Archive for March, 2014

Balance and Stress

Dr. Robert Brooks, in his most recent article ( March 2014) makes an important observation about balance in our lives.
“The power of leading a “balanced” life that includes both work and play, that is filled with passion and joy must never be underestimated nor sacrificed on the altar of achievements and accomplishments. Far too often, the seeming benefits of particular achievements and accomplishments may prove transitory at best if they are not associated with purpose, excitement, and happiness. I would argue that seeking experiences primarily for inclusion on one’s college application rather than for enriching one’s life may result in greater anxiety, stress, and a sense of emptiness. All adults, but most especially parents, must consider the benefits and risks when “guiding” (pushing?) our children in a certain direction.”

The impact of psychoeducational assessments

Success can be measured in so many different ways. Of course, in order to achieve success, one must have realistic and achievable goals.

In the academic world, success depends not only on one’s performance, but also on the skills of the teacher. One must assume that a skilled and experienced teacher would be able to evaluate how a student learns and demonstrates his or her knowledge; but that is not always the case. Students who are quiet, compliant, and who appear to be engaged, are often considered to be capable. That is not always the case.

Psychoeducational assessments are an excellent tool for assisting the teacher and the student in gaining a more in-depth understanding of learning styles and appropriate supports that are required in order to evaluate knowledge. Once learning styles, strengths and needs are established, it is easier to reach successful levels.

A thorough evaluation examines cognitive abilities (verbal and perceptual or spatial), memory and processing skills, processing speed, language development, academic skill development, executive function skills, and often social/emotional well-being. The assessment findings then lead to the production of appropriate recommendations to support academic needs.

Clients find that the process is a very empowering one. Understanding your strengths and needs and then grasping the accommodations that can be implemented to support them is a very powerful process.