Nowhere to Hide E-Book

Jerome J. Schultz

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 458

Veröffentlichungsjahr: 2011

Beschreibung

A new approach to help kids with ADHD and LD succeed in and outside the classroom This groundbreaking book addresses the consequences of the unabated stress associated with Learning disabilities and ADHD and the toxic, deleterious impact of this stress on kids' academic learning, social skills, behavior, and efficient brain functioning. Schultz draws upon three decades of work as a neuropsychologist, teacher educator, and school consultant to address this gap. This book can help change the way parents and teachers think about why kids with LD and ADHD find school and homework so toxic. It will also offer an abundant supply of practical, understandable strategies that have been shown to reduce stress at school and at home. * Offers a new way to look at why kids with ADHD/LD struggle at school * Provides effective strategies to reduce stress in kids with ADHD and LD * Includes helpful rating scales, checklists, and printable charts to use at school and home This important resource is written by a faculty member of Harvard Medical School in the Department of Psychiatry and former classroom teacher.

Leseprobe

Table of Contents

Cover

Praise for Nowhere to Hide

Title page

Copyright page

Dedication

FOREWORD

ACKNOWLEDGMENTS

Introduction

PART ONE: The Neurobiology of Stress

1 Stayin’ Alive

THE HUMAN BRAIN: A BRIEF TOUR

THE STRESS RESPONSE EXPLAINED

TO FIGHT, FLEE, OR FREEZE—THAT IS THE QUESTION

2 Stress Goes to School

ALL THE CLASSROOM’S A STAGE

WHAT’S GOING ON IN CESAR’S BRAIN?

ACUTE STRESS VERSUS ENDLESS STRESS

WHY SPECIAL EDUCATION MAY NOT BE THE SOLUTION

A CHALLENGE

PART TWO: Making Sense of LD and ADHD

3 What’s in a Name?

EXPLORING THE CONNECTION

HOW MANY CHILDREN HAVE LEARNING DISABILITIES?

LET ME BE SPECIFIC

LD: A BRIEF HISTORY

FAST FORWARD TO THE PRESENT

CONFLICTING DEFINITIONS

THE GENESIS OF THE RTI

4 Demystifying ADHD

PEOPLE ALREADY KNOW ABOUT ADHD (OR DO THEY?)

SO WHAT IS ADHD?

WHAT’S IN A NAME? IS IT ADD OR AD/HD OR ADHD?

A LITTLE BIT OF THIS, AND A LITTLE BIT OF THAT: MORE ABOUT COMORBIDITY IN ADHD

BACK TO THE FUTURE

CHADD: INFORMATION, SUPPORT, AND ADVOCACY

SETTING THE RECORD STRAIGHT ABOUT EXECUTIVE FUNCTIONS

WRAP-UP

5 Decoding Stress with Neuropsychological Evaluations

LD AND ADHD MAKE STRESS WORSE

THE DECLINE OF SHIRA G.

MARIA AND THE STRESS-LEARNING CONNECTION

A FRONT ROW SEAT TO THE SAGA OF HUMAN DEVELOPMENT

MEET WILLIAM

FINE-TUNING THE STRESS/LD/ADHD HYPOTHESIS

STRESS WITH AN ACCENT

PART THREE: How Kids “Save FASE” and DE-STRESS

6 Nowhere to Hide

WHAT IS FASE?

THE REMEDY

PUTTING THINGS IN PERSPECTIVE

WHAT’S NEXT?

7 From Distress to DE-STRESS

HOPE, LOVE, AND HAPPINESS CAN CHANGE THE BRAIN

TAKING KIDS FROM DISTRESS TO DE-STRESS: A MODEL FOR CHANGE

LATER IS BETTER THAN NEVER

PART FOUR: Special Messages for Teachers and Parents

8 Making Schools Stress-Less and Success-Full for Students with LD and ADHD

MICHAEL AND THE HUT

A LESSON LEARNED

A MINI HOW-TO MANUAL FOR TEACHERS

RESPONSIBLE VERSUS RESPONSE-ABLE

WHEN THE GEAR SHIFT GETS STUCK: STRESS AND COGNITIVE INFLEXIBILITY

STRESS SOMETIMES FUELS SUCCESS

SYNERGY RULES!

THOSE WHO CAN, DO!

INTRODUCING THE HYBRID TEACHER

9 Parents and Families

WHAT FAMILIES CAN DO AND UNDO

WHEN A CHILD NEEDS MORE HELP THAN PARENTS CAN PROVIDE

“I CAN’T HELP IT. EVERYONE IN MY FAMILY IS TIGHTLY WOUND”

WELL-MEANING? RELATIVELY SPEAKING . . . 

MORE STRESS-BUSTING STRATEGIES

A WHO’S WHO OF SERVICE PROVIDERS

CONCLUSION: All’s Well That Ends . . . Well . . . 

THE IMPORTANCE OF TELLING THE TRUTH

THE IMPORTANCE OF POSITIVE ROLE MODELS

SUCCESSFUL KIDS WITH LD AND ADHD: TEN WAYS THEY CAN GET THERE

A PICTURE IS WORTH A THOUSAND WORDS!

