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Consultation and guidance for adult caregivers

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Consultation and guidance for adult caregivers

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Clear Guidance is a Consulting and Care Management practice. We specialize in working with families facing the challenges of caring for someone with dementia.

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Crisis and Mental Health Resources for Youth and Children

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Crisis and Mental Health Resources for Youth and Children

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Navigating a Mental Health Crisis (NAMI guide) 

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Navigating a Mental Health Crisis (NAMI guide) 

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Planned Lifetime Assistance Network of New Jersey, Inc. (PLAN|NJ)

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Planned Lifetime Assistance Network of New Jersey, Inc. (PLAN|NJ) provides practical solutions for people with disabilities and their families. Our nonprofit agency ensures people with disabilities are safe, secure, and thriving, now and in the future.

We help families of people with disabilities answer the question,
"Who will care for my loved one when I'm gone?"

Related professionals rely on us to help deliver the legal, financial, and independent living supports people need and deserve.
Celebrating Abilities: 2023 PLAN|NJ Annual Report

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HOME - Planned Lifetime Assistance Network of New Jersey, Inc. (PLAN|NJ)

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Planned Lifetime Assistance Network of New Jersey, Inc. (PLAN|NJ) provides practical solutions for people with disabilities and their families. Our nonprofit agency ensures people with disabilities are safe, secure, and thriving, now and in the future.

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Explore careers and career tools on CareerOneStop from US Dept of Labor

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Explore careers and career tools on CareerOneStop from US Dept of Labor

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Adam Clark | NJ Advance Media for NJ.com

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The life & death of a ‘perfect human.’ A N.J. teen’s suicide reveals the depths of a growing crisis.

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Shiv Kulkarni didn’t see room in the world for a gay kid like himself.

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Mama Bear Legal Forms: Young Adult Power of Attorney Package, Complete Online Will Bundle.

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Mama Bear Legal Forms provides power of attorney and will documents that are inexpensive, easy to create, and simple to download so that you can take this important step for your family.

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Wheel of Privilege and Power | Intersectionality | Just 1 Voice

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The wheel of privilege can help you visualize the spectrum of power, identity erasure, and marginalized communities to explore intersectionality.

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Tip sheet: Youth Anxiety, Depression, and Digital Media

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Tip sheet: Youth Anxiety, Depression, and Digital Media

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Youth Anxiety, Depression, and Digital Media - Children and Screens

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“It’s normal for any parent to have anxiety and any kid to have anxiety,” says Erin Berman, PhD, Clinical Psychologist at the National Institute of Mental Health. Children may feel anxiety as a momentary, normal response at the beginning of a school year, after reading traumatic news or when experiencing stressful one-time social situations on- or offline.

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Safe Zone: Children and Online Safety (#AskTheExperts)

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The Super Dorm:

Mansfield Hall is a living and learning community which provides residential, academic, executive functioning, social, and independent living skill support to students who are going to college.

We are not the degree-granting institution, but all of our students are in college.

Located in Burlington, VT, Madison, WI, and Eugene, OR, our students come to us from around the country in order to be a part of our residential community, which provides a comprehensive and holistic support system to facilitate their transition into college and independence.

Located in iconic college towns, Mansfield Hall students can attend any one of our local schools.
Each site offers:

A Flagship State University

A Community College

Private Colleges or Universities

Although they are welcome to pursue a traditional admissions track, students DO NOT need to formally apply to, or be accepted at, our local schools in order to make the Mansfield Hall decision and start out taking real classes, for real credit, right away (this is not auditing!).

We encourage you to explore our website and watch the videos, as well as connect with us to learn more about how we work with students, and local schools, to support a successful college experience.

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About Mansfield Hall | Support for Students with Executing Functioning Disabilities

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Mansfield Hall is a living and learning community which provides residential, academic, executive functioning, social, and independent living skill support to students who are going to college.

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Princeton Learning Cooperative | An alternative to school for teens

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School Avoidance - Princeton Learning Cooperative | An alternative to school for teens

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A guide for parents providing practical steps to support a struggling child.

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NAMI Guide for Mental Health Caregivers and Families

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NAMI Guide for Mental Health Caregivers and Families

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Mental Health Center Kids provides mental health and social emotional learning resources for kids and teens. Visit www.mentalhealthcenterkids.com to find high quality worksheets, handouts, and wall art perfect for: - Therapists
- Counselors
- Social Workers
- Psychologists
- Mental Health Professionals
- Nurses
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- Parents We have instant digital download products ready to print out and use from your home, school, or office.

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Destiny Huff Consulting | Neuroaffirming IEP Coach

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Destiny Huff Consulting provides IEP Support for Neurodivergent children & Neuroaffirming Training for Organizations

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Worried About Your Child's IEP?

We all are.

Go from stressed out to calm and confident with our IEP Advocacy Mini Courses.

Pick the mini course that's right for you-from behavior and IEP data collection, to IEP transition and understanding your parental rights.

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Welcome to the Don't IEP Alone | A Day in our Shoes community. We have everything you need to navigate school and life with your disabled child.

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What is Divorce? for young children, from Nemours 

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What is Divorce? for young children, from Nemours 

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See also: https://kidshealth.org/en/kids/divorce-cope.html

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A divorce happens when two people who are married no longer want to be married to each other or live together. Learning more about divorce may make it a little easier to deal with.

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Tips for separation/divorce, for parents 

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Tips for separation/divorce, for parents 

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What's the best way to help your family get through a divorce? Every situation - and every family - is different. But these suggestions can make the process less painful for kids, teens, and families.

Helping Kids Manage Their Feelings

Encourage kids to share their feelings - positive or negative - about what's happening.

It's important for divorcing - and already divorced - parents to sit down with their kids and encourage them to say what they're thinking and feeling. But keep this separate from your own feelings. Assure your kids that their feelings are important, valid, and normal. Let them know that you can handle a conversation about even difficult or painful feelings.

During these conversations, avoid problem solving and trying to change the way a child feels. Instead focus on listening and thanking kids for their honesty. Most often, kids feel a loss of family and may blame you or the other parent - or both - for what's going on in their lives. So, you'll need to be ready to answer questions your kids might raise or to address their concerns.

Make talking about the divorce and how it's affecting your kids an ongoing process. As they get older and become more mature, kids might have questions or concerns that they hadn't thought of earlier. Even if it seems like you've gone over the same topics before, keep the dialogue open. If possible, sit down with the other parent and plan how you're going to talk about what's going on.

If you feel like you may get too upset, ask someone else (a relative, maybe) to talk to your kids. It's OK and healthy for kids to see their parents feel sad or upset, but getting very emotional can make them feel responsible for their parents' feelings.

If your children do see you struggle with a difficult emotion, model healthy coping as much as possible. Try to:

Label your emotion for them ("I'm feeling sad right now.">).

State that you know it's OK to feel this way sometimes (It's OK and normal for me to feel sad").

Talk about how you'll cope with your tough feelings ("Something that always helps me feel better when I'm sad is baking cookies with you or playing outside. Let's go do it!").

It's natural for kids to have many emotions about a divorce. They might feel guilty and imagine that they "caused" the problem. This is particularly true if kids overheard their parents arguing about them. Kids and teens may feel angry or frightened, or worried about their future. If they voice these emotions, reassure them that this was not the case while reminding them that it's a normal feeling.

Although kids may struggle with a divorce for quite a while, the real impact is usually felt over about a 2- to 3-year period. During this time, some can voice their feelings. But, depending on their age and development, other kids just won't have the words. They may instead act out or be depressed. For school-age kids, this might mean their grades drop or they lose interest in activities. For younger children, these feelings are often expressed during play too. Be aware of a "sleeper effect" with young children: they might take big changes in stride at first, but disruptive behaviors or challenging emotions can come up years later. Communicating openly with kids and modeling healthy coping, even if they seem OK with the big changes, can reduce trouble down the road.

It may be tempting to tell a child not to feel a certain way, but kids (and adults, for that matter) have a right to their feelings. And if you try to force a "happy face," your kids may be less likely to share their true feelings with you.

Group programs for kids of divorce run by schools or faith-based organizations are an excellent resource for kids and families who need some help to get through these early stages.

Taking the High Road

Keep adult conflict and arguments away from the kids.

This is one of the hardest things to do. But it's important never to say bad things about your ex in front of your kids, or within earshot. Kids pick up on these things. Research shows that the single biggest factor in long-term adjustment for kids of divorce is the level of parental conflict they see. It puts kids in a tough spot if they have to take sides or listen to negative things said about one of their parents.

It's just as important to acknowledge real events. If, for example, one spouse moves out or abandons the family, acknowledge what has happened. It isn't your responsibility to explain your ex's behavior. But if your kids ask you questions, it's important to answer as neutrally and as truthfully as possible.

Try not to use kids as messengers or go-betweens, especially when you're feuding.

Even though it is tempting, don't use your kids as messengers. There are plenty of other ways to communicate with your ex-partner. Also, resist questioning your child about what's happening in the other household. Kids resent it when they feel that they're being asked to "spy" on the other parent. Wherever possible, communicate directly with the other parent about things like scheduling, visitation, health issues, or school problems.

Expect bumps as kids adjust to a new mate or the mate's kids.

New relationships, blended families, and remarriages are among the hardest parts of the divorce process. A new, blended family can add more stress for a while, and lead to another period of adjustment. Keep lines of communication open, allow one-on-one time for parents and kids, and watch for signs of stress to help prevent problems.

Getting Help

Figure out how to reduce stress in your life to help your family.

Support from friends, relatives, church and religious groups, and organizations such as Parents Without Partners can help parents and their kids adjust to separation and divorce. Kids can meet others who've developed successful relationships with separated parents and can confide in each other. Getting support can help parents find solutions to all kinds of practical and emotional challenges.

Whenever possible, kids should be encouraged to have as positive an outlook on both parents as they can. Even under the best of circumstances, separation and divorce can be painful and disappointing for kids.

Parents also need to remember to take care of themselves. Reduce stress by finding supportive friends and asking for help when you need it. Try to keep some old family traditions while building new memories to share. Showing your kids how to take good care of mind and body during hard times can help them become more resilient in their own lives.

Remember that honesty, sensitivity, self-control, and time itself will help the healing process.

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What's the best way to help your family get through a divorce? Every situation - and every family - is different. But these suggestions can make the process less painful for kids, teens, and families. Encourage kids to share their feelings - positive or negative - about what's happening.

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Book for kids about separation and divorce

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Book for kids about separation and divorce

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Join Drew and his dragon Diggory Doo on this uplifting story to help a friend during the most difficult change in his life when his parents live apart and he's now living in two homes .

This is an essential book to help discuss and explain to children the hard but important topic in the simple and appropriate way that children could relate to and understand.

Parents and educators will find this book the perfect tool to help children cope with parental separation, breakup or divorce, and to teach them that whether living in one home or two, they're always loved and supported.

Read this book to children to give them the empowering affirmation that they are loved wherever they are, and wherever their parents are.

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Two Homes Filled with Love: A Story about Divorce and Separation (My Dragon Books)

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Two Homes Filled with Love: A Story about Divorce and Separation (My Dragon Books) [Herman, Steve] on Amazon.com. *FREE* shipping on qualifying offers. Two Homes Filled with Love: A Story about Divorce and Separation (My Dragon Books)

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Because life goes on ... helping children and youth live with separation and divorce

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2016 Health Canada publication on divorce.

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"How I talk about White privilege with my child"

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"How I talk about White privilege with my child"

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When adults talk to White children about race, we tend to focus only on how race is experienced by People of the Global Majority. Of course, White kids can't understand how race and racism work in our society without this information.

But it's also crucial that caregivers and educators talk to White children about what it means to be White in a racist society. To help kids understand that, adults need to talk about White privilege.

Assuming that teaching White children about race only involves discussing People of the Global Majority is a common misconception. It's one of the ideas I'm addressing in my upcoming free workshop: 9 assumptions that are holding you back from deeper antiracist conversations with White kids. You can save your seat here.

In this post, I'm sharing how I introduced the concept of White privilege, along with other forms of privilege, to Godzilla* during our homeschool lessons. I also share ideas for having more informal conversations about identities, privilege, and power.

*Godzilla is the nickname I use for my tween son.

Disclosure: For your convenience, this post contains affiliate links. If you make a purchase through these links, I may earn a small commission at no additional cost to you. You can read my full disclosure policy here.
Step 1 of learning about White privilege: Talking about personal and social identities

Over the years, Godzilla and I have had countless conversations about race. We've talked many times about how our family's experiences as White people are different than the experiences of families of the Global Majority.

Until recently, I hadn't actually used the phrase "White privilege" much. I wanted to change that, and also make sure he understood that there are other identities that affect how much power a person has in society.

So, we began by naming various personal identities, which I described as things that you feel like are important for people to know about you. He listed things like "gamer," "Gojira fan" (Godzilla), and "Lego addict." Other children might list certain personality traits, relationships they have, or skills they value.

With the help of Tiffany Jewell's book The Antiracist Kid, we learned about the difference between personal identities and social identities.

Personal identities are chosen by you, while social identities are determined by the society, and sometimes, the families we're part of.

Godzilla named some of his social identities for race, ethnicity, wealth, and neurodiversity.

An alternative activity for classroom/group settings that addresses a lot of the same concepts is inviting children to make "bio bags."

For informal conversation, you can talk about the different social groups your family is part of. You child may or may not have thought about these. Naming them is a first step to helping children understand that social identities affect everyone's everday lives, including theirs.

Step 2 of learning about White privilege: Talk about what the dominant culture is

On a different day, I asked Godzilla what he thought the word "dominant" meant. He was familiar with the word from gaming and sports settings. I added some of my thoughts to clarify that being dominant is about having power OVER other people, which is not a good thing.

When I asked him what the word "culture" made him think of, he had a bit more trouble putting it into words. But he knew that it related to things like holidays. I described culture as the many ways a group of people do things, like holidays they celebrate, dialects they speak, and beliefs your family or group shares.

Referring again to Tiffany Jewell's book, I then shared what "dominant culture" is. This is what Jewell says: "Dominant means having power and being controlling. The dominant culture is one that is shared by the people who have the most power in a country."

Godzilla really picked up on the idea that the dominant culture teaches folks that certain categories of people are "normal" (and that this is problematic.) He quickly grasped Jewell's point that when your identities fit within what the dominant culture declares to be "normal," you have a lot of power.

Step 3 of learning about White privilege: Talk about who has the most power in the dominant culture

Children tend to be binary thinkers, especially when they are elementary age. They may assume a group either has a ton of power, or none at all. Educators and caregivers can help kids expand their thinking about talking about the differing degrees of power people have in the dominant culture.

I wanted to make sure that Godzilla understand that while most of his social identities hold a lot of power, some of them do not. Most people have at least one or two social identities that have less power.

A simple, informal way to talk to kids about this is to ask them if they notice patterns about what kind of people are shown on TV or social media they scroll through. If kids are stumped, ask "do you see mostly White people? Are there lots of different kinds of families, or mostly families of a mom, dad, and two or three kids? Do they seem to have a lot of money? What kind of holidays do they celebrate?"

Step 4 of learning about White privilege: Create a privilege and power wheel

In our third lesson, I created a wheel of power and privilege, based on ones by Sylvia Duckworth and Project Nia. I also added in age as a category because this is an area middle age adults often ignore (because we have more power than children and the aged.) It would have also been helpful to add religion as a category, but I accidentally overlooked that.

While I added the categories themselves (race, skin tone, age, citizenship, gender, etc), I wanted Godzilla to use his critical thinking skills to figure out who had the most and least power within each category.

I cut out pie slices for each category, with three sections for him to fill out (groups with the most power, less power, and the least amount of power).

He worked on race first, and he immediately knew that White people have the most power. When I asked who he thought had the least, he said "probably Black people." He wasn't as sure who to put in the middle other than Asians, so I needed to remind him of the names of racial categories like Latinos and Native Americans.

