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More right than I thought
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<blockquote data-quote="klmno" data-source="post: 157194" data-attributes="member: 3699"><p>Thanks, Marg! I chuckled all the way through that! And got good pointers, too! </p><p></p><p>So, far positive motivative and Explosive Child techniques work most of the time. It is the times that they don't- or I get so wired up to try- that I don't know what to do. I feel more pressure to keep everything stable- this means whether I mean to or not- I am putting more stress on him. Of course, the times that he perceives me as stressing over his actions are the times that he sees opportunity to manipulate me, too. I had to remind myself of that this morning and force myself to "act" not "react".</p><p></p><p>He's been struggling in science class this year (he scores above average in it but his teacher caught wind of a BiPolar (BP) diagnosis and has flipped out and treated him wierd over all kinds of things so he shut down in the class) Anyway, I noticed that his "inability" (I use that word sarcastically) to get up and go to school is happening the mornings that he has science first class. This isn't meant to be an excuse for him. I'm just trying to figure out what his issue is. He doesn't have a history of truancy- I hope he doesn't think he's going to ever have one.</p><p></p><p>Now that my head has cleared a little- someone please tell me if I am off base on this:</p><p></p><p>1) If behavior (as in compliance, willingness, etc) is interfering with getting and keeping cycling under control, we should deal with behavior issues first</p><p></p><p>2) If cycling is interfering with behavior (disruptions at school, motivation, raging at home) , then we should deal with getting cycling under control first</p><p></p><p>3) If we are at a point where neither behavior nor cycling are big problems at the time, then we should work on identification of triggers and prevention strategies</p><p></p><p>Of course there is some overlap no matter what. I'm so frutrated over it all- feeling pulled in so many different directions- maybe it isn't pull- maybe it is just worried about so many different things. I have gotten most help from this board and the books and research. I really haven't seen much help from tdocs. I think it is out there- it is just hard to find the right fit, I guess.</p><p></p><p>Do I have this wrong? Am I stuck on something that I need to view differently? If so, where exactly am I going awry?</p></blockquote><p></p>
[QUOTE="klmno, post: 157194, member: 3699"] Thanks, Marg! I chuckled all the way through that! And got good pointers, too! So, far positive motivative and Explosive Child techniques work most of the time. It is the times that they don't- or I get so wired up to try- that I don't know what to do. I feel more pressure to keep everything stable- this means whether I mean to or not- I am putting more stress on him. Of course, the times that he perceives me as stressing over his actions are the times that he sees opportunity to manipulate me, too. I had to remind myself of that this morning and force myself to "act" not "react". He's been struggling in science class this year (he scores above average in it but his teacher caught wind of a BiPolar (BP) diagnosis and has flipped out and treated him wierd over all kinds of things so he shut down in the class) Anyway, I noticed that his "inability" (I use that word sarcastically) to get up and go to school is happening the mornings that he has science first class. This isn't meant to be an excuse for him. I'm just trying to figure out what his issue is. He doesn't have a history of truancy- I hope he doesn't think he's going to ever have one. Now that my head has cleared a little- someone please tell me if I am off base on this: 1) If behavior (as in compliance, willingness, etc) is interfering with getting and keeping cycling under control, we should deal with behavior issues first 2) If cycling is interfering with behavior (disruptions at school, motivation, raging at home) , then we should deal with getting cycling under control first 3) If we are at a point where neither behavior nor cycling are big problems at the time, then we should work on identification of triggers and prevention strategies Of course there is some overlap no matter what. I'm so frutrated over it all- feeling pulled in so many different directions- maybe it isn't pull- maybe it is just worried about so many different things. I have gotten most help from this board and the books and research. I really haven't seen much help from tdocs. I think it is out there- it is just hard to find the right fit, I guess. Do I have this wrong? Am I stuck on something that I need to view differently? If so, where exactly am I going awry? [/QUOTE]
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