APPENDIX A: Resources for Families and Teachers

SPECIAL EDUCATION AND GENERAL

LEARNING DISABILITIES

ADHD

NEUROLOGY, PSYCHIATRY, AND PSYCHOLOGY

APPENDIX B: Forms and Activities

CIRCLES OF CONTROL

WHO’S IN CHARGE OF ME?

HOW I FEEL ABOUT MY LEARNING

FOR KIDS: I WORRY AND WONDER . . . 

FOR PARENTS: I WORRY AND WONDER . . . 

REFERENCES

ABOUT THE AUTHOR

Index

Praise for Nowhere to Hide

“As Schultz captures in his remarkable book, children with LD and ADHD often experience feelings of frustration, anger, helplessness, and low self-esteem—feelings that prompt them to avoid situations that they believe will lead to further humiliation. Nowhere to Hide describes how these disorders are manifested in the home and school setting, and, most importantly, offers a strength-based framework filled with many practical, realistic strategies that parents, teachers, and other professionals can use to help these youngsters become more competent, proactive, and resilient. Schultz’s understanding and empathy for students with LD and ADHD as well as their parents and teachers are evident on every page of this easy-to-read book.”

—Robert Brooks, Ph.D., clinical psychologist and faculty member, Harvard Medical School; coauthor, Raising Resilient Children

“It’s been said that kids ‘go to school for a living.’ It is their job, their livelihood—their entire identity. When you meet a school-aged child in your community, your first question inevitably is, ‘Hi, Jason. How’s school?’ For 10–15 percent of America’s kids, the answer to that question is, ‘Well, not too good.’ These students fight the battle of learning disabilities and attention deficits every day. Through no fault or choice of their own, they become a daily source of puzzlement and frustration for the parents and teachers in their lives.

“Enter Jerry Schultz. In his new book, Nowhere to Hide, Dr. Schultz brings his unparalleled experience, knowledge, background, and wisdom to this issue. He provides the reader with comprehensible explanations of the latest neurobiological research and translates it into practical strategies that parents and professional can use to assist these students in reaching their fullest potential.

“By telling his story through the eyes of students he has evaluated, taught, and counseled, Jerry allows us a unique look at the day-to-day challenges faced by these kids and their families. His book will provide you with invaluable knowledge and insights that will assist you in delivering the quality services that these struggling students need—and deserve.”

—Richard D. Lavoie, M.A., M.Ed., educational consultant and author, The Motivation Breakthrough and It’s So Much Work to Be Your Friend

Copyright © 2011 by Jerome J. Schultz. All rights reserved.

Published by Jossey-Bass

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Library of Congress Cataloging-in-Publication Data

Schultz, Jerome J.

 Nowhere to hide : why kids with ADHD and LD hate school and what we can do about it / Jerome J. Schultz.—1

p. cm.

 Includes bibliographical references and index.

 ISBN 978-0-470-90298-1 (hardback); ISBN 978-1-118-09170-8 (ebk); ISBN 978-1-118-09172-2 (ebk); ISBN 978-1-118-09173-9 (ebk)

 1. Attention-deficit-disordered children—Education—United States. 2. Hyperactive children—Education—United States. 3. Learning disabled children—Education—United States. 4. Classroom management—United States. 5. Education—Parent participation—United States. 6. Attention-deficit hyperactivity disorder—United States. 7. Learning disabilities—United States. I. Title.

 LC4713.4.S44 2011

 371.94—dc23

2011017841

I dedicate this book to my five wonderful grandchildren— David, Eli, Sophia, Ava, and Leah. These little miracles continue to enrich and expand my knowledge of child development, and the joy they give me is indescribable.

FOREWORD

Think of this book as the friend you’ve been looking for for the longest while. Think of this book as a wise companion, a source of reassurance in the midst of uncertainty, clarity in the midst of confusion, and solutions where you’ve had only problems.

Jerry Schultz has got game! He knows the field of learning problems and ADHD inside and out. He has worked in the trenches for three decades. You have no idea how much that matters, but I do, because I have been working in those same trenches for those same years. It makes all the difference in the world. You cannot find a guide with more hard-won knowledge than Jerry Schultz.

That means you can trust what Jerry has to say as if he were your knowing pediatrician or savvy first-grade teacher. It means Jerry is not going to try to hustle you with pat answers or patented remedies. It means Jerry understands your pain, and the pain of your child or student. It means Jerry also knows a host of possible answers … not the answer but many answers.

One value of this book is that it distills much of what Jerry has learned into a single volume. Beyond providing knowledge, however, this book provides hope. It provides the kind of emotional uplift all of us so urgently need. And Jerry provides the best kind of hope: hope that grows out of the rich mine of real-life triumphs. Jerry has helped thousands of teachers, students, parents, and others triumph. He has helped them turn what seemed at first a shortcoming, even a disability, into an asset. He has mined the treasures embedded in what can seem like impenetrable rocks in the brain. But Jerry knows how to find the treasures. He is indeed a master of his trade.

Savor this book. Read each page slowly. Take in all that it has to offer. After you’ve digested it, keep it nearby, like a best friend. Like a best friend, it will always be there for you when you need it.

