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Worth a browse, some good ideas when the 'trick' isn't working. The words we use matter.

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Training

Middletown Centre provides a range of training opportunities for parents, carers and educational professionals in Ireland and Northern Ireland. The Centre has a full training calendar of face to face and online sessions, which can be managed using the Centre's app The Centre, in partnership with Mary Immaculate College Limerick provides a Graduate Certificate, Diploma and MA in Autism Studies Individual schools can apply for whole school training and these are provided in partnership with the EA in Northern Ireland and The NCSE in Ireland. Further information on applying for a whole school training is available by contacting us using the email training@middletownautism.com

Here is a list of all our main current events happening within Middletown Centre for Autism

Online Learning Portal

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Bulletins

Research Bulletin no. 42 - Strength-based approaches

Our latest Research Bulletin is focused on Strength-based Approaches. It highlights papers that show how taking a strength-based approach can create an empowering environment for autistic young people and allow them to define what they value..
Download issue (pdf)

Research Bulletin 41 - Well-being

Our latest Research Bulletin focuses on well-being for all. By better understanding the experiences & strengths of the entire autism community, we can better support each other to thrive.
Download issue (pdf)

View all Publications

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Middletown Centre for Autism - Middletown Centre For Autism

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Middletown Centre provides a range of training opportunities for parents, carers and educational professionals in Ireland and Northern Ireland.

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NCSE Supporting Students with ASD in Schools- Teacher Guide 

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NCSE Supporting Students with ASD in Schools- Teacher Guide 

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AsIam resource for teachers about teaching children with ASD 

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AsIam resource for teachers about teaching children with ASD 

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Free Storyboarding Software — Online Storyboard Creator

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Storyboard That: Easy online storyboard creation! Perfect for filmmakers, teachers, and students. Create storyboards and comics with Storyboard That today!

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Pandemics and the Corona Virus (English)

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SOCIAL STORY BY CAROL GRAY Pandemics and the Coronavirus March 2020.pdf

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Social and Emotional Communication Skills

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Social and Emotional Communication Skills

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AsIam All about me- resource for students with ASD

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AsIam All about me- resource for students with ASD

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NCSE Apps for supporting students with ASD 

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NCSE Apps for supporting students with ASD 

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Reading Comprehension/Memory Skills across the curriculum

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Reading Comprehension/Memory Skills across the curriculum

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NEPS- Supporting students with coordination difficulties/ Dyspraxia 

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NEPS- Supporting students with coordination difficulties/ Dyspraxia 

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DCD Toolkit- strategies to help main difficulties 

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DCD Toolkit- strategies to help main difficulties 

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Resources available from the Dyspraxia Foundation 

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Resources available from the Dyspraxia Foundation 

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Children may be referred for physiotherapy for example:

When they experience a delay in milestones, e.g. standing, walking, hopping etc.

Have difficulties with physical activities such as P.E. and also with eye-hand and eye-foot coordination, e.g ball skills and running.

Poor posture, body awareness and awkwardness when moving.

Poor short-term visual and verbal memory is shown as difficulties in taking down dictation, following instructions and copying from the board.

Physiotherapists will carry out an assessment to determine a child's skills and whether they are at an age-appropriate level and with the quality expected. Information is gathered from home and school using a confidential questionnaire to identify difficulties the child is experiencing. The child is consulted about his own concerns and expectations. The Physiotherapist will use specific tests to assess underlying motor, sensory and perceptual abilities.

From the assessment, the Physiotherapist will devise a therapy plan with goals and objectives set by the therapist, child and parents. Therapy will be aimed at improving the child's motor development, which in turn will facilitate self-confidence and esteem.

Liaison with teaching staff, to give advice and support for the child in the classroom, such as correct seating to facilitate better postural control and allowing the child opportunities to practice and consolidate newly acquired skills such as ball skills.

Therapy will also encourage the child to choose to participate in new activities which are both enjoyable and will improve skills.

For more information on helping children with their activities at school and home, the following may be helpful:

Developmental Dyspraxia - A Practical Manual for Parents and Professionals
- Madeleine Portwood (ISBN 1 897585 21 7)

Physiotherapy and Dyspraxia - in Praxis Makes Perfect II - available from the Dyspraxia Foundation.

Sensorimotor Groups - Activities for School and Home - Carol R. Scheerer, M.Ed., OTR/L - Therapy Skill Builders (The Psychological Corporation)

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Children may be referred for physiotherapy for example: When they experience a delay in milestones, e.g. standing, walking, hopping etc. Have difficulties with physical activities such as P.E. and also with eye-hand and eye-foot coordination, e.g ball skills and running. Poor posture, body awareness and awkwardness when moving.

