TM Twice-Exceptional Newsletter 2July/August 2008 For parents, teachers and professionals. Issuee 29 Helping twice-exceptional children reach their potential. Featured in this Issue
Our focus in this issue – anxiety and mood disorders.
Anxiety in 2e Kids Two psychologists experienced in working Page with gifted, 2e children respond to 2e News- letter’s questions on the topic. Read what Pat 3 Schuler and Dan Peters have to say. Quote
These amazing children A Positive Approach to By Linda Powers Leviton, MA, LMFT Page Leviton desribes her approach to helping 10 are not deficient; they Change in 2e Families families understand underlying reasons for confilct and to finding positive solutions. are different. We would all do better to remem- Raising My Bipolar, By Marcia McKinley Page ber this and learn to A mother describes the challenges of iden- Gifted Son tifying the causes of her son’s frightening 14 embrace these differ- behavior and finding the right help. ences for the benefit of us all. Also Inside – Cindy Little From the Publishers...... 2
Depression: Facts and Resources...... 8
Suicide: Facts and Resources...... 9
! The Educators Guild...... 13
Conference Coverage...... 19
Smart But Stuck: A Talk by Myra Orenstein, PhD...... 21
Dr. Sylvia Rimm: Can We Talk About My Sister’s Son?...... 22
Bob Seney on Books: The London Eye Mystery...... 23
Parents’ Perspective: “I Am a Crazy Rabid Squirrel. I Want My Cookies”...... 24
Events...... 25 2e From the Publishers Welcome! Happy Summer to our subscribers and friends in the northern hemisphere from 2e: Twice-Exceptional Newsletter! A fact was recently stated in the New York Times: 57 million people a year are diagnosed with a mental disorder. In our schools children are regularly screened for hearing, vision, and speech disorders; but little if anything is done to screen for mental disorders. For this reason, parents, teachers, and others who work with children need to be aware of the signs that might indicate that a child is struggling with mental illness. In this issue we focus on two of the most common types of mental disorders: anxiety and mood disorders. In our lead article two psychologists who work with gifted and 2e children, Patricia Schuler and Dan Peters, share their expertise on anxiety. Mood disorders are the topic of several other articles. In one, Marcia McKinley gives a first-hand account of raising a gifted child with bipolar disorder. Two other articles provide facts as well as sources of additional information on depression and suicide. Then, in another article on mental health, psychologist Linda Powers Leviton describes how therapy can offer a positive approach to change in 2e families. You’ll also find our regular columns and features in this issue plus some additional coverage of sessions at the 2008 AEGUS conference. We hope that our subscribers are taking full advantage of the benefits that come with subscribing to2e Newsletter. The main benefit is having access to all of the articles that have appeared in the newsletter over the past five years plus other articles that appear only on the web. Subscribers can also order back issues and purchase booklets from the Spotlight on 2e Series at a discount. Be sure to check out our new blog. You can find it at:http://2enewsletter.blogspot.co m. See page 19 for a description. We thank you for reading and supporting 2e Newsletter. – Linda Neumann and Mark Bade Glen Ellyn Media July, 2008
2e: Twice-Exceptional Newsletter is a bi-monthly publication about twice-exceptional children, children who are gifted and who have LDs – learning difficulties that go by many names, including learning disabilities, learning disorders, and just plain learning differences. Our goal is to promote a holistic view of the 2e child – not just the high IQ, or the quirkiness, or the disabilities, but the child as a whole person. Comments and suggestions are always welcome by phone, fax, or e-mail.
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Editorial Board: Susan Assouline, EdS, PhD; Susan Baum, PhD; Kathi Kearney, MA Ed; Deirdre Lovecky, PhD; Marlo Payne Rice, MS; Linda Kreger Silverman, PhD; Joan Franklin Smutny, MA; Meredith Warshaw, MSS, MA.
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2e Newsletter • July/August 2008 www.2eNewsletter.com 2e Featured Topic Anxiety in 2e Kids
According to the U.S. Department of Health and Hu- Separation anxiety and specific phobias appear to be man Services, anxiety disorders are among the most com- most common in children between ages 6 and 9. General- mon mental, emotional, and behavioral problems during ized Anxiety Disorder, Social Anxiety Disorder, and Panic childhood and adolescence. About 13 of every 100 chil- Disorder are more common in middle childhood and ado- dren and adolescents between the ages of 9 to 17 experi- lescence. ence some kind of anxiety disorder. More girls are affected than boys. More than half of those with anxiety experience What are the Signs that a Child has Anxiety? an additional disorder such as depression. Schuler: Some signs that can develop include: headaches, Some common types of anxiety disorders are: stomachaches, backaches, difficulty relaxing, low energy, • Generalized Anxiety Disorder: extreme, unrealistic difficulty sleeping, muscle twitches. In the extreme, anxi- worry about everyday life activities ety can lead to panic attacks, nightmares, and phobias. • Panic Disorder: periods of intense fear accompanied by a pounding heartbeat, sweating, dizziness, nausea, Peters: Anxiety also can take the form of avoidance, as or a feeling of imminent death children, and adults for that matter, like to avoid what • Separation Anxiety Disorder: difficulty leaving parents they are afraid of. For example, children who have undiag- • Phobias: unrealistic and excessive fears of certain nosed learning problems may avoid school, or ask to go situations or objects to the bathroom just before it’s their turn to read out loud. • Obsessive-Compulsive Disorder: repetitive thoughts Other times, anxiety takes the form of behavior problems. and behaviors Children may begin to act out verbally or physically when • Social Anxiety Disorder: fear of being watched and anxious, causing their behavior to be misinterpreted as judged by others and of embarrassing oneself a behavior problem. Finally, anxiety may be more readily • Post-traumatic Stress Disorder: the result of apparent, as when children worry constantly, when they experiencing a very stressful event and then feeling as begin to cry “for no reason,” when they talk about being if the event is being relived through strong memories scared, or when they are suffering from their drive toward or other kinds of troublesome thoughts. perfection. 2e Newsletter submitted a list of questions about anxiety in twice-exceptional kids to two psychologists ex- When Should Parents Seek Treatment for Anxiety and perienced in working with gifted 2e children: Pat Schuler from Whom Should They Seek It? from New York and Dan Peters from California. Following Peters: Parents should seek treatment when there’s a are their edited answers. noticeable change in a child’s behavior or the child’s func- tioning becomes impaired – for example, when the child’s Who Develops an Anxiety Disorder and When? often sick, not sleeping well, avoiding required responsi- Pat Schuler: There is a continuum of anxiety disorders bilities like school and family obligations, and social activi- from childhood to adulthood. The manifestations may be ties like birthday parties and sports. Treatment should different in children, but the basic disposition toward anxi- also be sought when children refuse to participate in an ety begins in childhood. In gifted kids and 2e kids, anxiety activity they previously enjoyed. often develops when they start school, unless the environ- Schuler: Some other signs that indicate the need for treat- ment recognizes and acts on their asynchronous (uneven) ment include: development. Also, there are disorders associated with • Making comments about how stressed or worried anxiety such as Tourette’s Syndrome and Asperger Syn- they are drome. • Nail biting • Dan Peters: Anxiety disorders can occur at any age, de- Clinging behaviors • pending on the child’s biological sensitivity, personality Not wanting to go to school • traits, and the presenting situations and stressors. The Headaches/stomachaches/nausea/ symptoms are the same as those in adults once an anxiety vomiting related to a particular disorder develops. situation (like going to school)
2e Newsletter • July/August 2008 www.2eNewsletter.com 2e Featured Topic Anxiety in 2e Kids, continued
• Avoidance of certain tasks or being alone caffeine, and lack of exercise are thought to exacerbate • Social isolation anxiety, but not cause it. Regularly getting a good night’s • Repeated signs of distress (temper tantrums, rest, eating a healthy diet, exercising, and minimizing caf- frequent crying) feine intake can help minimize anxious symptoms. • Excessive or unrealistic worry Schuler: There is also what Foxman calls a “biological sen- • Excessive need for reassurance sitivity” or a sensitive temperament for developing anxiety. • Excessive concern about competence • Loss of appetite or undereating Are there Certain Triggers for Anxiety? • Difficulty relaxing or chronic hyperarousal Peters • Significant change in academic achievement : Anxiety may ensue when one is: • • Behavior problems (eg, running away, defiance, Feeling under pressure with little respite • aggression) Striving for excellence in all aspects of functioning • • Repetitive behaviors the child is driven to perform. Experiencing constant low-grade worrying • Hypersensitive to bodily sensations (ie, “I’m having Peters: Treatment should be sought from a licensed men- trouble breathing, there must be something very tal health professional who specializes in, or has training wrong with me.”). and experience in, assessing and treating anxiety in chil- Schuler dren. : There can be many external and internal triggers, depending on the child’s age and situations. • Are Gifted Kids in General, and 2e Kids in Particular, External triggers include: lack of nurturing during More Prone to Developing Anxiety Disorder? critical periods of child development, divorce, any type of abuse, lack of intimacy in the family, rigid Peters: 2e children appear to be more prone to developing role models, performance pressures, drug/alcohol anxiety due to their challenges. As we know, gifted chil- abuse in the family, type of discipline used, parents’ dren are highly intense, sensitive, and may tend toward or teacher’s own anxiety, lack of an optimal match perfectionism. Having a disability/challenge/difference between the child’s capabilities and the educational that impairs functioning, such as attention problems, im- environment, media, environmental threats (ie, injury, pulsivity, difficulty relating to others, and difficulty reading, theft, natural disaster), bullying, sibling relationships. places an additional burden on them. • Internal triggers include: anxiety-prone personality, Schuler: Dr. Paul Foxman talks about the “Anxiety Person- fear of failure and/or success, anger about or fear of ality Style” in his book, The Worried Child: Recognizing having a disability, strong need for control, low self- Anxiety in Children and Helping Them Heal. He states that esteem, fear of strong emotions. the anxiety-prone child is usually a “responsible, depend- able, and motivated…good student, strives to do well Do Anxiety and Depression Tend to Go Together? academically, wants to please adults and peers, seeks Peters: Anxiety and depression commonly go together and approval and reassurance, usually well-behaved, difficulty are often thought to be “opposite sides of the same coin.” with assertiveness, tends to be perfectionistic, high ex- That is, some children become depressed (sad, hope- pectations, may be unusually disappointed or frustrated less, helpless), then develop anxiety (fear, worry, panic) in with mistakes or imperfect results, and oversensitivity to response to prolonged feelings of vulnerability. Others be- criticism or rejection.” All behaviors we see with many come anxious, then develop depression after long periods 2e kids! They are hypersensitive and live in the world of of being overwhelmed and stressed. Finally, some people “shoulds” and may have “all-or-nothing” thinking. simultaneously develop symptoms of both anxiety and depression. What Part Does Genetics Play and What Role Do External Factors Play? As mentioned earlier, it’s important to seek a trained mental health professional who has experience with both Peters: Genetics is thought to play a strong role in the children and anxiety to determine whether expression of anxiety. As such, anxiety tends to run in your child is suffering from anxiety, depres- families. External factors such as lack of sleep, excessive sion, or both. It can’t be stressed enough 2e Newsletter • July/August 2008 www.2eNewsletter.com 2e Featured Topic Anxiety in 2e Kids, continued
