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Andrew Hubberman - ADHD (Improving focus)

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Andrew Hubberman - ADHD (Improving focus)

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ADHD & How Anyone Can Improve Their Focus | Huberman Lab Podcast #37

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Dr Daniel Amen - The truth about ADHD (12 minutes)

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Dr Daniel Amen - The truth about ADHD (12 minutes)

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Dr Daniel Amen - Brain Health, Trauma & ADHD FULL VIDEO

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Dr Daniel Amen - Brain Health, Trauma & ADHD FULL VIDEO

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The ADHD Doctor: “I’ve Scanned 250,000 Brains” You (Steven Bartlett) Have ADHD!!! Dr Daniel Amen

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Sign up now for the Neural Network Newsletter to get the latest in neuroscience, health, and science-related tools from Dr. Andrew Huberman.

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Causes of male suicide/Toxic masculinity

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Causes of male suicide/Toxic masculinity

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Dr K discusses the reason why male suicide is now at an all-time high. He delves into the psychology behind toxic masculinity and provides suggestions as to how we can help boys and men managing their difficulties moving forward

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Dr K: "There Is A Crisis Going On With Men!", “We’ve Produced Millions Of Lonely, Addicted Males!”

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Sensory Seeking vs Sensory avoidance - What you need to know

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Sensory Seeking vs Sensory avoidance - What you need to know

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At a glance

There are two ways kids with sensory processing issues respond to sensory input.

When kids underreact to sensory input, they may seek out more input.

When kids overreact, they become overwhelmed and may avoid the input.

Our brains are constantly taking in information from our senses. For most people, processing that information isn't a problem. But dealing with that stream of input is a struggle for kids with sensory processing issues.

Kids don't all have the same reactions to situations and stimuli. But their responses tend to fall into one of two categories.

Some kids tend to be "sensory seekers." They underreact to sensory input or need more of it to function. Others are generally "sensory avoiders." They overreact to sensory input and become overwhelmed and hyperactive.

Learn more about the differences between sensory seeking and sensory avoidance.

When we think of sensory input, we think of having five senses: sight, smell, hearing, taste, and touch. These are some common examples of things kids seek and avoid from those senses.

Sight: Visual patterns, certain colors or shapes, moving or spinning objects, and bright objects or light.

Smell: Specific smells. Some kids like to smell everything, while some kids are able to detect - and object to - smells that other people don't notice.

Hearing: Loud or unexpected sounds like fire alarms or blenders, singing, repetitive or specific types of noises (like finger snapping or clapping).

Taste: Specific tastes (like spicy, sour, bitter, or minty) and textures (like crunchy, chewy, or mushy), chewing or sucking on non-food objects (like shirt sleeves or collars).

Touch: Touch from other people, touching and fiddling with objects, tight or soft clothing, and certain textures or surfaces.

But there are two other senses that affect kids with sensory processing issues. One is the ability to sense body movement, position, and balance. This is called proprioception. Sensory-seeking kids will try to get more proprioceptive input. They might give people tight hugs or crash into things to feel the physical contact and pressure. Sensory avoiders will try to get away from those sensations.

The other sense has to do with spatial orientation, or knowing where your body is "in space." In this case, sensory seekers might rock back and forth, spin or swing, hang upside down or jump from heights. Sensory avoiders may be more physically cautious.

Sensory seeking: What it is and how it looks

Most sensory seekers are undersensitive to input (this may be referred to as "hyposensitivity"). They look for more sensory stimulation. Kids who sensory seek may look clumsy, be a little too loud or seem to have "behavior issues."

Sensory input can help stimulate kids to feel less sluggish.It can also soothe an "overloaded system" and help kids feel more organized in their own bodies and in space. A sensory seeker may:

Stand too close when talking to others andnot have a good sense of personal space. (Learn how one mom taught this to her son using the "elbow rule.")

Have an unusual tolerance for pain.

Walk with loud, heavy steps.

Enjoy jumping, hopping, and bumping and crashing into things and people - sometimes to the point of being unsafe.

Not know their own strength. (Kids may rip paper when writing, break toys, or hurt others by accident.)

Prefer "rough play" on the playground.

Touch people and objects often.

Seek out or make loud noises.

Chew on shirt sleeves or collars and other non-food items.

Sensory avoiding: What it is and how it looks

Most sensory avoiders are oversensitive (this may be referred to as "hypersensitivity"). They experience sensory input more intensely than the average person, and they avoid it because it's overwhelming to them.

Kids who sensory avoid may seem timid. They may be "picky eaters" or be particular about the types of clothes they wear. A sensory avoider may:

Not liked being hugged or kissed, even by family.

Be startled and frightened by unexpected sounds and bright lights.