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Take a Break- 10 minute strategies for movement breaks

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Strategies for supporting concentration

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Strategies for supporting concentration

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Strategies for supporting students with ADHD- Concentration, Working Memory and Impulsivity

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This Behaviour Resource Bank is a compilation of SESS Advice Sheets which present some of the many strategies that may assist schools to meet the needs of pupils who display challenging behaviour related to special educational needs. The material covers both the preventative and management aspects of dealing with challenging behaviour and can be adapted to suit particular situations. More about the Resource Bank...

No. 23

Life Space Interview (I-ESCAPE): A Repair and Rebuild Technique
A follow up / repair and rebuild technique useful for teaching self responsibility and alternative behaviours.

No. 24

Likes / Dislikes Inventory
A description of a simple way of getting to know pupils and their likes and dislikes.

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This Behaviour Resource Bank is a compilation of SESS Advice Sheets which present some of the many strategies that may assist schools to meet the needs of pupils who display challenging behaviour related to special educational needs. The material covers both the preventative and management aspects of dealing with challenging behaviour and can be adapted to suit particular situations.

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PDST The Reading process

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PDST Five Components of Oral Language Development 

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PDST Five Components of Oral Language Development 

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Activities to use with students with Dyslexia and Dyscalculia

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Activities to use with students with Dyslexia and Dyscalculia

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Some simple but effective activities

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Mathematics Difficulties ​for those with Dyslexia

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Mathematics Difficulties ​for those with Dyslexia

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Great insights from Deirdre McElroy

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https://www.dvc.edu/enrollment/counseling/lss/survey.html

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The DVC Learning Style Survey is a tool to help you become a more successful student. Use the survey to better understand how you learn and to develop study strategies to get the results you want.

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Study skills resources for all years (incl. primary)

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Study skills resources for all years (incl. primary)

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http://www.schooldays.ie/articles/The-best-learning-apps-for-Secondary-Students

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There are many educational apps on the market that promise to help students learn more and gather their information in one place, but which ones will suit your student's needs, and more specifically, which apps suit the educational format for the Junior & Leaving Certificate best? Here at schooldays.ie we put together list of the best educational aids on the app market.
Khan Academy
Learn using videos, interactive exercises, and in-depth articles in math (arithmetic, pre-algebra, algebra, geometry, trigonometry, statistics, calculus, linear algebra), science (biology, chemistry, physics), economics, and even the humanities with playlists on art history, civics, finance, and more.
Duolingo
Duolingo is a fun and accessible way to keep on top of your Irish. The games available on the app are educational and memorable, including games that focus on pronunciation, spelling and grammar. Students studying other languages for the Leaving Cert will also benefit from the app!
iRevise.com

iRevise.com (formerly ) is a website and app used as a study center and resource for students entering their exam phase. They provide H1-rated revision notes, past exam papers, videos, sample answers and marking schemes.
JumpAgrade

jumpAgrade is an online service for second level students which is a better alternative to grinds. Students can work with the top tutors and learn how to get the grades they deserve! Feel free to try a complimentary trial in any subject today.

Irish Grammar-Gramadach na Gaeilge is the Irish language app that Irish teachers, students and enthusiasts have been waiting for. It is a must have app for Leaving and Junior cert students to master their grammar in the run up to exams.

The Elements by Theodore Gray
Of all the periodic table apps, there is only one which Stephen Fry described as "Alone worth the price of an iPad!". It is a rich and engaging love story of the periodic table, told in words and pictures, allowing you to experience the beauty and fascination of the building blocks of our universe in a way you've never seen before.

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Best Learning Apps for Leaving Cert Students - SchoolDays.ie

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There are many educational apps on the market that promise to help students learn more and gather their information in one place, but which ones will suit your student's needs, and more specifically, which apps suit the educational format for the Junior & Leaving Certificate best?

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https://www.schooldays.ie/articles/exam-stress

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The exam alarm clock is on countdown to June with lots of study ahead for this year's leaving certificate students. What can your teenager do to keep focussed and perform when it comes to the crunch in June! The key now is: Preparation, Preparation, Preparation & yes more Preparation!!! Getting mentally, physically, emotionally and materially prepared will give them more control and help manage stress and anxiety. Understanding the stress cycle can help them to manage their stress.

The following article provided by ichievement.com can help them understand the typical stress cylcle and provides some easy steps to declutter their mind and improve their focus.

Good Stress / Bad Stress

Remember, not all stress is bad stress. We need a certain amount of it to perform to our optimum. If we had no stress in our lives, we might stay in bed all day, why bother!? Appealing as this may sound right now, no stress or low stress can be as negative and harmful as excessively high ones. Prolonged levels of very high or low stress will negatively you and your health.

Stress typically occurs when we perceive we are unable to cope with or meet the demands we face. We are all susceptible to stress from time to time and the Leaving Cert year is a prime time for stress to rocket. Stress is highly individual and unique. It affects us all differently.