that effective treatment comes from a thorough under- more adaptive ones. standing of the problem. • Mindfulness-based techniques. These complement the cognitive-behavioral techniques and are similar Schuler: It may be difficult to distinguish between anxiety to them. They teach children to notice their anxious disorder and depression. Depression is identified if the thoughts (but not to believe them) and to stay present child displays the following symptoms more than half the in the moment, as most anxious thoughts are future- time: sleep problems, loss of interest in enjoyable activi- based. Finally, these techniques, as well as cognitive- ties, low motivation, and low energy. behavioral psychotherapy, teach breathing as a way to prevent becoming anxious and as helping when one How is Anxiety Disorder Treated? feels anxious. Peters: Treating anxiety begins with a thorough assess- • Practice. Anxiety is overcome by doing what one is ment – an extensive interview with a trained professional afraid of, whether it be walking to school alone, going – in order to understand the nature of the anxiety, how it to a party, or taking your driving test. The practice is affects the child, and the environmental circumstances or often set up to start with “baby steps” towards the stressors that may be causing or contributing to the anxi- ultimate goal. ety. From there, an effective treatment plan can be devel- • Reducing external stressors. Minimizing these can oped which may include: sometimes significantly reduce anxiety. • Psychotherapy with a cognitive-behavioral emphasis. • Medication. If the child’s functioning continues to be This approach is the most effective in treating anxiety. impaired after these interventions are implemented, It begins with educating children about anxiety, and it a medication evaluation by a child psychiatrist or includes teaching them to identify and recognize the behavioral pediatrician is recommended. Some thoughts responsible for their anxious feelings, and children do need medication to deal challenging and changing their anxious thoughts into with their significant anxiety; and,
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Information and Information and resources to help resources to help parents understand, teachers identify and support, and raise teach 2e students. a 2e child.
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2e Newsletter • July/August 2008 www.2eNewsletter.com 2e Featured Topic Anxiety in 2e Kids, continued
as mentioned earlier, chronic anxiety can turn into goal is to know this about oneself and learn the strategies depression. But trying non-medication approaches to effectively deal with it when it occurs. In other words, first is strongly recommended. anxiety can become an old friend who comes to visit now Schuler: Other treatments include assertiveness training, and again, then is invited to leave. play therapy, bibliotherapy, imagery, and examining nutri- tion and exercise patterns. Also helpful are learning how to What is Some Advice to Parents for Dealing with Anxi- advocate, how to relax and why, how to control stress, how ety Disorder in their Children? to handle too much activity, and how to develop compe- Peters: First, anxiety is real. It’s very uncomfortable and tence in order to develop confidence. Sometimes the best can be debilitating. It’s important to find a balance among treatment is a change in the educational environment empathy, understanding, and firmness to help children (eg, new teacher, class, school, homeschooling) to reduce deal with and overcome their fears. Next, anxiety is very anxiety. Family therapy can also be very effective in reduc- treatable. Don’t wait for it to go away on its own, as anxi- ing stressors. ety often grows and expands to other areas of life. Find a Some children I’ve worked with have reacted positively trained professional and nip it as soon as possible. to herbal remedies such as camomile tea (for calming Schuler: Become knowledgeable about the disorder and kids and inducing sleep), St. John’s Wort (for depression), understand its manifestations in your 2e child. Make your kava (for anxiety and insomnia), valerian (for sleep), hops kids aware that improved diet, exercise, and sleep are (for anxiety, restlessness, and sleep disturbances), and components of feeling better and reducing their anxiety. passionflower (for nervous tension). Any herbal or homeo- Also helpful for your 2e children are helping them to be pathic remedy should be prescribed by an integrative me- assertive, learning relaxation techniques, and dealing with dicinal doctor or a naturopathic doctor. family conflict. Fostering communication and connection with your child How Long Does It Take for Treatment to Take Effect? is critical. Eliminate negative criticism and unrealistic Schuler: It’s difficult to say. It depends on the situation, expectations and – one of the best techniques of all – do the willingness of the family to bring the child for treat- something healthy and positive with your child. So many ment, and the motivation of the child to work on relieving anxious gifted kids just want time to “veg” with their par- the stress. For example, a family brought a child for treat- ents and have them just listen! ment who was experiencing tremendous distress in a Know your child’s rights in school if an IEP or 504 Plan is classroom because of a mismatch between his personality in place. Try to work with the school in understanding the and learning styles and the teacher’s personality and in- environmental stressors and what can be done to reduce structional style. The family opted to homeschool him, and them. Know what compensation strategies will work for his anxiety was relieved almost immediately. Most situa- your anxious child; and, most importantly, be a role model tions are not immediate but take weeks or months for the for your child on how to deal with anxiety in your life. effect of treatment to be seen.
Peters: It varies. I’ve often found anxiety to be reduced or What is Some Advice to Teachers for Dealing with eliminated within three months of treatment; however, it Anxiety Disorder in their Students? could take up to six months. Peters: It’s important for teachers to consider that behav- Can a Child be Cured of Anxiety Disorder or is It More a ior problems exhibited by a student may be the result of Matter of Learning to Control It? fears and worries. A combination of firmness and empathy is recommended. Children need to overcome and face Schuler: For some children, a cure is possible. For many their fears, yet may need accommodations when they are others, it’s learning how to control and react to stressors struggling. in positive, healthy ways. Schuler: Teachers can help a student who Peters: Often, one is hard-wired to be anxious; and the
2e Newsletter • July/August 2008 www.2eNewsletter.com 2e Featured Topic Anxiety in 2e Kids, concluded
has an anxiety disorder in several ways. Most important is you can tell your teachers about them and so that you can demonstrating that they care about these kids and trying reach your goals and be successful. to understand the world of the anxious child. Other ways are: Pat Schuler, PhD, NCC, LMHC, is a national certified coun- • Recognize the significant difference between test- selor and a licensed mental health counselor in the state taking skills, understanding, and knowledge. Many 2e of New York. Her practice, Creative Insights, is located in kids understand high-level concepts but do poorly on Castleton, New York. She specializes in working with gifted sequential assignments, quizzes, and tests. Finding kids and their families, on issues related to underachieve- alternate ways of communicating understanding goes ment, perfectionism, anxiety, and other exceptionalities, a long way in helping a child who has performance particularly OCD, Asperger’s, AD/HD, and Tourette’s anxiety. Syndrome. • Provide a safe environment where everyone gets what he or she needs. Dan Peters, PhD, is a licensed psychologist in California. • Model that it’s okay to make mistakes. He is in private practice in Napa and with Quest Family • Help children learn relaxation techniques to use when Guidance Center in San Ramon, California. He specializes they start to feel stressed out. in the evaluation and treatment of children, adolescents, • Be aware of social stress and how kids tease and and families with special emphasis on giftedness, anxiety, bully. and twice-exceptional individuals. 2e
What is Some Advice for a Child? Some Recommended Reading on Anxiety Peters: You can feel better than you do right now! Your anxiety, fears, and worries are not you; they’re uncomfort- For Kids from Dan Peters: able thoughts and feelings that can be eliminated and • Maier, I. (2004). When Lizzy was afraid of trying managed. You can learn strategies and techniques to new things. Washington, DC: Magination Press. overcome your fears and worries; it just takes an open (ages 3-7) mind and willingness to work at it. Just because you have • Lester H. (2003). Something Might Happen. fearful or worrisome thoughts, it doesn’t mean they’re Boston: Houghton Mifflin/Walter Lorraine Books. always true. It takes courage to ask for help and face your (ages 4-8) fears, yet it’s much easier than living with them. • Hipp, E. (2008). Fighting Invisible Tigers: A Stress Management Guide for Teens (3rd ed.). Schuler: Understand that anxiety is a normal feeling that Minneapolis: Free Spirit Publishing. (teens) everyone experiences. Sometimes it can motivate us to For Adults from Pat Schuler: practice and do well. Other times, when situations are too • Bourne, E. J. (1990). The anxiety & phobia much, your sensitive temperament and personality type workbook. Oakland, CA: New Harbinger. react by being anxious. You can help yourself by learning • Chansky, T. (2004). Freeing your child from about your temperament and personality type, and what anxiety. Broadway Books. the clues are that you are anxious. • Foxman, P. (2004). The worried child: Recognizing Another really important thing that can help is to learn anxiety in children and helping them heal. how to relax. You can’t be anxious and relaxed at the Alameda, CA: Hunter House. same time! Find someone who can help you control your • Rapee, R. M., Spence, S.H., Cobham, V., & Wignall, stress and stop unwanted thoughts or behaviors. Also, A. (2000). Helping your anxious child. Oakland, CA: learn about what foods are good and bad for anxiety, New Harbinger. how to recognize stress at home and school, and when • Sizemore, T. (2007). I bet I won’t fret: A workbook to speak up for yourself. Learn that sometimes medicine to help children with generalized anxiety disorder. or herbal remedies can be helpful to reduce your anxiety. Oakland, CA: New Harbinger. And finally, learn what strategies really work for you so See more recommendations on our website.