I'm gonna get on my soapbox for a minute. One of the misconceptions many White adults have is that talking about the reality of White privilge will make White children feel guilty or ashamed. Godzilla showed no sign of that during our activities, and he really seemed to enjoy using his observations about culture to build the wheel.

Common misconception: Talking about White privilege makes White kids feel ashamed. Are you ready to bust misconceptions about race and kids and replace them with ideas that make an antiracist impact on your family or your learners?
Join my free workshop: 9 assumptions that are holding you back from better antiracist conversations with White kids
>>>Save your spot in the free workshop<<<

Some of the categories were more challenging for him, and he asked me to tell him what the answers should be. We also had quite the frustrating back and forth about the ability category. Godzilla wanted me to name specific disabilities that gave people the least power. Instead, I was trying to emphasize that it's often not about the disability itself, but whether a person is provided the accomodations they need to live in their own home or hold a job, versus being forced to live in a nursing home.

If you like this idea of a privilege wheel, keep in mind that your wheel can be much simpler. Try out just a few categories your child can quickly grasp, such as race, gender, age, and ability, and consider adding more categories later.

Because there were 13 categories to fill out on our chart, we split this step up over two days of homeschooling.

Finally, I asked him to place beads on the wheel showing where each of his identities fit.

If offering an activity seems awkward, you can start by casually talking about one or two of your own identities and how much power they do or don't give you.

Step 5 of learning about White privilege: Privileges everyone should have

In a recent email, antiracist educator Ali Michael wrote about getting pulled over for a traffic violation she committed and not getting a ticket. This prompted a conversation with her child about "privileges everyone should have, and privileges no one should have."

Godzilla and I had a brief conversation about this idea after we finished building the privilege wheel. I'd like to come back to it again for a deeper dive. We'll also be talking more about what it means to use your privilege and power to dismantle racism, and getting practical about how to do this.

Brainstorming a list of the two types of privileges would be a great group/classroom activity. Depending on how much children already understand, you might refer to the categories this way. Create one category for "ways everyone in a community should be able to expect to be treated," and "things no one in a community should be able to do."

Free workshop invite: 9 assumptions holding you back from better antiracist conversations with White kids

Are you a parent, grandparent or other caregiver, classroom educator, religious educator, or community worker who wants to nurture antiracism within White kids?

If you said yes, I'd love to help you make a bigger impact in your antiracist conversations with children.

On September 21st, I'm holding a free workshop: 9 assumptions holding you back from better antiracist conversations with White Kids. You can save your seat here.

In the workshop, you'll:

💡 learn the 9 most common mindset mistakes I see adults (parents, grandparents/caregivers, teachers, church and community workers) make when it comes to talking race with kids.

📌 discover more helpful assumptions to embrace so that your antiracist efforts make a real impact with the children in your life.

👶 👧🏾 👨🏼‍🎓 plan how to take a child's age/ developmental stage into account during your conversations about race

🔎 get a behind-the-scenes look at the Nurturing Antiracist White Kids course, including how it can give you the framework and skills you need as a caregiver or educator.

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How I talk about White privilege with my child

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Want to help White children embrace antiracism? Use these ideas to introduce the concept of White privilege in a straightfoward way.

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Get tips/advice on how to write a college essay or other admissions-related writing. Submit your essay and get feedback from our community essay readers!

Discussions for the unique challenges faced by international students. For specific countries, click here.

Find threads about specific schools here. Don't see your school? Click here for instructions.

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Get tips/advice on how to write a college essay or other admissions-related writing. Submit your essay and get feedback from our community essay readers! Discussions for the unique challenges faced by international students. For specific countries, click here. Find threads about specific schools here. Don't see your school? Click here for instructions.

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Autism and Puberty - Child Mind Institute

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How to help kids on the autism spectrum navigate big changes in their bodies, and their social universes, that come with puberty.

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Good articles from Nemours on a range of topics

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Good articles from Nemours on a range of topics

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Is it just a phase or a serious problem? Help your child cope with life's ups and downs, from dealing with divorce to preparing for new siblings. Or find out how to understand your child's behavior, whether it's toddler tantrums or teenage depression.

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Cutting is a form of self-harm, and it can happen when someone is trying to cope with painful strong emotions. Once a person starts cutting, it can be hard to stop.

If you're trying to stop cutting:

1. Tell a trusted adult.

2. Get help from a professional counselor or therapist.

3. Find ways to feel better and resist the urge to cut.

Try these tips to try when you feel an urge. The goal is to replace cutting yourself with a healthier behavior.

What Should I Do When I Feel the Urge to Cut?

There are a bunch of different techniques you can try when you feel the urge to cut. The ones that work for you may depend on why you harm yourself. The more you learn about what's behind your cutting, the better you'll be able to understand it and develop healthy ways to handle it.

When you feel like cutting:

Try a calming activity. If you cut when you're agitated or angry, it can help to do something calming instead. Do something that helps soothe you, like:

Call or text a friend or play with a pet.

Make a warm drink, like tea or hot chocolate.

Take a shower or bath (make sure there aren't razors nearby).

Wrap yourself up in a cozy blanket and listen to soothing music, watch a funny show, or read a book.

Do a breathing exercise or try some yoga poses.

Express yourself. At times, your emotions feel may seem too powerful and painful to handle. It can be helpful to labeling how you're feeling. Saying "I feel angry" or "I feel sad" can help you process these emotions.

To express what's going on inside of you, draw or paint what you're feeling. Write down your hurt, anger, or whatever else you want to say, even in a song or poem. Or play an instrument or sing along to music that taps into how you feel.

Release some stress. Sometimes doing things that release tension can help you gradually move away from cutting. You could:

Go for a walk or run, ride a bike, dance, or do some other form of exercise.

Rip up some paper.

Squeeze a stress ball or handful of clay.

If these tips don't help you resist the urge to cut, try others. For some people, it helps to rub an ice cube on their skin or wear a rubber band around the wrist and snap it gently when needed. Talk with a counselor or therapist to help you figure out what may work best for you.

What if I Stop Cutting . . . But Then Start Again?

When you find what works to keep you from cutting, you'll feel proud of yourself. Celebrate that win - it's not easy to learn a new behavior!

But it's also normal to relapse (fall back into your old actions) and start cutting again. It takes time to change a behavior and replace it with something healthier.

It can help to start thinking about the emotions or situations that led you to cut. For example, were you feeling frustrated or angry? Then remind yourself why you decided to stop cutting before. Write down what worked for you. You can find the inner strength to do it again, but know that to ask for help is also a sign of strength.

What if I Need More Help to Stop Cutting?

Keep talking with a trusted adult like a parent, school counselor, or therapist. They can help you handle problems in a healthy way.

If there isn't an adult to turn to, reach out to a confidential helpline. These are free and available 24 hours a day:

Smiling Breath

This breathing exercise can help you lift stress or switch from a difficult mood to a more positive one.

Finger Count Breathing

Finger count breathing is a good way to slow down and hit your internal "pause" button.

Belly Breathing

When we're relaxed, air naturally flows deeper into our lungs. Practicing belly breathing can help you create these feelings of relaxation and calm.

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how do i prevent cutting? how can i stop cutting? things to do when i feel like cutting

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If you've been cutting and you want to stop, here are some approaches that might help you.

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Be an Informed Friend

Anna was wearing long sleeves under her soccer jersey again. She told Monica she was worried about getting too much sun. But when Anna raised her arm, Monica noticed fresh cuts on her forearm. When she saw Monica looking at them, Anna said something about losing a fight with her mother's rose bushes.

You're aware that some people - both guys and girls - cut themselves on purpose. Could your friend be one of them? If so, what should you do?

It can be hard to understand why a friend might injure himself or herself on purpose. Cutting - using a sharp object to cut your own skin on purpose until it bleeds - is a form of self-injury. People sometimes self-injure by burning their skin with the lit end of a cigarette, a lighter, or a match. Their skin won't show cut marks, but it might show the small, round scars of a burn.

Some people turn to this behavior when they have problems or painful feelings and haven't found another way to cope or get relief.

Most of the time, people who cut themselves don't talk about it or let others know they're doing it. But sometimes they confide in a friend. Sometimes a friend might find out in another way.

Your Feelings

It can be upsetting to learn that a friend has been cutting. You might feel confused or scared. You may feel sad or sorry that your friend is hurting herself in this way. You might even be mad - or feel like your friend has been hiding something from you. You might wonder what to say, whether to say anything at all, or if there is anything you can do to help a friend who cuts.

It can help you to know more about cutting, why some people do it, and how they can stop. Sharing this information with your friend can be a caring act, and it might help her or him take the first step toward healing.

Understanding why a friend may be cutting can help you be supportive. But what can you actually do to help your friend stop?

The first thing is to be realistic about what you can achieve: As with any damaging behavior (such as alcoholism, drugs, or eating disorders), some people just may not be ready to acknowledge the problem and stop. So don't put too much pressure on yourself - your friend's problem could be a longstanding one that requires help from a professional therapist or counselor. Therapists who specialize in treating adolescents often are experienced in working with people who self-injure and can also help with other issues or emotional pain they might have.

Ways to Help

Here are some things that you can try to help a friend who cuts:

Talk about it. You've asked about the cuts and scratches - and maybe your friend changed the subject. Try again. Let your friend know that you won't judge and that you want to help if you can. If your friend still won't talk about it, just let him or her know the offer stands and you are open to talking anytime. Sometimes it helps to let a friend know that you care. Still, even though you do your best, your friend might not want to talk.

Tell someone. If your friend asks you to keep the cutting a secret, say that you aren't sure you can because you care. Tell your friend that he or she deserves to feel better. Then tell an adult in a position to help, like your parents, a school psychologist or counselor, or a teacher or coach your friend is close to. Getting treatment may help your friend overcome the problem. Your friend may be mad at you at first. But studies show that 90% of those who self-injure are able to stop within a year of beginning treatment.

Help your friend find resources. Try to help your friend find someone to talk to and a place to get treatment. There are also some good books and online support groups for teens who self-injure. Be careful, though: Although some websites offer useful suggestions about how to resist the urge to cut, the stories or pictures some people send in may actually trigger the urge to cut in those who read or see them. And some sites promote a sense of sisterhood or solidarity that might interfere with someone getting help. There's nothing cool about cutting - beware of people or websites that suggest there is!

Help your friend find alternatives to cutting. Some people find that the urge to self-injure passes if they squeeze an ice cube in their hand really hard, draw with a red marker on the body part they feel like cutting, take a walk with a friend (you!), rip up old newspapers, stroke their cat or dog, play loud music and dance, or find another distraction or outlet for their feelings. These strategies don't take the place of getting professional counseling, but they can help in the short run.

Acknowledge your friend's pain. Let friends who cut know that you get what they're going through by saying things like, "Your feelings must just overwhelm you sometimes. You've been through a lot - no wonder you hurt. I want to help you find a way to cope that won't hurt you anymore." Try to avoid statements that send the message you don't take your friend's pain seriously (such as "But you've got such a great life" or "Things aren't that bad," which can feel dismissive to a person who cuts).

Be a good role model. Everyone experiences painful emotions like hurt, anger, loss, disappointment, guilt, or sadness. These emotions are part of being human. Coping with strong emotions - instead of dwelling on them and continuing to feel bad - involves a few key skills, like knowing how to calm yourself down when you're upset, putting feelings into words, and working out solutions to everyday problems. Be the kind of person who can do this and your friend will learn from you.

Things to Avoid

Here are things to avoid doing or saying:

Don't deliver an ultimatum. The best thing friends can do is to be there for each other, accepting and supporting one another without judgment. Try to avoid issuing deadlines or ultimatums to people who self-injure (for example, don't tell them you won't be a friend if they don't stop cutting). This strategy doesn't work and it just puts pressure on everyone. Let your friend know that you'll always be there to talk to.

Don't accidentally reinforce the behavior. Among some people, cutting can have a certain mystique. If you're concerned about a friend who cuts, don't let your friend buy into the notion that the behavior is a sign of strength, rebellion, punk chic, or simply a part of his or her personal identity. Don't reward drama with too much attention.

Don't join in. A few people may try to get others to cut as a way to be part of the group or to seem cool. They might dare you or try to convince you to cut to see how it feels. Don't let peer pressure pull you into doing something you know isn't right for you. Someone who tries to pressure you probably isn't a true friend after all.

How Important Is It to Help?

People who cut usually don't intend to injure themselves severely, and cutting isn't usually a suicide attempt. Most of the people who cut themselves say they don't mean to die and that they know when to stop.

But even when suicide is not the goal, cutting can still cause severe injury or death. People who self-injure risk infections, scarring, and shock (from blood loss), and they can die as a result of extreme injury or bad cuts that don't get treated promptly.

Without help, people who cut also may continue to feel socially isolated and depressed. People who self-injure may have other problems (such as eating disorders, obsessive-compulsive disorder, bipolar disorder, borderline personality disorder, or severe depression) that require long-term professional care.

By helping a friend address cutting problems, you may open the door for him or her to resolve other issues, too. The first step to getting help is usually the hardest.

What If a Friend Rejects Help?

It's often difficult to help a friend who cuts. You may not see changes overnight, if at all. Some people aren't ready to face what they're going through - and you can't blame yourself for that.

Some people might not be ready to ask for or receive help with their troubles. You can encourage a friend to get help, but he or she might not open to the idea, at least not right away. You might need to be patient. Your friend could need time to think about what you've said.

People react in different ways when someone tries to help. But don't be afraid to try. Sometimes, honest concern is just what a person needs. By reaching out, you might just help a friend take the first step toward healing.

Sometimes when you try to help, your friend might be angry or say you don't understand. Or the friend might really appreciate that you care but still not be ready to accept help.

It's natural to feel helpless, worried, sad, or upset - especially if you feel you're the only one who knows what your friend is going through. Sometimes it helps to confide in an adult you trust about the situation.

It can be really hard when a friend just won't let you help. But don't take on the burden as your own or feel responsible for someone else's behavior. Sometimes even the truest friend may need to take a break from an intense situation. Be sure to care for yourself and don't allow yourself to be drained or pulled down by your friend's situation.

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Anna was wearing long sleeves under her soccer jersey again. She told Monica she was worried about getting too much sun. But when Anna raised her arm, Monica noticed fresh cuts on her forearm. When she saw Monica looking at them, Anna said something about losing a fight with her mother's rose bushes.

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Guide: Learning to deal with problematic usage of the internet

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Guide: Learning to deal with problematic usage of the internet

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https://doi.org/10.5167/uzh-208132

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How neurodivergent children and adolescents engage with technology is both alike and unlike media use among neurotypical kids, says Meryl Alper, PhD, Associate Professor of Communication Studies at Northeastern University.

What's similar? Boys on the autism spectrum and with ADHD primarily spend their media time with friends on video games, much like neurotypical boys. Girls on the spectrum report that online friendships are easier to make, much as neurotypical girls do.

What's different? Alper says autistic adolescents report using social media more for entertainment than friendship building. Neurodivergent children are also at increased risk for bullying and cyberbullying compared to neurotypical youth. The emotional burden from this victimization can compound difficulties with mental health. Neurodivergent girls report high rates of general social anxiety, which can spill over into their online world.

"In their everyday lives, neurodivergent kids may encounter a number of challenges that impact when, where, why, and in what manner they use media," says Alper.

