends to construct complicated rules or systems; May be seen as bossy, rude or domineering; may try to organize others.
Your Child's Characteristic
6. Acquires and retains information quickly.
Possible Problems:
6. Impatient with slowness of others; dislikes routine and drill; may resist mastering foundation skills; may make concepts unduly complex.
Your Child's Characteristic
7. Large vocabulary and verbal proficiency; facile in expression; interest in reading; broad information in advanced areas.
Possible Problems:
7. Need for specialized early reading and vocabulary; parent/teacher resistance to reading; uses words to escape or avoid situations; becomes bored with school and age-peers; seen by others as a "know it all".
Your Child's Characteristic
8. Thinks critically; has high expectancies; is self-critical and evaluates others.
Possible Problems:
8. Critical or intolerant toward others; may seek perfection; overly self critical; may become discouraged or depressed.
Your Child's Characteristic
9. Creative and inventive; likes new ways of doing things.
Possible Problems:
9. Need to invent for oneself; may reject what is already known; may disrupt customs or plans of others; rejects cliches; seen by others as different or out of step.
Your Child's Characteristic
10. Intense concentration and long attention span; persistent, goal-directed behavior.
Possible Problems:
10. Resists interruption; neglects other duties or people during periods of focused interests; stubbornness.
Your Child's Characteristic
11. Sensitivity, intuitiveness, empathy for others; wants to be accepted by others.
Possible Problems:
11. Sensitivity to criticism; vulnerability to peer rejection; need for success and recognition; conformity and underachievement; need for peer relations in many types of groups; expects others to have the same values and outlook on the world; may feel different and alienated.
Your Child's Characteristic
12. High energy, alertness, eagerness; periods of intense efforts preceding invention.
Possible Problems:
12. Frustration with inactivity or absence of progress; eagerness may disrupt others' schedules; needs continual stimulation; may be seen as hyperactive.
Your Child's Characteristic
13. Independent in work and study; prefers individualized work; self-reliant; needs freedom for movement and action.
Possible Problems:
13. May reject parent and peer group pressures; non-conformity or rebellion; may drift into unconventional interest areas.
Your Child's Characteristic
14. Versatility and diversity of interests and abilities; many hobbies; proficient in art forms such as music and drawing.
Possible Problems:
14. May appear scattered and disorganized; lack of homogeneity in group work; seeks flexibility and individualization; frustrations over lack of time; others may expect him to always be competent.
Your Child's Characteristic
15. Strong sense of humor; ability to laugh at self.
Possible Problems:
15. Sees absurdities of situations; inflicts puns on others; humor not understood by peers; may use humor to avoid problems; may become "Class clown" to gain peer approval.
As I said before....these characteristics and the problems they may cause are general and not present in every gifted child. I would suggest that you use the information first by praying and asking God for wisdom, then by observing (this should be a constant practice), keep your evaluations to yourself but compare them to the above list and finally put all the information together and create a plan that will best serve the personality of your child. My prayer is that this information will help you "lovingly" parent your child.
Seeking His Wisdom,
Debbie
It's often hard for gifted children to respond to social interactions properly. That's when it's important for parents to get down on their level, see the world from their viewpoint and then develop a plan to help them deal with their issues. Don't get me wrong. I'm not saying we should leave them where they are or give them an excuse to continue bad behavior.
What we should do is "train" and help them to understand their own feelings. This understanding can often help them respond properly to the world they live in.
The following characteristics are not always present in every gifted children. Don't worry or search deeper for them if they aren't readily seen. Use the following simply as a guide to help you understand your child and as a guideline to help you parent a gifted child properly. Just as you shouldn't punish a child for being a child....you also shouldn't punish a gifted child for being gifted. Instead, look for ways to help them use the special gifts they have to respond and excel socially.
Your Child's Characteristic
1. Keen observer; naively receptive; sense of the significant; willing to consider the unusual.
Possible Problems:
1. Overly intense focus; expects others to see the same significance; occasional gullibility.
Your Child's Characteristic
2. Inquisitive attitude, intellectual curiosity; intrinsic motivation.
Possible Problems:
2. Asks embarrassing questions; seems strong-willed and may resist direction; excessive in interests and behaviors; may be less influenced by extrinsic rewards.
