How to Make Peace With Your Inner Critic (Part I)
How you answer these two question will tell you a lot about how you relate to the most important person in your life—YOU. Take a few deep breaths and ask yourself the following questions:
QUESTION 1 - What happens to your body, mind, and spirit when you are faced with your inadequacies, failings, shortcomings, and flaws?
QUESTION 2 - How do you handle any thoughts, feelings, or sensations that might come up for you in those moments?
Seriously, sit with these questions for as many moments as you may need. You may even go ahead and grab a paper-and-pencil.
Click the image above to read more or
How to Make Peace With Your Inner Critic (Part II)
CHOOSE SELF-COMPASSION OVER SELF-ESTEEM
Self-esteem is a Western social construct that takes for granted your intrinsic value as a human being. When you prioritize self-esteem, your worth as a human being is dependent on external appraisals of traits that you may possess, some of which you may have no control over (pretty, smart, talented, etc.).
Your self-esteem at the present moment may be based on your most recent experience of success or failure. Self-esteem constantly fluctuates in response to who you believe you are in the present moment, which is based on your successful or unsuccessful navigation of the external world.
Click the image above to read more or
WHAT HAPPENS WHEN WE EXTEND SELF-COMPASSION TO OUR BODIES?
A type of re-birth takes place as we become open to new ways of being inside ourselves with ourselves.
Just like a mother is constantly scanning and observing her newborn infant to learn the unspoken language of its bodily cues with utmost compassion, so too can we begin to listen to our bodies to create an unspoken language of bodily sensations.
We begin to embody ourselves not as a concentrated “self” floating around inside a biological machine but as a sensory being with the capacity to listen to our senses and gather into ourselves for warmth, care, and safety as we go about bearing witness to the full spectrum of life.
Click the image above to read more or
What it is and How to Intervene: Language processing difficulties refer to a specific type of Auditory Processing Disorder (APD). A problem referred to as Language Processing Disorder (LPD) relates only to the processing of language. LPD can affect expressive language (what you say) and/or receptive language (how you understand what others say) (LDA, 2018).
Characteristics
Click the image above to read more or
Visual perception difficulties refer to signs such as missing subtle differences in shapes or printed letters, losing place frequently, challenges with cutting, holding the pencil too tightly, or poor eye/hand coordination.
Children may exhibit some of the following behaviors/characteristics:
Click the image above to read more or
In order to truly understand individuals that therapists work with, one must recognize many multi-cultural variables such as race, culture, gender, religion, sexual orientation, language and many more. Multi-cultural psychology or the multicultural model of human behavior encompasses more than issues concerning race, ethnicity or sexual orientation factors; it also includes socioeconomic status, gender, physical disabilities, language, etc. (Sue et al., 2003).
Click the image above to read more or
Come and Join us for an Informative Discussion on Parenting and Get to know our Center
Who: Dr. Yulla Lamprou & Dr. Alessandra Sax
What: Parent Discussion Group
Where: Learning and Wellness Center, Solomou 9, Kifissia (corner of Kokkota and Solomou)
When: Friday December 22nd, 2017, 6:00pm-8:00pm
Free/Warm Beverages and Holiday Treats will be Served
Please park at Platanos parking nearby (Adrianou 4-14, Kifisia), we will provide 2h parking vouchers
Research indicates that problems with memory can affect storing and consequently, retrieving information for students.
Specifically, three types of memory are important to learning, “working memory”, “short term memory” and “long term memory.” All three types of memory are essential and used in the processing of both verbal and non-verbal information. “Working memory” refers to the ability to hold on to pieces of information until the pieces blend into a full thought or concept. For example, reading each word until the end of a sentence or paragraph and then understanding the full content. “Short-term memory” is the active process of storing and retaining information for a short, limited period of time. The information is temporarily available but not yet stored for long-term retention. “Long-term memory” refers to information that has been stored and that is available for use over a long period of time. Students may also encounter difficulty with auditory memory or visual memory. The most relevant factors to students regarding strengthening their memory are time management, space management and school work management.
Click the image above to read more or
As a first blog entry for our Learning and Wellness Center we decided to share some valuable information regarding Attention Deficit Hyperactivity Disorder as it seems to be rather prevalent in our society. It influences children’s self-esteem and self-perception along with their social interactions and academic performance. This negative influence continues into adolescence and naturally, affects in negative ways family interactions and every day family life.
ADHD, or attention-deficit hyperactivity disorder, is a behavioral condition that makes focusing on everyday requests and routines rather challenging; primarily in ADHD, three dimensions can be observed: inattention (not being able to keep focus), hyperactivity (excess movement that is not fitting to the setting) and impulsivity (hasty acts that occur in the moment without thought).
Individuals with ADHD typically have trouble getting organized, staying focused, making realistic plans and thinking before acting.
Click the image above to read more or
Research suggests that the emotional development of a child has an impact on development in many areas. These areas include development in physical, social, cognitive and emotional domains and all have contributed to a child's ability to adapt to school life (National Association for the Education of Young Children, 2004, as cited in Sax, 2013). Studies of Knitzer and Lefkowitz (as cited in Denham et. al, 2003; as cited in Sax 2013) indicate that young children struggle to develop emotional and behavioral strategies that are necessary to adapt and succeed in school (Knitzer & Lefkowitz, 2005, as cited in Sax, 2013).
Click the image above to read more or
