In my consulting work with parents of young children, I encourage parents to notice what the child notices and then to make a comment. To some degree this is natural. When, for example, there is a loud airplane overhead and the child looks up, it is common for the parent to say, “Oh, there goes [...]

Most of us don’t associate communication with Father’s Day.  But fathers do communicate whether or not they use many words.  Do you really talk to your father?  Does your father really talk to you?  Mine mostly talked at me and wanted me to talk more to him, which meant tell him what he wanted to [...]

Frequently, I’ve heard from parents of a child I’m counseling, the child’s rendition of our session. Parent: How was your session today? Child: We played checkers. I beat him. Parent: Did you do anything else? Child: No. Parent: Did you tell him about what happened at school yesterday? Child: No. I usually anticipate this type [...]

Often, we use words like depression, bi-polar, panic attack, generalized anxiety disorder, and more to describe normal reactions kids have to life circumstances. This can be dangerous and gives kids the wrong message about life and our ordinary human experience in response to adversity. For example, a teenager breaks up with her girl friend and [...]

Ned is a very active seven year old boy—tireless and constantly in motion. His continuous imaginative play is captivating, both to himself and to anyone watching him. Within a minute of seeing a stick and a piece of crumpled up paper, for example, he has combined them with other objects to form a spaceship that [...]

In my study of learning styles, I came across the whole to part and part to whole concept. As with all learning style paradigms, this has a strong connection to communication styles, and it particularly intrigued me because I could immediately identify with it. I am a whole-to-part learner: I need to understand the overarching [...]