Your Child's Characteristic
3. Ability in abstraction, conceptualization, synthesis; interest in inductive learning and problem solving; enjoys intellectual activity.
Possible Problems:
3. Rejection or omission of detail; may resist practice or drill on basics; questions teaching procedures; divergent thinking may not be appreciated.
Your Child's Characteristic
4. Interest and ability to see cause-effect relations; enjoys considering concepts; love of truth and fair play.
Possible Problems:
4. Difficulty in accepting the illogical - such as feelings, traditions or matters to be taken "on faith"; difficulty in being practical; worry about humanitarian concerns.
Your Child's Characteristic
5. Desires consistency in value systems, behaviors and what is learned; enjoys organizing things or people into structure and order.
Possible Problems:
5. Tends to construct complicated rules or systems; May be seen as bossy, rude or domineering; may try to organize others.
Your Child's Characteristic
6. Acquires and retains information quickly.
Possible Problems:
6. Impatient with slowness of others; dislikes routine and drill; may resist mastering foundation skills; may make concepts unduly complex.
Your Child's Characteristic
7. Large vocabulary and verbal proficiency; facile in expression; interest in reading; broad information in advanced areas.
Possible Problems:
7. Need for specialized early reading and vocabulary; parent/teacher resistance to reading; uses words to escape or avoid situations; becomes bored with school and age-peers; seen by others as a "know it all".
Your Child's Characteristic
8. Thinks critically; has high expectancies; is self-critical and evaluates others.
Possible Problems:
8. Critical or intolerant toward others; may seek perfection; overly self critical; may become discouraged or depressed.
Your Child's Characteristic
9. Creative and inventive; likes new ways of doing things.
Possible Problems:
9. Need to invent for oneself; may reject what is already known; may disrupt customs or plans of others; rejects cliches; seen by others as different or out of step.
Your Child's Characteristic
10. Intense concentration and long attention span; persistent, goal-directed behavior.
Possible Problems:
10. Resists interruption; neglects other duties or people during periods of focused interests; stubbornness.
Your Child's Characteristic
11. Sensitivity, intuitiveness, empathy for others; wants to be accepted by others.
Possible Problems:
11. Sensitivity to criticism; vulnerability to peer rejection; need for success and recognition; conformity and underachievement; need for peer relations in many types of groups; expects others to have the same values and outlook on the world; may feel different and alienated.
Your Child's Characteristic
12. High energy, alertness, eagerness; periods of intense efforts preceding invention.
Possible Problems:
12. Frustration with inactivity or absence of progress; eagerness may disrupt others' schedules; needs continual stimulation; may be seen as hyperactive.
Your Child's Characteristic
13. Independent in work and study; prefers individualized work; self-reliant; needs freedom for movement and action.
Possible Problems:
13. May reject parent and peer group pressures; non-conformity or rebellion; may drift into unconventional interest areas.
Your Child's Characteristic
14. Versatility and diversity of interests and abilities; many hobbies; proficient in art forms such as music and drawing.
Possible Problems:
14. May appear scattered and disorganized; lack of homogeneity in group work; seeks flexibility and individualization; frustrations over lack of time; others may expect him to always be competent.
Your Child's Characteristic
15. Strong sense of humor; ability to laugh at self.
Possible Problems:
15. Sees absurdities of situations; inflicts puns on others; humor not understood by peers; may use humor to avoid problems; may become "Class clown" to gain peer approval.
As I said before....these characteristics and the problems they may cause are general and not present in every gifted child. I would suggest that you use the information first by praying and asking God for wisdom, then by observing (this should be a constant practice), keep your evaluations to yourself but compare them to the above list and finally put all the information together and create a plan that will best serve the personality of your child. My prayer is that this information will help you "lovingly" parent your child.
Seeking His Wisdom,
Debbie
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