DHD 4 Part 2 Movie Download
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DHD 4 part 2 movie download
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Positive reinforcement is particularly powerful at this stage of life. When elementary students constantly face punishment and disappointment from parents and teachers, their confidence and self-concept are destroyed. Set a time to discuss undesirable behavior after the immediate, stressful moment has passed. Clear, consistent goals and rewards make a world of difference at this age. Try these strategies:
I can see where this is going. And yes, I started a jewellery making night school class last term and quit after two weeks, meaning that I ended up with a lovely shiny rectangle of metal, and not the beautiful earrings I was hoping for when I started the class. And I'm guessing that you've asked me this question because this is part two of your interview with Jeff Copper on the subject of ADHD?
I can't wait to hear the rest of this interview. But before we press play, I've got a small favour to ask if you're finding the content of this podcast useful, please don't keep it to yourself, spread the love by opening up your podcast app now, and sharing this episode with a couple of colleagues that would also find it useful. It's a really quick and easy way of helping your friends and having a bigger impact in the world. And now here's part two of Simon's interview with Jeff.
It's like crack cocaine. It's just sitting there. Like, why would you take it like if you Google marshmallow test, there was a thing when Cal Berkeley that they did have a kid in the room, they put a marshmallow in front of them. The teacher says, Listen, if you don't touch that, if you don't eat it, I'll come back. I'll give you two right? And they videotape and you see these kids looking at playing with but they all eat the marshmallow. That's all self regulation is the temptation. So as long as those temptations are there for the ADD crowd. This is punitive. Because most of those temptations, they've cracked the code. If you just go watch the social dilemma on Netflix, it's incredible documentary, basically the people on social media and game stuff. They've cracked the code and they know exactly what to do crack the primitive brain because the ADHD brain is a very reward driven brain. The high correlation between it and addictive behaviour. And if you put that in front of them, it's going to be difficult. So these technologies that we're giving them are wrought with instant gratification. Whereas like in days of old, like, you know, in the old days, I used to read a newspaper, it didn't have a hyperlink, right? I read a book, I didn't have a hyperlink, now you go online. And there's just page after page of temptation after temptation. And again, these things are challenging yet, we keep saying, We got to get our kids to adapt to these new technologies, what I understand that they got to live in it, but you're testing their primitive side of wanting to feel good and trying to get them to learn and just saying you need to try harder is just it's like use a weakness to overcome a weakness, it makes no sense. So we go back to executive functioning. And if you begin to understand them individually, and collectively, you can make all kinds of interesting things like emotional regulation is when you feel threatened. Right? Remember, it's a reflex you have reflexively react when you feel threatened with your life. You got to fight flight or freeze. It's it's a primitive thing. That's it's important. It's there. Well, what's interesting is self awareness means you've got to confront yourself, you got to call yourself out, that's threatening people with ADHD resist it. So you've got somebody with ADHD and you're going to them in earnest, I come in peace. But for them, it feels like criticism, and they fight back. So now we can begin to understand the impairment here is even when you're trying to help them, it's like you got to help treat them with kid gloves. Because if you're going there to help, and you're not doing the right way, the challenge of regulating their emotion goes off the charts. And when they resist, they really, it's hard. It's like going in and trying to talk somebody to change religion, or change or politics. The more you talk, the less they listen to you, they kind of fight back. I'm not saying it's an easy dynamic, but it's if you don't know it, your reflexive reaction is probably the worst thing for you to do, if you know what I'm saying, because you're pushing them away. We also sit there and say, you know, recall, is the ability to remember things. So like I talked about, if you're going to go on a trip somewhere, and you got to pack your neurotypical might visualise the trip, and they walk their way through the trip. That's visual imagery. And oh my god, I'm getting off the aeroplane, it's gonna be cold, I gotta go get a jacket. That's a que thing. You saw that it's queuing your memory to go get a jacket as opposed to free recall, where you just pull it out of thin air. So what they do is they go through the simulation of it in their mind to queue and pack well person with ADHD, they get oh my god, it's cold, they go get their jacket, and they come back and evaporated. They don't know where they are in the movie. So they got to start back at the beginning, right? Listen, anything that's tedious and boring, is physically uncomfortable for all they do is escape. And you can see how this little act is difficult. But