This year you may experience 'stress' relating to difficulties with your subjects, teachers, parents, peers, homework, study, revision, relationships, siblings, money etc. You may feel burdened with pressure to 'live up to' expectations. When stressed your nervous system is acutely affected which is why you may be more susceptible to colds, sleep problems, etc. Your heightened sense of awareness can trigger a stress response and start a stress cycle.

The Stress Cycle & Stress Signals

Stress can be subtle at first and build up to a full fledged attack that affects you on every level: physical, mental & emotional. There is a strong interconnection between these systems that create your level of wellbeing & health. To perform to your optimum you need to nourish and look after all aspects of your health, wellbeing & study programme!!

Usually the first signs of stress that we notice are the physical ones, eg, funny tummy, irregular bowels, headaches, backaches, interrupted sleeping or difficulty getting to sleep, irritability, snappiness and a generalised feeling of fear. However, these physical signs are usually preceded by stressful thoughts and emotions we are experiencing either consciously or unconsciously. You may not be aware consciously that you are fuelling your stress with your anxious thoughts patterns. These thoughts feed your emotions and can lead to self doubt, worry & generalised anxiousness and lead ultimately to unhelpful behaviours. This is the typical stress cycle. Listen to the messages your body is giving you, it is important to recognise patterns of symptoms and look for ways to redress any imbalance.

Think of your mind, as a computer. Make sure your software is working for you and leading you in the right direction. Be aware of your thoughts, if you are overly anxious or constantly berating your efforts, this will impact on your belief in your abilities which directly impacts your effectiveness & performance!!

It's true what they say, garbage in, garbage out. What you focus on expands, so make sure you are focussing on your positive strengths, talents & accomplishments. Learn from past mistakes or failures, but don't dwell on them.

You can reverse this stress cycle by adjusting your thought and behaviour patterns by:

Boost Your Belief in Yourself to Meet the Challenges You Face - Develop Positive Self Talk.

Plan your Time and Study Strategy

Make Simple Behavioural Adjustments to Support Your Plan

Remember, it is normal to feel a certain amount of stress this year. However, it is important to keep it in check. Unchecked stress can lead to isolation, feelings of lonliness, health problems, paranoia & in the extreme, suicidal thoughts. If you are experiencing dark thoughts, talk to someone immediately: your teacher, parent, friend or counsellor. Don't bottle it up!!
How Stressed Are You?

As we have identified, stress awareness is Key. The best way to tackle stress is to meet it head on and identify simple steps to reduce it. Small steps can make a big difference to your perspective and coping abilities. If you can break tasks down into smaller sizes, you get a sense of progress and control. Identify your stressors and your symptoms: List what is within your control and outside of it. Make an action plan to address the things that you can influence and come to terms with those that are outside of your control now. For a quick stress test @ www.ichievement.com .

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Stay Ahead of Exam Stress - SchoolDays.ie

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The exam alarm clock is on countdown to June with lots of study ahead for this year's leaving certificate students. What can your teenager do to keep focussed and perform when it comes to the crunch in June! The key now is: Preparation, Preparation, Preparation & yes more Preparation!!!

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Study tips for JC students with Dyslexia

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Study tips for JC students with Dyslexia

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https://www.schooldays.ie/articles/ten-study-tips-for-junior-certificate-students-with-dyslexia

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1. Colour code your timetable

Give each subject its own colour! Do several copies: one for the locker, the homework journal, your study area. Put in the name of your teacher and classroom the first time you put in a subject. It could look like this.

2. Become organised.

Use your homework journal for homework and to pack your bag for the next day. Write in the names of the subjects in for each day. It will save time when taking down homework in class. For your files/notes/books. Try having a weekly clear out and organisation of locker and work area. Use colour folders and covers/colour tabs for your copies. Use the same colour for the subjects as in your timetable.

For example, English could be red, Maths yellow, Geography pink etc. And of course, most importantly have your MOBILE switched OFF when doing homework.

3. Use SMART Goals!

SMART goals for your homework give you an exact idea of what to learn within a given time. It will help to keep you focussed. This is far more productive than reading over a chapter three times. Here is an example from History on the Reformation. At the end of 20 minutes I will know the following key facts and be able to test myself:

4. Moving from Short term to Long term

Rote learning (learning off-by-heart what you do not understand) is not recommended for students with dyslexia. It is better to learn with understanding or to see patterns. Use several senses rather than look over/read over notes to make the material your own. It is hard work but it helps. Use activities such talking, listening, debating, drawing, visualising, flashcards, lists of questions etc.

5. Know your learning style

Visual learners - prefer diagrams, colour, mindmaps, organisers

Verbal/auditory learners - like using highlighting, recording on MP3, talking and repeating information.

Movement, movement, saying, writing.

The website www.vark-learn.com has an on-line questionnaire that takes about ten minutes to complete and tells you your preferred learning style.

