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General Parenting
How to avoid the panic?
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<blockquote data-quote="Marguerite" data-source="post: 316449" data-attributes="member: 1991"><p>I'd be talking to guidance, let that person know how you feel. Because guidance is there to help your son. And your response as well as your observations, are vitally important.</p><p></p><p>We kept a communication book which travelled to and from school. In it I would write things they needed to know about difficult child 3 ("he didn't sleep well last night, had nightmares. He could be tired and irritable"). The teacher would note any warnings, would add her own comments ("He did well first thing but flagged noticeably. I noted that he could be tired and sent him to the nurse's office for half an hour. It seemed to help").</p><p></p><p>At 15 it's more difficult to do this, especially with multiple teachers. And especially with substitutes. But any communication you can set up, any light you can shed onto his problems, can only be a help.</p><p></p><p>Talk to guidance and let them know of your observations - he was still upset about it hours later. Guidance needs to know this so they can better support their substitutes and help them know how to handle him better. They also need to know so they can help him get over it faster (and know they need to!). And maybe guidance can reassure you, and help you feel that there is some use to your own fears here.</p><p></p><p>All round - err on the side of more communication, not less.</p><p></p><p>What diagnosis does he have? Has he been tested for Pervasive Developmental Disorder (PDD)? A neuropsychologist can help a great deal with understanding.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 316449, member: 1991"] I'd be talking to guidance, let that person know how you feel. Because guidance is there to help your son. And your response as well as your observations, are vitally important. We kept a communication book which travelled to and from school. In it I would write things they needed to know about difficult child 3 ("he didn't sleep well last night, had nightmares. He could be tired and irritable"). The teacher would note any warnings, would add her own comments ("He did well first thing but flagged noticeably. I noted that he could be tired and sent him to the nurse's office for half an hour. It seemed to help"). At 15 it's more difficult to do this, especially with multiple teachers. And especially with substitutes. But any communication you can set up, any light you can shed onto his problems, can only be a help. Talk to guidance and let them know of your observations - he was still upset about it hours later. Guidance needs to know this so they can better support their substitutes and help them know how to handle him better. They also need to know so they can help him get over it faster (and know they need to!). And maybe guidance can reassure you, and help you feel that there is some use to your own fears here. All round - err on the side of more communication, not less. What diagnosis does he have? Has he been tested for Pervasive Developmental Disorder (PDD)? A neuropsychologist can help a great deal with understanding. Marg [/QUOTE]
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