DOCSLIB.ORG

Reynolds GET-IT Program

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Reynolds GET-IT Program Reynolds GET-IT Program SAGE Program Session 1 Life Reminiscence as a Clinical Tool Insert Picture Adapted By: Maureen Dever-Bumba, DrPH (c); USC Sarah Schumacher, DO; USC Original By: Kay F. McFarland, M.D.; USC Donna R. Rhoades, Ph.D.; USC Ellen Roberts, MPH, Ph.D.; USC Edited By: Maureen Dever-Bumba, DrPH (c); USC Nancy A. Richeson, M.D.; USC Sarah Schumacher, DO; USC Joshua T. Thornhill IV, M.D.; USC Jennifer Heffernan, M.D.; UNTHSC Adapted from the University of South Carolina Senior Mentor Program 11/11 Reynolds GET-IT Program Life Reminiscence CM-IV SAGE Program LIFE REMINISCENCE AS A CLINICAL TOOL Goal: You will understand the benefits of life reminiscence and patient-centered interviewing when assessing psychosocial issues, spiritual beliefs, and health perceptions in older adults Session Competencies: Attitudes The student will be able to: 1. Appreciate when and why life reminiscing may be of value to healthcare professionals and older adults Knowledge The student will be able to: 1. Discuss the role of communication skills in patient-provider satisfaction 2. Describe the psychosocial and developmental stages that are associated with older adults 3. Discuss the role of life reminiscence in treatment of depression in older adults Behaviors and Skills The student will be able to: 1. Take, read and interpret a blood pressure and pulse 2. Communicate effectively using active and reflective listening 3. Utilize patient-centered interviewing to conduct a brief clinical life reminiscence. Equipment/Material to Take to the Interview 1. White coat and nametag 2. Blood Pressure Cuff, Stethoscope 3. Senior Mentor/Client Signature/Blood Pressure Card (SAGE card) 4. Senior Mentor/Client Life Reminiscence Discussion guide 5. Instructions 6. MOW parking placard Instructions to Students: Summary and Background: Sometimes we remember because our memories have been triggered involuntarily by a favorite song or tune and sometimes we remember on purpose. Reminiscing gives us a pleasure and a sense of relatedness and connection with what has gone before. Reminiscence allows us to relive events from our past. It is a process which focuses on the personal way we experience and remember events, rather than on chronological or historical Adapted from the University of South Carolina Senior Mentor Program 11/11 Reynolds GET-IT Program Life Reminiscence accuracy. When we reminisce we don’t simply recall random events in a cold factual way. With reminiscing we are able to relive the experiences that are personal to us in a way that is vivid and engaging. Reminiscing encourages older people to become actively involved in reliving and sharing their past with others. Although reminiscence involves recalling past events it encourages the elderly to communicate and interact with a listener in the present. Involving an older person in reminiscing has many benefits for that person. Some of these benefits are: Increase the ability to communicate and practice self-expression. Increase social interaction through the sharing of experiences. Increase feelings of belonging and togetherness. Emphasize the individual identity and unique experiences of each person. Allow the older people to take on a teaching role through the sharing of their experiences. Help people to come to terms with growing older. Encourage creativity. Increase self-worth and provide a sense of achievement. Reduce apathy and confusion, especially in confused or disorientated people. Alleviate depression. Life Reminiscence is different than a related tool, life review. Life review focuses on broad themes like family history, accomplishments, and turning points. This requires that people have the ability to review their life, to select the most important events, to summarize them and find a meaning in them. For some people this may be too complicated. In the life reminiscence, explicit and narrowly focused themes are selected and more structure is given during the interaction. Steps for Module: Step One: Read the article below along with the Senior Mentor/Client Life Reminiscence Discussion Guide at the end of this Session: o Morgan, A. (2003) Psychodynamic Psychotherapy with Older Adults. Psychiatric Services . Vol. 54 No. 12 Step Two: Visit your senior mentor/client. Introduce yourself as a healthcare professional student from UNT Health Science Center in Fort Worth. Thank your senior mentor/client for participating in your education. Inform them that you are not their physician/healthcare professional and you cannot give any medical advice. Ask if your senior mentor/client has any questions before you get started. Begin the session by taking your mentor’s blood pressure. Don’t forget to record it on the blood pressure card and your senior mentor’s/client’s blood pressure log. Have your senior mentor/client sign and date your card. Adapted from the University of South Carolina Senior Mentor Program 11/11 Reynolds GET-IT Program Life Reminiscence Step Three: Choose 2-4 possible themes or areas that you think you will concentrate on during this interview. Possible themes and approaches are listed later in the instructions. Think about how these themes may relate to developmental stages, tasks, or difficulties in later life. Involve the mentor in the final choice for starting point. Step Four: Conduct a brief (1/2 -1 hour) life reminiscence with your mentor/client using a patient-centered interviewing approach (active listening). Step Five: After the interview, reflect back on the experience. Address the following student questions below. Assignment Due Date: 72 hours after senior client visit. This assignment is to be submitted electronically to Blackboard. The following are to be posted on blackboard for your faculty mentor to review: POST UNDER “ASSIGNMENT” TAB 1. The date and time you visited your senior mentor/client 2. Client’s blood pressure and pulse 3. Summarize the story that your mentor/client told. 4. What were the main issues or topics that surfaced during the interview? How do they relate to the developmental stages, tasks, or difficulties in this mentor’s/client’s later life? 5. What problems or difficulties did you encounter in conducting the interview with your senior mentor/client? How did you handle them? 6. What were your mentor’s/client’s reactions to the interview? 