6. Note taking

If you cannot take good notes, can you get photocopies or use revision books. This will allow you listen in class and understand what is being taught. There are websites that can be helpful. See end of this article. Put page numbers, date, subject and topic at the top of each page. When summarising the summary should be less than a quarter of text. Use lots of space, numbering, bullet points, headings, sub-headings & colour. Graphic Organisers and Mindmaps help organise your thinking, help when learning/memorising material and then help in structuring written answers. There are some examples of graphic organisers below.

7. Memory techniques

Visualisation. Make up images in your mind to help you remember. Here is an example. The colours in the wires in the electric plug are blue, green/yellow, and brown. See the image of a Teddybear (brown for the live wire,) on green grass (green for the earth wire) and a blue sky (blue for the neutral).

Grouping. Don't try to memorise long lists of unrelated facts. Group them in blocks.

Mnemonics. Make up sentences or words that help you remember facts. Here are some examples.

8. Reading

Try to make time to read something everyday. It will develop reading stamina and speed. It is like training for a race. You cannot run a 5 K race immediately. You train for it over time. Active reading means asking yourself questions about the text before you start, then try to find the answers to those questions as you read. It will help keep your mind focussed. Then when you finish, check if you can now answer the questions.

See if a plastic colour overlay helps or use a ruler to keep your eyes focussed on the page. Maybe enlarged print (on computer or Kindle) may help. Digital copies of textbooks are available so you can read and hear the text at the same time. Factsheet 16 under downloads at www.dyslexiacourses.ie has details on how to access them. There is a scanning pen available now which reads aloud text as well as capturing text to file. See www.scanningpenshop.com.

Reading aloud or subvocalizing (saying the words quietly to yourself) can help you read more accurately particularly in exams.

9. Spelling and Vocabulary

Dictionary/notebook when reading will help develop vocabulary: Put a tab where each letter begins in the dictionary. Have an alphabet bookmark and choose a dictionary with large print. Collins Dictionaries have dictionaries where the alphabet is printed on each page.

Keep a vocabulary notebook for each subject

Develop mnemonics for spelling words you confuse

Become a word detective. Lots of longer words come from Latin and Greek. If you understand the meaning of some of these words, you will be able to understand new words you might come across. For example, if aqua = water, phobia = fear, hydro = water, bi = two, lateral = side, --cide = killing, you might be able to guess the meaning of the following:

10. Writing

Make up three characters in great detail such as how they look, clothes, hobbies, family, school, jobs, friends, opinions etc. Collect pictures from magazines etc. to illustrate your characters. It makes it easier to compose a short story if you have people already in your head. Use your five senses when writing a description of a scene.

When answering questions think of 3 points to support your answer, then 2 references /quotes to back up each point.Use the question to start your answer. So if you are asked What the key causes of climate change? begin your answer The key causes of climate change are.. Write and don't stop for spelling, check it afterwards otherwise it will interrupt your thinking.

Have checklists of points to prompt you to write more. For example when writing about a person in history, think about clothes, food, farming, houses, rulers, religion, schools, beliefs, death. Templates which show how to structure an answer help with planning. Examples are available with Inspiration Software. Here is an example.

Article provided by Wyn McCormack of Dyslexia Courses.ie

Comments

# data[].attributes.attachment_link.title
Ten Study Tips for Junior Certificate Students with Dyslexia

# data[].attributes.attachment_link.description
Give each subject its own colour! Do several copies: one for the locker, the homework journal, your study area. Put in the name of your teacher and classroom the first time you put in a subject. It could look like this. Use your homework journal for homework and to pack your bag for the next day.

# data[].attributes.headline
Study tips for JC students with Dyslexia

# data[].attributes.subject
Study tips for JC students with Dyslexia

# data[].attributes.body
https://www.schooldays.ie/articles/ten-study-tips-for-junior-certificate-students-with-dyslexia

# data[].attributes.attachment_link.readable_text
1. Colour code your timetable

Give each subject its own colour! Do several copies: one for the locker, the homework journal, your study area. Put in the name of your teacher and classroom the first time you put in a subject. It could look like this.

2. Become organised.

Use your homework journal for homework and to pack your bag for the next day. Write in the names of the subjects in for each day. It will save time when taking down homework in class. For your files/notes/books. Try having a weekly clear out and organisation of locker and work area. Use colour folders and covers/colour tabs for your copies. Use the same colour for the subjects as in your timetable.

For example, English could be red, Maths yellow, Geography pink etc. And of course, most importantly have your MOBILE switched OFF when doing homework.

3. Use SMART Goals!

SMART goals for your homework give you an exact idea of what to learn within a given time. It will help to keep you focussed. This is far more productive than reading over a chapter three times. Here is an example from History on the Reformation. At the end of 20 minutes I will know the following key facts and be able to test myself:

4. Moving from Short term to Long term

Rote learning (learning off-by-heart what you do not understand) is not recommended for students with dyslexia. It is better to learn with understanding or to see patterns. Use several senses rather than look over/read over notes to make the material your own. It is hard work but it helps. Use activities such talking, listening, debating, drawing, visualising, flashcards, lists of questions etc.