2e Newsletter • July/August 2008 www.2eNewsletter.com 2e Featured Topic Depression: Did You Know? • Depression is one of the three most commonly • According to the NIMH, younger children with diagnosed mood disorders. The other two are: depression may do the following: − Dysthymia, a low-grade, chronic depression − Pretend to be sick − Bipolar Disorder (also referred to as manic − Refuse to go to school depression), extreme mood swings punctuated by − Cling to a parent periods of generally even-keeled behavior. − Worry that a parent may die. • Depression is more than the "blues" that everyone Older children with depression may: experiences – feelings of sadness that eventually − Sulk pass. It’s an illness, not a character flaw or a − Get into trouble at school weakness. People who suffer from depression cannot − Be negative and irritable shake it off. They need help to overcome it. − Feel misunderstood. • There is no single known cause of depression. It • The symptoms of depression in children are easy to most likely results from a combination of genetic, mistake for the normal mood swings that occur as biochemical, environmental, and psychological children move through developmental stages. factors. (National Institute of Mental Health (NIMH)) • Parents who suspect that their child is depressed can • The incidence of childhood depression has been do the following: growing steadily, and the age at which it first appears − Reduce or eliminate their child’s consumption of in children continues to drop. sugar and caffeine, which destabilize moods. • As many as 10 percent of children suffer from − Increase the child’s level of exercise, especially if depression before age 12. (Niehart, 2001) he or she has not been recently active. • Before puberty, boys and girls are equally likely to − Encourage the child to maintain or build social develop depression; but by age 15, girls are far more relationships with true peers. likely than boys to do so. (NIMH) (Niehart, 2001) • Some experts are convinced that gifted children are • Many gifted and 2e children have traits that appear to more likely to suffer from depression, while others be related to childhood and adolescent depression as believe the evidence does not support that claim. well as suicide: • Research has consistently shown a link between − Perfectionism children with learning disabilities and depression. − Sensitivity • Effective treatments for depression include − Introversion counseling, education, and antidepressant − Feelings of loneliness and alienation medication. (Webb & others, 2007, p. 153) 2e
More Information about Depression • “Adolescence and Gifted: Addressing Existential Dread” • “Depressive Disorder in Highly Gifted Adolescents” (www.sengifted.org/articles_counseling/Ellsworth_ (www.gt-cybersource.org/Record.aspx?NavID=2_ AdolescenceAndGiftedAddressingExistentialDread. 0&rid=13872) shtml) • “Teens and Depression” (www.webmd.com/ • “Bright Star – Black Sky” depression/guide/teens-depression) (www.sengifted.org/articles_counseling/Jackson_ • Hoagies Gifted website (www.hoagiesgifted.org/ BrightStarBlackSky.shtml) depression.htm) • “Depression and Suicide in Children and • Uniquely Gifted website (www.uniquelygifted.org). Adolescents,” Mental Health: A Report of the Surgeon General (www.surgeongeneral.gov/library/ mentalhealth/chapter3/sec5.html)
2e Newsletter • July/August 2008 www.2eNewsletter.com 2e Featured Topic Suicide: Did You Know? • Suicide is one of the leading causes of death among − Exposure to suicidal behavior of others, including adolescents. friends or media portrayals. • In many cases, people who kill themselves suffer from (Cottrell & Shaughnessy, 2005) some form of depression. • Warning signs for suicide include: • An attempt at suicide is a call for help that should 1. Talking about suicide never be ignored. Even jokes made about committing 2. Talking about hopelessness or helplessness suicide should be taken seriously. 3. Preoccupation with death • Risk factors for suicide include the following: 4. Loss of interest in things − Alcohol or substance abuse 5. Giving away possessions − Family loss or disruption 6. Setting business in order − Family history of suicide 7. Suddenly seeming happier or calmer − Psychiatric disorders 8. Disturbances in eating or sleeping − Impulsiveness 9. Previous suicide attempts. − Adverse life events • Antidepressant medication may slightly increase a − Easy access to lethal methods child’s risk of suicide, but researchers state that the benefits of these drugs far outweigh the risk. 2e
Help and Information on Suicide
• “A Psychological Autopsy of the Suicide of an • National Suicide Hotline 1-800-SUICIDE (1-800- Academically Gifted Student: Researchers’ and 784-2433), connects the caller to the crisis center Parents’ Perspectives” (www.geniusdenied.com/ nearest to the caller. (http://hopeline.com/4/map. articles/Record.aspx?NavID=13_23&rid=13861) asp) • “Suicide among Gifted Adolescents: How to Prevent It” • Uniquely Gifted website (www.uniquelygifted.org/ (www.gifted.uconn.edu/nrcgt/newsletter/spring01/ mood.htm) sprng012.html) • Hoagies Gifted website (www.hoagiesgifted.org/ Reference depression.htm) Cottrell, S. & Shaughnessy, M. (2005). Learning about • “An Overview: Understanding and Assessing Suicide gifted children: An interview with Dr. Edward R. in the Gifted. (www.counselingthegifted.com/articles/ Amend: About the emotional needs of gifted kids. giftedsuicide.html) Available from www.sengifted.org/articles_learning/ Amend_AnInterview.shtml. 2e
More Information about Depression, concluded
References National Institute of Mental Health. Depression. Available Webb, J., Gore, J., Amend, E. & DeVries, A. (2007). A from www.nimh.nih.gov/health/publications/depres- parent’s guide to gifted children. Scottsdale: Great sion/complete-publication.shtml Potential Press, Inc. 2e Niehart, M. (2001). Depression and gifted children. Duke Gifted Letter, Volume 1 / Issue 2 / Winter. Available from http://www.dukegiftedletter.com/movabletype/ mt-tb.cgi/15)
2e Newsletter • July/August 2008 www.2eNewsletter.com 2e T h e r a p y A Positive Approach to Change in 2e Families By Linda Powers Leviton, MA, LMFT First, I’m just playing the way I normally play. Then we lose a game, and my coach teaches me a dif- In the words of therapist Virginia Satir, “All parents are ferent way to kick. I have to practice a lot because the best parents they know how to be.” We all want to be- I’m used to my old way of kicking, and I don’t like lieve that our parents loved us. Yet, when faced with their to have to do it differently. But, after a lot of prac- shortcomings and human failings, some of which might tice, it becomes my normal way of kicking, and we have really hurt our ability to grow and feel good about win the next game. So I’m happy that I am doing ourselves, we can’t help but have some doubts. A key to it the new way. Pretty soon, the new way becomes moving forward is to let go of blame; blame stops us from the only way I do it. The hard part is overcoming healing old wounds that are still affecting us by coloring the resistance to trying something new, and prac- our present-day relationships and current sense of self. ticing until it becomes the new norm. Virginia Satir (herself 2e because of early hearing How does the transformation happen with families loss) is known as the “Mother” of Conjoint Family Therapy. when the resistance to change is multiplied by the number She felt that many relationship challenges we face later of family members who must agree to and practice this in life originate in the primary “Ma-Pa-Kid” relationship. new way of relating? The answer is family therapy, which Instead of blaming the parents (or the child) for the is vital to coordinating the positive adjustments needed in “problem,” she stressed the importance of understand- the system. When I can help families understand underly- ing current behavior in the context of those early learned ing reasons for conflict, parents and children can work coping responses. For example, if as a child, your parents together to co-create positive solutions. punished you for crying, you probably learned how to stifle your tears. You also might have given crying a meaning Working with the Families of Twice-exceptional Children such as being “bad,” or “manipulative,” or “weak.” If you Many difficulties experienced by the families of twice- applied this same meaning to tears in an adult context, exceptional children are due to a “failure of imagination.” your learned coping response would prevent you from By activating creativity, I help families find happier ways of showing compassion and creating connection. More than interacting, ways that reflect some important things I’ve that, your own inability to cry would rob you of a reason- learned as a therapist over the last 35 years: able way to express your own pain. Did your parents • All people want to be seen, acknowledged, accepted, purposely try to hurt you when they discouraged tears? and appreciated for who they are, not just what they Probably not. More likely it’s just what they learned in are capable of doing. their childhood, or a response to the fear and inadequacy • All people want to get along, feel love, and experience they felt as parents when you cried. Blaming them doesn’t some kind of connection with the people in their lives. move you closer to accepting your tears. Only understand- • All people want to feel enough trust and safety to ing the source of your behavior, and making a conscious be authentic and congruent, especially in their own decision about the future, will bring about potential new homes and with their families. Congruent behavior behaviors. takes into account your needs (by asking clearly for what you want), the needs of others (by asking and The Need for Family Therapy considering what they might want) and the require- Usually people seek family therapy when they have hit ments of the circumstances in this current context. a wall. Something, often an outside source (a “foreign ele- It also means that what we say and how we say it ment” in Satir-talk) has thrown a wrench into the workings match. So, if someone is saying “yes,” but frowning of the former “status quo.” In order to achieve a new sta- or shaking his head while he says it, you cannot trust tus quo, a system must go through a very uncomfortable that “yes” is what he really means. period that Satir called “chaos.” Nobody enjoys this pro- • All people need to feel capable, productive, and valu- cess, but some people are so uncomfortable with it, they able in whatever area they place their attention and prefer to endlessly experience the status quo because it effort. is familiar. One of my young clients likened it to her experi- Families with twice-exceptional children have a ence with soccer: ready-made point of entry into therapy because