Social interaction and behavioral challenges for neurodivergent youth may include:

Engaging in back-and-forth conversation

Understanding emotional intention

Understanding non-verbal communication

Expressing themselves with language

Planning and executive function skills

Handling changes to routines

Transitioning between activities

Managing sensory input sensitivities

It's not all a struggle, says Alper, who notes that neurodivergent children can have unique strengths and sources of pleasure that inform their media use and consumption. These can include:

Neurodivergent youth are at increased risk of being a victim of cyberbullying, but like neurotypical peers, they may not represent bullying they experience online in those terms. "Cyberbullying is really not what teens call it," says Abigail Phillips, MLIS, SLIS, PhD, Assistant Professor, School of Information Studies, University of Wisconsin-Milwaukee. Youth may refer to these experiences as"drama," "just teasing," or "just a bad day."

Less talked about, says Phillips, is that the same traits that make neurodivergent youth at risk for cyberbullying victimization, like social disinhibition, difficulty with social and nonverbal cues, and how they may engage in group dynamics, may lead them to perpetrate cyberbullying themselves without realizing the negative emotions they may be causing others to feel.

This underscores a particular need to teach digital citizenship, both broadly and to neurodivergent youth, says Phillips. "We should start educating youth about ethical, responsible, and positive online behaviors and to be responsible users and creators of online content."

Assess the benefits and harms of your neurodivergent child's media use with close observation of the individual child's use patterns, says Kristen Harrison, PhD, Richard Cole Eminent Professor, Hussman School of Journalism and Media, University of North Carolina. Harrison recommends asking these questions about the media use:

Why is the child using this content?

What are they getting out of it?

How do they feel and act after they walk away - are they agitated or showing signs of a problem?

"If you're seeing signs of agitation or some kind of problem, that's something to investigate," says Harrison. On the flip side, "if the screens are helping them feel composed, then think of that media as one tool to help with regulation and learning - but also keep encouraging some other tools and other environments so they have a choice."

For neurodivergent use with sensory sensitivities, "media can reduce the discomfort of dysregulating environments - those that are too intense or, conversely, boring," says Harrison. Media use may allow for self-soothing and reduce anxiety. "Remember that adults decide where children eat, sleep, learn, and play. The ability to use media devices as tools to manage sensory input should be especially appealing to people for whom the built environment was not normed, like kids whose neurodivergence involves sensory challenges."

Media use may provide alternative and beneficial paths to learning for neurodivergent youth with specific disabilities, says Harrison. "I've always wrung my hands over the fact that my daughter, who has a language processing disability, would rather watch screens than read from a book," she says. "She was turning on closed captioning while watching YouTube videos about things like four dimensional cubes and space, medicine and genetics. She'd be learning to read from reading the closed captioning and she'd come back with these great questions about science. Finally, I just gave in to it. If we're so focused on time online, and this is the one way that she's learning this stuff, if I cut her screen time in half, I may be also cutting her learning in half."

"Knowing why you're using a tool and knowing what you are hoping to get from that tool is the first hurdle" to using media with neurodivergent youth in a positive way, says LaChan Hannon, PhD, Director of Teacher Preparation and Innovation, Department of Urban Education, Rutgers University Newark and co-founder of Greater Expectations Teaching and Advocacy Center Inc.

Hannon shares that for her autistic child, the family did not use tablets or any digital devices with the intention of keeping the child occupied, instead focusing solely on therapeutic dimensions of use. For her child with echolalia ( a speech disturbance characterized by repeating what someone else says ) , watching the same show over and over again eventually assisted him in developing the ability to form sentences and communicate verbally, yet may have seemed to others to be an overuse of devices.

By the time her child became a teenager in high school, he had developed an awareness of why he was using a digital tool. Such an awareness can open productive conversation within families with older children around what may be working - or not - with independent use of media, says Hannon.

Many parents of neurodivergent youth experience conflict around times of transitioning off screens, says Harrison. While this conflict is usually manageable, some parents describe a "serious battle" that ensues when screens are taken away, occasionally escalating to the point of destructive behavior.

To many parents, this behavior is unacceptable. Harrison urges parents to view these experiences as an indicator to reconsider a 'time's up' approach to screen limits. "I ask you as parents to imagine: What if you needed to lose weight for health reasons? How would you feel if your spouse 'helped' you by saying "Time's up" and snatching your plate away while you were still eating? That's how these kids feel when a parent yanks them back into a dysregulating environment before they're ready," she says.

"A great way to prevent power struggles and aggression and all sorts of issues [with neurodivergent children] is to let them know ahead of time not only what their schedule is, but exactly how much time they are going to get on the screen, and to let them know exactly what the consequences would be if they don't get off when it's time," says Clifford Sussman, MD, Child, Adolescent, and Adult Psychiatrist, Internet and Gaming Addiction Specialist, Volunteer Clinical Faculty at George Washington University. "Sometimes even a five-minute warning prior to ending can prevent aggression or a power struggle."

Many families may have both neurotypical and neurodiverse children, or more than one neurodiverse child with different sensory and social challenges. "Blanket" rules around media use often do not serve the needs of all the children in these families, says Hannon.

Hannon, a parent of now-adult neurodiverse and neurotypical children, says she contextualized rules for her children by explaining, "the reason why we make rules in our house is more about setting expectations than it is about doing what I tell you to do." While it can be difficult as a parent to allow for flexibility and negotiation, Hannon says demonstrating through open family dialogue how the same treatment doesn't work for different individuals with unique needs can help in navigating this individual approach to rules. "The only non-negotiables in my house were issues of safety," she says. "Everything else was negotiable. I know that's a hard place to be in, but it also means relinquishing some control and trusting that my children can verbalize or not verbalize what they need and what's best for them. That talking-through became part of our routine."

Research indicates that children who are high sensory curators are experiencing conflict around digital media use up to four times as frequently as children who are low sensory curators, says Harrison. "This is especially important for neurodivergent families because high sensory curation is significantly more common among neurodivergent kids than typically developing kids. In our sample, the neurodivergent kids were mostly those with autism and ADHD diagnoses, and about 40% of those kids were high sensory curators," she says.
(For more information about sensory curation, see "Sensory Curation Definitions" below.)
It's a "very, very difficult endeavor" to reduce screen time for children using digital media for sensory regulation if that child does not have other sensory supports in place, says Harrison. "To reduce conflict, we need to talk with our kids as individuals because each of them lives in a different body about what kinds of places make them feel safe, comfortable, and settled and work with them to construct or design alternatives at home or in nature, so they have non-screen options when they feel dysregulated," she says. "This doesn't mean that they're always going to choose those options, but they need to have them available so screens are not the only way they can bring their bodies back to a state of regulated calm."

How to go about finding these alternatives? Harrison suggests taking stock of all available options inside and outside the home for activities that involve the body in an engaging way and/or provide a space of comfort. This could be sports, a quiet place outside where you could put a hammock, or a comfortable seat. Bring the child to the space and ask the child how they feel. "When you find a place that is kind of special to them, then that stays with them as a place that they're going to choose to go," she says. "It's so much easier when you can say, 'Let's go do that thing you really like,' rather than 'No more of this other thing that you really like' without giving them some alternative."

When feeling frustrated about their perception of their child's overuse of media, Harrison urges parents to be aware of and acknowledge their own media use for sensory regulation. "We are not neutral here. It makes no sense to pathologize our children when we have our own sensory quirks. This is not a child issue. This is a relational issue," says Harrison.

It's impossible to shield your child from any negative experiences online, says Harrison, who encourages coaching youth to recognize an instinctive feeling of something not being "okay" as a potent sign that something is wrong. "We have to teach them how to pay attention to that gut feeling that they're getting in response to something like trolling or anything that's abusive online, and then obey that gut feeling because that's their best guide when they're interacting with strangers," she says.

Building their awareness of the prevalence of negative experiences and badly intentioned or predatory online strangers is also an important opportunity to prevent downstream self-blame or wondering if your child did something wrong to cause problematic interactions, says Harrison.

How can parents and caregivers help neurodivergent youth utilize technologies that encourage beneficial and supportive experiences? Annuska Zolyomi, PhD, Assistant Professor of Computing and Software Systems at University of Washington Bothell, shares a list of the qualities to look for in evaluating technologies with this lens:

Values-aligned - Does the technology align with the values and intentions of the participant, whether that be play, accountability, or predictability?

Identify-affirming - Does the technology affirm a neurodivergent identity and allow people to express themselves in ways that they do not have to mask who they are, and can see a positive reflection of themselves through its use?

Embodied - Is the technology respectful of sensory needs such that a person can have a fully embodied experience while using the technology?

Social-emotional learning - Does it build awareness and connections with other people? Does it make social interactions more comfortable?

Agency - Does this technology allow a person's "voice" to be heard in whatever modality (text, voice) so they can speak about their personal lived experiences?

Destigmatizing - Does the technology celebrate the strengths and skills of autistic people and use that to reduce social stigma?

Zolyomi notes that platforms where youth can feel free to express themselves in their unique ways, build community, and allow for customization of different possible media representations of the self can be particularly beneficial, such as a messaging server where a user can utilize avatars, engage in communications with a camera on or off, use voice calls, form private communities and allow for ownership of communities by people who identify as neurodivergent.

Game play can be a potent tool for developing communication skills and the ability to express feelings, says Zolyomi. "There's serious games, where you're learning about things, there's games for learning about conflict, or how to negotiate things, how to relate to other people, how to have conversations, as well as a genre of games called cooperative games," she says. These types of games can open up new kinds of conversation within a family.

The joy and interest that neurodivergent youth find in online activities can cross over to other expressions offline, says Zolyomi, who urges parents to recognize the value their child may be getting out of an online experience, whether that be building community on a site like Discord or creative play with games like Minecraft, so that they can help them express this joy in other ways offline, such as creating art, role-playing, reading, or other activities directly inspired by their online interests and communities.

"If we can recognize the value that they're getting out of it, and then help encourage them to express it in other ways, through their own creation. Then they're not just consuming this media passively, they can add their voice to it, which can be powerful," she says.

"Safety and protection aren't just the individual responsibility of parents. It's absolutely something that platforms need to do better," says Alper. "There's a lot of potential for bad actors to do really terrible things." Alper cites research indicating that autistic youth have trouble identifying how to prevent negative experiences from reoccurring, like blocking other accounts when necessary. "Platforms don't make it easy" to assist youth in knowing when and how to deploy tools to prevent future bad interactions.

As a parent or educator, Hannon cautions strongly against making assumptions that certain digital tools or supports may or may not work for an individual child. "One of the first things that we can do as classroom teachers is to make sure we ask questions and not make assumptions about students' preferences," she says. "You might assume that a student would prefer to type something out, or prefer to use any piece of technology, because in your neurotypical mind you might think that would make things easier. It doesn't necessarily have to be that way."

Instead, ask and get the child's sign-on before introducing technology that is meant to help - "otherwise it's just another oppressive tool," she says. "Just because it's available doesn't mean it has to be used. What other ways can this information and content be absorbed that is more preferential to the student?"

Be flexible and accommodating to demonstrations of learning, "whatever that may look like," says Hannon. Harrison concurs - "When you can find out what makes sense to another person who has a different neurological system than you, then go with that, because what matters is the learning, not that they are learning on your terms only."

Philips cites research indicating that many neurodiverse youth prefer use of closed-captioning in the classroom, as well as having syllabi and assignments provided in advance. "Just having a simple checklist - 'This assignment is due this day'" can be extremely helpful to a neurodiverse child, she says.

Hannon's son experiences the world through primarily an autistic lens, she says. This "inherently comes with a different way of seeing, interpreting, believing, and understanding" and means that the impacts of consuming online content are different. Watching the same movie over and over, or hyperfocusing on social media, may be a form of searching for a familiar narrative or representations that affirm the neurodivergent identity and its intersection with other aspects of identity such as racial identity.

This use of media for narrative can inform how one makes sense of their possibilities, what they can become, and what they can do, says Hannon. In this way, media use can become "about opening up the possibilities versus limiting the possibilities of what someone could be, can become, based on whatever content is being shared."

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Neurodivergent Youth and Digital Media - Children and Screens

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How neurodivergent children and adolescents engage with technology is both alike and unlike media use among neurotypical kids, says Meryl Alper, PhD, Associate Professor of Communication Studies at Northeastern University. What's similar? Boys on the autism spectrum and with ADHD primarily spend their media time with friends on video games, much like neurotypical boys.

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Defining Digital Addiction

What is digital addiction?

"When we talk about problematic use of the internet, what do we really mean? It's an umbrella term - it covers a lot of different behaviors that have become problematic in relation to or relative to screens. [Digital addiction] ranges from gaming, pornography, viewing, gambling, shopping and buying, video streaming, social media, and cyberchondria , which is online searching for medical information," says Naomi Fineberg, MBBS, MA, MRCPsych, Professor of Psychiatry, University of Hertfordshire.

The brain chemistry of digital addiction

Clifford Sussman, MD, Child, Adolescent, and Adult Psychiatrist and Internet and Gaming Addiction Specialist, provides insight into the chemistry of brain reward systems that lie behind digital addiction. "D opamine is the reward neurotransmitter, a chemical that's released when we get what we want, when we want it - dopamine release is much more based on the speed at which we get what we want, rather than what we're actually getting," he says.

Because digital media use by nature gives us what we want, quickly and continuously, dopamine release naturally occurs, and we need t he "brakes" of the prefrontal cortex to help us get off at appropriate times, says Dr. Sussman. "Unfortunately, in our teenagers and in our kids, their brakes are not as developed as when they get older. When you have underdeveloped brakes and you're on your screen, what can happen is that you just keep going and you don't get off - that's when you start to have problems, because when you finally do get out, you're still craving it" he says. Children may respond to these intense cravings with irritability, defiance/aggression, and going to extreme lengths to get back on their screens.

Similarities to other disorders

"Some of these disorders might look like other disorders, maybe more than addictions," says Fineberg. "Online shopping or pornography viewing may be closer to impulse control disorders, where you get this irresistible urge to do it, even though you know it's going to be harmful later."

Other compulsive behaviors like checking emails, digital hoarding, cyberchondria, or "fitspiration" (being obsessed with fitness and exercise) are closer to OCD, says Fineberg, where the behavior is done repetitively to avoid feeling bad or avoid bad consequences. Excessive social media use can be more like social anxiety disorder - avoiding in-person social experiences in favor or online interactions - or FOMO, with a pervasive fear of missing out or not being up-to-date.

Limits of official recognition and diagnosis

Official definitions for clinical diagnoses of digital addictions are still evolving. "There's still a critical scarcity of reliable scientific evidence or information on many key issues related to this," says Fineberg.

As of late 2023, the International Classification of Diseases (ICD-11) recognizes only two specific disorders related to addictive behavior - gambling disorder and gaming disorder, each of which can have the Internet as a diagnostic specifier. There is also a category of nonspecific addictive disorders that aren't either gambling or gaming but share similar characteristics.

Signs of digital addiction

How can parents and caregivers distinguish if their child's heavy use of online platforms or content has become problematic or addictive?

Inability to stop

"First is impaired control - you try to stop doing it and you can't. There are strong cravings and motivational preoccupations to do it," says Fineberg. "It's not the amount of time you're gaming, it's whether you can control it or not that's key... not being able to control starting and stopping the frequency and duration of the gaming."

Neglect of other important life areas

"With addiction, you want to look for the problems caused by the use, not just the use itself. So are there social problems? Are there academic problems? Are there health and are there psychological problems?" says Dr. Sussman.

"As a result of prioritizing that use or behavior, you neglect important other areas of your life, like sleep or your education or your work or your relationships - and you continue to engage, even though you know it's risky and even though you know it's damaging," says Fineberg.

Symptoms of withdrawal

Similar to addictions such as substance abuse and gambling, withdrawal symptoms like moodiness, disrupted sleep, and extreme agitation may occur when the child is unable to engage in their digital use, says Fineberg, though it's not clear from current research whether these symptoms occur with all Internet use disorders or just some.

Changes in typical behaviors, affects and hygiene

Elaine Uskoski, video gaming addiction speaker, author, and Family Coach, shares her experience as a mother of a gaming-addicted child.