what I'm going to is pulling that information from their mind is cued recall. So you'll often see a kid with ADHD with a lot of visual things out because if they're not out, they're not going to remember it. So we'll say put it all away. Well, that's like, out of sight out of mind. But you have other people with ADHD were when they have all that stuff out that represents it to do and it's a burden from they feel pressure and they can't think. For them. They've got to put everything completely away. I'm OCD Well, no, you're not. Oh, is an obsessive thought. It's irrational, clearing everything away so that you don't have any visual items that are creating stress for you so that you can focus. That's just working memory because of clutter in your mind. So what I just said they're described as you've got two people with a working memory challenge, and how they deal with it is completely different. There's no one tip trick or strategy, it really comes down to observation of that person and sitting there say, there's legitimate reason why they're doing that. What is that? Because it's not until you say it's legitimate, because instinctively they're doing it for reason. Now, one of the problems is of course, they leave it all out. And when they have everything out that they've got to remember in a day, it's all invisible, like they become anaesthetised, and, you know, that's where I work with people to help them understand, you know, you're driving down the road too far on one side, you're off the road too far on the other side. But the point really is because at some point in time, I'm sure you're going to ask me so what are these teachers do what you know, where do they go. And it's really understanding executive functioning and learning to observe behaviour, not for what's going wrong, but for the legitimate reason why they're doing what they're doing, because you're observing visible behaviour. If you wonder, cognitively, the legitimate reason why they're doing it, you're better apt to get to what the root cause is. Because most people don't think of instinct, water runs downhill, because it's the path of least resistance. People behaviour is the path of least resistance, they do things almost for reason all the time. And if you understand the cognitive behaviour, and you're asking, I wonder why a lot of times you'll actually be able to reveal what the root cause is and be able to do something with it
So this is the world according to Jeff experience. So don't I was just kind of playing with you. Because I think we get all wrapped up in our head with this really cool vernacular about strengths and weaknesses. And I don't think 11 year old has any clue I know, adults that don't have a clue what that is, say, I want to play to my strengths or what I what I do is, well, what's easy? What's hard about this task? Great. What would be easy? Like, you start asking kids well, what's easy, right? They got something that they can hang their hat on at that age, I'm not so sure because going back to strength is it a talent is a passion is modalities of skills that not again, I don't really know what I mean is that we we use that as alphabet soup, there's no precise definition. We get and we go back to you got to break it down in language that they can understand it and get there. And the other thing too is Rick Wayne's got a quote on self awareness as many eight years report self observation, which they find surprising, because they are poor at self observation. So we want these people to become self aware of executive functioning, and you have to understand is that it's impaired and you know, there. So I like the idea of over time helping them and helping them again, to manage their thoughts. And there's something to it a little bit weak, but we've got to be really, really, really, really patient. I know, I did an interview with Autumn Zitani in 2014. She was in charge of all the curriculum at Sesame Street. And in season 43, they spent the whole season working on self regulation. And part of that was emotional self regulation. So what they did is they had the Muppets on TV or YouTube app or whatever. And they would talk about emotions. And it helped him because kids are emotionally illiterate. So it helped them understand and name different emotions and feel them in their body. And the Muppets would go, Oh, my God, I feel angry, and I feel it's in my back of my neck, and they would stay would model that needs. Okay, I got a belly breathe and Count 123. And so they began to do that they had preschoolers that had watched Sesame Street, do the marshmallow test, and they still had self regulation problems, but they weren't like 30 seconds longer than the average kid. So it's useful. But I think that we have to be realistic on what we're dealing with. And so building that into the system, but I think we got to start at really simple levels. And what what's coming easy to you. And that's not so much in my mind as strength or weakness, at per se, it's actually listening to your instincts tell you what to do. Like, what's the what's easy for me to talk? Oh, really? You need to write the paper how you do that? Well, you might dictate like, why don't you just tell me the paper right now? We could transcribe it. And we have technology to do that. So, To answer your question, I think it's intellectually a great idea. I think practically, you got to break it down in a language that a kid can understand and realise that their brains are probably 30% mature, and meet them where they are,