2e Newsletter • July/August 2008 10 www.2eNewsletter.com 2e T h e r a p y A Positive Approach, continued the children are the “identified patients.” However, even if better understand and support each other in the positive the kids know what’s going on and why, they can’t explain and constructive ways that can create a more satisfying themselves without an interpreter, they don’t know how family, regardless of the nature of the challenge. The key to modify patterns of behavior, and they lack the power to is to turn blame into constructive understanding, concrete enact change. The parents, on the other hand, often don’t support, and encouragement of the effort overcoming a understand why their children act the way they do. That’s challenge involves. where Whole Child Assessment (WCA), the process that I follow, comes into play. [See the related article on the Facilitating Change website to find out how this process works.] I use inter- Learning new skills and practicing them is one of the views, history-taking, observation, direct play, and discus- ways family therapy facilitates change. These are some sion with a child to understand a variety of factors about basic underlying assumptions that drive change: the individual, as well as the family as a whole. With WCA, • All human beings deserve to be treated respectfully I can usually get a good feel for learning style, personal- (to be distinguished from respecting someone, since ity, temperament differences, exceptionalities and their respect is something that must be earned). implications, and often an understanding of the family • All family members deserve to be treated kindly and, dynamic. Through this process I see the big picture, which in return, can be expected to treat others with kind- participants can miss. ness (ie , sarcasm is unkind). Seeing the big picture makes it possible to answer • Effective communication is the only way people can questions like these: What is typical for most families with be expected to know what is wanted or expected of this configuration, what is developmentally appropriate them. for children at a given age, and what needs an overhaul • Behaving with emotional and behavioral consistency as opposed to a tune-up? These questions can only be is the only way people can learn to trust each other. answered in the context of a particular family’s circum- • Trust is earned and lost based upon experience. stances. It’s here that knowledge of the “normal” process (When the trust account is empty, it’s difficult to give for the gifted and twice exceptional is essential, given that someone the benefit of the doubt.) the gifted typically have very asynchronous (uneven) de- There are many ways to model and integrate these velopment. Intellectually, gifted children may function like ideas within the family. However, the outside world is often adults; but physically and emotionally, they may act their not kind, nor congruent, nor trustworthy; and it certainly chronological age (or younger). In addition, they may have doesn’t always treat us respectfully. This is especially learning or emotional challenges (or both). Family therapy true when dealing with exceptionalities and their innate helps the family untangle the knot of challenges and use contradictions and confusions (such as being gifted, but this information to create smoother, more joyful family sometimes lacking the ability to demonstrate those gifts). interactions. Therefore, it’s even more important to create a safe haven In my experience as a family therapist, working with within the family system to support change, a major goal gifted families is always interesting because they tend to of family therapy. make progress quickly and dramatically when they con- What would the world be like if we saw every problem sistently apply the communication and life strategies we as an opportunity for creative problem solving, for celebra- work together to create. Sometimes, however, the learning tion of difference, and for strengthening our support of curve is steep. Because the gifted are used to being able each other instead of as an occasion for blame, disap- to “fix” problems quickly and easily, having patience and pointment, and proof of inadequacy? It’s a difficult transi- taking mutual responsibility for change is not always easy. tion to make, but every highly successful person has had Add to this a type of denial that one colleague calls the failures. I believe that the way these successful people “Defective Loin Syndrome” – that there is nothing really were treated in their family of origin made all the differ- “wrong” with the child (he or she is “just lazy, or spoiled, ence in how they turned those failures into opportunities. oppositional, controlling, bad, etc”) – and you have a It’s never too late to bring about positive change within recipe for frustration, family conflict, and hopelessness. your family; sometimes it just takes an out- However, with loving encouragement, most families can sider to help guide the process.
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Selected Readings Linda Powers Leviton, M.A., Alberti, R. & Emmons, M. (1970). Your perfect right. Cali- is a Licensed Marriage and fornia: Impact. Family Therapist and direc- tor of the west coast office Dinkmeyer, D. & McKay, G. (1976). The parent’s hand- of the Gifted Development book: Systematic training for effective parenting. Min- Center, in Granada Hills, nesota: American Guidance Service. CA. She helps individuals, Faber, A. & Maizlish, E. (1999). How to talk so kids will lis- couples, and families with ten & listen so kids will talk. New York: Avon. social, emotional, or educa- Gordon, T. (1976). PET in action. New York: Wyden. tional problems, particularly those related to being twice Keirsey, D. & Bates, M. (1978). Please understand me. exceptional. She has developed a qualitative method California: Prometheus Nemesis. of helping parents better understand and nurture their Miller, A. (1981). The drama of the gifted child, New York, children called Whole Child Assessment; using interview, Basic Books. interaction, and observation of a child, she is able to un- Nelson, J. (1981). Positive discipline. California: Sunrise. cover personality, learning, and temperament information that an IQ or achievement test would miss. She can be Satir, V. (1983). Conjoint family therapy. California: Sci- reached through her website: www.leviton.org or by email: ence and Behavior Books. [email protected]. 2e Schwab, J. (1990). A resource handbook for Satir con- cepts. California: Science and Behavior Books.
Virginia Satir’s Change Model 1. Status Quo The normal and familiar way of thinking about or doing something 2. Introduction of the A life cycle event, such as a birth, death, move, starting a new school, etc Foreign Element Something happens or is learned that changes the way an individual or family thinks about the Status Quo. 3. Chaos The uncomfortable state of figuring out how to deal with the new event or information This stage can range from a steep learning curve to a stressful feeling of disintegration and chaos. It is also a choice point about whether to retrieve the familiar old status quo, which may no longer work well in the new circumstance, or to move into a new Status Quo. 4. Resources The choice to grow by moving to a new Status Quo Enlisting a therapist to help guide the process is useful, but all sources of support and information are helpful during this stage. 5. Practicing and Integration Applying new knowledge and skills to old or new situations The individual and the family become familiar with the new knowledge and skills and can integrate them with old behaviors and past experiences. 6. New Status Quo Accepting the new behaviors and ideas as the norm A new, more appropriate Status Quo is established.
2e Newsletter • July/August 2008 12 www.2eNewsletter.com 2e R e s o u r c e The Educators Guild: A Profile
Would you like to have a free consultant that you The reason behind the Educators Guild becomes could call on when you need help coming up with lesson clear in a brochure the Davidson Institute has created to plan ideas or figuring out differentiation strategies for your promote the Guild. A quote used in the brochure states: gifted or 2e students? You do, or at least you would, if “The boy failed my class…And not that many years later you were a member of the Davidson Institute’s Educators he’s teaching college…. No aptitude at all for long division, Guild. The Guild is a national service for educators and but nevermind. It’s him they ask to split the atom.” And others committed to meeting the needs of gifted students the question is raised in the brochure: Could the next Ein- from elementary through post-secondary levels. If you’re stein be sitting in your classroom? 2e concerned about coming up with the money to join the Guild, you don’t have to worry. Membership is free to any- one who signs up on the website (www.educatorsguild. More about the Davidson Institute org). The Educators Guild is one of a number of programs The Davidson Institute for Talent Development offered by the Davidson Institute for Talent Development, offers programs and services to support profoundly a non-profit foundation that nurtures the nation’s brightest intelligent children and adolescents, their families, students. The foundation was started in 1999, when the and the educational community that serves them. In highly successful creators of educational software, Jan addition to the Educators Guild, the Institute offers and Bob Davidson, decided to use proceeds from the sale the following: of their company to benefit gifted children. They chose this • Davidson Young Scholars, a program aimed at cause as the focus of their philanthropy because they saw nurturing profoundly intelligent children aged 5 the gifted as “one of the most underserved and neglected through 18. Participants receive free services in student populations in America’s educational system.” the areas of educational advocacy, talent and On the Educators Guild website, visitors can sign up to interest development, and peer connections. join an online community – an e-mail discussion group. Its • Davidson Fellows, a program which awards schol- purpose is to provide a forum where gifted and talented arships to students who have made significant teachers and administrators can share ideas and experi- contributions in science, mathematics, technol- ences and seek information and advice. In addition, ac- ogy, literature, music, or philosophy cording to the Educators Guild’s Aimee Cummins, “Many • THINK Summer Institute, an intense three-week new resources are released through this discussion list, residential summer program for exceptionally and I believe the participants really appreciate having this gifted 13- to 16-year-old students held on the information and outlet to connect with one another.” campus of the University of Nevada, Reno Other areas of the website offer articles, resources, • The Davidson Academy of Nevada, a free public and back issues of the electronic publication Educators day school for profoundly gifted learners on the Guild Post. As far as the free consultation goes, here are campus of the University of Nevada, Reno the areas, in addition to lesson plan ideas and differentia- tion strategies, where you can get help: For more information, visit the Davidson Institute • Assessment tools and options website: www.ditd.org. 2e • GT program design for your district • Tools for advocating within your school/district • Staff development opportunities.