Hear background noises other people aren't able to detect.

Worry about being bumped in line or touched by other kids while playing.

Refuse to wear scratchy, tight, or otherwise "uncomfortable" clothes.

Be wary and avoidant of swings and other playground equipment that provides vestibular or proprioceptive input.

Have trouble knowing where their body is in relation to other people or objects.

Prefer to be in quieter environments and avoid crowds.

It's not always one or the other

Not all kids are clearly sensory seekers or sensory avoiders. Some kids may show a combination of these reactions. That's because their responses can change based on their level of arousal or how well they're able to self-regulate.

For example, some kids are fine in familiar settings, but might have sensory meltdowns in crowded, unfamiliar places. Or they might seek out more input to help calm themselves down, when they ordinarily don't.

Key takeaways

Sensory seekers are undersensitive to sensory input, while sensory avoiders are oversensitive.

Some kids may show a combination of these reactions.

Knowing your child's triggers can help you find ways to help your child cope.

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Sensory seeking and sensory avoiding: What you need to know

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Kids with sensory processing issues may be sensory seekers, sensory avoiders, or both. Read why kids seek or avoid sensory input and what the behaviors look like.

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US website with a range of resources about teaching students with vision impairment. Blog post about emotional resilience in CYPVI with specific strategies to promote the development of resilience.

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Building Resilience in the Home and at School – Paths to Literacy

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Paths to Literacy Building Resilience in the Home and at School. For teachers, families, and others interested in literacy for children and youth with visual impairments

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Developing emotional competence for students with VI

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Developing emotional competence for students with VI

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PowerPoint presentation on ways to help CYPVI develop emotional resilience, from Dr Gail Bailey, Child Psychology Consultant. Presented at the RNIB Independence Conference (2013). Hosted on VIEW website.

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Newsletter by Mary Kitzinger on the pyschologoy of children and young people with VI

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Newsletter by Mary Kitzinger on the pyschologoy of children and young people with VI

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Mary Kitzinger Trust focuses on the psychology of children and young people with vision impairment or those with developmental disabilities. This newsletter includes a number of articles on promoting positive mental health and wellbeing in children with vision impairment.

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Podcasts from RNIB for Parents & Carers on how to support children with VI

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Podcasts from RNIB for Parents & Carers on how to support children with VI

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RNIB have produced a series of podcasts for parents and carers about emotional support for CYPVI. Includes talking to CYP about their sight condition. Although aimed at parents and carers, they may also be of interest to QTVIs and other professionals.

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All children and young people can face hurdles and challenges as they grow, live and learn. Learning to manage feelings, face problems, resolve differences and difficulties and developing resilience and coping strategies is a common part of growing up.

Children and young people with vision impairment will experience the same everyday experiences, feelings and reactions as their sighted peers. There may also be some particular issues relating to having a vision impairment, where it is helpful for parents, siblings, friends, family and other people to give support.

We have produced a series of podcasts for parents and carers about emotional support for children and young people with vision impairment.

Two members of our CYPF & Education support team speak to Ian McCubbin, a NHS Clinical Psychologist. Ian is part of a team working in hospitals across the UK to provide specialist services to children and young people with VI which are funded by Fight Against Blindness.

We discuss advice, strategies and suggestions on a range of issues that young people and parents frequently ask us about. For each podcast there is follow-on information.

If you would like advice and support from our Family Support Officers about any of the issues covered in the podcast series, please contact us via the Helpline 0303 123 9999 or email [email protected] .

In this podcast we explore why confidence, self-esteem and resilience are important when considering child development and ways to encourage all three attributes.

Further information:

Parents tell us that knowing how to talk about it with their child is one of the most difficult and distressing parts of finding out their child has a vision impairment. We look at the importance of having the conversation with a child and how to prepare.

Further information:

For children and young people with a vision impairment and their parents and carers, talking to other people about an eye condition can cause concern. We look at preparing for a conversation and some factors to consider.

Further information:

In light of the COVID-19 pandemic and available support, this podcast looks at the challenges of isolation and anxiety.

Further information:

Managing a child's behaviour can sometimes be difficult for parents and families, but lockdown and other restrictions have presented new challenges to cope with. In this podcast we look at behaviour specific to a child with a vision impairment and the strategies you can use if you need to manage behaviour in difficult circumstances.

Further information:

Finding out a child has a vision impairment can lead to varying emotional responses. We look at these and explore some practical advice in how to support the whole family.

Further information:

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Emotional support for children and young people with vision impairment

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All children and young people can face hurdles and challenges as they grow, live and learn. Learning to manage feelings, face problems, resolve differences and difficulties and developing resilience and coping strategies is a common part of growing up. Children and young people with vision impairment will experience the same everyday experiences, feelings and reactions as their sighted peers.

