tag:blogger.com,1999:blog-8184208181444239184.post4452960113063581167..comments2024-03-29T01:56:37.975-04:00Comments on Child in Mind: Protecting a space for parenting in an age of expert adviceClaudia M. Gold, MDhttp://www.blogger.com/profile/13081419560269676730noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-8184208181444239184.post-57406915713445250192013-10-02T13:22:40.931-04:002013-10-02T13:22:40.931-04:00Hi Neil
I love this comment!!!!
Thank you
Hi Neil<br /><br />I love this comment!!!!<br /><br />Thank you<br /><br />Claudia M. Gold, MDhttps://www.blogger.com/profile/13081419560269676730noreply@blogger.comtag:blogger.com,1999:blog-8184208181444239184.post-78461820701894659682013-10-02T13:12:53.906-04:002013-10-02T13:12:53.906-04:00As a Developmental special educator in Early inter...As a Developmental special educator in Early intervention using a comprehensive DIR based approach, the problem of perception surrounding the term, "Parent Training" is much more systemic than often realized at first blush. The phrase, in fact, is but a pebble throw away from the more unfortunate and problematic term, "Child rearing practices." What they both both unfortunately share in common is a type of daily existential distance and disembodiment; a similarity, if you will in managing and controlling "surface behaviors" without attempting to (and sadly/often without understanding how to) understand the language and the possibilities of more meaningful dyadic engagement and interaction beneath the surface.<br /><br />If professionals spent more time in guiding primary caregivers on Not the "how to manage, control redirect problematic behaviors" (the symbolic surface), but instead listen to and guide primary caregivers on how to slow down and thus more effectively and deeply enable an understanding and entering into a dialogue with their child's current behaviors or current affective intentionality (i.e., specifically, what X "behavior" means from the child's perspective and how to begin to empathically convey and enter into a dialogue with the child, as part of a two-way meaning-making process) then we would begin to have a much healthier overall dynamic where true Development could begin to flourish.<br /><br />The coinage of "child rearing practices" is arguably rooted in hostile and pathological practices based upon diseased pedagogical beliefs (i.e., postmodern modifications of the axioms of "children should be seen and not heard"; "Give a child an inch and s/he will take a mile"; or worse still give a child on the spectrum an inch and s/he will take ten-miles; spare the rod spoil the child, etc.). <br /><br />The unconscious archetypes associated with the latter thinking is so socially/culturally systemic that the great mythical, and we say Non-developmental appeal of Behavioral based methodologies (e.g., ABA, etc) consequently often holds great sway to what (at first blush) appears to be immediate visceral and common-folk sense.<br /><br /> If we instead begin to allow primary caregivers to begin to feel safe, comfortable in voicing what is occurring for them with their child - instead of (egregiously) begin to instruct and deploy "management schema" or techniques for them and their-child to redirect and control "problematic behaviors", we can begin to enter into a deeper dialogue with the child's "externalizing behaviors" (and the parents' concern, which would invite further self-reflection). This would be an expression and integral part of a meaning-making process rather than "parent/child training", which would would not needed but instead through empathic insight and nurturing process growth and Development would begin to integrate and flourish!Neil Samuelshttps://www.blogger.com/profile/17756459503686334010noreply@blogger.com