7. What insights were derived from the life interview by your mentor/client? 8. What did you do best when listening to the mentor/client? How could you improve your listening and/or integrative skills? 9. How might this exercise be helpful to you as a healthcare professional? 10. What other comments would you like to make about this session with your mentor/client? Adapted from the University of South Carolina Senior Mentor Program 11/11 Reynolds GET-IT Program Life Reminiscence REMEMBER TO HAVE YOUR SENIOR MENTOR/CLIENT SIGN YOUR SAGE CARD FOR THIS VISIT Senior Mentor/Client Life Reminiscence Discussion Guide 1. Ask evocative questions rather than those requiring only a yes or no answer. Encouragers: Tell me more. Where did that lead? How did that affect or influence you? What meaning does that have for you? 2. There will be some topics that will not work. Some sensitive issue cannot be approached even when trust is developed. You may be the wrong age or sex. That is okay, just expect it. 3. Take a low key approach. This helps ease both you and the mentor/client into the interview role. 4. Show interest through body language but don’t crowd. Interject remarks, take part in the conversation but don’t take over. Learn to be a good listener. 5. Know what questions you want to ask, but don’t be afraid to let your informant go off on a tangent. Getting back on track: “Before you told me about this or that we were talking about so and so. Can you tell me how so and so was affected when? 6. If you need to write down questions, put them on note cards (one or two to each card). 7. Use props whenever necessary. 8. Be sensitive to the needs of the mentor, they may tire easily especially with emotional topics Adapted from the University of South Carolina Senior Mentor Program 11/11 Reynolds GET-IT Program Life Reminiscence Brief Life Overview Approach . What is your first memory of life (or one of your significant first memories) . Tell me about your family history (genealogy): who were your grandparents, where did the come from, what did they do for living, what kind of people they were? If you knew them personally, what kind of relationships did you have with them? Are there any powerful memories you have of them? How are you similar/ different with your grandchildren? . Same for parents (and siblings) . Tell me about the values you absorbed in your family of origin. How did you learn them? What values you decided to transfer to your own family? How did you teach them? . Significant life events: Talk about living in your parent's home, meeting your partner (if both partners present each one can tell his version), moving away from home the first time, first job, first child, exciting moments in raising the kids, first great loss, retirement…. Can you talk about your philosophy of life- What are the values that are most important to you? What kept you going and hoping during difficult times? . What is your personal legacy to the significant people in your life? What way do you want them to follow in the future? Potential Themes for Discussion I was born My mother Family life My father Sundays My brothers and sisters Toys and treats Other relatives Christmas day First memories Favorite food My
Load more

Recommended publications
  • Oral Defensiveness
    ORAL DEFENSIVENESS Oral Defensiveness is an aversive response to touch sensations in and around the mouth that may cause extreme sensory, emotional and behavioural responses when eating. Treatment Principles • In all instances, approach oral defensiveness in a fun and playful way. • Rapport must be well established with the child. • Intervention should be carried out at times other than meal times. • Allow the child to be an active participant in therapy as much as possible. • Take turns at playing the games with the child or include siblings. • Slow and steady wins the race. • Establish a routine - Performing the routine the same way in each session helps a child to know the expectations. • Take it one step at a time - For severely orally aversive children you may not even be able to start near their mouth. Work your way from the outer perimeter of the face in toward the mouth, then the outside of the mouth, and gradually work your way into the mouth • Reinforce all positive responses. Give verbal praise and tangible reinforcement Therapy should be directed toward reducing the sensory problems that triggered the food refusal. However, the general strategy is to influence the sensory processing system, not just the mouth. Many of the strategies used in Sensory Integration programs are effective. These include use of vestibular input(movement through space), deep- pressure touch, and proprioceptive input through the joints. Rhythmical, organizing music and sound can also influence the auditory-vestibular system. Most of these strategies can be incorporated in the family routine to prepare. For example, spoon feeding can be introduced while providing vestibular input in a rocking chair, or using specific types of organizing music during the meal.
