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Whole Child Assessment Connection, Context, & Qualities

Whole Child Assessment Connection, Context, & Qualities. “The greatest gift I can conceive of having from anyone is to be seen by them, heard by them, to be understood and touched by them….” --Virginia Satir. Why Whole Child Assessment?.

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Whole Child Assessment Connection, Context, & Qualities

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  1. Whole Child Assessment Connection, Context, & Qualities “The greatest gift I can conceive of having from anyone is to be seen by them, heard by them, to be understood and touched by them….” --Virginia Satir

  2. Why Whole Child Assessment? • Learning, processing or behavior challenges prevent children from taking or demonstrating full potential on a quantitative IQ test • Dual or multiple exceptionalities take a physical or emotional toll on children • Learning, personality, or emotional differences prevent children from succeeding in current educational settings • Parents want to fully understand their children so that they can parent them successfully, advocate for them effectively and love them the way they need to be loved

  3. Purpose • Educational Choices • Parenting Strategies • Identification of Strengths, Weaknesses • Understanding and Explanations -puzzles -anomalies -exceptions

  4. Population • Children ages 3-15 • Twice Exceptional Children • Gifted Children • Families

  5. Process Contact Commitment • Forms • Anecdotal History • Session I- Parents • Session II-Child • Session III-Parents

  6. Prior to Session I Forms evaluated for: • Personality Typology • Social Functioning/ Behavior • Characteristics of Giftedness • Temperament • Overexcitabilities • Family Relations and Attachment • Problems and Red Flags • Learning Style Characteristics

  7. Forms and Scales • Client Intake • Office Practices/ HIPAA • Developmental History (GDC) • Characteristics of Giftedness (GDC) • Learning Styles Checklist • Behavior Questionnaire (teacher, if applicable) • Introversion-Extroversion Scale (GDC)

  8. Anecdotal History Directions: “ In this history, each of you writes a narrative description of your child. The first session is a time to elaborate upon these written thoughts, stories and concerns. This document should be viewed as an opportunity to illustrate all the ways your child is special and individual. Most parents view it as an opportunity to relive and codify benchmark events and prominent memories. It is one of the few times in life that you are required to brag about how wonderful your child can be, and why. “

  9. Preparation for Session I • Review paperwork • Prepare questions and clarifications • Set up rooms based upon particular needs • Begin outlines of report

  10. Session I (parents) • Presentation • Dynamic of couple/family • Parents’ perception of Child • Congruence • Nature of questions • Family history • Connection • Parents’ agenda/goals

  11. Preparation for Session II Child Observation Room Set-up takes into account: -information from forms -expressed interests -theories that require further exploration -behavior limitations and expectations -emotional limitations (i.e. attachment) -chronological and emotional age

  12. Session II- The Child’s Time to Be • Observation • Interaction • Reaction • Initiation • Transition • Closure

  13. ConsiderationsChild’s… • Focus and presentation • Ability to trust • Quality and style of interactions • Behavior—inhibition or impulsiveness • Emotional life • Nature and style of disclosures • Maturity and developmental stage • Asynchronous traits • Unique characteristics and qualities

  14. Perspective • What does this child want me to know? • How accurate are the parents’ perceptions and what could account for discrepancies? • How does this child compare with the average child of this chronological age? • What makes this child uniquely who he/she is? • What would help this child fulfill his or her passion and potential?

  15. The Report • Identifying Information (name, age, DOB, etc.) • Background (reason for evaluation, family constellation) • Initial Impressions (presentation, running record of session activities) • Skills and Strengths •  Temperament and Sensitivities •  Learning Style •  Personality Typology •  Behavioral Style •  IQ Range Estimate •  Challenges •  Recommendations

  16. Session III—Parent Feedback • Review Report • Explain evolution of thoughts and recommendations • Discuss strategy and application of observations • Respond to questions and concerns

  17. Results—Parents Based on more than 100 Whole Child Assessments: • Greater appreciation and understanding of their child; • A better sense of direction and purpose for their educational choices; • More insight into their own process and background and how it impacts all their relationships; • Awareness of how to be better parents—more prepared to meet the needs of their unique child.

  18. Results—Children • Gratitude: “Thank you for understanding me and helping me understand myself” • Hopefulness: “I can understand why things happen and what I can do about them.” • Improvement: “I don’t have to let my challenges control my behavior anymore.” • Happiness: “My parents love me again.” • Renewed confidence: “I AM smart.”

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