"In grade 12, I started noticing [my son] was fatigued a lot and his grades started to slip. When he went off to university for the first year, he wasn't communicating a lot and was sleeping during the day. In the summer between first and second year, he was gaming an enormous amount - I approached him about it and he became very angry with me. When he went into second year, I didn't hear from him hardly at all, and when I did see him, he looked like he'd been losing some weight, and he did have a body odor - but he seemed to always have an answer for everything."
(For more of Elaine's family story, see her first person account, "One Mother's Story," below.)
Prevention tips

Encourage alternative activities

"So many kids that I work with say 'I don't have anything else. I've never done anything other than play video games'," says Uskoski. In those cases, it's difficult to find ways to fill the gaps when trying to intervene with a gaming or screen addiction. Finding and nurturing enjoyable off-screen activities earlier in childhood gives older children an alternative outlet when one is needed.

Uskoski also suggests scheduling these specific alternative activities for right after gaming time, which helps avoid longer gaming or Internet binges without a cutoff time cue.

Set reasonable limits and rules with a family media use plan

Every family has its own unique considerations for screen time and media use, which makes it near-impossible to recommend a "one-size-fits-all" set of media rules, but all families can benefit from a family media use plan, says Jason Nagata, MD, MSc, Associate Professor of Pediatrics at the University of California, San Francisco. Family media plans address key aspects of media use such as acceptable times to engage in gaming and other online activities, establishing screen-free times and zones in the house (such as bedrooms, bathrooms, mealtimes), plans for digital privacy and safety, and family rules for balancing screen time with other activities like physical activity.

After setting up the family media plan, be careful not to treat it as an ironclad contract that means parents or children have "failed" if not strictly followed, cautions Dr. Sussman. "Rules are going to be broken. That's something you have to understand as a parent. You can set up rewards for following the rules, and you can set up reasonable, logical consequences for breaking them. You might say 'these are the house rules that we follow. And this is what happens if you follow them and this is what happens if you break them'," he says.

Recent research also supports specific parental interventions as helpful strategies for avoiding problematic use in early adolescents. " Parental monitoring and restriction of screen use are associated with lower problematic social media and mobile phone use" in studies based on the ABCD (Adolescent Brain Cognitive Development) Study, says Dr. Nagata.

Be unafraid of "bored" time for kids

Some parents may feel that screen time is preferable to children being bored. Uskoski cautions against this. "Allow your children to be bored - that opens up the imagination for creativity. We've become so used to being entertained by our digital devices that we don't like to sit and ruminate in our heads and be alone. It's important that children learn that boredom is not a terrible thing, that you can really be creative in your boredom," she says.

Role model responsible use

Demonstrating responsible media use as a parent or caregiver is very important, says Uskoski. "Our children are watching us and they're paying very close attention" to how parents use their digital media, she says.

Recent studies indicate that for young adolescents, "greater parental screen use, and parents allowing mealtime screen use or bedtime screen use, is associated with greater problematic screen use," says Dr. Nagata.

Keep the reins on credit cards

Most online games now encourage spending of real money via "loot boxes" and other enticements designed to maximize extra in-game expenditures, which can quickly get out of hand. Uskoski recommends keeping parent credit cards to adult use only, and if in-game spending is allowed, to give children gift cards with limits to keep spending under control and teach them budgeting skills.

What to do if you suspect your child has a digital addiction

Help youth take ownership of the problem

Dr. Sussman strongly urges parents to avoid the "head-on attack" approach when dealing with a child with digital addiction. "They may just run the other way," he says. "It's much better if you can get them to tell you what problems they're having than you telling them what problems they're having and what they need to do, because they're often going to do the opposite of what they feel an authority figure is telling them to do." In his clinical practice, Dr. Sussman uses the "motivational interviewing" approach which encourages children to become their own authority figure and puts the adult more in a listening and reflective role that can more helpfully add insight.

Listen without judgment

Parental feelings of shame or failure may lead to reactions to a digital addiction that feel judgmental to a child. Uskoski urges parents to focus on being open-minded and "really listen to our children and understand what they're going through in their lives," as addiction is often a symptom of other things going on with the child that need to be unearthed and addressed, she says.

When talking about the problem, focus on your own feelings and emotions instead of what the child should do, says Uskoski. "I often tell parents to plant seeds and talk to your kids about what you miss, what you are missing now that they're locked in their rooms. You don't necessarily have to say 'If you weren't gaming we could be spending more time together.' You can say 'I miss our times together and I miss seeing you light up when we go out together'," she says.

Avoid only communicating about the problem

To keep lines of communication open, focus on building the parent-child alliance and try to refrain from making all conversations about the addiction problem, says Uskoski. If every time the child comes to the family table the conversation tries to address their gaming or other problem, the child may choose to eat near their screen instead. "Stop talking about the problem and start having light, interesting conversations. Get to learn what they're struggling with and who they are," she says.

Reduce harm rather than go "cold turkey"

"I generally start with harm reduction" when working with children and families coping with a digital addiction, says Uskoski. This involves reducing rather than eliminating the time spent online and attempting to introduce other activities into the child's life, as well as talking about why they may be using it as a form of escapism from something else. In some cases, "detox is required to heal the brain for a little time and then we can reintroduce gaming at a moderated amount afterwards," she says.

Dr. Sussman also recommends against a "cold turkey" approach and instead suggests retraining the child brain to acclimate to both "high-dopamine" activities and "low-dopamine" activities. "By high dopamine activity, what I'm talking about is activities that are instantly and continuously stimulating, like playing a video game or being on TikTok, whereas a low-dopamine activity is an activity that requires more patience, where we have to put more effort in to get what we want, where there's more delay in our gratification such as doing homework or doing exercise or maybe playing a musical instrument," he says, as the goal of treatment is helping patients find a balance between the two.

Dr. Sussman is careful to note that some screen activities can still be "low-dopamine" activities. "The reason I don't just separate it into screen activities and non-screen activities is because you can actually do a load of other activities on a screen - coding, for example, or making PowerPoints could be a low dopamine activity that you do on a screen," says Sussman. However, it's usually more effective to find non-screen low-dopamine activities as the temptation to switch to the other problematic behaviors while on an Internet-connected screen may be too great.

Limit temptations and cues in the home

"Cues are a big factor," says Dr. Sussman "The brain starts to release dopamine even before it gets what it wants from the cues because it's about to receive what it wants. When someone with alcohol use disorder walks into a bar, they get all the sight, smells and sounds of the bar, and that's what causes their brains to release dopamine before they even had their first drink. A lot of the work I do with kids and families is about adjusting the cues in the house and trying to separate high-dopamine cues from low-dopamine cues," says Dr. Sussman. Heavy family device use and a proliferation of devices and screens in the home can act as these cues for digitally-addicted children.

Take a hard look at your own device use as well. "If you're on your mobile phone at the table or when you're talking to your child, you can't be surprised if they're going to prioritize that behavior as well," says Fineberg.

Work toward establishing healthy routine and schedule

Dr. Sussman emphasizes to families the importance of having a structured day, preferably with a schedule and consistent routines. When low-dopamine activities are scheduled into the day, such as sports or band practice, there is a natural reduction in the amount of unstructured time that will require more effort to keep balanced.

De-escalate power struggles

Children dealing with a digital addiction may engage in power struggles or become aggressive when caregivers try to intervene or interrupt screen time. Dr. Sussman advises parents and caregivers that these situations "come with the territory" in dealing with digital addictions, and advises to plan and get strategies in place beforehand. "A general rule of thumb for de-escalating is to just try to see if you can avoid all physical types of interventions - sometimes you just have to get away until the risk of aggression has subsided," he says. In some cases these strategies may need to include consulting professionals for medication or psychotherapy approaches to minimize aggression, depending on the individual.

Fineberg advises a contextual approach when limits are exceeded, taking into account the situation before requiring immediate compliance. " If they're playing a game where it's important that they finish a certain game and they're on it with all their friends across the world, if you make them stop in the middle of the game, that's just never never going to work," she says, "Negotiate that with your child and let them get to the end of the game before stopping and in other similar situations."

Build new community

For digital addictions like gaming addiction, the child may be isolating from family and in-person relationships, but likely has an online social community entirely based around their online behavior. Building a new community outside of the online world was "the most important step" for her gaming-addicted son, says Uskoski. "He realized that he could leave his room, he could spend time with people, and it could be just as meaningful as it was online." Online friendships are real friendships, but developing social relationships outside of a space that provides constant cues for engaging in problematic behavior can be a helpful step towards more balanced use.

Find balance in your parenting approach

Parents may zigzag between extremes on both sides of the parenting spectrum when dealing with a digital addiction, says Dr. Sussman, approaching the problem either with extreme limit-setting that leads to micromanaging, or "giving up" and providing zero oversight, which can lead to enabling and discourage the development of the self-regulation skills kids need for healthy adult functioning.

"I'm trying to help parents balance their approach to how to deal with this problem, because I find that parents have trouble finding a balance between knowing what limits to set and what sort of natural consequences to put in place to encourage their kids to self-regulate and be more independent and set their own limits," says Dr. Sussman. "As their kids go from younger to older teenagers, I'm trying to help parents start out with more limit-setting and go gradually towards more self-regulation" to set up older children with the skills they need to self-manage once they leave the home.

Fineberg agrees that balance within the entire family is key to finding a path forward. "It's about this great emphasis on balance and making sure that your lifestyle is well balanced with your children, that there's plenty of social interaction and exercise and all those other things going on, as well as allowing screen time, but within reasonable limits," she says.

Get professional help when needed

It's okay if the problem is bigger than you can handle by yourself as a parent. Professional therapists and clinicians may be able to address the problem more effectively, says Uskoski. These professionals can also help identify other possible problems or core issues that may be contributing to the digital addiction.

If confused about where to go or who to see, Dr. Nagata suggests a pediatrician or primary care doctor as a first step, as they should be able to make appropriate referrals based on the child's needs.

Dr. Sussman recommends assessing how dysfunctional the behaviors have become or how large the associated problems it's causing have grown. "It's difficult because you have to make sure that even kids who don't say they have a problem or are in denial still get the help they need. Sometimes it's better to err on the side of seeking help."

It's very common for children and anyone with a compulsive use problem to be ambivalent and resist getting help, says Dr. Sussman, "but if you're having these types of problems, I think it really is important to call a professional psychologist or psychiatrist to try to schedule an intake appointment. You often can't do it with the information you have by yourself," he says.

Considerations for neurodiverse youth with a digital addiction

Adjusting the family's approach to digital addiction should always take into account the particular needs of the individual child, including neurodivergent children, says Dr. Sussman. Youth with Autism Spectrum Disorder in particular often need more predictability in routine and schedule in order to avoid power struggles. "A great way to prevent power struggles and aggression and all sorts of issues [with neurodivergent children] is to let them know ahead of time not only what their schedule is, but exactly how much time they are going to get on the screen, and to let them know exactly what the consequences would be if they don't get off when it's time," says Dr. Sussman. "Sometimes even a five minute warning prior to ending can prevent aggression or a power struggle."

________

1 "Teens, Social Media and Technology 2023", Pew Research Center (https://www.pewresearch.org/internet/2023/12/11/teens-social-media-and-technology-2023/)

² Nagata, J. M., Singh, G., Sajjad, O. M., Ganson, K. T., Testa, A., Jackson, D. B., ... & Baker, F. C. (2022). Social epidemiology of early adolescent problematic screen use in the United States. Pediatric research, 92(5), 1443-1449.

Marc Potenza, MD, PhD, Professor of Psychiatry, Yale University School of Medicine

Elaine Uskoski, Video gaming addiction speaker, author, and coach; Family Coach, Game Quitters

Naomi Fineberg, MBBS, MA, MRCPsych, Professor of Psychiatry, University of Hertfordshire

Jason Nagata, MD, MSc, Associate Professor of Pediatrics, University of California, San Francisco

Clifford Sussman, MD, Child, Adolescent, and Adult Psychiatrist; Internet and Gaming Addiction Specialist

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Digital Addictions: A Family Guide to Prevention, Signs, and Treatment - Children and Screens

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"When we talk about problematic use of the internet, what do we really mean? It's an umbrella term - it covers a lot of different behaviors that have become problematic in relation to or relative to screens.

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Friend or Foe? Healthy relationships for young children

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Friend or Foe? Healthy relationships for young children

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There are some ways parents can help encourage healthier relationships in their children’s lives. Help your child navigate his social world by equipping him with the skills he needs to choose friends wisely.

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At what age should I start talking to my child about sex?

Sexuality is part of every person's life, no matter what the age. As your child grows and develops, she may giggle with friends about "private parts," share "dirty" jokes, and scan through dictionaries looking up taboo words. Her curiosity is natural, and children of all ages have questions. When she is ready to ask you, as a parent you should be ready to answer.

Where to Begin:

Everyday events will give you plenty of chances to teach your child about topics related to sex. These are called teachable moments. For example, talking about body parts during bath time will be much more effective than talking about body parts during dinner. A pregnancy or birth in the family is a good time to discuss how babies are conceived and born. Watching television with your child may also be a good time to discuss sexuality issues.

Teachable moments can happen anywhere-while shopping, at the movies, or even at the park. Use them when they happen. You won't need to make a speech. First, find out what your child already knows. Let your child guide the talk with her questions. Some children may not ask for information if they think you might be uneasy with it. Others might test you by asking embarrassing questions. Talk openly, and let your child know she can ask you about anything.

When your child begins to ask questions, the following might make it easier for both of you:

Don't laugh or giggle, even if the question is cute. Your child shouldn't be made to feel ashamed for her curiosity.

Try not to appear overly embarrassed or serious about the matter.

Be brief. Don't go into a long explanation. Answer in simple terms. Your 4-year old doesn't need to know the details of intercourse.

Be honest. Use proper names for all body parts.

See if your child wants or needs to know more. Follow up your answers with, "Does that answer your question?"

Listen to your child's responses and reactions.

Be prepared to repeat yourself.

If you are uneasy talking about sex or answering certain questions, be honest about that too. Consider asking a relative, close family friend, or your pediatrician to help talk to your child.

Questions to Expect:

The questions your child asks and the answers that are appropriate to give will depend on your child's age and ability to understand. Following are some of the issues your child may ask about and what he should know at each stage:

Preschool Children

"How did I get in your tummy?"
"Where was I before I got in your tummy?"
"How did I get out?"
"Where do babies come from?"
"How come girls don't have a penis?"

18 months to 3 years of age. Your child will begin to learn about his own body. It is important to teach your child the proper names for body parts. Making up names for body parts may give the idea that there is something bad about the proper name. Also, teach your child which parts are private (parts covered by a bathing suit).

4 to 5 years of age. Your child may begin to show an interest in basic sexuality, both her own and that of the opposite sex. She may ask where babies come from. She may want to know why boys' and girls' bodies are different. She may also touch her own genitals and may even show an interest in the genitals of other children. These are not adult sexual activities, but signs of normal interest. However, your child needs to learn what is all right to do and what is not. Setting limits to exploration is really a family matter. You may decide to teach your child the following:

Interest in genital organs is healthy and natural.

Nudity and sexual play in public are not all right.

No other person, including even close friends and relatives, may touch her "private parts." The exceptions are doctors and nurses during physical exams and her own parents when they are trying to find the cause of any pain in the genital area.

School-age Children
"How old do girls have to be before they can have a baby?""Why do some men like other men?"
"Why do boys get erections?"
"What is a period?"
"How do people have sexual intercourse?"

5 to 7 years of age. Your child is learning much more about how people get along with each other. He may become interested in what takes place sexually between adults. His questions will become more complex as he tries to understand the connection between sexuality and making babies. He may come up with his own explanations about how the body works or where babies come from. He may also turn to his friends for answers.

It is important to help your child understand sexuality in a healthy way. Lessons and values he learns at this age will stay with him as an adult. It will encourage meaningful adult relationships later.

