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Paddy's Lament, Ireland 1846-1847: Prelude to Hatred
Thomas Gallagher
Pivot: The Only Move That Matters Is Your Next One
Jenny K. Blake
When in French: Love in a Second Language
Lauren Collins
Beyond the Job Description: How Managers and Employees Can Navigate the True Demands of the Job
Jesse Sostrin
Vision and Art: The Biology of Seeing
David Hubel, Margaret S. Livingstone
Achieving Your Potential As A Photographer: A Creative Companion and Workbook
Harold Davis
Reclaiming Conversation: The Power of Talk in a Digital Age
Sherry Turkle
Picture Perfect Practice: A Self-Training Guide to Mastering the Challenges of Taking World-Class Photographs (Voices That Matter)
Roberto Valenzuela
Man's Search for Meaning
Viktor E. Frankl, Harold S. Kushner
Terms of Service: Social Media and the Price of Constant Connection
Jacob Silverman

The Connected Child

The Connected Child: Bring Hope and Healing to Your Adoptive Family - Karyn B. Purvis Picked up a few ideas that probably would apply to any child. (I'm not a parent; I'm an aunt.)I liked the "re-do's": Let's try that again. Guide the child in an upbeat, playful and fun manner. Re-do's are not punishment, but instruction. If necessary, demo the re-do. Let the child copy the re-do one or more times. Praise the child lavishly and sincerely upon completion of the corrected act. Things that don't work: time-outs, questioning about why the child did something (makes him defensive, he's not sophisticated enough to engage in a verbal defense with you), debate. Instead:-- respond quickly-- clarify expectations-- offer simple choices-- present consequences-- give immediate training and the opportunity to re-do-- practice, practice, practice-- keep the child near you (don't isolate them in a timeout)-- offer praise for successMaking eye contact is very important. -- Move your head into the child's field of vision.-- Briefly stop talking. The pause will pique his curiosity or concern, and he will typically look up at you.-- Say something, using his name in the context of the sentence.-- Ask for eye contact directly with such phrases as "Let me see those beautiful eyes." -- If he physically moves away, playfully move back into his field of vision. Parents should use words, too, but few of them. Instead of swooping down and picking up the child when he is misbehaving, stop him with words. Use short, simple phrases and direct him to make good choices. By using words to direct your child, you'll provide a great role model. TV, movies, electronic games. "Children who tend to be somewhat dissociative or lack attachment skills will seek out TV and play electronic games frequently... That aloe is enough reason to restrict these activities. You need to increase the amount of time your at-risk child spends with people and reduce the time he spends alone with machines or objects. ... Remember, TV and electronic games cater to short attention spans. You want to encourage activities that extend the attention span. ... Don't hand over a toy and say, "now go play alone." Play with the toy together. When at-risk children are encouraged to spend more time with inanimate devices, it further decreases their social skills, weakens their attention, and increases their propensity to aggressive and poor social choices." p. 15-16Respecting their own life story. "A healing parent's job is to simply give neutral information so a child can work out the past for himself or herself. An example: 'I do not know very much about your mother. I know she was very young and she may have used drugs and she may have lived on the street, but I don't know how she felt when she was pregnant with you. What do you think she felt?' This approach opens a window through which your child can begin to look at and share his life's story. Accept and honor what the child tells you and the emotion he shares about it. Let the child be the authority on his own life." p.71-72