2e Newsletter • July/August 2008 13 www.2eNewsletter.com 2e Featured Topic Raising My Bipolar, Gifted Son By Marcia McKinley come a very aggressive mini-lawyer, looking for loopholes in the rules. For example, after trying to staple a playmate, Nathan’s dad and I knew our son was gifted almost Nathan pointed out that the list of household rules, posted from the time that he was born. At three months old, when prominently on the refrigerator, did not include not sta- he was fussy, we calmed him not by rocking and sing- pling people. When I expanded the list to include “No hurt- ing but by counting. At a year, he spent hours in his crib ing other people in any way,” and he threw something at “reading” his board books. At 20 months, he looked at our the dog, Nathan claimed that the list did not mention ani- house number and said “That says two-thousand-one-hun- mals. Although his language did not fail him, my language dred-sixty-six,” and he was right! At 22 months, when we – my reasoning or my empathizing – could not reach him. asked him what came before zero, he said “minus one.” In the middle of his rages, it often seemed that he could By two and a half years, it was clear that he wasn’t only not even hear me. And the death stares that he gave dur- flipping through his board boards; he was actually reading ing his rages scared me. them. And, by four, he had begun teaching himself alge- When not in the middle of a rage, Nathan would bra. Because his abilities were so advanced, we decided never dream of hitting, kicking, biting, stapling, or throw- to homeschool him once he approached school age; he ing things at any person or any animal. He was very sweet continued to soar. and loving. He hugged, kissed, and cuddled both people and animals. In fact, sometimes his desire to hug was Emotional Extremes itself a problem; he didn’t understand that other children, Despite his obvious intelligence, Nathan had social especially boys, sometimes wanted personal space. His and emotional delays. His tantrums seemed excessive, tenderness was touching. He visited my grandmother the even when he was two. They sometimes escalated to the day before she died. He held her hand so gently and told point that he hit other children, and they lasted for a very her how happy she would be to see her husband again [in long time. At first, I thought that maybe our expectations heaven]. After his rages, he was extremely apologetic and of Nathan were just too felt terrible about his be- high. He was large for his havior. Sometimes, he was age and cognitively so much Nathan pointed out that the list of household so ashamed of his own be- more mature than his peers. rules... did not include not stapling people. havior that he hit his head Maybe people were expect- repeatedly with his hands ing him to act like he was five or banged his head against (since that’s how he looked and talked) rather than two. In the wall. addition, he was radically different from his peers, but not Seeing these moments of sweetness gave me hope yet able to understand the reason for those differences. and motivated me to continue to look for an answer for When playing store, for example, he didn’t understand Nathan. I tried everything that I knew to do. Nathan and that his peers couldn’t give him correct change, not that I read all of the children’s books I could find about emo- they were trying to cheat him or to play the wrong way. I tions. We played numerous social skills games. I poured sympathized with the frustration that I was sure he felt. over books like The Difficult Child, Your Defiant Child, Your Over time, Nathan’s rages only became worse. Some- Explosive Child, and Raising Your Strong-Willed Child. times, his tantrums were related to not getting exactly Although I had never had an excessive number of rules, I what he wanted; other times, they seemed random. More pared my list of rules back to only those that were abso- than once, I abandoned a cartful of groceries while I car- lutely essential – those that involved not hurting others. ried a screaming, crying, kicking Nathan out of the store; I looked for every possible opportunity to positively rein- as he grew and became heavy, this became increasingly force him. I tried setting up a formal behavior-modification difficult. One time, when he was seven, he tried to block program. I took him to see a therapist on a weekly basis my way into the bathroom because he was mad at me. (whose main function, as far as I have been able to see, Sometimes, in the middle of his rages, Nathan’s was to teach him chess). verbal intelligence and logic did not fail him. He could be-
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Was Homeschooling to Blame? In fact, it was not homeschooling that led to a lack of Many people blamed Nathan’s social and emotional socialization; it was his behavior. Understandably, some difficulties on the fact that he was being homeschooled parents – including my own sister – were reluctant to let and lacked adequate social exposure. I pointed out that their children play with Nathan. Also, it was becoming dif- research does not suggest that homeschooled children ficult to find babysitters willing to deal with his behavioral are socially delayed. Plus, I had always placed a high prior- issues. With our relationship becoming more and more ity on social interaction. Along with the many preschools contentious, Nathan’s father and I decided to send him he attended when younger, he participated in group to school for fourth grade. We did not believe that this activities, such as Kindermusik and swimming lessons, change would influence Nathan’s social skills, but we had many play dates, and participated in homeschooling hoped that it would help me retain my sanity. In addi- co-ops. tion, the timing seemed ideal, as children in our
What Is Bipolar Disorder? disorder and AD/HD are really separate disorders or By Marcia McKinley different forms of the same disorder. • Over 50 percent of children diagnosed with bipolar Bipolar disorder is a psychiatric condition in which disorder are also diagnosed with multiple anxiety the affected person swings between the two poles (or disorders. extremes) of mood: mania and depression. There are • Approximately 50 percent meet the criteria for two forms of bipolar disorder. conduct disorder. • Bipolar I: Individuals experience at least one full- • Ten percent are on the autism spectrum. blown manic episode and at least one (but usually Other disorders that may occur with pediatric bipolar more) depressive episodes. disorder are Tourette’s Syndrome, oppositional defiant • Bipolar II: The manic episodes (called hypomania) disorder (ODD), borderline personality disorder, and ob- are less severe and usually include irritability and sessive-compulsive disorder (OCD). explosions of temper. If these difficulties aren’t enough, diagnosing bipolar In order to meet the criteria of the Diagnostic and disorder in gifted children is even more difficult. Gifted Statistical Manual of Mental Disorders (the DSM-IV), de- children are often very intense by nature. As a result, pressive episodes must last for at least two weeks, and gifted, bipolar children may continue to pursue their manic episodes for one week. Often, adults experience interests until they are exhausted, which may lead to ir- stability between episodes. ritability, which they then express intensely. In addition, Until recently, many mental health professionals gifted children are often perfectionistic; and their failure didn’t believe that bipolar disorder could occur in child- to meet their high expectations may also cause irritabil- hood. One reason for this misperception is that children ity. Finally, gifted children who are placed in environ- usually don’t fit this same pattern. Instead, they cycle ments that cannot accommodate their intellect may also between moods very quickly, often several times within experience frustration and irritability or, alternatively, a day. In addition, the hypomanic stages of bipolar disor- depression. der in children (called pediatric or early-onset bipolar dis- order) almost always involve rages and temper tantrums. Adapted From • Diagnosing pediatric bipolar disorder is also com- Papolos, D., & Papolos, J. (2006). The bipolar child: The definitive and reassuring guide to childhood’s most misunderstood disorder. plicated by the fact that it often occurs with other disor- New York: Broadway Books. ders. For example: • Webb, J. T., Amend, E. R., Webb, N. E., Goerss, J., Beljan, P., & • Over 93 percent of children diagnosed as Olenchak, F. R. (2005). Misdiagnosis and dual diagnoses of gifted children and adults: ADHD, bipolar, OCD, Asperger’s, depression, bipolar also meet the criteria for AD/HD, leaving and other disorders. Scottsdale, AZ: Great Potential Press. 2e researchers undecided about whether bipolar
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district change schools at this point. So, all of the kids in the other children about Nathan’s differences, but they the district would be new to the school, not just Nathan. just didn’t understand. Who could blame them when the I was not surprised when his rages continued in adults in his life still didn’t understand? school. Nathan could not pick up on other students’ social cues, no matter how anyone tried to point them out. One Was it AD/HD? day, when he finished a test early, the teacher would not In school, Nathan was struggling with certain aspects let him get a book to read. Nathan stalked her around the of his work. He clearly knew the information that was be- room, frightening her and disturbing the other children. ing presented and often much more. However, he blurted Being called into the principal’s office embarrassed him, out answers, interrupted other people, and was easily but his rages continued. The school counselor put him distracted (except about math topics). He also lost tools on a behavioral modification schedule, in which teach- critical for his work and was disorganized. These behav- ers gave Nathan points for good behavior. However, if he iors and characteristics all affected his grades. I wondered didn’t like the ratings, he just tore up the forms. if part of Nathan’s difficulties was AD/HD and if his impul- Nathan’s rages – combined with his obvious bril- sivity (including his rages) was a symptom of that. Unfor- liance – made him an outcast with the other children, and tunately, warnings in the popular press about the overdi- he became even lonelier. His teacher, who was wonder- agnosis and overmedication of AD/HD made Nathan’s ful, said that she spent half of the class day talking with father reluctant to let him see a psychiatrist.