    [Show full text]
  • ACT Early Milestone Moments
    Milestone Moments Learn the Signs. Act Early. Learn the Signs. Act Early. www.cdc.gov/milestones 1-800-CDC-INFO Adapted from CARING FOR YOUR BABY AND YOUNG CHILD: BIRTH TO AGE 5, Fifth Edition, edited by Steven Shelov and Tanya Remer Altmann © 1991, 1993, 1998, 2004, 2009 by the American Academy of Pediatrics and You can follow your child’s development by watching how he or BRIGHT FUTURES: GUIDELINES FOR HEALTH SUPERVISION OF INFANTS, CHILDREN, AND ADOLESCENTS, Third she plays, learns, speaks, and acts. Edition, edited by Joseph Hagan, Jr., Judith S. Shaw, and Paula M. Duncan, 2008, Elk Grove Village, IL: American Academy of Pediatrics. Special acknowledgements to Susan P. Berger, PhD; Jenny Burt, PhD; Margaret Greco, MD; Katie Green, MPH, Look inside for milestones to watch for in your child and how you CHES; Georgina Peacock, MD, MPH; Lara Robinson, PhD, MPH; Camille Smith, MS, EdS; Julia Whitney, BS; and can help your child learn and grow. Rebecca Wolf, MA. Centers for Disease Centers for Disease Control and Prevention Control and Prevention www.cdc.gov/milestones www.cdc.gov/milestones 1-800-CDC-INFO 1-800-CDC-INFO 220788 Milestone Moments How your child plays, learns, speaks, and acts offers important clues about your child’s development. Developmental milestones are things most children can do by a certain age. The lists that follow have milestones to look for when your child is: 2 Months ............................................................... page 3 – 6 Check the milestones your child has reached at each age. 4 Months ............................................................... page 7 –10 Take this with you and talk with your child’s doctor at every visit about the milestones your child has reached and what to 6 Months ..............................................................
    [Show full text]
  • July Parent and Caregiver Guide
    Big Heart World Parent & Caregiver Guide Friendship Released July 2021 What is Big Heart World? Big Heart World helps families learn together about social and emotional skills — what it means to have a big heart and how to grow one. This means: ● Learning about me (self) ● Learning about you (others) ● Learning about us (relationships) Learning social and emotional skills is always important to children’s development. From the time babies are born, they are learning about who they are, developing confidence, compassion, and a sense of what is right and what is wrong. Parents are particularly concerned about their children’s social and emotional development now due to transitions and school closures brought about by COVID-19. If you’re wondering how to help your child express their feelings, figure out friendships, share, enter a classroom environment, or learn what makes them special, Big Heart World is for you. If you’re feeling overwhelmed by the pandemic and endless change and transition, Big Heart World is for you. If you feel like you can’t handle one more tantrum and you want to know what your child is really trying to tell you when they act out, Big Heart World is for you. This guide walks you through what is available on Big Heart World this month and what you can do with it. Learn more: www.BigHeartWorld.org Big Heart World is produced by Sparkler Learning with support from Noggin, the Walton Family Foundation, and many non-profit partner organizations. 1 Friendship: The Fourth Unit of Big Heart “I learned that a friend may be waiting behind a stranger’s face.” — Maya Angelou “Each new friendship can make you a new person, because it opens up new doors inside of you.” — Kate DiCamillo “Let us be grateful to the people who make us happy; they are the charming gardeners who make our souls blossom.” — Marcel Proust Why have people been writing about friendship forever? It is really important for all people, kids included.