Edward Hallowell, M.D.

Sudbury, Massachusetts

New York, New York

May 2011

ACKNOWLEDGMENTS

Writing this book represents the fulfillment of a very important personal and professional goal. Included in the long list of people to whom I owe a deep debt of gratitude are the many gifted and talented teachers, colleagues, and mentors who have freely shared their knowledge and wisdom, helping me to shape my ideas and hone my clinical and teaching skills over the years. The list is much too long to include here. I’m a big believer in thanking people and telling them how much I love them before their funerals, so most of these people already know how I feel about them.

In a way, this book is my thank-you note to those who have given me the privilege of working with them over the years. While colleagues and friends have provided me with support and encouragement during my professional career, it is to the children and the families I have worked with over the past nearly forty years that I owe the greatest thanks. It is they who have taught me about living, struggling, coping, and succeeding with LD and ADHD and other special needs. It is these individuals who have invited me into the private space of their lives, who have helped me shape the thoughts and ideas that have informed my teaching, guided my clinical practice, and helped me fill the pages of this book.

In the year leading up to the publication of Nowhere to Hide, my first book, several people have taught me much about writing and publishing and helped to make this an interesting and enjoyable experience. My literary agent, Janice Pieroni of Story Arts Management, has shown enthusiastic support for the idea behind the book since its inception. Her personal interest in and understanding of the need for its publication have fueled many conversations that have helped me bring this work to fruition. Janice helped me build a bridge to the many people at Jossey-Bass and Wiley who have shepherded me along the road that took me from outline to oeuvre.

Acquisitions editor Marjorie McAneny initially sought me out to do this project because she felt that my interpretation of the challenges faced by kids with LD and ADHD would help parents and teachers appreciate the role that stress plays in their lives. It was Margie who graciously helped show me the ropes of the publishing business and became my home port and anchor as she ushered me through the stages of this project. My thanks go to Tracy Gallagher, her senior editorial assistant, who (among other important things) helped me track down the rights to the songs that I referenced in the book. Developmental editor Paula Stacey was both gentle and generous as she and Margie helped me get a better idea about how to turn my initial draft of the manuscript into something much more presentable. At that point, the manuscript and I were put in the capable hands of senior production editor Mary Garrett as she oversaw the copyediting process and the subsequent steps involved in getting this book produced.

Before writing this book, I had a pretty limited view about the role and value of a copyeditor. I want to extend a special thank-you to the incredibly talented Hilary Powers, who provided this final-stage review of my manuscript. I now see that this process is rather like submitting one’s work for the literary equivalent of cosmetic surgery. Starting with a solid body of work, Hilary deftly wielded her semantic scalpel, making laser-like excisions of extraneous or confusing language, taking in a little here, suggesting a little filling in there—all of which helped me to create the finished product you now hold in your hands.

Although I know it will cause her to turn a little red, for although she deserves it, she never seeks public praise, I have to say here how grateful I am to my wonderful wife, Marlene. Her training and skills as a social worker have not only brought comfort and guidance to many clients and students over the years, they have enabled us to have hours and hours of great conversations about mental health, schools, kids, and families. In the early days of our marriage, she would scour my professional journals, looking for training opportunities for me that would lead us to new places and allow me to explore new horizons. She has always believed in me and always supports me when I set out for new adventures or take on new challenges. This book is the most recent excursion, and Marlene, who is my inspiration and my muse, was with me every step of the way. She helped me find the time to write and found articles and highlighted passages in all sorts of places that were relevant to the book. Most important, she served as first editor on everything I put into print. I could always count on her for an honest, intelligent, and sensitive appraisal of my work, and my readers will be thankful that she was there.

Introduction

In this book, I share what I have learned over the past thirty-five years about how kids with learning disabilities (LD) and attention-deficit/hyperactivity disorder (ADHD) cope with the stress and frustration caused by constantly being asked to do what they cannot do very well, or what they think they can’t do well. I hope that you, like thousands of parents and teachers who have heard me talk about this in workshops or at conferences, will come to understand the neurobiological reason that many kids with LD, ADHD, or a combination of these disabilities do not improve fast enough or often enough, and why, despite all the interventions parents and teachers put in place, so many of these kids actually get worse over time.

My goal in writing this book is to help you understand the cause of the problem and to offer you a model for intervention that will give you and your children or students renewed hope.

Here’s the crux of this book: When children or adolescents have unrecognized, undiagnosed, or misunderstood LD or ADHD, these students encounter an unending stream of academic and social challenges that other students don’t seem to have. Because they don’t know why they have these difficulties and because their efforts over the years have not made the problem better, they have no idea what to do and have little control over the challenges they encounter. As a result, thousands of intelligent, competent students face frustration and failure, which results in anxiety and leads to unrelenting stress that ultimately causes them to do what any organism does to protect itself—to fight, to run, or to try to find a place to hide.

This book is written to help you understand the neurological basis for this stress response, and why much of the negative behavior you see in children with LD and ADHD is actually the evidence of their desire to avoid failure. Most important, I wrote this book to share with you a method of intervention that can break this cycle and put kids on a path to competence and confidence.