8 to 9 years of age. Your child probably already has developed a sense of right and wrong. She is able to understand that sex is something that happens between two people who love each other. She may begin to become interested in how mom and dad met and fell in love. As questions about romance, love, and marriage arise, she may also ask about homosexual relationships. Use this time to discuss your family's thoughts about homosexuality. Explain that liking or loving someone does not depend on the person's gender and is different from liking someone sexually.

At this age, your child will be going through many changes that will prepare her for puberty. As she becomes more and more aware of her sexuality, it is important that you talk to her about delaying sexual intercourse until she is older. You should also talk about contraception and sexually transmitted diseases (STDs), especially AIDS. Be sure she understands how these diseases can spread and how she can protect herself from them and from pregnancy. Teaching your child to be sexually responsible is one of the most important lessons in her life.

Remember:

Talking about sex and sexuality gives you a chance to share your values and beliefs with your child. Sometimes the topic or the questions may seem embarrassing, but your child needs to know there is always a reliable, honest source she can turn to for answers-you.

Caring for Your School-Age Child: Ages 5 to 12 (Copyright © 2004 American Academy of Pediatrics)

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Sexuality is part of every person's life, no matter what the age. As your child grows and develops, she may giggle with friends about "private parts," share "dirty" jokes, and scan through dictionaries looking up taboo words. Her curiosity is natural, and children of all ages have questions.

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Sexual behavior in young children: What's normal, What's not

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Sexual behavior in young children: What's normal, What's not

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​​​​​​​​​​​​​​​​As a parent, you may be perfectly comfortable talking with your child about the differences between right and wrong. But talking with them about their private parts and sexual development is not always so easy.

Seeing what may appear to be "sexual" behaviors in your young child may be especially distressing. You may worry that these behaviors are odd, deviant or a sign of sexual victimization.

In fact, "sexual" behavior​s in children are common, especially between about 3 to 6 years old. Usually, they are a normal part of development. Read on for information that can help you tell the difference between normal "sexual" behaviors and behaviors that may signal a problem.

Children's natural curiosity about their bodies

At a very young age, children begin to explore their bodies. They may touch, poke, pull or rub their body parts, including their genitals. It is important to keep in mind that these behaviors are not sexually motivated. They typically are driven by curiosity and attempts at self-soothing.

Curiosity about bodies, and their differences, can also prompt children to try to look at others in states of undress, rub up against them and ask questions about genitals and toileting.

As children grow older, they will need guidance in learning about their body parts, their functions and appropriate social boundaries that surround them.

Normal sexual behaviors in toddlers and preschoolers

Normative (normal), common "sexual" behavior in 2- to 6-year-olds may include:

Touching/rubbing genitals in public or private

Looking at or touching a peer's or sibling's genitals

Showing genitals to peers

Standing or sitting too close to someone

Trying to see peers or adults naked

Examples of Sexual Behaviors in Children Aged 2 Through 6 Years

Tries to view peers or adults nude

Sexual behaviors that are occasional but persistent and disruptive to others

Sexual behaviors that are frequently disruptive to others

Sexual behaviors that involve coercion

Behaviors are transient, not very frequent and can be easily diverted

Behaviors are transient and moderately responsive to distraction

Behaviors that persist and are resistant to parental distraction

Behaviors are persistent and child becomes angry if distracted

Is a child's self-stimulation a sign sexual abuse?

Caregivers often assume that self-stimulatory behavior such as masturbation must have been taught, suggesting that the child was sexually abused. This is not the case. Children simply find their genitals, recognize that stimulating them feels good and continue to engage in the behavior.

What to do when these behaviors happen

In general, a young child's "sexual" behaviors that ​are easily redirected and do not cause harm or distress are not a cause for concern. When these behaviors happen, it is important to stay calm and not become angry or upset. Instead, try to redirect your child's attention. You might say something like,"It's OK for you to touch your own body but you should do that in a private place."

This is also a good time to discuss body safety and respecting each other. ( See "Teaching body safety & boundaries: 10 tips for parents," below.)

Sexual behavior problems: red flags

Parents also need to know when a child's sexual behavior may be more than harmless curiosity and should be addressed by a professional. Sexual behavior problems may pose a risk to the safety and well-being of your child and other children. They also can signal an underlying neuropsychiatric disorder, physical or sexual abuse or exposure to sexual content.

Sexual behavior problems in young children include any act that:

Is disruptive (they cannot focus on a task due to the behavior)

Occurs to the exclusion of other activities and cannot be redirected

Causes emotional or physical pain or injury to themselves or others

Is associated with physical aggression

Involves coercion or force

Simulates penetrative and/or adult sexual acts

Teaching body safety & boundaries: 10 tips for parents

You can start to teach your child about body boundaries and safety as soon as they can talk. Here are some tips that can help:

Give your children a solid rule about inappropriate touches. It is easy for a child to understand the concept of a rule. This will make it easier for them to recognize a not-OK touch if one happens and say "NO" to these.

Control media exposure. Make a family media plan. Get to know the rating systems of video games, movies, and television shows and make use of parental controls available through many cellular, internet, cable and satellite providers. Providing appropriate alternatives is an important part of avoiding exposure to sexual content in the media. Be aware that children may see adult sexual behaviors in person or on screens and may not tell you that this has occurred.

Review this information regularly with your children. Some good times to talk to your children about personal safety are during bath time, bedtime, doctor visits and before any new situation. Children meet and interact with many different adults and children every day-at child care, sports practices, dance classes, camps and after-school programs, to name a few. Giving them tools to recognize and respond to uncomfortable situations is key.

Expect questions. The questions your child asks and the answers that are appropriate to give will depend on your child's age and ability to understand. It is always important to tell the truth. See "When & How to Talk With Your Child About Sex" for tips than can make it easier for both of you.

Talk with your child's pediatrician

If you are dealing with any of these issues or have more questions, don't hesitate to talk with your child's pediatrician. They can work with you to distinguish age-appropriate "normal" "sexual" behaviors from behaviors that are developmentally inappropriate or signal potential sexual behavior problems. Asking for help simply means you want what is best for your child, and you will do whatever you can to help them succeed.

More information

American Academy of Pediatrics Council on Child Abuse and Neglect (Copyright © 2023)

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sexual behavior; toddler kissing; preschool kissing; sexual abuse; private parts; penis; vagina; bathroom; potty talk; naked; masterbation; inappropriate touching; modesty; swim suit; molest; sexual abuse; undressing

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Sexual Behaviors in Young Children: What's Normal, What's Not?

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preschool~The American Academy of Pediatrics (AAP) provides tips to help parents tell the difference between "normal" sexual behaviors and behaviors that may signal a problem.

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Preventing Child Sexual Abuse: What Parents Need to Know

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Sexual abuse is an especially difficult but important subject for parents to discuss with their children. The AAP offers tips for parents to help prevent child sexual abuse or molestation and to recognize signs and symptoms.

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I still remember the classroom's stunned silence that followed his words: "You're a liar."

My trigonometry professor was refusing once again to provide accommodations for my math learning disability. He didn't believe I needed things like double time on tests. I had tried explaining to him what dyscalculia was, how it affected me, and how accommodations help me learn and succeed. But still he refused.

In his view, what I needed was much simpler: "You just have to be positive and change your attitude about math."

His disregard for my dyscalculia brought back all the negativity I had felt about myself, all that I had worked so hard to change. I had cried so many tears, struggled for years, powered through countless many hours of tutoring, and had finally believed in myself enough to take college-level math courses. And then this happened.

I had just completed my first year at Arizona State University (ASU). I enrolled in two summer math courses at a community college: Algebra and trigonometry. I needed to pass these classes so I could take statistics in the fall as part of my psychology major at ASU.

While algebra was going well, I was hitting a brick wall with my trigonometry professor. A conversation with him about his failure to provide accommodations for a quiz is what led to him calling me a liar in front of my classmates.

But I refused to give up. All throughout high school I had been encouraged to become a self-advocate.

I was encouraged to be involved in my IEP meetings, to know my strengths and weaknesses and to stand up for my right to an equal and productive education.

So, with the help of my special education teacher, I signed up at the ASU Disability Resource Center (DRC). This turned out to be one of my favorite places on campus because of the strong sense of community I felt with the other students there.

The disability services and accommodations had been very helpful my freshman year at ASU. I felt prepared mentally and academically for the math courses at the community college. My tutors and mentors were ready to help me, and ASU had sent paperwork to the community college to ensure I would receive disability services there as well.

When the trigonometry professor refused to accommodate me, I reached out to the community college's disability services office. I also talked to the dean of students. I looked for and found the people at the school who were empowered and prepared to step in when issues like this arise. And the end result is that the professor had to take a Disability 101 course.

I ended up doing well in the class. But my experience made me think about how many students might go through a situation like the one I went through but don't have the support I did. So many students don't even know there are disability services.

The experience helped me become even more proactive. When I started taking statistics this fall at ASU, I gave my professor and teaching assistant a dyscalculia info sheet that I had made. I told them how well I wanted to do and how dedicated I would be, and they were so helpful and understanding.

Now midway through my second year at ASU, I feel resilient. But I know what it's like to feel broken and to feel diminished by someone who is supposed to support you. I also feel a sense of accomplishment that I learned to stand up for my rights and for my education no matter the challenge or the situation.

About the author

About the author

Savannah Treviño-Casias "Embrace your difference, and show the world that you are capable, successful, and empowered."

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How self-advocacy helped me fight for my rights in college

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I told my college professor I needed accommodations because of my learning disability. He called me a liar. Here's how I spoke up for myself.

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One in five students in the United States experience learning disabilities, such as ADHD or dyslexia, that make learning in a traditional classroom setting difficult. Despite this common issue, college and university classrooms are still largely set up in the same teaching formats that have been used for decades-powerpoint lectures, notes, homework assignments, and tests. Fortunately, many colleges have systems in place to aid and support students with learning disabilities.

We rounded up 20 schools that have implemented programs for students with learning disabilities, optimizing students' potential and providing students with the resources and support they need to thrive in a college academic setting. Some of these programs are structured/proactive programs, while others are self-directed and decentralized. The type of program that will work best for an individual depends on the way in which the student learns best.
Cost: $20,290 in tuition per semester
"My Beacon education has helped me in the outside world by teaching me time management skills and how to work with people different from me." - Jacob Arlington, graduate from Beacon College
Cost: No fee in addition to tuition for disability services. Summer program fee is $5,630.
"It's a multitude of options for students. There's the level of support at the Drake Center, but there's also support like students going to the office hours of their teachers. And then all students have advisors, and the thing about coaching that's different is that's something that a student chooses to do in addition to working with their advisor weekly." - Ruth Wilmot, Executive Function Coach at Landmark College
Cost: Single payment of $14,050 in addition to tuition.
Under the Program for Academic Learning Skills , or PALS, at Hofstra University, students have access to staff members, academic advisers, graduate assistants/students, learning disability specialists, remediation/learning specialists, skill tutors, and strategy tutors. Students work one-on-one with a learning specialist once per week. The learning specialist works with students on their learning strategies, time management, and executive function skills . PALS students may receive classroom accommodations through Student Access Services.
Cost: $4,730 per semester for the Learning Resource Program, $4,265 per semester for the Bridges to Adelphi program in addition to tuition.
Adelphi University's Learning Resource Program pairs students with educators and counselors to assess the student's needs. Academic advisors and tutors are available to students. Priority registration and support groups are also available. The Bridges to Adelphi program provides specialized support to students with autism.

"The LR Program at Adelphi University truly made a difference in my life and I would not be the person I am today without it. This has gotten me to realize that I want to help others with the same worries I had over 20 years ago." - Jim Rowley, a former student enrolled in the Adelphi University Learning Resource Program.
Cost: No fee in addition to tuition
The Learning Center at UNC Chapel Hill provides classroom accommodations for students who register their needs with the Office of Accessibility Resources and Service. Students can make appointments with an academic coach at this office as well to work through what their needs may be. The Learning Center hosts study and coaching groups and workshops, and provides videos and handouts. Information about other campus resources is also provided; these resources include: accessibility resources, peer tutoring, a writing center, counseling and health services, academic advising, course substitutions, help centers, and study spaces.
Cost: Not specified
"Without the H.E.L.P. Program I would not be here at Marshall. The services they offer are so helpful, and I feel as though the H.E.L.P. Program has prepared me for the future." - Kathryn, a H.E.L.P. Program student at Marshall University.
Cost: $1,200 per semester for Upper Division Students, $2,800 per semester for Lower Division Students in addition to tuition.
"The first person I think of when I think of the SALT center is my learning specialist. I go to her to help me organize my time and plan out my days and figure out times that are good to eat, to study, to hang out with friends...What's wonderful about the SALT Center is if you're confused about something that you missed in class and you don't quite understand the concept, you come here and you make a tutoring appointment and having that one-on-one time to discuss with the tutor, someone who knows this information, helps solidify these concepts that you learn in class. They provide an environment of understanding and support and help." - Thea Moresco, sophomore at the University of Arizona.
Cost: Not specified
"Both the students and professors are very welcoming here. It is a very close-knit community where academic and social support are always available when I need them. The JLC tutors, note takers, and coordinators have helped me to go from asking, 'What can I do?' to 'What can't I do?' and are helping me to construct a plan for the rest of my life." - Anne Sterba, former JLC student at the University of the Ozarks.
Cost: The Mentor Advantage Program costs $800-$2,200 per semester in addition to tuition depending on the student's level of need. Cost: $2,000 per semester
The College Autism Transition Support program, or CATS program, is specifically for students on the autism spectrum. The program is designed to help students build academic skills as well as personal and professional skills. Students work with a life skills coach who works with students on life skills specific to the student's needs. Coaches help students identify their passions and resources such as clubs or sports that they can utilize to expand on these passions. Students also receive support in their career search, with resume, cover letter, and job search assistance as well as help with interview preparation.
Cost: The Center for Students with Disabilities offers free resources, aside from the fee-based learning specialist clinician services. Cost: FOCUS Stage 1 is $760 per semester, FOCUS Stage 2 is $1450 per semester, FOCUS Stage 3 is $2000 per semester, and FOCUS Stage 4 is $400 per semester. Fees are in addition to tuition. Cost: No fee Cost: No fee Cost: Tier 1 is $3800 per semester, Tier 2 is $2515 per semester, and Tier 3 is $1260 per semester. Fees are in addition to tuition.
The Bentsen Learning Center at Mitchell College provides students with one-on-one support to help students develop skills such as self-advocacy, time management, organization, comprehension, writing, research, study skills, and test prep. The program involves three tiers, the first tier offering the most support and the third tier offering the least. In the first tier of the program, students meet with a learning specialist three times per week to build these skills and address other concerns or needs the student may have. As students build the ability to maintain these learned skills on their own, they choose to receive less support in tiers two or three.
Cost: One-time fee of $4,850 in addition to tuition. Cost: $1,800 per semester for one meeting per week, $3,600 per semester for three meetings per week. Fees are in addition to tuition. Cost: $2,900 per semester in addition to tuition. Cost: $1,350 per quarter in addition to tuition.
"Everyone here at the program, that's their job and their focus is to make sure that you're getting the most out of it and they want you to succeed and you really feel that when you come in." - Genevieve McNally, LEP student at the University of Denver.
Cost: Not specified

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20 Great Colleges for Students with Learning Disabilities - Peterson's

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One in five students in the United States experience learning disabilities, such as ADHD or dyslexia, that make learning in a traditional classroom setting difficult. Despite this common issue, college and university classrooms are still largely set up in the same teaching formats that have been used for decades-powerpoint lectures, notes, homework assignments, and tests.