Symptoms Of Pediatric Bipolar Disorder By Marcia McKinley The following symptoms urgent, feelings of om- adult requests) asleep, night terrors are very common in chil- nipotence) • Problems with peers or nightmares, and dren with pediatric bipolar • Hallucinations or delu- (eg, being very bossy or trouble waking in the disorder: sions bullying) morning) • Aggressive behavior • Hoarding or collecting • Racing or rapidly • Suicidal thoughts • Extreme anxiety objects or food changing thoughts • Worsening of • Cravings for carbohy- • Easily humiliated or • Rages and temper tan- symptoms with drates and sweets shamed trums antidepressants. • Deliberate destruc- • Hyperactivity • Rapid cycling between tiveness • Hypersexuality in the depression and elevat- Developed From • ed mood Lombardo, G. T. (2006). • Difficulty regulating absence of sexual Understanding the mind body temperature abuse • Rapid speech of your bipolar child: The • Distractibility • Great imagination and • Restlessness/fidgeti- complete guide to the de- • Elation (eg, periods of creativity ness velopment, treatment, and parenting of children with being extremely silly, • Impulsivity • Risk-taking behaviors bipolar disorder. New York: giddy, or goofy) • Lying • Low self-esteem St. Martin’s Press. • Periods of low energy • Marked inflexibility • Self-mutilating behav- • Papolos, D., & Papolos, J. (2006). The bipolar child: and withdrawal • Marked irritability ior The definitive and reassur- • Feelings of grandios- • Oppositional/defiant • Sensitivity to stimuli ing guide to childhood’s ity (eg, thinking that behavior (eg, negativity, • Separation anxiety most misunderstood disor- der (3e). New York: Broad- his/her beliefs are disobedience, hostility, • Sleep disturbances way Books. 2e all-important and refusal to comply with (eg, difficulties falling
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Finally, however, we had no choice. In a bizarre in- and at least one refused to treat Nathan, saying that the cident (too involved to fully explain here), Nathan was combination of his intelligence, AD/HD, and bipolar disor- in a bathroom stall at school. He was convinced (with der made the situation too complex for him to treat. some good reason) that someone on the other side was Finally, after seven months and five different doc- pushing the door to keep him in, so he kept pushing and tors, we found a wonderful child psychiatrist who was pushing the door, in part to try to get out and in part from willing to take Nathan as a patient. Within a week on a anger. In reality, the lock was down; unfortunately, in his relatively low dosage of a mood stabilizer that the doctor rage, he wasn’t able to see that. As a result, each time he prescribed, Nathan stopped raging. While he still gets up- pushed the door, it bounced back at him and the metal set, his tantrums now consist of stomping off and sulking lock banged against his forehead, just above his eye. The briefly. On the recommendation of his psychiatrist, Nathan result was a huge goose egg on his forehead. When I saw is seeing a new therapist, one who specializes in treating it, I knew we had to do something else for him. Now, his social delays. Now, Nathan no longer loses control when inability to control his emotions was not only socially harm- he gets upset. Instead, he uses the techniques he learns ful, it was also causing serious physical damage. in therapy to help him calm down and to solve his social problems. Self-diagnosis As one of his teachers has said, Nathan has changed I told Nathan we were taking him to see a doctor, and “2,000%” since he began treatment for bipolar disorder. he surprised me by asking, “Mom, am I like that little boy, As a result of these changes, I no longer feel like I have David?” I had no idea what he was talking about, so he to walk on eggshells in my own house. In fact, I will begin went to his room and retrieved an old issue of a parenting homeschooling him again next year. Nathan’s interac- magazine he had taken from my office. He flipped to an tions with everyone – family, peers, and teachers – have article about a young boy, David, who had bipolar disorder. improved, and he is gaining social confidence. His self-im- Apparently, months earlier, he had read the article about age is improving as well. Most important of all, Nathan is David and recognized his own behavior and feelings. In happy. He says that before he was on the medication, he fact, Nathan even told his teacher that he thought he felt like he was a good kid trapped in a body that did bad knew what was wrong with him. Unfortunately, he hadn’t things. Now, he can just be a good kid, which makes all of shared that information with his dad or me. us very, very happy. A neuropsychologist I knew quickly squeezed Nathan onto his calendar. When he asked Nathan to plot his Marcia McKinley is an Associ- moods, my son’s drawings looked like waves. During the ate Professor of Psychology at peaks of the waves, Nathan reporting feeling angry; this Mount St. Mary’s University in was when he threw his temper tantrums. During the down Emmitsburg, Maryland. Her cur- phases, he was sad, hated himself, tried to hurt himself, rent research interests include and didn’t care if he was alive. The interview, as well as homeschooling, the identification my descriptions of his symptoms, confirmed Nathan’s self- and development of gifted children, diagnosis of bipolar disorder. In addition, computerized and individual differences in math- testing confirmed my suspicion that Nathan has AD/HD. ematical abilities. She is also in the process of writing an Now, we had an idea what was going on. However, ob- adolescent psychology textbook. She can be reached at taining appropriate psychiatric care proved more difficult [email protected]. because our small town has few child psychiatrists. In fact, finding child psychiatrists almost anywhere is difficult, as See the next page for Marcia McKinley’s list of recom- there are fewer than 5,000 nationwide. Those in our area mended reading on the topic of bipolar disorder. 2e who were accepting new patients had long waiting lists;
2e Newsletter • July/August 2008 17 www.2eNewsletter.com 2e Featured Topic Recommended Resources from Marcia McKinley
Children’s Books Books for Parents • Brandon and the Bipolar Bear: A Story for Children • The Bipolar Child: The Definitive and Reassuring with Bipolar Disorder, by Tracy Anglada: a short, Guide to Childhood’s Most Misunderstood Diagnosis, fictional story of a child with bipolar disorder by Demitri Papolos, M.D. and Janice Papolos: the • Matt the Moody Hermit Crab, by Caroline C. McGee: a “bible” of pediatric bipolar disorder short, allegorical novel about a young crab diagnosed • Bipolar Kids: Helping Your Child Find Calm in with and treated for bipolar disorder (Because of the Mood Storm, by Rosalie Greenberg, MD: this book’s longer length, 109 pages, it may be more comprehensive coverage of bipolar disorder appropriate for older children than the other books interspersed with clinical vignettes listed here.) • Understanding the Mind of Your Bipolar Child: The • My Bipolar Roller Coaster Feelings Book & Workbook, Complete Guide to the Development, Treatment, by Bryna Hebert: the story of Robert, who tells what and Parenting of Children with Bipolar Disorder, by it’s like to have bipolar disorder; has an accompanying Gregory Lombardo, M.D., PhD: a detailed description workbook, which is sold separately of how bipolar disorder may manifest itself at different ages (from infancy through late adolescence) and First-Person Accounts suggestions for ways to help bipolar children function • Intense Minds: Through the Eyes of Young People effectively at various ages with Bipolar Disorder, by Tracy Anglada: a description of pediatric bipolar disorder using the words of young On the Web people who suffer from it and adults who grew up • Child and Adolescent Bipolar Foundation with it (www.bpkids.org) • Mommy I’m Still In Here: One family’s Journey • The Juvenile Bipolar Research Foundation with Bipolar Disease, by Kate McLaughlin: the (www.jbrf.org) 2e heartbreaking story of one family’s struggle with bipolar disorder • An Unquiet Mind: A Memoir of Moods and Madness, the autobiography of Johns Hopkins psychiatry professor Kay Redfield Jamison, which explores the relationship between bipolar disorder and creativity in the lives of many famous artists and writers (Also by the author: Touched with Fire: Manic-Depressive Illness and the Artistic Temperament)
2e Newsletter • July/August 2008 18 www.2eNewsletter.com 2e Conference Coverage AEGUS 2008 Learning Outside the Lines: Understanding Gifted Students Who Think Differently Among the speakers at the 2008 AEGUS conference in people can achieve a sense April was Jonathan Mooney, author of The Short Bus and of purpose in education, co-author of Learning Outside the Lines. and where we alter the en- vironment, not the child. Give Jonathan Mooney a microphone and an audience and he becomes a dynamic, fast-talking, 2e evangelist, a Point 3: Parents and teach- forceful, engaging advocate for those who often don’t get ers must reject a deficit- or a fair shake from school. His presentation emphasizes pathology-based model and three main points; and no matter how much he elaborates accept a diversity model. or strays from those points, he always keeps himself and “Reframe differences and his audience on track. disabilities as diversity – an essential part of what it Point 1: A bright young person with exceptionality has to means to be human,” says have a self-image as someone who can learn. With the Mooney. help of his family and a few teachers, Mooney says he Jonathan Mooney overcame the “association” that’s often part of having If you’ve heard Jonathan cognitive differences. What association? The one that Mooney before, it’s probably worth your while to hear him links LDs or AD/HD to being stupid, crazy, and lazy. LD is again. If you’ve never heard him, you’re missing an advo- not in the body, says Mooney, but in the environment. “My cate with a singular clarity of purpose and mission that disability was ‘dysteachia.’” comes from having “been there” – and escaping.