    [Show full text]
  • Your Little Bit Matters
    Your Little Bit Matters Bob Setzer, Jr. Pastor Knollwood Baptist Church Winston Salem, NC www.knollwood.org November 11, 2018 1 Kings 17:8-16; Mark 12:38-44 In his book, All Over but The Shouting, Rick Bragg writes about growing up poor in Alabama. Once when his daddy left again and his brave but heartbroken mama was nearly defeated, there was a knock at the door. It was a little boy, “the color of bourbon. He said his mama had some corn left over and please take it ma’am, we’d like it.” “They knew,” Bragg continues. “They were poor, very poor. Living in unpainted houses that leaned. But for a window in time, they had more than us.” “It may seem like a little biddy thing by 1990s reasoning. (But) this was a time when out of pure meanness, it was routine to take a young black man for a ride and leave him cut, broken, or worse on the side of some pulp wood road, just for sport, for fun. “This was a time of horrors in Birmingham, in the back woods of Mississippi; this was a time when the whole damn world was on fire. That was why it mattered so.” Jesus told the story of a widow who did a little biddy thing. She dared to drop her two copper pennies into the temple treasury while others dropped in their fistfuls of cash. But for Jesus, it wasn’t the size of the widow’s gift that grabbed his attention and stole his heart.
    [Show full text]
  • Child Sex Rings: a Behavioral Analysis for Criminal Justice Professionals Handling Cases of Child Sexual ~ Exploitation
    If you have issues viewing or accessing this file contact us at NCJRS.gov. NATIONAL CENTER FOR MISt.f9IN(. 1~"I"j('lrl'l~I) -----1.---' CHI L D R E N Child Sex Rings: A Behavioral Analysis For Criminal Justice Professionals Handling Cases of Child Sexual ~ Exploitation In cooperation with the Federal Bureau of Investigation ------------------ 149214 U.S. Department of Justice National Institute of Justice This document has been reproduced exactly as received from the person or organization originating it. Points of view or opinions stated in this document are those of the authors and do not necessarily represent the official position or policies of the National Institute of Justice. Permission to reproduce this copyrighted material has been grantedNaElona1 by • center f'or Mlsslng . & Exploited Chi1dren/DOJ/FBI to the National Criminal Justice Reference Service (NCJRS). Further reproduction outside of the NCJRS system requires permission of the copyright owner. Child Sex Rings: A Behavioral Analysis For Criminal Justice Professionals Handling Cases of Child Sexual Exploitation April 1992 Second Edition Kenneth V. Lanning Supervisory Special Agent Behavioral Science Unit Federal Bureau of Investigation FBI Academy Quantico, Virginia © National Center for Missing & Exploited Children Dedication This book is dedicated to the victims of child sex rings and to the memory of two FBI agents who devoted their professional lives to helping sexually exploited children. Leo E. Brunnick FBI Boston, Massachusetts Alan V. MacDonald FBI Boston, Massachusetts Contents Author's Preface v 1. Historical Overview 1 "Stranger Danger" 1 Intrafamilial Child Sexual Abuse 2 Return to "Stranger Danger" 2 The Acquaintance Molester 3 Satanism: A "New" Form of "Stranger Danger" 3 2.
    [Show full text]
  • Your Child's Development
    24 to 30 Months Your Child’s Development This is an exciting time as older toddlers are using their growing language skills to tell you what they are thinking and feeling. They are also building friendships with other children. And their growing physical skills—walking, running, and climbing—help them explore the world in more adventurous ways. What do you find most amazing about your child’s development at this stage? What Your Toddler Can Do What You Can Do I use my body to get me places! Go on a neighborhood walk. Let your child • I can walk up stairs one foot at a time. stop to check out what’s interesting to her. • I can walk backward. Play “island hop.” Line up pieces of paper • I can balance on one foot which helps me climb. on the floor and help your child jump from one to the next. I am using language to tell you what I’m feeling Ask about your child’s ideas: What part of and thinking. the book did you like? • I can make longer sentences: Mama play truck? Acknowledge feelings and teach social skills • My favorite words may be no, me, and mine. at the same time: I know the doll stroller is • I may get overwhelmed by my strong feelings your favorite toy, but Thomas would like a turn and have trouble putting them into words. pushing it. I might need your help to calm down. Help your child recover from a tantrum. Some children respond to being comforted. Others do better with some alone time in a safe, quiet place.