5. Know your learning style

Visual learners - prefer diagrams, colour, mindmaps, organisers

Verbal/auditory learners - like using highlighting, recording on MP3, talking and repeating information.

Movement, movement, saying, writing.

The website www.vark-learn.com has an on-line questionnaire that takes about ten minutes to complete and tells you your preferred learning style.

6. Note taking

If you cannot take good notes, can you get photocopies or use revision books. This will allow you listen in class and understand what is being taught. There are websites that can be helpful. See end of this article. Put page numbers, date, subject and topic at the top of each page. When summarising the summary should be less than a quarter of text. Use lots of space, numbering, bullet points, headings, sub-headings & colour. Graphic Organisers and Mindmaps help organise your thinking, help when learning/memorising material and then help in structuring written answers. There are some examples of graphic organisers below.

7. Memory techniques

Visualisation. Make up images in your mind to help you remember. Here is an example. The colours in the wires in the electric plug are blue, green/yellow, and brown. See the image of a Teddybear (brown for the live wire,) on green grass (green for the earth wire) and a blue sky (blue for the neutral).

Grouping. Don't try to memorise long lists of unrelated facts. Group them in blocks.

Mnemonics. Make up sentences or words that help you remember facts. Here are some examples.

8. Reading

Try to make time to read something everyday. It will develop reading stamina and speed. It is like training for a race. You cannot run a 5 K race immediately. You train for it over time. Active reading means asking yourself questions about the text before you start, then try to find the answers to those questions as you read. It will help keep your mind focussed. Then when you finish, check if you can now answer the questions.

See if a plastic colour overlay helps or use a ruler to keep your eyes focussed on the page. Maybe enlarged print (on computer or Kindle) may help. Digital copies of textbooks are available so you can read and hear the text at the same time. Factsheet 16 under downloads at www.dyslexiacourses.ie has details on how to access them. There is a scanning pen available now which reads aloud text as well as capturing text to file. See www.scanningpenshop.com.

Reading aloud or subvocalizing (saying the words quietly to yourself) can help you read more accurately particularly in exams.

9. Spelling and Vocabulary

Dictionary/notebook when reading will help develop vocabulary: Put a tab where each letter begins in the dictionary. Have an alphabet bookmark and choose a dictionary with large print. Collins Dictionaries have dictionaries where the alphabet is printed on each page.

Keep a vocabulary notebook for each subject

Develop mnemonics for spelling words you confuse

Become a word detective. Lots of longer words come from Latin and Greek. If you understand the meaning of some of these words, you will be able to understand new words you might come across. For example, if aqua = water, phobia = fear, hydro = water, bi = two, lateral = side, --cide = killing, you might be able to guess the meaning of the following:

10. Writing

Make up three characters in great detail such as how they look, clothes, hobbies, family, school, jobs, friends, opinions etc. Collect pictures from magazines etc. to illustrate your characters. It makes it easier to compose a short story if you have people already in your head. Use your five senses when writing a description of a scene.

When answering questions think of 3 points to support your answer, then 2 references /quotes to back up each point.Use the question to start your answer. So if you are asked What the key causes of climate change? begin your answer The key causes of climate change are.. Write and don't stop for spelling, check it afterwards otherwise it will interrupt your thinking.

Have checklists of points to prompt you to write more. For example when writing about a person in history, think about clothes, food, farming, houses, rulers, religion, schools, beliefs, death. Templates which show how to structure an answer help with planning. Examples are available with Inspiration Software. Here is an example.

Article provided by Wyn McCormack of Dyslexia Courses.ie

Comments

# data[].attributes.attachment_link.title
Ten Study Tips for Junior Certificate Students with Dyslexia

# data[].attributes.attachment_link.description
Give each subject its own colour! Do several copies: one for the locker, the homework journal, your study area. Put in the name of your teacher and classroom the first time you put in a subject. It could look like this. Use your homework journal for homework and to pack your bag for the next day.

# data[].attributes.body
https://www.schooldays.ie/articles/Your-Teenagers-Self-Esteem

# data[].attributes.attachment_link.readable_text
The teenage years can be a time of turmoil as the young person begins to develop their sense of identity and wonders where they belong in the world. Add to this the emotional roller-coaster that are teenage hormones, plus the stresses of school and exams as well as dealing with parents and friends, and we can begin to understand why many teens feel they are lacking in confidence.

Do you wish your teens could believe in themselves, deal more confidently in situations and not let fear and self-doubt hold them back? People with high self-esteem achieve more, develop better relationships and generally make the most of themselves in life.