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' Being a writer, I'm supposed to believe in the power of books to change your life. But I've never had a good answer to the question of which book has changed mine. Now I do: Changing Our Minds by Naomi Fisher'

-Nick Asbury, writer, poet and author

Changing Our Minds combines practical guidance, research-backed insights and reassuring stories that address parents' most frequent concerns about self-directed learning. Naomi writes with the precision of a scientist, the breadth of a journalist, the empathy of a mother, and the curiosity of a life-long learner. You will not be disappointed

― Blake Boles, author of Why Are You Still Sending Your Kids to School? and founder of Unschool Adventures
Naomi Fisher's book is gold dust. It is written for the growing number of parents who feel that 'school' is doing their children more harm than good. It reassures that in most cases the problem lies not with their child but with the controlling, coercive, competitive, test-driven, anxiety inducing experience of school.
― Derry Hannam, Retired Deputy Head, Inspector and Consultant in Education for Democracy and Human Rights

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' Being a writer, I'm supposed to believe in the power of books to change your life. But I've never had a good answer to the question of which book has changed mine.

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GREAT book about how to manage screen time as a family

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GREAT book about how to manage screen time as a family

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The latest book from Dr. Delaney Ruston, MD

I am so happy to present to you my book, "Parenting In The Screen Age - A Guide for Calm Conversations".

In the book I cover many topics, designed to help you as a parent have calmer and more productive conversations with your children about the technology in their lives and its impact upon their health, happiness and development. You will find that a lot of the tips and advice in the book are also applicable in many other aspects of family life and will help you towards creating harmonious, open and loving relationships in your home.
‍
Warmly,
Delaney

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Screenagers Book | Parenting in the Screen Age

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From the Filmmaker of the Screenagers movies, Delaney Ruston distills more than a decade of communications research into a definitive guide for today's parents.

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Honestly, it's been a great experience, and I really do believe in the process and what we're trying to do... I think it's awesome.This is its own thing, you know, there's nothing else like Bonfire. I just like that my kids are more cognitive of what they are actually doing and thinking, paying more attention to how many hours I am on this, what else should I be doing besides just this.. Listening to Archer and Patrick have a conversation like they do every week, it's awesome.They are actually in deep conversation about something cool, that they're both interested in...it's fun!

As soon as I heard about this program, I knew this is exactly what we needed to keep some peace of mind! I could tell that Gracie was starting to get very phone dependent, and not very responsive to my requests for more balanced usage. To be able to have this kind of support, week in and week out has been so powerful.

I think it's really beneficial for kids to have someone else to talk to besides their parents. We feel it's been a really nice outlet for Henry to build a relationship with an adult he trusts and can talk about serious issues if he has to. It's been important to be giving Henry a solid foundation. Because we all know about all the outside influencers that start coming up more in middle school. Growing up today is different, the second they get home, they go straight to the devices. They need to be constantly motivated, so another voice that he listens to has been awesome. Plus he doesn't fight with me (as much!) taking his iPad away at night, which has definitely made life easier!

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Honestly, it's been a great experience, and I really do believe in the process and what we're trying to do... I think it's awesome.This is its own thing, you know, there's nothing else like Bonfire.

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The world's largest collection of books, toys, and movies for parents, teachers, and others dedicated to raising smart, confident, and courageous girls.

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Low demand parenting doesn't mean that we dismiss all expectations of a child and let them do whatever they want. Instead, low demand parenting means dropping demands and reducing expectations in order to meet kids with radical acceptance. AS Amanda Diekman explains in this episode, the purpose of the low demand life is to find ease and joy.
But how exactly do you shift from the high demand parenting that's instinctual to most people to low demand parenting? Amanda explains that you start with radical acceptance and respecting the child's boundaries. Listen in to hear her explain all six steps to shift to low demand parenting and see a transformation for your family.

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‎Beautifully Complex: 206: Low Demand Parenting, with Amanda Diekman on Apple Podcasts

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Low demand parenting doesn't mean that we dismiss all expectations of a child and let them do whatever they want. Instead, low demand parenting means dropping demands and reducing expectations in order to meet kids with radical acceptance. AS Amanda Diekman explains in this episode, the purpose of t...

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Sources of Aggression checklist.
First seek to understand. 

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One of the most frequent and difficult parental concerns that we see in the autism community is that of aggressive behavior on the part of a child or teenager.Caring parents are often frustrated at not being able to discern the source of their child's distress, or worry that while they can handle the physical outbursts of a small child, they won't know what to do when a child is older and larger.

Several of us at We Are Like Your Child have personal experience with anger and aggression, or with children who do.

The following is a checklist of questions to address when trying to identify the source of and alleviate aggression on the part of an autistic child or adult.It does not necessarily include every possibility, but is a preliminary checklist of, in our experience, some major primary issues that are likely to be related to behavior observed as aggression on the part of an autistic person.(To some extent, many of these issues can be related to self-injury as well.)

These are presented in no rigid order of likelihood or importance-they are all important factors to consider and investigate, and may affect different individuals in different ways and different combinations.

1. Make sure that they are not being abused or mistreated in any way -At home, at school, in therapy or other activities...by parents, by teachers, by classmates, by siblings (including what might seem like "normal" taunting)...physically, sexually, emotionally or psychologically.

1a. If they are being subjected to therapy intended to normalize their appearance, behavior, or mannerisms, to extinguish stimming, or ensure compliance or indistinguishability, they are being abused.

1b. Do teachers at school engage in group punishment for the misbehavior of individual students?If so, it can feel like there's no point to behaving well or not lashing out, since they'll be punished anyway for what they didn't do.Extreme anxiety can also result from feeling like you can't ever know what the right thing to do is, since punishment is seemingly random.

2. Do they have a reliable and safe mode of communication? If not, what is being done to address that?

2a. Is gaining speech being prioritized over developing a mode of communication that works better for them?

3. Is their communication, in whatever form it occurs, being acknowledged as such and honored? Do people take seriously what they say, in whatever way they are able to say it?Can they get their needs met by non-aggressive means?

4. Is their competence being presumed? Is their autonomy and right to self-direction being honored to the greatest extent possible?Is their right to bodily autonomy or personal space being violated?Are they being forced, pushed, tricked, or coerced into activities or modes of social interaction that they are not ready for?Are they being put into situations where they feel unsupported or unsafe?Are they being allowed to do academic work at their level of capability?Are their strengths being recognized and supported?Are they trusted to know and assert their own limits?Are they being included to the greatest extent possible in plans regarding their welfare, education, and activities?

5. Is something wrong in their sensory environment, whether at home or at school?Is their home or classroom environment too loud, chaotic, claustrophobic, or unpredictable?Are they trapped in an environment with other kids they find overwhelming, hostile, or threatening?

5a. If they are intense sensory seekers in any way (and remember that someone can be sensory-defensive in some regards, and also sensory-seeking in others), do they have an outlet for intensive physical input and focus, such as a martial art, sport, hiking, swimming, or horseback riding?

6. Are they allowed to say 'no' and have it mean something? This does not mean that they never have to do something they don't want to do (like go to the doctor or dentist), but if the matter at hand is not a matter of life, health, or immediate safety, are they allowed to refuse activities or situations that they find uncomfortable or have no interest in?

If an unpleasant situation is truly unavoidable, is everything possible being done to identify and address their discomfort?

7. Is sadness, grief, or anxiety being expressed as anger or irritability?(This is VERY common in autistic people.)Have they experienced a loss of a family member, friend or favorite classmate, pet, or member of their support staff recently?

8. Have their plans, routines, or need for ritualization been disrupted? Has something changed recently in their environment, family life, or social milieu?

9. Have they had a full medical checkup and blood panels recently? Is it possible that they're in pain or discomfort from a treatable medical condition or food allergy/sensitivity that they lack verbal means to communicate?(Even in verbal individuals, alexythymia, body awareness issues, effects of compliance training, and atypical pain perception can make communication about illness or pain difficult.) Nutritional, dietary, and metabolic issues can also wreak havoc with our ability to self-regulate.

10. Are they being allowed sufficient down time and privacy? Or does their school and therapy schedule mean that they're working the equivalent of two full-time jobs?Is their ability to multi-task or process being overwhelmed?We are very vulnerable to sensory, information, and emotional overload.Do they have truly free time to spend as they choose or be alone?Do they have a space that is their own?

Finally, something that we very strongly recommend, if you are looking for further guidance or input, is to find an autistic adult or mentor local to you, who can meet you and your child, observe their environment and interactions, and give feedback on what kinds of changes or interventions might be helpful.

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A checklist for identifying sources of aggression

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One of the most frequent and difficult parental concerns that we see in the autism community is that of aggressive behavior on the part of a child or teenager.Caring parents are often frustrated at not being able to discern the source of their child's distress, or worry that while they can handle the physical outbursts of a small child, they won't know what to do when a child is older and larger.

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18 Ways to Prepare for Your Freshman Year of College

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Students should follow these steps so they're ready when classes begin.

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Resources for professionals. Is your child's therapist using neurodiversity-affirmative practices?

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Resources for professionals. Is your child's therapist using neurodiversity-affirmative practices?

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Our mission is to provide resources and CE trainings that promote the use of strengths-based, ethical, neurodiversity-affirming practices for OTs, SLPs, social workers, and mental health providers working with autistic people.

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The Opposite of Worry: The Playful Parenting Approach to Childhood Anxieties and Fears

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The Opposite of Worry: The Playful Parenting Approach to Childhood Anxieties and Fears [Cohen, Lawrence J.] on Amazon.com. *FREE* shipping on qualifying offers. The Opposite of Worry: The Playful Parenting Approach to Childhood Anxieties and Fears

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How Collaborative and Proactive Solutions Changed My Family

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How Collaborative and Proactive Solutions Changed My Family

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How Collaborative and Proactive Solutions Changed My Family

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This neurotypical mother tried everything she could find for ten years to harmonize her household with autistic kids and an autistic husband. Finally, she discovered something that was better than …

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TPP 271: Suicide and Suicidal Tendencies in Neurodivergent Teens & Children, with Dr. Matt Zakreski 

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Clinical psychologist and researcher on giftedness Dr. Matt Zakreski talks about suicide, suicidal ideation, and suicide prevention, with special consideration to unique needs of neurodivergent children and teens and the Covid 19 pandemic.

For more info, visit: https://tiltparenting.com/session271
Support the show (https://patreon.com/tiltparenting)

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tpp 271: suicide and suicidal tendencies in neurodivergent teens & children

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tilt parenting: raising differently wired kids

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‎TILT Parenting: Raising Differently Wired Kids: TPP 271: Suicide and Suicidal Tendencies in Neurodivergent Teens & Children, with Dr. Matt Zakreski on Apple Podcasts

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Clinical psychologist and researcher on giftedness Dr. Matt Zakreski talks about suicide, suicidal ideation, and suicide prevention, with special consideration to unique needs of neurodivergent children and teens and the Covid 19 pandemic. For more info, visit: https://tiltparenting.com/session271Support the show (https://patreon.com/tiltparenting)

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Social-Emotional Skills and Challenging Behavior

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Social-Emotional Skills and Challenging Behavior

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Many students, young and old, struggle with the social aspects of school. This may mean:

Interacting with other students, teachers, and other staff members

Understanding non-verbal interactions and social cues

Managing their emotions and expressing them appropriately

Controlling their behavior

While these are not strictly academic concerns, they affect a student's ability to access their education. It is incredibly difficult to learn when you are concerned about your social world or even worse, when you are asked to leave the class for not understanding or reacting poorly to an instruction.

Here's the thing: students with these challenges lack a set of skills. It is our job as educators to teach them these skills so they can be successful. As Dr. Ross Greene proclaims: kids do well if they can.

I am a great believer of this credo because I have seen results time and again when we approach social-emotional and behavioral challenges as skill deficits, just as we approach reading or math difficulties. To put it another way:

When a child can't read, we teach.

When a child can't do math, we teach.

When a child can't ride their bicycle, we teach.

When a child can't behave we...punish?

That does not make a lick of sense. Some children need extra help learning the skills to interact with others, regulate their emotions, and to communicate their needs in a positive, pro-social way.

This is hard work. I hope this page will guide you towards some support for you and your child. Through our work together, we will develop a specific plan for you and your family to teach these incredibly important life skills. You may also find some additional goodies to help your child on the Executive Functioning page.

STOP! Before you go any further, read these two books:

The Whole Brain Child by Dan Siegel, MD and Tina Payne Bryson, PhD: This book includes practical tips for helping children learn emotional regulation and interpersonal skills. This book is a for parents, caregivers, and teachers. I love this book because it offers easy ways to talk about the brain science behind difficult emotions and difficult behaviors.

The Explosive Child by Ross Greene, PhD: This book presents a parenting and teaching strategy based on the concept that "kids do well if they can", and that when children are not doing well, we can help them learn the skills they need. This book is not only for parents of "explosive" children, but for any child who struggles with strong emotions, including anger, anxiety, sadness or even hyperactivity. Also check out: www.livesinthebalance.org for videos and short articles about Dr. Green's methods.

Internalizing Behavior: Anxiety, Depression, and Withdrawal

Internalizing challenges include those obstacles that block us from the inside. For example, the student who becomes paralyzed by anxiety during a test, or the student who's self-esteem is so low that they struggle to make friends. Internalizing behaviors can lead to difficulties engaging in school - both academically and socially, negative experiences, and even school refusal. Here are some strategies that may help your internalizing child:

Mindfulness: When you suffer from anxiety, it is like your brain is stuck in "emergency" mode. Learning mindfulness skills helps you signal to your body that there is no danger, sit with your feelings instead of worrying how to act on them, and - most importantly - become aware, or mindful, of your response to the world around you. StopBreatheThink has a great app for increasing mindfulness skills.

The Breakdown: When something feels too big or overwhelming, our system may shut down. Breaking a difficult task down in to manageable parts can help overcome that initial anxiety. Start with the "definitely-doable" and give yourself a boost of confidence before moving on.

Connect: Students with school refusal may benefit from having a specific, enjoyable routine to start each school day - especially if this routine is with a preferred adult. This adult may be a special teacher, a coach, or the school custodian: any positive adult presence. For more information on school refusal interventions, please contact me directly.

Talk to Yourself: Self-talk is one of the most important skills for any of us to learn. It can help us keep control of our emotional reactions, help us plan a response, and acts a rehearsal for difficult interactions. Having some "mantras" or "sayings" can be helpful for this skill.

Externalizing Behaviors: Anger Control, Impulsive Actions, and Hyperactivity

Externalizing behaviors are often the first identified: they are external, observable, and often disruptive to the classroom or activity at hand. While they are bigger, louder, and more destructive, externalizing behaviors often stem from the same anxiety, low self-esteem and difficulty regulating strong emotions as internalizing behaviors.

Here are two things that are very important to remember when working with these students: kids do well if they can and all behavior is a form of communication.

This means we have two questions: W hat skills does this child lack? and What are they trying to tell us?

When a child is screaming, hitting, or destroying property, it can be very difficult to remember these principles. But I promise, they are true.

Here are some recommendations for teaching those missing skills and helping students to communicate more effectively.

Lead the Way: Students with externalizing behaviors often want to do their own thing: they are looking for a sense of control. Putting them in a leadership role can help them feel "in control" but also give a reason for them to learn to listen to the needs of others and stay part of the group.

Create a Plan: A behavior plan is a key tool for teaching needed skills - but only if it's done right. Behavior plans that simply reward children for "being good" or "giving their best effort" won't work. Create specific, measurable goals that build a skill. Picking a goal collaboratively with the student is likely to have the most success. For example, a student who often gets angry and yells at other students may be trying to say that he needs "more space", but doesn't know how. A behavior plan for this child might include some specific phrases he can use to ask for "more space" in a positive way, and record how many times he uses these positive phrases instead of yelling.

Talk to Yourself: Just as mentioned above for internalizing students, having a helpful internal dialogue can be extremely useful for these students.