    [Show full text]
  • Helping Your Child Through Early Adolescence (PDF)
    Helping Your Child through Early Adolescence U.S. Department of Education To order copies of this publication in English or Margaret Spellings Spanish write to: Secretary ED Pubs First published in August 2002. Education Publications Center Revised 2005. U.S. Department of Education P.O. Box 1398 This booklet is in the public domain. Jessup, MD 20794–1398 g Authorization to reproduce it in whole Helpin or in part for educational purposes is or fax your request to: 301–470–1244 granted. While permission to reprint this publication is not necessary, the or email your request to: [email protected] citation should be: Your Child or call in your request toll-free: 1–877–433–7827 U.S. Department of Education (1–877–4ED-PUBS). If 877 is not yet available in Office of Communications your area, call 1–800–872–5327 through Early Adolescence and Outreach (1–800–USA–LEARN). Those who use a Helping Your Child through Early Adolescence telecommunications device for the deaf (TDD) or a Washington, D.C., 2005 teletypewriter (TTY), should call 1–800–437–0833. or order on-line at: for parents of children from 10 through 14 www.ed.gov/pubs/edpubs.html. This publication is also available on the Department’s Web site at: www.ed.gov/parents/academic/help/hyc.html On request, this publication is available in alternate formats, such as Braille, large print, audiotape or computer diskette. For more information, please contact the Department’s Alternative Format Center 202–260–9895 or 202–205–0818. Books, magazines and programs are mentioned in U.S.
    [Show full text]
  • Buckle Up: Booster Seats
    Buckle Up: Booster Seats September 2014 What to Know about Booster Seats Booster seats protect children who are too big for a car seat but too small for a seat belt. 56 Seat belts don’t fit children properly until they are at least 57” (4’9”) tall and weigh between 55 80 and 100 pounds. 54 53 Motor vehicle crashes are the of these children second-leading cause of death were riding 52 for children 4 to 10 years old. without a restraint that could have saved 51 340 children this age died in their lives. 50 motor vehicle crashes in 2012. 49 Although seat belts are safer than Booster seats can 48 nothing at all, children who should be in reduce the risk of 47 booster seats but wear only seat belts are serious injury by at risk of severe abdominal, head and 45 percent compared 45% 46 spinal injuries in the event of a crash. to seat belts alone. 45 Safe Kids Worldwide surveyed 1,000 parents of ? 57" 44 4 to 10 year olds. The study found seven in ten parents do not know that a child should be at 43 least 57 inches (4’9”) to ride in a car using a seat 42 belt without a booster seat. 41 The study revealed 9 out of 10 parents move their child from a 39 booster seat to seat belt before their child is big enough. 38 37 One in five parents whose children carpool say they “bend the rules” when driving, letting 36 children ride without seat belts and without the 35 car seat or booster seat they would normally use.
    [Show full text]
  • Pacific Community Center Summer 2017 Day Camps Parent Handbook
    Pacific Community Center Summer 2017 Day Camps Parent Handbook @MyGlendaleParks TAX ID#: 956000714 1 Day Camp Program Info Pacific Community Center (PCC) day camps offer a safe place where children will spend the day with old friends and make new ones in a fun, supervised indoor AND outdoor setting. Games, arts and crafts, music, and sports will be scheduled. Location All camps will be held at Pacific Community Center. Camper sign in/out will take place in the Arts and Science room. Pacific Community Center address is 501 S, Pacific Ave. Glendale, CA 91204. Hours and Days of Operations – NO CAMP ON JULY 4, 2017 Kool Dayz (ages 6-12) Before Care: Monday – Friday 7:00 a.m. – 9:00 a.m. Full Day Camp: Monday – Friday 9:00 a.m. – 4:00 p.m. A.M. 1/2 Day Camp: Monday – Friday 9:00 a.m. – Noon P.M. 1/2 Day Camp: Monday – Friday Noon – 4:00 p.m. After Care: Monday – Friday 4:00 p.m. – 6:00 p.m. Kinder Camp (ages 4-5) Travelin’ Teen Camp (ages 12-14) Monday – Friday 9:00 a.m. – 1:00 p.m. Monday – Friday 9:00 a.m. – 4:00 p.m. Drop Off, Pick Up, and Late Fee Drop-Off Times – Campers can be dropped off on or after the registered camp time. Campers enrolled into Before Care can be droped off as early as 7:00 a.m. Campers enrolled into A.M. 1/2 Day Camp or Full Day Camp can be dropped off as early as 9:00 a.m.