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Vimeo channel with a range of topics related to VI -  For children and families

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Vimeo channel with a range of topics related to VI -  For children and families

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UCAN is a creative and performing arts cooperative for young people with vision impairment. This is UCAN's Vimeo channel, where they publish videos on a range of topics of interest to young people, parents and carers.

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UCAN Productions is an award winning performance and creative arts co-operative for blind and partially sighted children, young people and their friends between…

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A video on strategies to support students with VI relax

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A video on strategies to support students with VI relax

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This video demonstrates strategies that can be used to help children and young people with a VI and complex needs to relax. It looks at breathing techniques, body awareness and the use of sensory stories.

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Young people with visual impairment can often find socially communicating with others challenging. A lot of the communication that people use is non-verbal, using facial expressions and body language which is not available to the young person.

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Mindfulness for pupils with visual impairment and complex needs

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Mindfulness for pupils with visual impairment and complex needs Sight Scotland and Sight Scotland Veterans charities providing education, training and employment for blind and partially sighted people in Scotland.

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Understanding how the eye works - Moorefields Eye hospital

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Understanding how the eye works - Moorefields Eye hospital

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Moorfields has produced information for children about eye conditions, how the eye works, tests and treatments, and eye health. May also be of interest to QTVIs and other professionals.

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The team in this service offers a full range of treatments for children's eye conditions, both in our dedicated children's centre and in community locations.

Our children's service covers all major types of eye condition. These include squints (strabismus) and lazy eye (ambloyopia), refractive errors, problems with the eye socket, tear glands and lids, anophthalmia and microphthalmia (for children born without eyes or with very small eyes), cataracts, external and corneal diseases, genetic conditions, glaucoma, retinal disorders, and inflammatory eye conditions (uveitis).

Our team includes consultant ophthalmologists (eye doctors) and paediatricians (children's doctors), nurses, orthoptists and optometrists, as well as family support workers and play specialists.

Up to the age of 16, children are cared for in our hospital within a hospital - the Richard Desmond Children's Eye Centre. This is a purpose-built facility connected to our main hospital in City Road in central London. It houses outpatient consulting rooms, a day-care ward and a children's A&E department (weekdays, 9am to 4pm only). We also provide children's services in several of our satellite locations. Click on the links to the right for a full list.

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Children and young people - Moorfields Eye Hospital

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Find eye care designed especially for kids and teenagers.

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RNIB directory of strategies & resources to support children, families and professionals understand the needs of a child with VI

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RNIB directory of strategies & resources to support children, families and professionals understand the needs of a child with VI

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Area 9: Health: Social, Emotional, Mental and Physical Wellbeing

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This area of the framework recognises that children and young people with vision impairment need targeted teaching to support the development of their mental and emotional resilience in a world that should be inclusive (Area 1), as well as their mental, emotional, social and physical wellbeing.

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How to Enhance Focus and Improve Productivity | Dr. Cal Newport

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The negative effects of social media for our youth 

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The negative effects of social media for our youth 

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The Battle for Your Time: Exposing the Costs of Social Media | Dino Ambrosi | TEDxLagunaBlancaSchool

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The truth about ADHD and autism: how many people have it, what causes it, and why are diagnoses soaring? - The Guardian

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Growing awareness about ADHD and autism is reshaping thinking in science, social science and medicine. Scientists explain what's behind the rise - and the best ways to improve neurodivergent lives

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A great book to read with/to children about living with dyslexia.

It also has some great teaching/talking points i.e

Coding

Gaming

Strategies

Telling the time

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Scott likes coding and playing basketball. He also has dyslexia. Scott is real and so are his experiences. Learn about his life in this illustrated narrative nonfiction picture book for elementary students. Kids are naturally curious about differences and disabilities. Scott sheds light on his life, with the help of experienced childrens author Mari Schuh. Scott is not defined by his disorder, but he does some things differently than neurotypical people. Beautiful illustrations and a dyslexic-friendly font promote accessibility. Includes tips for kids about interacting with someone who has dyslexia.

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Scott likes coding and playing basketball. He also has dyslexia. Scott is real and so are his experiences. Learn about his life in this illustrated narrative nonfiction picture book for elementary students. Kids are naturally curious about differences and disabilities. Scott sheds light on his li...

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Positive identity, representation and self-worth for blind and partially sighted children and young people.

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Positive identity, representation and self-worth for blind and partially sighted children and young people.

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LOOK – Supporting Visually Impaired Young People to Thrive

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Resource: Positive identity, representation and self-worth for blind and partially sighted children and young people. – LOOK – Supporting Visually Impaired Young People to Thrive

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The impact of positive representation on self-worth for our Visually Impaired young people.