Point 2: A 2e child must cultivate an ethic of empower- For more information about Jonathan Mooney, see this ment and avoid the “learned helplessness” syndrome, article from the September, 2007, issue of 2e Newslet- which leads to anger, depression, and capitulation. Reject ter: “Jonathan Mooney: Dyslexic Writer, Activist.” Also, the deficit paradigm, says Mooney, and adopt an empow- visit his website: www.jonathanmooney.com. 2e erment model where people matter most, where young
2e Newsletter Blog
Now you can read all about it -- well, before you read all about it in the newsletter or the briefing. We’ve estab- lished a blog and are posting items and news of interest on a weekly basis. Those same items might later be the basis for the monthly briefing, and some might find their way into the newsletter; but if you check the blog each week you’ll be getting your 2e news faster than before. This blog is set up to accept posts and comments, which we’ll welcome from subscribers. For example, this week’s posting noted some six-word “memoirs” from teachers, and we’d like to hear those kinds of memoirs from teachers or parents of 2e kids. Check out the blog at http://2enewsletter.blogspot.com/. 2e
2e Newsletter • July/August 2008 19 www.2eNewsletter.com 2e Conference Coverage AEGUS 2008 Characteristics and Interventions for Gifted Students with Asperger Syndrome
Presenters: Beth Busby to solicit Lois Baldwin, EdD, a supervisor and Principal of Special information Education for the Board of Cooperative Educational about home Services of Southern Westchester in White Plains, behavior and New York, and AEGUS President the types of Beth Busby, Twice-Exceptional Consultant, District 11, interventions Colorado Springs, Colorado that work at home. How- Listening to two experienced presenters talk about As- ever, Busby pie kids was certainly worthwhile, but it was the videos in cautioned the Baldwin and Busby session that really had an impact. against over- Busby and her husband Greg recorded interviews both reliance on e-mail in communicating with parents. She with gifted young students who have Asperger Syndrome explained that emotions may be misunderstood in that and with those who raise and teach the students. medium. The young people spoke on topics such as how they Videotaped interviews with parents of Asperger stu- handle school; how teachers can help; social relation- dents offered insights into their offsprings’ natures and ships; and reflections on having Asperger’s. One student how to deal with them. “You’re not going to get a square described his difficulty with essays and literature, es- peg to fit into a round hole,” observed one parent. “You’re pecially the “less mechanical” parts involving emotion. going to have to love the angles that go with it.” “It’s so cloudy I can’t seem to fully grasp it,” he admitted. To conclude the session, Busby and Baldwin chose Another young man, when asked why he likes math, could a poignant video clip in which a young person implored, not answer; his attention was completely focused on the “Don’t judge us and don’t cast us out because we’re dif- video camera that was focused on him. A third gifted ferent.” A life without differences, he added, “is not life at young man said he finds homework “too troublesome,” all.” 2e even though he understands the material. The presenters used the interviews to introduce or illustrate teaching points such as how weakness in social Social Learning Assistance: cognition might influence intervention planning, or ways Tips from Lois Baldwin and Beth Busby besides homework that an Aspie student can prove his or • Create the following: her knowledge. − The need for communication The presenters offered tips and techniques for deal- − Communication starters ing with social deficits in school sidebar( ); for helping − A conversation checklist Asperger’s students with writing; and for planning in- − Lunch groups. terventions based on characteristics such a difficulty in • Role play. topic shifting, sensory sensitivities, and fight/flight/fright • Provide direct communication therapy for responses. They also listed characteristics that may not be disorders of pitch, volume, rhythm, etc. impaired in Aspies, such as the ability to accumulate spe- cialized information or the ability to comply with rules. The presenters encouraged teachers in the session to communicate with the parents of gifted Aspies and
2e Newsletter • July/August 2008 20 www.2eNewsletter.com 2e Conference Coverage A Talk by Author Myrna Orenstein, PhD Smart but Stuck On May 20, 2008, psychotherapist Myrna Orenstein • Imprisoned intelligence. They seem bored and just get was the featured speaker at a monthly gathering of In by in school. Touch, a group of high school educators, parents, and • Fearful avoidance. They won’t try anything new. community mental health professionals that meets in An important part of working effectively with twice-ex- the western suburbs of Chicago. Her topic, and the focus ceptional students is understanding “the chasm,” Oren- of her work, are “smart people with LDs.” The title of stein’s term for the paralyzing embarrassment followed by Orenstein’s talk was taken from the title of her 2007 book: shame that can accompany LDs, especially those that are Smart but Stuck: How Resilience Frees Imprisoned Intel- undiagnosed. Another of Orenstein’s terms for the chasm ligence from Learning Disabilities (an update of an earlier is “an acutely embarrassing brain freeze.” version of the book). Parents and teachers need to recognize that bright Orenstein talked about the difficulty of defining LDs. children with LDs can feel intense embarrassment due to During her talk she switched among several terms: learn- their perceived “stupidity.” When this embarrassment hap- ing deficit, learning discrepancy, and learning disability. pens over and over, it becomes embedded in long-term She explained that some confusion surrounds the term memory and can lead to experiencing a type of shame learning disability. In her opinion, if your academic culture that Orenstein describes as destructive. Constructive demands that you perform in your area of deficit, then you shame, she explained, can prompt a change in behavior; have a learning disability. However, the term has taken on but shame that is too intense, happens too often, and a very specific meaning under the federal law IDEA (Indi- lasts too long is destructive. It results in loss of hope and viduals with Disabilities Education Act). For that reason, in apathy. she uses the other LD terms, deficit and discrepancy, as Learning achievement and performance don’t happen well to address a broader range of issues that can affect in the presence of destructive shame, Orenstein empha- learning, such as emotional and behavioral issues. sized. She said that it leads to what Freud called “antici- Orenstein offered some insight into what it’s like to pation anxiety,” the fear that this cycle of embarrassment feel both “very smart in some areas and very stupid in and shame will happen again and that the individual is others.” She explained that if we are smart, we expect never safe from it. learning to be fast and easy. In our areas of strength, According to Orenstein, once educators understand that’s true; and it becomes our inner expectation. How- the chasm, they can recognize the danger of using shame ever, when we run into something that’s hard for us, we as a motivator in the classroom. A much better motivator, become disappointed in ourselves and end up believing she explained, is creating empathic connections. Students we’re stupid. That label becomes integrated into our in- can pick up on a teacher’s enthusiasm about them, she ner world, and we begin to create internal explanations to said, and that can make a real difference. “Even a bad make ourselves feel better, explanations like “I don’t really grade is better received,” she stated, “if you have a per- care about learning that.” Use of this strategy helps us sonal relationship with the student.” eliminate our emotional connection to the areas we find An educator who has forged a personal relationship problematical. with a student may then be in a position to help that stu- Orenstein listed for the audience, many of whom were dent face his or her chasm. It requires helping the student unfamiliar with the concept of twice exceptional, some come to terms with the limitations that LDs impose and clues that can indicate that a bright child has LDs: finding ways to work around them. “Teach resilience,” • Motivational malaise. Students know they’re bright, Orenstein urged, “to help students overcome their weak- but they can’t achieve and they talk of hopelessness. nesses. It just takes having someone believe in your abili- • Embarrassing inefficiency. They work harder than ties.” other students. Another tip Orenstein gave teachers is to validate the • Sagging confidence. They become disheartened. quality of a 2e student’s work, even if the quantity isn’t • Fluctuating competency. Sometimes the students can sufficient. “How many good students are lost,” she asked, compensate for their deficits, and other times they “because they aren’t fast enough?” can’t.
2e Newsletter • July/August 2008 21 www.2eNewsletter.com 2e Dear Dr. Sylvia Can We Talk about My Sister’s Son?
I have a nephew Lying, getting this boy that his mom is Dr. Sylvia who’s 12 years into trouble, and terrific and that he’d bet- Rimm is Q old, extremely A underachieving ter do what she says can a child make a huge difference. An bright, and underachieves suggest serious problems psycholo- to fit in with his peers. It’s for your nephew. While an uncle or a coach who sees gist and been recommended by alternative school for gifted him over the summer and clinical his teachers that my sis- students may help him, tells him the coolest thing profes- ter pursue an alternative and there are often schol- he can do is to become a sor at Case University school for gifted kids, but arships available, I doubt if hard-working, good stu- School of Medicine, author, she doesn’t know where a change of schools will be dent next year can get him newspaper and magazine to turn. She’s a disabled, an easy answer to his prob- started. And, needless to columnist, and radio/TV single mom, which really lems. A boy being raised by say, if your nephew can pal personality. She suggests limits her options. a single mom needs some around with a peer group that reading one of her My nephew is a great kid encouragement by caring that takes schoolwork and books, Why Bright Kids Get but tends to lie and get into males. If you have a broth- honesty seriously, they, too, Poor Grades And What You trouble over the stupidest er who loves his nephew can influence him. Can Do About It (Crown things. His teachers don’t and is a good role model, Try to encourage your neph- Publishing, 1995), over think he’ll make it through he could be of great help ew to get involved in school the summer can help you middle and high school to your nephew and to your sports and extracurricular prepare an underachieving here. He’s bored and sister as well. activities. Those positive child for a good start next doesn’t want the stigma of Twelve-year-old boys are involvements can help him fall. For a free newslet- being a “nerd.” usually very impressed by develop interests and self- ter about underachieve- men they admire; and while discipline. The more posi- ment, organizational skills, Can you help by pointing or AD/HD, send a large us in the right direction? this boy surely loves his tively your nephew is in- mother, boys at this age volved in school, the more self-addressed, stamped Are there schools that take envelope to P.O. Box 32, gifted kids on scholarship? push away from mother’s likely he is to achieve to his protection to search for potential in his academic Watertown, WI, 53094, identity as a male. Mom work. Finally, if none of or vistt her website, is still very important and these approaches reverse www.sylviarimm.com. 2e needs to be strong in set- his problems sufficiently, ting clear limits for her son, your sister should go for but a male who can tell counseling.