    [Show full text]
  • The Influence of High-Elaborative, Emotion-Rich Reminiscing on Children’S
    The Influence of High-elaborative, Emotion-rich Reminiscing on Children’s Development of Autobiographical Memory and Emotion Knowledge Penny Wareham Submitted in fulfillment of the requirements of the degree of PhD at the School of Psychology, University of New South Wales August 2007 ABSTRACT High elaborative parent-child reminiscing plays a significant role in preschoolers’ development of autobiographical memory, and, given the emotional salience of many past events, may also contribute to the development of emotion knowledge and other socio-cognitive skills. Additionally, whilst research has traditionally focused on reminiscing style, emotional content may also be important for child outcomes. In Study 1, a naturalistic paradigm was employed to examine associations of parents’ reminiscing style and emotion references with children’s emotion knowledge. Twenty-five parent- child dyads each discussed four emotionally salient past events. It was found that high elaborative parents more often discussed emotions causes than did other parents; in turn, a high elaborative style and discussion of emotion causes were each uniquely associated with children’s emotion knowledge. In Study 2 an experimental paradigm was used to examine the impact of emotion- oriented reminiscing on 88 children’s memory for a staged, emotion-rich event. Two days after participating in the event, children reminisced with an experimenter in one of four ways. Emotion-cause, emotion-expression, and no-emotion reminiscing were all high elaborative but differed in emotion content. Minimal reminiscing was low elaborative. Children who participated in emotion-cause reminiscing and, to a lesser extent, emotion- expression reminiscing, recalled significantly more emotional and non-emotional information about the event than did children who participated in no-emotion or minimal reminiscing.
    [Show full text]
  • The Manifesto
    the manifesto www.tiltparenting.com Right now, at this very moment, millions of children are growing up in a world that doesn’t respect, support, or embrace who they inherently are. That’s because millions of children today are neurologically atypical, or what I like to call “differently-wired,” and the world just isn’t ready to accommodate their unique way of moving through life. According to a March 2015 article in Psychology Today by John Elder Robinson, studies suggest that 20 percent of high school students are in some way neurodiverse. “That makes neurodiversity (in total) more common than being six feet tall, or having red hair.” 20 percent of today’s kids. 20 percent struggling to fit in at school and society because their neurological differences—whether it’s ADHD or anxiety or giftedness or Asperger’s or sensory issues or dyslexia or OCD and so on—are treated like deficits; inconveniences; things that need to be fixed, instead of part of the essential fabric that comprises these creative, complicated, awesome beings. If you’re reading this, my hunch is you know exactly what I’m talking about. You yourself are raising a child who is in some way differently-wired. I am too. And I’m on a mission to change the experience we as parents have in raising these kids so that they can go through their lives and interact with the world around them in a way that will help them thrive. The big-picture vision for TILT is to foster a generous online community where parents raising atypical kids can tap into resources that will help them feel informed, inspired, optimistic, and supported.
    [Show full text]
  • US Department of Education
    2 U.S. Department of Education Margaret Spellings Secretary First published in November 1992. Revised 2002 and 2005. This booklet is in the public domain. Authorization to reproduce it in whole or in part for educational purposes is granted. While permission to reprint this publication is not necessary, the citation should be: U.S. Department of Education Office of Communications and Outreach Helping Your Child Succeed in School Washington, DC, 2005 To order copies of this publication in English or Spanish write to: ED Pubs Education Publications Center U.S. Department of Education P.O. Box 1398 Jessup, MD 20794–1398 or fax your request to: 301–470-1244 or email your request to: [email protected] or call in your request toll-free: 1–877–433–7827 (1–877–4ED–PUBS). If 877 is not yet available in your area, call 1–800–872–5327 (1–800–USA–LEARN). Those who use a telecommunications device for the deaf (TDD) or a teletypewriter (TTY), should call 1– 800–437–0833. or order on-line at: www.ed.gov/pubs/edpubs.html. This publication is also available on the Department’s Web site at: www.ed.gov/parents/academic/help/hyc.html On request, this publication is available in alternate formats, such as Braille, large print, audiotape or computer diskette. For more information, please contact the Department’s Alternative Format Center at (202) 260–9895 or (202) 205–0818. Books, magazines and programs are mentioned in this booklet as examples and are only a few of many appropriate resources. Listing of materials and resources in this book should not be construed or interpreted as an endorsement by the Department of any private organization or business listed herein.
    [Show full text]