Whole Child Assessment Connection, Context,

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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

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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

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Purpose

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

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Population

• Children ages 3-15
• Twice Exceptional Children
• Gifted Children
• Families

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Process

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

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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

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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)

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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.

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Preparation for Session I

• Review paperwork
• Prepare questions and clarifications
• Set up rooms based upon particular needs
• Begin outlines of report

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Session I (parents)

• Presentation
• Dynamic of couple/family
• Parents perception of Child
• Congruence
• Nature of questions
• Family history
• Connection
• Parents agenda/goals

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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

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Session II- The Childs Time to Be

• Observation
• Interaction
• Reaction
• Initiation
• Transition
• Closure

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Considerations Childs

• Focus and presentation
• Ability to trust
• Quality and style of interactions
• Behaviorinhibition or impulsiveness
• Emotional life
• Nature and style of disclosures
• Maturity and developmental stage
• Asynchronous traits
• Unique characteristics and qualities

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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?

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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

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Session IIIParent Feedback

• Review Report
• Explain evolution of
• thoughts and
• recommendations
• Discuss strategy and
• application of observations
• Respond to questions
• and concerns

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ResultsParents

• 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 parentsmore
  prepared to meet the needs of their unique child.

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ResultsChildren

• 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 dont have to let my challenges control
  my behavior anymore.
• Happiness
• My parents love me again.
• Renewed confidence
• I AM smart.