“Diagnoses — such as ADHD, oppositional defiant disorder, bipolar disorder, depression, an autism spectrum disorder, reactive attachment disorder, the newly coined disruptive mood regulation disorder, or any other disorder — can be helpful in some ways. They “validate” that there’s something different about your kid, for example. But they can also be counterproductive in that they can cause caregivers to focus more on a child’s challenging behaviors rather than on the lagging skills and unsolved problems giving rise to those behaviors. Also, diagnoses suggest that the problem resides within the child and that it’s the child who needs to be fixed.”(Greene, 2014)
“Gifted children with ADHD argue wth parents and teachers about problem behaviours. They have a very difficult time accepting the authority of adults unless they see it as reasonable or just. Gifted children with ADHD feel equal to adults and think logical arguments ought to decide outcomes.”(Lovecky, 2004)
“When we become untrustworthy, children are less likely to cooperate.”(Luvmour, 2017)
“When we view behaviours as intentional, we tend to use disciplinary strategies aimed at a surface target rather than the underlying cause of the behaviour.”(Delahooke, 2019)
“When we appreciate children’s behaviours for what they are telling us about the child’s internal life, we experience a paradigm shift, moving from viewing behaviours negatively to seeing them as providing useful information.”(Delahooke, 2019)
“When a child is challenging, it’s a sign that something is getting in the way of the child meeting a demand.”(Delahooke, 2019)
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