Positive self-esteem is important because when people experience it, they feel better about themselves, they are effective and productive, and they respond to other people and themselves in healthy, positive ways. They know that they are lovable and capable and they care about themselves and others. They don't have to build themselves up by tearing other people down or making others feel bad.

Here are some tips to help you build your teenager's self-esteem:

Let your teen know when they've done well - give them positive feedback for showing they are capable "you did that well". 'You are capable' is an important message to offer children and adults at every age. They learn that they can do well. Give children and teens guidelines about what you want them to do instead of telling them to 'be good'. And tell them what you like about their behaviour instead of calling them 'good children'. Be specific.

Children and teens need to hear the message that 'you are important and lovable just because you exist' too. We need to let them know that they are worthy of love just for being themselves, that we are glad they were born, that they are very important to us. These messages are conveyed in so many ways in our interaction with them - being glad to see them, saying 'I love you', giving hugs, showing interest. Through words, through looks, tone of voice, touch etc. we let our youngsters know what they mean to us.

When you need to correct a young person's behaviour

Be clear about what they're doing wrong "don't"
Explain why you don't want the behaviour "because"
State what you want them to do "instead"

By just giving out we can harm self-esteem and give the wrong messages. For example, 'I told you not to do that! You're driving me mad' is not the right way to express what you want. Follow the three guidelines above and use the "don't", "because" and "instead" phrases to guide you. For example:
'Don't stay out so late because I worry when you're out late, you need your sleep, and it's a school-night. Instead you need to be home by our agreed time and if there's any emergency making you late then contact me, ok?'

Give compliments freely - without any backhanders. If you're going to give a compliment, be genuine about it and don't try to take it back - often without realizing it we say things like 'You're pretty good at basketball, for a short fella,' or 'That's really good, considering you made it' or 'I like you, even if nobody else does'. Give straight compliments and teach your teen to accept compliments. That means you have to be able to accept compliments too! Keep things real too - a teenager can sense very quickly if you don't believe your own compliment to them, and they can feel worse than if you never said anything.

Show interest in your teen - their life, their friends, their interests. Even if you hate their music and disapprove of their tv/computer habit, recognize that this is important to them and find a way to show an interest in it. Get them to teach you their favourite computer game so you have something you do together or find a hobby you both like. Meet their friends, make them welcome at your house. Even if it feels like you have nothing in common with your teen, create some common ground or at least make it safe and comfortable for them to talk to you about it.

This gives them the message that they are worthy individuals, that they are lovable, that even when two people disagree they can still love one another. It helps them to feel more positive about themselves, and about you!

Give your teen age-appropriate responsibility. Too often, parents try to do everything for their teen, or don't allow them to do it because 'they don't do it properly'. And then we complain that they're lazy and won't do anything for us! The teenage years are the preparation for adulthood - so teens need to learn how to prepare and cook food, how to clean up after themselves, how to do the laundry etc.

That doesn't mean they have to do all of this all of the time, but these are skills that are learned and improved upon with practice. They give the message that 'you are capable', one of the building bricks of self-esteem. They also learn that they are an important part of the family and that they have something worthwhile to contribute to the home. Feeling useful and needed is a very powerful way to feel good about yourself.

Article written by Niamh Hannan, Registered Counselling Psychologist, on behalf of www.Helpme2Parent.ie. Niamh has designed and will be presenting a course for teenagers to help them to improve their self esteem and self confidence. See our website for more information and booking facilities.

Additional Parents Resources

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The teenage years can be a time of turmoil as the young person begins to develop their sense of identity and wonders where they belong in the world. Add to this the emotional roller-coaster that are teenage hormones, plus the stresses of school and exams as well as dealing with parents and friends, and we can begin to understand why many teens feel they are lacking in confidence.

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https://www.goodto.com/wellbeing/health/the-exam-diet-60102

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What is the exam diet?

Just as a weight lifter needs a different diet from a long distance runner, teenagers sitting exams need a different diet from other children, according to natural health expert Michael van Straten. The correct exam diet can even, Michael says, make the difference between a pass or a fail, an A or a C grade.

If your son or daughter is sitting A Level or GCSE exams, or has them coming up, it's vital you make sure their brains get a constant supply of energy. This is not a day-by-day diet plan but simple tips and things to look out for to help your child achieve the best possible marks come A level results day.

How does the exam diet work?

Different foods are broken down in different ways and have different effects on the body. In this exam diet, Michael suggests ways of making sure your child's brain receives a constant and steady stream of energy, helping them concentrate as well as possible for as long as possible.

These foods will help your kids avoid slumps that could slow down their revision. How often they eat is just as important as what they eat so Michael advises on the frequency of meals too.

Who is the exam diet food for?

Anyone with exams coming up, whether you're 13 or 73.

What are the drawbacks of the exam diet?