Breathe: It's cliche but no joke. Taking 3 deep breaths will change the way your body and brain process what's going on around you. Children with difficulty controlling their anger may be "stuck" in fight-flight mode. Taking some deep breaths tells your body there is no danger, that it can relax, and that there is time to think through the best thing to do next.

Social Skills

Interacting with others is challenging. Each human being is unique and many situations seem unpredictable. Even a known person may act differently in different situations, which requires a different response from you. Students who struggle with social skills may not be reading the many non-verbal, environmental and context clues we must observe and interpret in any social interaction. Luckily, social interactions are more predictable than we think. That means these skills can be taught.

Social Skills Groups: The best way to learn social skills is in a supported social environment. 1-1 therapy is less likely to do the trick. Here are a few resources for social skill groups and camps in the Bay Area:

Do What you Love: Many students will not find their social life in school. Students with specific interests, those with special talents, and those who don't seem to "fit in" may not be lacking any skills: they may just need to look elsewhere for their community. There is no reason to teach a child to be something other than themselves. Here are some places where my clients have found their social "home":

Question or comment about this page? Let me know!

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Social-Emotional Skills and Challenging Behavior

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Many students, young and old, struggle with the social aspects of school. This may mean: Interacting with other students, teachers, and other staff members Understanding non-verbal interactions and social cues Managing their emotions and expressing them appropriately Controlling their behavior While these are not strictly academic concerns, they affect a student's ability to access their education.

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How to communicate better with your children about sex and sexuality

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How to communicate better with your children about sex and sexuality

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Free resource to help you talk to your kids about everything from babies to bodies to gender to consent to relationships.

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My padlet for gender, sexuality, body, and puberty

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My padlet for gender, sexuality, body, and puberty

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NRC PAD | National Resource Center on Psychiatric Advance Directives

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A psychiatric advance directive (PAD) is a legal document that documents a person's preferences for future mental health treatment, and allows appointment of a health proxy to interpret those preferences during a crisis.

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PFLAG publication for parents and family

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PFLAG publication for parents and family

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Princeton chapter: https://pflag.org/chapter/pflag-princeton
PFLAG: https://tinyurl.com/y3uk2uz4

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A rewrite of the perennial favorite PFLAG publication OUR DAUGHTERS AND SONS, OUR CHILDREN offers a fresh eye for parents, caregivers, families, and friends about what to do when a loved ones comes out. Full of useful knowledge, helpful tips, expert opinions and first-person stories, OUR CHILDREN-which has a focus on sexual orientation and gender expression--is a must read for anyone looking to learn more about how to support LGBTQ loved ones...or looking for support for themselves.

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A rewrite of the perennial favorite PFLAG publication OUR DAUGHTERS AND SONS, OUR CHILDREN offers a fresh eye for parents, caregivers, families, and friends about what to do when a loved ones comes out.

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Grief Resources for Suicide Loss Survivors | Dougy Center

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If you or someone you know is dealing with a suicide death, follow the filters on this page to access our extensive library of relevant resources on suicide.

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Parents: Quick Tips for Supporting Your LGBTQ Kids--and YOURSELF--During the Coming-Out Process

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Quick guide for parents

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Parents: Quick Tips for Supporting Your LGBTQ Kids--and YOURSELF--During the Coming-Out Process

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When a loved one comes out, reactions vary, from "

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My teen says they’re nonbinary. How do we know it isn’t a phase?

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My teen says they’re nonbinary. How do we know it isn’t a phase?

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My teen says they’re nonbinary. How do we know it isn’t a phase?

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Five months ago, my 16-year-old daughter approached my husband and me and informed us that she is nonbinary. We’re not sure what to do.

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The Alligator Who Liked to Jump (young child read aloud)

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The Alligator Who Liked to Jump (young child read aloud)

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Autism Book for Kids | Autism Awareness Books Read Aloud

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Flusterclux Anxiety Podcast With Lynn Lyons offers compassionate straight talk for parents to support their family's mental health during our new normal.

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Managing our emotions is hard, whether you are four or six or forty six! Teaching our children to effectively manage their feelings and emotions is such an important, ongoing task for both teachers and parents - there is no one-size-fits-all lesson for helping children to understand feelings, it takes many, regular touches as a child moves through the following stages of emotional development;

Recognising a range of emotions in themselves and others

Recognising the physical and emotional responses we have to each of these emotions

Learning to express their own feelings verbally

Learning to calm oneself down in the face of overwhelming emotions, and

Learning to treat others with kindness and empathy.

Useful in both the home and the classroom, this collection of resources and activity suggestions includes tools that can act as useful prompts for discussion with children about a wide range of emotions, and guide you as you help your children to develop effective strategies for managing overwhelming, stressful feelings and emotions.

The collection includes feelings and emotions based printable posters, games, booklists and activity ideas to use with children across a range of ages.

Learning to master big emotions and the associated skills of emotional regulation helps children to succeed not just in childhood but right through to adulthood. And you never know... in helping your child, you may just find a strategy or two to help yourself.

The Managing Big Emotions Calm Down Poster Series

5 Steps for Managing Big Emotions Poster: The first poster in our Big Emotions series uses a hand motive to gives kids five options for working through overwhelming emotions.

9 Calm Down Ideas for Kids Poster: Nine effective calm down strategies handpicked for kids! Our emotions aren't one-size-fits-all feelings, and neither are the ways we each prefer to calm down.

Calm Down Yoga for Kids Poster: Combine movement with positive affirmations in this positive approach to teaching children to manage stress, anxiety and overwhelming emotions.

Take 5 Breathing Exercise Poster: Breathing has a huge impact on emotions and this simple technique helps kids learn the connection between controlled breathing and the positive impact it can have on feelings and emotions.

Useful Yoga & Mindfulness for Kids Resources

Calm Down Yoga for Kids Poster: Let yoga teach your child about patience and how to manage their bodies and emotions at the same time.

Walk Through the Garden Yoga Poster: Seasons change, and so do our children. Teach your child that their daily lives are much like the wind that blows through the treetops through this simple yoga routine.

Sun Salutation Yoga Poster: Increase flexibility and feelings of happiness with this fun and simple Sun Salutation Yoga sequence.

The Ultimate Library of Yoga for Kids Videos: Just when you think there can't possibly be any other yoga options out there for your kids, you'll want to check out our ultimate library of kids vids for more fresh ideas. A great resource for teachers with students of all ages.

8 Fun Breathing Exercises for Kids Printable: Controlled breathing can help children to feel more in control of their emotions and this collection of eight fun breathing exercises makes breathing for mindfulness more accessible for children of all ages.

5 Mindfulness Apps for Kids: These five fabulous apps for kids make screen time more mindful and meaningful.

5 Mindfulness Ideas for Families: Connect as a family with these five ideas for supporting your family to grow and bond.

Feelings & Emotions Games for Kids

Feelings & Emotions Activities

5 Preschool Circle Time Lessons About Emotions - No Time for Flashcards

Preschool Emotions Song: How Are You Feeling Today? Let's Play Music

Feelings & Emotions Books for Kids

Pin for later:

Christie Burnett is a teacher, presenter, writer and the mother of two. She created Childhood 101 as a place for teachers and parents to access engaging, high quality learning ideas.

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Teaching Feelings and Emotions: 30+ Best Resources to Use With Kids

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Managing our emotions is hard, whether you are four or six or forty six!

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Fight Flight Freeze – A Guide to Anxiety for Kids

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AboutKidsHealth - The Hospital for Sick Children

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You are not your thoughts | AboutKidsHealth at The Hospital for Sick Children

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Lisa Kestler, Psychologist, Princeton, NJ, 08540 | Psychology Today

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I offer therapy and assessment for children, adolescents and adults, to address difficulties with mood, anxiety, attention, learning, emotions, or identity. I am neurodiversity-affirmative, which includes individuals who are ADHD, autistic, dyslexic, gifted, or other neurotypes. Traditional approaches often do not affirm the lived experience of neurodivergent individuals or address the emotional needs of kids who struggle with behavior problems. Through open-minded exploration and creative problem-solving, therapy can help to develop self-knowledge, confidence, acceptance, psychological flexibility, and interpersonal effectiveness.

I individualize therapy based on the client's unique needs and experiences. My approach is grounded in clinical science, and includes elements of CBT, ACT, DBT, & family systems. I am informed by prior work at The Gifted Child Clinic, The Dyslexia Center of Princeton, RWJMS Pediatrics research, & the NIMH. I received degrees from Princeton and Emory.

During an initial appointment, I will help you to clarify your needs and objectives. Together we will decide on the best course of action. The role of parent involvement and client privacy will be discussed at the first session. In order for therapy to work, client and therapist develop a positive, trusting relationship through regular weekly appointments.

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Lisa Kestler, Psychologist, Princeton, NJ, 08540 | Psychology Today

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Lisa Kestler, Psychologist, Princeton, NJ, 08540, (732) 734-8841, I offer therapy and assessment for children, adolescents and adults, to address difficulties with mood, anxiety, attention, learning, emotions, or identity. I am neurodiversity-affirmative, which includes individuals who are ADHD, autistic, dyslexic, gifted, or other neurotypes.

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"Just Breathe" by Julie Bayer Salzman & Josh Salzman (Wavecrest Films)

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Series of videos and resources for parents

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Lo sentimos, la página que usted busca no se ha podido encontrar. Puede intentar su búsqueda de nuevo o visitar la lista de temas populares.

For Kids in Elementary School

The elementary-age videos feature hedgehog characters in imaginative stories to teach key skills in a way that kids will enjoy watching and remember longer. Each video comes with Skill Sheets that summarize and reinforce key ideas.

For Kids in Middle School

The middle school-age videos feature an engaging host and interviews with a diverse group of real kids to teach key skills while normalizing the challenges kids face and sparking productive conversations. Each video comes with Skill Sheets that summarize and reinforce key ideas.

For Kids in High School

The high school-age videos feature an engaging host and interviews with a diverse group of teens to teach key skills while normalizing the challenges they face and sparking productive conversations. Each video comes with Skill Sheets that summarize and reinforce key ideas.

These Simple Skills Can Make a World of Difference for Our Kids

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Mental Health Coping Skills for Parents - Healthy Minds

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Lo sentimos, la página que usted busca no se ha podido encontrar. Puede intentar su búsqueda de nuevo o visitar la lista de temas populares. The elementary-age videos feature hedgehog characters in imaginative stories to teach key skills in a way that kids will enjoy watching and remember longer.

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Colleges with Strong Learning Support Services

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College Transitions reveals which colleges offer outstanding support and services to students with learning disabilities.

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Book for kids who have an autistic sibling

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Book for kids who have an autistic sibling

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Benji, The Bad Day, and Me | Autism Books for Kids | Children's Books Read Aloud

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This section of Anxiety in the Classroom includes resources for parents/guardians of youth with anxiety/OCD. Whether you want to learn more about anxiety/OCD or become an effective advocate for your child in school, Anxiety in the Classroom can serve as a useful tool for you!

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I am a Parent/Guardian This section of Anxiety in the Classroom includes resources for parents/guardians of youth with anxiety/OCD. Whether you want to learn more about anxiety/OCD or become an effective advocate for your child in school, Anxiety in the Classroom can serve as a useful tool for you!

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More resources on my Neurodiversity padlet

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More resources on my Neurodiversity padlet

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Unstuck and On Target: Parent Support Videos (youtube playlist)

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Unstuck and On Target: Parent Support Videos (youtube playlist)

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This series of videos is designed to give practical parenting advice that they can immediately use to support their neurodivergent child’s executive function…

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Podcast from ADDitude for parents of ADHD kids

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Podcast from ADDitude for parents of ADHD kids

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Leading ADHD experts give real-life answers to questions submitted by ADD adults and parents raising children with attention deficit disorder across a range of topics covering symptoms, school, work, and family life. Download the accompanying slide presentations here: additudemag.com/adhd-expert-webinars-index (look for the episode number).

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TiLT Parenting, from parenting activist, speaker, and author Debbie Reber, features transformational interviews and conversations with authors, parenting experts, educators, and other parents aimed at inspiring, informing, and supporting parents raising differently-wired kids (giftedness, ADHD, austim, 2e, learning differences, sensory processing issues, anxiety, and more). TiLT aims to help parents feel empowered and in choice in how they parent, have more peace in their daily lives, and parent and advocate for their child from a place of confidence and awareness so that our children can thrive in every way. https:/tiltparenting.com

TiLT Parenting, from parenting activist, speaker, and author Debbie Reber, features transformational interviews and conversations with authors, parenting experts, educators, and other parents aimed at inspiring, informing, and supporting parents raising differently-wired kids (giftedness, ADHD, austim, 2e, learning differences, sensory processing issues, anxiety, and more). TiLT aims to help parents feel empowered and in choice in how they parent, have more peace in their daily lives, and parent and advocate for their child from a place of confidence and awareness so that our children can thrive in every way. https:/tiltparenting.com

Amazing resource

What an amazing resource to parents who want to learn more about supporting their children well. No matter what kind of struggles you are facing. A loving and safe place to talk about hard things and have tools. Thank you!!

AMAZING RESOURCE

I just barely found this podcast and have been listening to several episodes per day (and taking lots of notes!). Each one is filled with great information and I am starting to feel more hopeful and less alone in the journey of parenting a neurodivergent child. Thank you for creating such a helpful resource, I will be sure to recommend this to all my friends in similar situations!

5-Star Review - Dr. Tay

As a licensed child psychologist, I am such a big fan of this podcast and the authenticity Debbie brings in every episode! This is a podcast I will be recommending to my patients and their families.

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tilt parenting: raising differently wired kids

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‎TILT Parenting: Raising Differently Wired Kids on Apple Podcasts

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TiLT Parenting, from parenting activist, speaker, and author Debbie Reber, features transformational interviews and conversations with authors, parenting experts, educators, and other parents aimed at inspiring, informing, and supporting parents raising differently-wired kids (giftedness, ADHD, aust...

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ASAN

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Too often, when parents find out their kid is autistic, they receive negative messages from all sides. Many resources available to parents stigmatize autism and talk about it as something to be "overcome," not as a part of who an autistic child is. At ASAN, we've heard from many parents of autisic children who wish they'd had a better resource to learn about autism - one that cuts through myths and misconceptions and explains autism from an autistic perspective. And we've heard from many of our autistic community members who wish their families had access to that kind of information when they were growing up. That's what our new booklet, "Start Here: A Guide for Parents of Autistic Kids" is for!

This booklet was created with the Autistic Women and Nonbinary Network, the Thinking Person's Guide to Autism, and Little Lobbyists. You can purchase a print or ebook copy, or get it for free.

This booklet will explain:

What is autism?

What parents should do next

Where parents can learn more

What good services look like

Topics such as self-advocacy, communication, and presuming competence

We hope you'll check out this toolkit and share it widely! When you learn your kid is autistic, you're also learning that they're part of a larger community of autistic people. Your kid has a lot of people on their team, so we wanted to give you a chance to learn from their community.
This toolkit was made thanks to the generous support of Anthem.

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Start Here: a guide for parents of autistic kids

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Too often, when parents find out their kid is autistic, they receive negative messages from all sides. Many resources available to parents stigmatize autism and talk about it as something to be "overcome," not as a part of who an autistic child is.

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100-ish Books on Autism and Neurodiversity

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If you're looking for books on autism and neurodiversity, there are plenty to choose from! You can consider these titles vetted by a large group of autistic adults and allies.

CLICK HERE if you're only searching for inclusive children's books.

CLICK HERE if you're only searching for books for teens, tweens, and adolescents.

CLICK HERE if you're an adult exploring your own autistic identity.

We've been compiling this book list for over a year in That Au-Some Book Club. All of the titles have been discussed and approved by our autistic members and allies.

It's important to remember that there are no perfect books. All books on autism and neurodiversity come with several trigger warnings. Some may contain person-first language, while others may include internalized ableism.

