Focusing on the child’s strengths can transform the grades – and support him develop after diagnosing ADHD or autism

When parents are concerned about the development of their child, they often apply for assessment to solve problems and identify all conditions, such as autism, disturbance of the hyperactivity of the attention deficit (ADHD) or learning disorder.

Joint worries include difficulties in making friendship, focusing on tasks or achieving educational goals.

This may seem contrary to intuition, but the grades are Starting to focus Strengths of the child during this process. This can create powerful opportunities to improve the results of children and family, especially when too much is focused on challenges at home, school and family games.

However, there is a lack of evidence of how to carry out such assessments and how you can operate some strengths in the assessment.

IN New research articleWe have developed a control list of the strengths of parents, carers and clinicians to easier to identify the skills, talents and positive features of children – and understand the type of support they need at home, at school or social.

The goal was to provide basic way to parents and clinicists to identify strengths in children and to ensure the method of studying the role of strengths in development. This assessment can be used along with more established challenges.

Why emphasize the child’s strengths?

Focusing on the child’s strengths can have a sturdy impact on children and parents. Maybe Raise the child’s motivation, self -esteem, cognitive skills, language development, problems solving problems and build stronger relationships.

This can augment your own feelings for parents and guardians self -esteem and improve the quality of their relationship with their own children.

When parents and guardians believe in the child’s abilities and encourage their strengths, children and families bloom.

However, there are many gaps in research on the operate of an approach based on strengths in the context of neurode development assessment.

Currently, while the basic principle of switching on strengths is clear, clinicians must rely on intuition and creativity to direct their practices.

We have long needed better methods based on evidence to lead it.

Our research appears here

Our New study he used Sydney Child Neurodevelopment Registrywhich aims to improve the neurode development assessment processes and evidence of what works for families and clinicians. We asked the guardians to identify their child’s strengths during the first evaluation.

On average, 2.8 strengths about their children reported almost 700 carers. Using these topics, we have developed a children’s strength control list to be used for clinical assessments.

We showed carers identified by six categories of children: cognitive and intellectual, social and interpersonal, hobby and passions, character and personality, physical and resistant behavior.

Some carers can report that although their child had difficulties with peer interactions, they were also nice, tender, sincere and caring.

Other carers described concerns about cognitive delays, but also described how the children persistent and maintained the tasks.

Qualitative data analysis – in the event that we read the transcripts of the guardian and identified topics – we captured the wealth and details of the unique strengths. In total, we identified 61 unique strengths.

In the case of representatives of community and clinicists, we used this to develop a control list based on strengths Can.

This type of research will provide evidence needed to implement national guidelines and develop better evidence about how strengths can be used to improve the results. We want to develop the best practices of combining fears and strengths with feedback, supporting plans and intervention strategies.

What can guardians and clinicians do now?

Support programs, including the national disability insurance program (NDIS), often require families to emphasize what children cannot do. Despite this, there are practical ways in which carers and clinicians can ensure that the child’s strengths are stored in the front and in the middle.

In the case of carers, as well as discussing fears, think and talk to clinicians about the strengths of the child. Make sure that clinicians remember this when developing support.

For both carers and clinicians, it can be helpful to think about the features often seen as challenges – such as the sturdy need for routine – as well as potential strengths. This can lead to modern ways to support children. With the right environment and support, these features can be valuable assets in the child’s development.

For clinicists, think about how strengths of a child can inform about your rating and intervention strategies. Make sure you don’t focus only on what children cannot do or need support.

Clearly communicate about the strengths of the child and think about how these strengths can:

• support the long -term development and goals of the child. If a child develops in routine and pays special attention to details, showing how to accept these strengths, he can teach them how to operate them to achieve their own goals and be more independent

• be the target of intervention. Everyone must experience success. Designing activities around strengths can make the intervention more pleasant and addictive and the effects are more strong

• be used to support families. Helping families in focusing on their strengths and improving the way family members speak and support each other, creates a positive environment in which everyone can feel valued, respected and care.

Focusing on strengths, we want to create more effective and personalized support for children in neurodevelopmental conditions to achieve full potential.

Building a sturdy approach based on evidence will support ensure that the strengths of children will be consistently considered in assessing and planning interventions.

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Read more: Are you thinking about ADHD, autism and your child’s development? What should you know about obtaining a neurodevelopmental assessment

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