If your child is not used to eating this type of food, they might not welcome the change, especially at such a stressful time. If they're really resistant, try to incorporate a few small changes such as changing their snacks or making sure they take a daily vitamin pill.

Read Michael van Straten's advice and use as much of it as possible in the weeks running up to your children's exams. There are some recipes at the end for brain-boosting food the whole family will enjoy.

Sugar: It might be tempting to feed your child sweets, chocolate or energy bars to keep them going but in fact, sugary foods should be kept to an absolute minimum. Anything else with a high-sugar content will give your child a short term boost but this will be followed by a sudden drop in blood sugar. The result is a roller coaster of brain function that can seriously interfere with concentration, memory and performance.

Read more: 30 packed lunch ideas the whole family will love

The sugars your child's brain needs should come mostly from unrefined starches like wholemeal bread, wholegrain cereals, oats in porridge or muesli, rice, beans, and pasta. These all provide a slow release of energy to help keep their blood sugar on an even keel.

Vitamins and minerals: According to Michael Van Straten, the majority of children aged between 10 and 16 are seriously deficient in some of the vital nutrients they need, especially vitamins A, B6, zinc and calcium. But it's the lack of iron and folic acid in their diets that really affects their mental powers, as these are needed to make sure there is sufficient oxygen in their blood.

Don't worry, though. It's really easy to avoid these problems and guarantee that the brain has everything it needs to cope with the extra demands of exam time. Just include a regular supply of super brain foods.

Best brain food for studying:

Oily fish for essential fatty acids, for example sardines, salmon, tuna, pilchards, herrings or mackerel

Prawns, shrimps and shellfish for zinc

All red meat and poultry for protein, iron and B vitamins

Wholegrain cereals for B vitamins and slow release energy

Nuts and seeds (for example, pumpkin, sunflower and sesame seeds, brazil nuts, walnuts and peanuts) for essential oils, zinc and selenium

Fresh fruit, salads and green vegetables for vitamins C, A and folic acid

Liver for vitamin A, iron and B12 (not to be taken by pregnant women)

Rosemary, sage, basil and ginger all enhance brain function

As well as providing your child with the right food, encourage them to take a good multivitamin and mineral supplement. One study in a Welsh school tested the IQ of a group of children. For eight months they were given a vitamin and mineral pill or a placebo and then their IQs were tested again. The children who took the vitamins improved on average five times more than the children taking the placebo.

Frequency of exam diet meals

In order for your child's brain to do its job efficiently, they must eat at regular intervals, at least every three hours. Don't let them go too long between meals and provide them with healthy, nutritious snacks like fruit, nuts or wholegrain cereals.

Think about what kind of meals you're providing at what time of the day.

Meals rich in starchy foods like pasta, rice, bread, cakes and biscuits trigger the release of the hormone serotonin from the brain, which is relaxing and prepares you for sleep. These are an ideal evening meal but not great at lunchtime. High protein foods like meat, fish, poultry, cheese and eggs stimulate the brain so are better for use at lunchtime.

If your kids are sitting exams or are just getting ready for them, this is an example of how they should be eating.
Breakfast:
1 large glass of fresh fruit juice, large chunk of cheese, a tomato and 1 slice of wholemeal toast OR 1 egg, lean grilled bacon and a low fat grilled sausage
Mid morning snack:
Dried apricots, raisins, dates and plain fresh nuts. 1 banana.
Lunch:
Meat, chicken or fish with vegetables or a large mixed salad which includes basil and a sprinkle of pumpkin seeds. A mug of ginger tea (make this yourself by grating half an inch of ginger root into a mug of boiling water and adding 1tsp honey).
Mid afternoon snack:
Cheese, hard boiled egg or hummus with raw carrot, red pepper and celery, plus any fresh fruit
Dinner:
Thick root vegetable casserole or pasta with tuna fish and basil (for recipes for both of these, read on). Fruit crumble for dessert (recipe also below).

Also during the day, your child can eat a handful of semi-dried dates and a banana. Encourage them to drink at least three to four pints of fluid as well, mostly water but including weak tea, herb teas, natural fruit and vegetable juices and not more than two cups of coffee.
Bean and root vegetable casserole
1 large leek 1 large onion 3 cloves garlic 3 tbsp rapeseed oil 1 swede 1 large parsnip 2 carrots 1 medium sweet potato About 700ml (1 1/4 pt) vegetable stock 400g tin chopped tomatoes 3 tbsp tomato puree 400g can broad beans Sprig of rosemary and 6 sage leaves.

1. Slice the leek, chop the onion and garlic. In a large saucepan, heat the oil and sweat all three, stirring continuously, for 3 mins.