Smart but Stuck, concluded
Teachers and parents also need to accept that 2e Throughout her talk, Orenstein focused on the need students cannot perform consistently across the board. to identify and build on each student’s strengths. When it It’s important to help students feel proud of getting a C in comes to a student’s LDs, she called on adults to find a their area of weakness if that’s the best they can achieve. respectful way to talk about them, one that doesn’t regard An LD diagnosis often brings a tremendous sense LDs as character flaws and doesn’t attack a child’s self- of relief, Orenstein explained. Students then realize that esteem. there’s a reason why their self-esteem is low. They see it’s not true that they don’t try hard enough or that they’re For more information on Myrna Orenstein and her lazy. Learning the cause of their struggles can bring “new book, as well as articles on LDs, visit her website: coherence and cohesion to their lives.” www.smartbutstuck.com. 2e
2e Newsletter • July/August 2008 22 www.2eNewsletter.com 2e Bob Seney on Books Must-Read: The London Eye Mystery
Well, it happened again! In find Ted and Kat working together in a matter of less than a week, spite of the traditional sibling rivalry I received four recommenda- that exists between an older sister tions for a “Must Read” book, and younger brother. Dowd tells the so I ordered a copy. Upon its story with humor, weaving a very intri- arrival, I immediately set down cate path that leads the pair across and began to read Siobhan London. It’s Ted who finally makes the Dowd’s The London Eye Mys- connection among apparently uncon- tery. Originally published in nected facts. There are several layers England in 2007, its first Amer- here, and not the least of these is the ican printing was in February fact that Ted has Asperger Syndrome. of 2008. So far, this book, for His own description of his mental pro- kids ages 9 to 12, is my most cesses to his cousin is especially poi- favorite “summer read.” gnant and interesting. We come away What we have here is a from The London Eye Mystery not only classic mystery tale told from with insight into Asperger’s but with a the point of view of our hero, new respect for those who have this Ted, who has as he says “a condition. funny brain that runs on a dif- So, if you’re looking for a really fun ferent operating system from summer read, I certainly recommend other people.” His unique Siobhan Dowd’s The London Eye Mys- thinking processes and logic eventually solve the problem tery. Entertaining, informative, a good mystery, wonderful of his missing cousin. Here is the plot. characters, humor – what more could you want? Ted’s Aunt Gloria has accepted a position in New York, Happy Reading! but before she and her son, Salim, leave, they stop off to visit Ted’s family in London. In planning their stay, Salim Professor Emeritus Bob Seney is requests a trip to and a ride on the London Eye, “the Gi- retired from teaching in the Masters ant Bicycle Wheel in the Sky.” While standing in a long of Gifted Studies Program at Missis- line to get tickets, a man offers them a free ticket, claim- sippi University for Women. At confer- ing that his fear of heights won’t let him go up after all. ences, he often presents a session Since Ted and his sister, Kat, have both been on the Eye titled “What’s New in Young Adult several times, they accept the ticket for Salim. After care- Literature.” Reach him at bseney@ fully keeping sight of Salim’s pod and following it up and muw.edu. 2e around, they are surprised when he does not get off as it arrives at the unloading dock. Kat goes to check the pho- tos taken of the passengers in each pod, and Ted stays to More from Bob Seney check out the next pod just in case they were mistaken. Finally, they must accept the fact that their cousin has 1. For the past couple of reviews, I have been touting disappeared. Rick Riordan’s Percy Jackson and the Olympians se- What follows is a series of clues and adventures that ries. I have just finished the fourth book in the series: The Battle of the Labyrinth: Book 4. This may be the best one yet! For a list of books reviewed or mentioned in past is- sues of 2e Newsletter, go to the books section of our 2. Found some great summer reads? Pop me an website: www.2eNewsletter.com/books.htm. email: [email protected].
2e Newsletter • July/August 2008 23 www.2eNewsletter.com 2e Parents’ Perspective “I Am a Crazy Rabid Squirrel. I Want My Cookies!”
By Sarah Garrison movies, and getting “Temple of Doom” replays every 10 minutes or so is going to send me right over the edge. As part of his Tourette Syndrome, my son Origami has One night, out of nowhere, Origami decided to re-en- what our family calls “extreme echolalia,” and what his act Shakespeare’s Henry V. We saw that play over a year therapist calls “re-enactment mode.” Whatever you call it, ago. Why Origami chose Henry V is anyone’s guess, but I when Origami’s brain is on autopilot, he tends to fill dead have to say that the quality of Origami’s material did not air with full-fledged, accurate re-enactments of some make the constant barrage of noise any easier to tolerate. book or movie he recently read or enjoyed. The re-enact- As with so many facets of life with Origami, the full ments include sound effects, different voices for different impact of re-enactment mode cannot be appreciated by characters, etc. I am not referring to snippets of books people who have not experienced it first-hand. or movies; I mean Origami will, quite literally, re-enact an Recently, during one of Origami’s regular therapy ap- entire novel or movie verbatim if given the opportunity. pointments, I heard all kinds of shrill, frantic noises, all Re-enactment mode differs distinctly from Origami’s in Origami’s penetrating clear voice, bouncing down the “lecture mode.” Lecturing has always helped Origami clinic’s long hallway. I began to panic for a moment, think- process, synthesize, and build on information he has ing that perhaps I needed to dash down the hall, inter- acquired. Lecturing also helps Origami calm himself. Re- vene, rescue the therapist, and bring Origami back to his cently, we instituted a new ritual, wherein Origami gives senses. Then I reminded myself that Origami’s therapist me a five-minute lecture on is an extremely capable a topic of his choice prior young man, and the weekly to his tae kwon do class. If One night, out of nowhere, Origami decided to appointments provide me Origami does not give me re-enact Shakespeare’s Henry V. with a bit of respite – so I this lecture, invariably he went back to my book. After will give it to an innocent by- a while, Origami and his stander once he arrives at his class. I look at what I do as therapist, S, appeared. a sort of service to the community. Besides, a five-minute “Is everything okay?” I asked. lecture is much easier to endure than the thirty- or forty- “Yes,” S said. “I just asked Origami to show me re-en- minute lectures Origami prefers to give. actment mode.” We all loathe re-enactment mode, though. It is inter- “Ohhh….” Now I understood what had happened. “So, esting at first, but after being subjected to it for 10 or 12 how did that go?” S’s eyes widened a bit. “I have to say, hours per day, one starts to seriously wonder about the those were the longest five minutes of my life,” he replied. exact contents of the Geneva Convention. I have never seen more than 10 minutes of “Over the Hedge” [from Sarah Garrison lives on a big hill in New Jersey with her which the article title quote is taken]. While the anima- husband, two cats, and her two sons, whom she has tion is pretty good, I harbor a deep hatred of that movie, homeschooled for the past six years. She is notoriously thanks to many dozens of re-enactments of it that have camera-shy as well as somewhat distractible. 2e taken place in my kitchen. I never liked “Indiana Jones”
2e Newsletter • July/August 2008 24 www.2eNewsletter.com 2e E v e n t s July 10-13, 2008 ADDA National Conference, Minneapo- Back Issues Available lis, Minnesota. For adults with AD/HD and the profession-
als who work with them. More information at www.add.org. October 2003 (#1): Understanding 2e children July 18-20, SENG 25th Annual Conference, Salt Lake City, December 2003 (#2): Public policy and 2e kids Utah. For parents, educators, and others. More informa- February 2004 (#3): Homework and 2e kids tion at www.sengifted.org. April 2004 (#4): AD/HD in gifted children July 27-August 1, Edufest, Boise State University, Boise, June 2004 (#5): 2e Advocacy and the Montgomery Idaho. For educators, also includes a parents’ day. More County Public School System information at www.edufest.org. August 2004 (#6): Assessment and evaluation
September 16-20, 11th Conference of the European October 2004 (#7): Supporting students Council for High Ability, Prague, Czech Republic. Official December 2004 (#8): A look at output, the work that twice-exceptional students produce – or fail to produce language: English. For professionals and educators. More information at www.echa2008.eu. February 2005 (#9): Viewing learning and behavior problems through the lens of neuroscience October 17-18, 14th Annual New England Conference on April 2005 (#10): Parenting 2e children the Gifted and Talented (NECGT), Mansfield, Massachu- June 2005 (#11): Autism spectrum disorders setts. For parents, educators. For More Information email August 2005 (#12): Teaching 2e students [email protected] or see www.necgt.org. November 2005 (#13): Dyslexia as the second “e” October 30-November 2, National Association for Gifted January 2006 (#14): Schooling alternatives Children Annual Conference, Tampa, Florida. For parents, March 2006 (#15): Different learning styles educators, and other professionals. More information at May 2006 (#16): Identifying 2e kids www.nagc.org. July 2006 (#17): Older 2e kids November 20-21, WWW.What Works & Why, Clarksville, September 2006 (#18): Writing and organization Maryland. For educators, administrators, clinicians, par- November 2006 (#19): CAPD ents. By IDL (Individual Differences in Learning). More January 2007 (#20): The emotional side of 2e children information available soon. March 2007 (#21): “Other” exceptionalities – TS, CP
For state association conferences relating to gifted- May (#22): 2e Down Under – Australia, New Zealand ness, see Hoagies’ website, www.hoagiesgifted.org. July 2007 (#23): Sensory integration issues For additional conferences on learning differences, September 2007 (#24): Response to Intervention see the website of the Council for Exceptional November 2007 (#25): Helping gifted kids with ASD Children, www.cec.sped.org. 2e January 2008 (#265): Learning about 2e March 2008 (#27): Focus on attention May 2008 (#28): OCD plus more! Electronic (PDF) back issues are $7.00 ($3.00 for sub- scribers). Print back issues are $8.50 including US shipping ($5.00 for subscribers). Bulk discounts are available. A complete set of all back issues is $100 for print, $50 for PDF.
To order: see www.2eNewsletter.com, e-mail [email protected], or call 630.293.6798.
2e Newsletter • July/August 2008 25 www.2eNewsletter.com