There are a few categories. Other than that, these books are in no particular order. At the bottom, I've linked to other great lists I've come across.

Consider this a working document. It is in no way complete, and I'll be adding to it continuously. Feel free to leave a comment with your suggestions! Happy Reading!
This post contains links to Amazon and I earn a small commission from the orders. This helps support my book club habit! Titles available on Audible are identified.
Looking for autistic authors only?

Listing with a (*) indicate the author identifies as autistic or that the book has autistic contributors.

Listings without a(*) indicate either the author's neurology is unknown, or the author is allistic (not autistic).

Some titles show that the author is ND (neurodivergent). Some authors choose not to share their neurology with the public.

A List To Get You Started

Loud Hands: Autistic People Speaking (Anthology) Julia Bascom*

Ido in Autismland by Ido Kedar*

It's An Autism Thing, I'll Help You Understand It by Emma Dalmayne*

Anatomy of Autism: A Pocket Guide for Educators, Parents, and Students by Diego Pena*

Leaders Around Me: Autobiographies of Autistics who Type, Point, and Spell to Communicate ed by Edlyn Vallejo Peña, PhD*

All the Weight of Our Dreams: On Living Racialized Autism edited by Lydia X Z Brown et al. (By autistic women of color)* We are awaiting a new edition to this book.

Typed Words Loud Voices edited by Amy Sequenzia & Elizabeth J. Grace *

Books by Nonspeaking Authors - AAC, RPM, FC

I Never Get Lost In the Woods by Aaron Jepson* (novel) *New Release!*

Ido in Autismland by Ido Kedar *

In Two Worlds by Ido Kedar (fiction) *

Typed Words Loud Voices edited by Amy Sequenzia & Elizabeth J. Grace*

What's J Say: A Collection of Poems by Justice Killebrew*

May Tomorrow Be Awake: On Poetry, Autism, and Our Neurodiverse Future by Chris Martin

Back from the Brink: Stories of Resilience, Reconciliation, and Reconnection by Tim Chan and Sarah Chan*

Communication Alternatives in Autism: Perspectives on Typing and Spelling Approaches...by Edlyn Vallejo Peña*

Autistic & Awesome: A Journal From the Inside by Alfonso Camacho*

Anatomy of Autism: A Pocket Guide for Educators, Parents, and Students by Diego Peña*

Leaders Around Me: Autobiographies of Autistics who Type, Point, and Spell to Communicate edited by Edlyn Vallejo Peña, PhD*

Books For Parents and Educators

I Will Die On This Hill: Autistic Adults, Autism Parents, and the Children Who Deserve a Better World by Jules Edwards, Meghan Ashburn, et al. Illustrated by Nathan McConnell*

Your Child Is Not Broken by Heidi Mavir*

Low Demand Parenting by Amanda Diekman*

Autism in Childhood: for Parents and Carers of the Newly Diagnosed by Luke Beardon (ND Author)

Learning from Autistic Teachers: How to Be a Neurodiversity-inclusive School by Dr. Rebecca Wood et al. (anthology)*

We've Got This: Stories by disabled Parents by Eliza Hull*

Sensational Kids: Hope and Help for Children with Sensor y Processing Disorder by Lucy Jane Miller

The Real Experts: Readings for Parents of Autistic Children, ed. Michelle Sutton *

Avoiding Anxiety in Autistic Children: A Guide for Autistic Wellbeing by Dr. Luke Beardon (ND Author)

Inclusive Education for Autistic Children by Dr. Rebecca Wood

Supporting Autistic Girls and Gender Diverse Youth by Yellow Ladybugs

The Parents' Practical Guide to Resilience for Children aged 2-10 on the Autism Spectrum by Yenn Purkis and Emma Goodall*

Just Give Him the Whale! 20 Ways to Use Fascinations, Areas of Expertise, and Strengths to Support Students with Autism by Paula Kluth & Patrick Schwarz

15 Minute Focus: Regulation and Coregulation: Accessible Neuroscience and Connection Strategies that Bring Calm Into the Classroom by Ginger Healy

It's An Autism Thing, I'll Help You Understand It by Emma Dalmayne *

Leaders Around Me: Autobiographies of Autistics who Type, Point, and Spell to Communicate edited by Edlyn Vallejo Peña, PhD *

Empowering Students with Hidden Disabilities: A Path to Pride and Success by Margo Izzo and LeDerick Horne (ND Authors)

May Tomorrow Be Awake: On Poetry, Autism, and Our Neurodiverse Future by Chris Martin*

Underrepresented Genders

Drama Queen: One Autistic Woman and a Life of Unhelpful Labels by Sara Gibbs

Letters to My Weird Sisters: On Autism and Feminism by Joanne Limburg *

Why Are the Lights So Loud? Stories About Being an Adult Female with Aspergers by Heather Chase *

The Edge of the Playground: Two Stories One Journey by Mary Lynn Ackerman Willis and Mikaela Ackerman *

Have Geek, Will Travel by Rebecca Blevins (novel) *

Exposure Anxiety - The Invisible Cage: An Exploration of Self-Protection Responses in the Autism Spectrum and Beyond by Donna Williams

Women on the Spectrum: A Handbook for Life by Emma Goodall and Yenn Purkis *

Spectrum Women: Walking to the Beat of Autism by Barb Cook (Editor), Michelle Garnett (Editor), Jen Elcheson (Contributor) *

Nobody Nowhere: The Remarkable Autobiography of An Autistic Girl by Donna Williams *

Somebody Somewhere: Breaking Free From the World of Autism by Donna Williams *

Ways to Be Me by Libby Scott & Rebecca Westcott* (trilogy)

The Bride Tes t by Helen Hoang *

The Spectrum Girl's Survival Guide: How to Grow Up Awesome and Autistic by Siena Castellon *
On Audible Audible En Español

The Autism-Friendly Guide to Periods by Robyn Steward *

Nerdy, Shy, and Socially Inappropriate by Cynthia Kim *

Camouflage: The Hidden Lives of Autistic Women by Sarah Bargiela*

But You Don't Look Autistic At All by Bianca Toeps*

En Español

La Razan por la Que Salto by Naoki Higashida and Jorge Rizzo (translator) *

Seres humanos Ãnicos: Una manera diferente de ver el autismo - Barry Prizant

Anatomia del Autismo: GuÃa de Bolsillo para Educadores, Padres y Estudiantes - Diego Peña*

Autista y Maravilloso: Un Diario Desde el Interior by Alfonso Camacho *

Casu un Narval by Jessie Sima (picture book)

Meneos, Pistones, Y Apretones Para Calmar Mi Cosquilleo by Lindsey Parker, illustrated by Rebecca Burgess, translated by Laura Fuentes Lopez *Preorder now! (picture book)

Gender and Sexuality

Gender Identity, Sexuality, and Autism by Eva Mendes and Meredith Maroney *

Spectrums: Autistic Transgender People in their Own Words Edited by Maxfield Sparrow *

Supporting Transgender Autistic Youth and Adults by Finn Gratton

The Autistic Trans Guide to Life by Yenn Purkis and Wenn Lawson *

Trans and Autistic: Stories from Life at the Intersection by Noah Adams and Bridget Liang *

How to Be Ace: A Memoir of Growing Up Asexual by Rebecca Burgess *

The Awesome Autistic Guide to Trans Teens by Yenn Purkis and Sam Rose*

General

Autistic Masking: Understanding Identity Management and the Role of Stigma by Kieran Rose and Amy Pearson PhD* *Available for Preorder*

I Am Autistic: A Workbook: Sensory Tools, Practical Advice, and Interactive Journaling for Understanding Life with Autism by Chanelle Moriah*

Neuroqueer Heresies: Notes on the Neurodiversity Paradigm, Autistic Empowerment, and Postnormal Possibilities by Nick Walker*

Workplace Neurodiversity Rising by Lyric Rivera*

What I Mean When I Say I'm Autistic: Unpuzzling a Life on the Autism Spectrum by Annie Kotowicz*

Uncommon Sense by Adam Mardero*

The Young Autistic Adult's Independence Handbook by Haley Moss *

Autistic World Domination: How to Script Your Life by Jolene Stockman*

And Straight on Till Morning: Essays on Autism Acceptance by ASAN and Julia Bascom *

Autism in Adults by Luke Beardon

Trauma, Stigma, and Autism: Developing Resilience and Loosening the Grip of Shame by Gordon Gates *

Autistic Community and the Neurodiversity Movement: Stories from the Front Line edited by Steven K. Kapp *

Knowing Why: Adult-Diagnosed Autistic People on Life and Autism by Autistic Self Advocacy Network, Elizabeth Bartmess (ed.) *

The Neurodiversity Reader: Exploring Concepts, Lived Experience and Implications for Practice by Damian Milton et al *

War on Autism: On the Cultural Logic of Normative Violence by Anne McGuire

A Mismatch of Salience: Explorations of the Nature of Autism From Theory to Practice by Damian Milton *

The Power of Neurodiversity: Discovering the Extraordinary Gifts of Autism, ADHD, Dyslexia, and Other Brain Differences by Thomas Armstrong PhD

Exposure Anxiety - The Invisible Cage: An Exploration of Self-Protection Responses in the Autism Spectrum and Beyond by Donna Williams *

PDA by PDA-ers compiled by Sally Cat *

Look me in the Eye: My Life with Asperger's by John Elder Robison *

On the Outside Looking In: My Life on the Autism Spectrum by Russell Lehmann *

The Creation of Dr. B: A Biography of Bruno Bettelheim by Richard Pollak (biography of Bruno Bettelheim)

For Professionals

The Adult Autism Assessment Handbook: A Neurodiversity Affirming Approach by Davida Hartman et. al.

Autism and the Predictive Brain: Absolute Thinking in a Relative World by Peter Vermeulen

Picture Books

The Autistic Boy in the Unruly Body by Gregory Tino, Illustrated by Patittoo*
(apraxia, autistic pride, self acceptance)

A Day with No Words by Tiffany Hammond, Illustrated by Kate Cosgrove*

Bitsy Bat School Star by Kat Windness*

Some Brains by Nelly Thomas, Illustrated by Cat MacInnes

Remarkable Remy by Melanie Heyworth, illustrated by Nathanial Eckstrom*

Just Right for You by Melanie Heyworth, Illustrated by Celeste Josephine*

Sensory Seeking Sebastian by Christia DeShields, Illustrated by Marissa Nelson

We Move Together by Kelly Fritsch Anne McGuire and Eduardo Trejos

Suzi Spins by Emma Dalmayne and Illustrated by her son Raphelle *

My Autistic Mama by Kati Hirschy, illustrated by Chloe Greenberg*

Do You Want to Play? Making Friends with an Autistic Kid by Daniel Share-Strom, Maxine Share, Illustrated by Naghmeh Afshinjah *

Come On, Calm! by Kelsey Brown illustrated by Joseph Wrightson

Benji, the Bad Day, and Me by Sally J Pla et al. Illustrated by Ken Min *

Too Sticky! :Sensory Issues with Autism by Jen Malia et al. Illustrated by Joanne Lew-Vriethoff *

Come Meet Drayden by Dana Young-Askew, illustrated by Cameron Wilson

Why Johnny Doesn't Flap: NT is Ok by Clay Morton, illustrated by Alex Merry

Juan Has the Jitters by Aneta Crus, Illustrated by Miki Yamamoto

The Brain Forest by Onwards and Upwards Psychology*

When Things Get Too Loud by Anne Alcott

A Friend for Henry by Jenn Bailey, Illustrated by Mika Song *

Benny Doesn't Like to Be Hugged by Zetta Elliott, Illustrated by Purple Wong

The Little Senses Series by Samantha Cotterill, Illustrated by Samantha Cotterill*

A Tiger Called Thomas by Charlotte Zolotow and Diana Cain Bluthenthal

Ada Twist, Scientist by Andrea Beaty, Illustrated by David Roberts

Not Your Typical Dragon by Dan Bar-el, Illustrated by Tim Bowers

I Like Myself by Karen Beaumont, Illustrated by David Catrow

The Day You Begin by Jacqueline Woodson, Illustrated by Rafael Lopez

The Masterpiece: One Big Canvas by Jay Miletsky, Illustrated by Luis Peres

The Molding of Clay by Jay Miletsky, Illustrated by Luis Peres

The Perfect Fit by Naomi Jones, Illustrated by James Jones

Red: A Crayon's Story by Michael Hall, Illustrated by Michael Hall

Swing by Michael Hall, Illustrated by Michael Hall

Be Who You Are by Todd Parr, Illustrated by Todd Parr

It's Okay to be Different by Todd Parr, Illustrated by Todd Parr

My Wandering Dreaming Mind by Merriam Saunders, Illustrated by Tammie Lyon (ND Author)

The Big Umbrella by Amy June Bates and Juniper Bates illustrated by Amy June Bates

Not Quite Narwhal by Jessie Sima, Illustrated by Jessie Sima

Rosalee the Seeker by Nicole Filippone *

Alexander the Avoider by Nicole Filippone *

Noah Chases the Wind by Michelle Worthington illustrated by Joseph Cowman

The Boy with Big, Bi g Feelings by Brittney Winn Lee illustrated by Jacob Souva

The Girl with Big, Big Questions by Brittney Winn Lee illustrated by Jacob Souva

Don't Hug Doug: He Doesn't Like It by Carrie Finison illustrated by Daniel Wiseman

Alex and the Drummer: by Laura Hales, illustrated by Myrah Shariff*

Books for Kids and Teens

The Fire, the Water, and Maudi McGinn by Sally J. Pla* *New Release*

The Infinite by Patience Agbabi

The Time-Thief by Patience Agbabi

The Awesome Autistic Go-To Guide: A Practical Handbook for Autistic Teens and Tweens by Yenn Purkis and Tanya Masterman *

Trouble with a Tiny T by Merriam Saunders (novel) (ND Author)

The State of Grace by Rachael Lucas* (novel)

Afrotistic by Kala Allen Omeiza*

Anatomy of Autism: A Pocket Guide for Educators, Parents, and Students by Diego Pena *

The Autism-Friendly Guide to Periods by Robyn Steward *

Queerly Autistic: The Ultimate Guide for Lgbtqia+ Teens on the Spectrum by Erin Ekins*

Stanley Will Probably be Fine by Sally J. Pla *

Diary of a Young Naturalist by Dara McAnulty *

The Secret Life of Rose: Inside an Autistic Head by Rose Smitten*

Trouble at Table Five (a series) by Tom Watson

M in the Middle: Secret Crushes, Mega-Colossal Anxiety and the People's Republic of Autismby the students of Limpsfield Grange*

M is for Autism: The Teenage Girl's Guide to Autism, and Everyone Else's by the students of Limpsfield Grange*

Geek Girl Series by Holly Smale*

The Awesome Autistic Guide for Trans Teens by Yenn Purkis and Glenn Masterman
(releases in June 2022)

Shake It Up: How to be Young Autistic & Make an Impact by Quincy Hansen*
(releases in July 2022)

Other Lists to Explore

A list from Autistic, Typing - to support independent booksellers and promote disability and racial justice on Bookshop.

Multiple Lists at Raising Luminaries (Books for Littles)
About That Au-Some Book Club

I started That Au-Some Book Club in June 2019 because I needed motivation to read NeuroTribes. Since then, it has grown to over 10,000 members from all around the world!

We discuss books on autism and neurodiversity, host book club meetings with authors (and other cool people), and we hold impromptu meetings over Zoom. It really is a magical place to learn!

You can find highlights from our meetings on the Not an Autism Mom Youtube Channel.

If this list of books on autism and neurodiversity has been helpful to you, consider becoming a Patron.

If you'd like to recommend a book for this list of books on autism and neurodiversity, join us in That Au-Some Book Club!

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100-ish Books on Autism and Neurodiversity - Not an Autism Mom