2. Peel the parsnips, carrots and sweet potato and cut into cubes. Add
to the pan and stir to coat thoroughly.

3. Add the stock, tomatoes and tomato puree and bring to the boil. Add
herbs, cover and simmer for 45 mins.

4. Drain the broad beans, rinse thoroughly and add to the pan Continue
to simmer until beans and vegetable are all tender (about 10-15 mins)

Green pasta with tuna
450g (1lb) green tagliatelle 6 spring onions, coarsely chopped including green parts 1tbsp olive oil 400g (14 oz) tinned tuna in oil Handful shredded basil leaves Black pepper

1. Cook the pasta according to the packet instructions. Meanwhile, put the oil in a frying pan and very gently fry the spring onions till soft.

2. Add the drained tuna and stir well until warmed through. Drain the pasta, return to the saucepan, and stir in the tuna and spring onion mixture.

3. Serve sprinkled with the torn basil leaves and black pepper.

Apricot and almond crumble:
500g (1lb) apricots 2tsp sugar 2tbsp water 150g (6oz) porridge oats 50g (2oz) ground almond 1tbsp runny honey 1tbsp flaked almonds 25g (1oz) butter, cut into tiny pieces

1. Preheat the oven to 200ºC/400ºF /gas 6. Lightly grease a pie dish.

2. Put in the fruit - washed, and peeled or cut up if necessary. Add the sugar and the water.

3. Mix the oats and ground almonds together and spread over the top of the fruit - there should be enough to make an inch thick coating.

4. Drizzle the honey over the top. Scatter over the flaked almonds. Dot with the butter and put in the oven for 20 mins.

What to eat before an exam:

Even if your child normally skips breakfast or avoids eating when they're feeling nervous, make sure they still take the time to eat something. Their brain will need the energy from food to work efficiently, and eating before an exam will ensure your child's mental focus is kept on the exam and not on their hunger.

Healthy food choices on exam day include protein-rich foods such as eggs, nuts, cottage cheese and yoghurt. A good breakfast combination might include whole-grain cereal with low-fat milk, porridge, muesli or eggs and toast with jam.
For more information, visit www.michaelvanstraten.com.

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The Exam Diet: Best brain foods to give your child while they're studying

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Just as a weight lifter needs a different diet from a long distance runner, teenagers sitting exams need a different diet from other children, according to natural health expert Michael van Straten. The correct exam diet can even, Michael says, make the difference between a pass or a fail, an A or a C grade.

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https://www.studyclix.ie/Blog/Show/podcast-healthy-habits-every-student-should-have

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Have you ever seen those people who seem to have their life totally together and wish you could be that way too?

While that's not often the case and no one is perfect, there's no denying that committing to healthy practices and routines can have a significant impact on your life, and in turn, your studies.

It's all well and good to set goals and resolutions, but positive (and long-term) changes lie in creating good habits. By adopting the changes you want to make and repeating them until they become second nature.

Eimear and Nessa discuss how to build good habits, how to break the bad ones and share some of their favourite habits they've adapted over years. You can listen here:

You can also listen to the Studyclix Podcast on Apple Podcasts, Spotify, Acast...wherever you get your podcasts!

If there's any topic you'd like us to discuss on the podcast or any guests you'd like us to get on, please let us know. You can follow Studyclix on Facebook, Twitter, Instagram and Snapchat and share your ideas with us there. You can also send a message through the Studyclix chat box function or drop us a line at info@studyclix.ie

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Podcast: Healthy Habits Every Student Should Have

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Have you ever seen those people who seem to have their life totally together and wish you could be that way too? While that's not often the case and no one is perfect, there's no denying that committing to healthy practices and routines can have a significant impact on your life, and in turn, your studies.

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Leaving Cert and Junior Cert exam paper questions and marking schemes listed by topic. Studyclix makes exam revision and study easier

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Leaving cert & Junior cert Exam Revision | Studyclix makes exams easier

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Leaving Cert and Junior Cert exam paper questions and marking schemes listed by topic. Studyclix makes exam revision and study easier

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Biology LC YT channel HIGHLY RECOMMENDED

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The videos on this channel were made to assist my students in their biology studies and to share some inspiring TED talks and video clips. This is an optional additional resource-Syllabus and Book essential. Please note this is geared towards the Irish syllabus, therefore is not suited to those studying other courses.

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Our flashcards can be accessed through the Videos and Notes section. Here, you can download the flashcards and print them out. Otherwise, click on a specific link below to find the flashcards relevant to your subject(s): LC: LC Accounting LC Ag Science (Key Terms) LC Ag Science (Animal Identification) LC Ag Science (Plant Identificat...

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Leaving cert & Junior cert Exam Revision | Studyclix makes exams easier

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Our flashcards can be accessed through the Videos and Notes section. Here, you can download the flashcards and print them out. Otherwise, click on a specific link below to find the flashcards relevant to your subject(s): LC: LC Accounting LC Ag Science (Key Terms) LC Ag Science (Animal Identification) LC Ag Science (Plant Identificat...

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