 Some children are natural communicators. They speak in full sentences from an early age, ask insightful questions, and explain their thinking with clarity and depth. You might hear them described as articulate, bright, or advanced. But when it comes to getting their ideas onto paper or finishing everyday tasks at home or in the classroom, they may struggle to keep up.
This can be puzzling for both adults and children. A child who seems intellectually ahead might fall behind when it’s time to write or complete a task within a set time. One explanation lies in a particular cognitive profile: strong verbal comprehension combined with a slower processing speed. Understanding this pattern can make a big difference in how we support and work with these children. What does this profile involve? In a cognitive assessment, we often look at different aspects of thinking and learning. Two areas that often stand out in this profile are:
When a child has a VCI in the Extremely High range (for example, 130 or above) and a PSI in the Average range (around 100), a gap can emerge between how they think and how they perform in practical or time-limited settings. This is not a matter of intelligence or effort, but of how their brain processes different types of information. How this shows up day to day Children with this profile may:
Often, these children are not disruptive. Because they may be quiet, compliant, or highly verbal, the gap between their thinking and output may be easy to overlook. The emotional impact Children are often very aware of the gap between what they know and what they can produce. Over time, this can lead to:
What helps For Parents:
For Teachers:
A more helpful way to see it This isn’t a problem to fix. It’s a pattern to understand. When we recognise that a child’s brilliant ideas might outpace their ability to show them on paper, we stop assuming they’re not trying hard enough or reaching their potential. Instead, we meet them where they are and support them to thrive on their terms. If you think your child might have this kind of learning profile, a cognitive assessment can provide helpful insight. It can clarify their strengths, identify the areas that need support, and guide how to adjust both expectations and strategies — at school and at home. We provide Cognitive and other assessments at the Hopscotch & Harmony Psychology clinics in Werribee and Geelong. Learn More  Why a Psychoeducational Assessment Can Be Valuable for a Bright Child Who Is Struggling It can be confusing and concerning when a child who seems highly intelligent is also displaying disruptive or challenging behaviour at home or school. Parents and educators may wonder why a bright child is struggling with focus, following instructions, or managing their emotions. In these situations, a psychoeducational assessment can provide valuable insights into what’s going on beneath the surface and help guide effective support strategies.
Understanding Cognitive and Learning Profiles A psychoeducational assessment evaluates both a child’s cognitive abilities and their academic skills, helping to uncover strengths as well as areas where they may need additional support. Some children have strong verbal reasoning but struggle with processing speed or working memory. Others may excel in problem-solving but find reading, writing, or maths particularly challenging. When these differences go unnoticed, children may experience frustration, disengagement, or behavioural difficulties. Uncovering Hidden Learning Challenges Even children who appear bright can have underlying learning difficulties that impact their ability to succeed in a structured environment. A psychoeducational assessment can highlight whether a child is experiencing challenges such as dyslexia, dysgraphia, or dyscalculia. These are referred to as Specific Learning Disorders (SLD), but it is important to note that an SLD diagnosis requires at least six months of targeted, evidence-based intervention before it can be formally diagnosed. While a psychoeducational assessment can identify areas of difficulty and provide recommendations for intervention, it does not automatically result in an SLD diagnosis. Understanding this distinction helps ensure families seek the appropriate support needed for their child’s learning journey. Identifying Attention and Executive Functioning Difficulties Many children who struggle with behaviour, focus, or organisation have underlying attention-related challenges. A psychoeducational assessment often includes screening for attention and executive functioning difficulties, including potential indicators of ADHD. Children with ADHD may have strong cognitive abilities but struggle to sustain attention, regulate impulses, or transition between tasks. Recognising these patterns early can help parents and educators implement strategies such as structured routines, clear instructions, and movement breaks to better support the child’s needs. Identifying Asynchronous Development Some children develop advanced abilities in certain areas while lagging in others. This is known as asynchronous development, where a child’s intellectual abilities outpace their emotional, social, or academic skills. A psychoeducational assessment can provide a clearer picture of whether this might be contributing to their difficulties. For example, a child with advanced reasoning skills may struggle with impulse control, emotional regulation, or processing written instructions, leading to frustration and disruptive behaviour. Supporting Emotional and Behavioural Regulation When a child’s behaviour seems at odds with their intellectual abilities, it’s often a sign that they need support in managing emotions, transitions, or executive functioning skills. A psychoeducational assessment can help identify whether they would benefit from structured strategies to improve self-regulation, flexible thinking, and frustration tolerance. Understanding how they process information and approach learning tasks can lead to more targeted interventions that reduce stress and improve their overall well-being. Guiding Tailored Support and Interventions Once a child’s cognitive and academic profile is better understood, parents and educators can implement meaningful support strategies. Children who score below the expected range in certain areas may require additional learning support, structured teaching methods, or targeted interventions to help them build skills and confidence. This could include explicit instruction in literacy or numeracy, extra time for tasks, or hands-on learning approaches. Children who demonstrate above-average cognitive abilities may need a different type of support. They can become disengaged or frustrated if their learning environment does not provide enough challenge. Strategies such as enrichment activities, differentiated instruction, and opportunities for deeper learning can help ensure they remain engaged and motivated. Some children with high intellectual ability but lower emotional regulation skills may also require support in managing frustration, perfectionism, or social interactions. When to Consider a Psychoeducational Assessment If a child is bright but struggling with learning, attention, or behaviour, a psychoeducational assessment can provide a clearer picture of their strengths and challenges. It can help determine whether academic difficulties, executive functioning challenges, or emotional regulation struggles are impacting their experience at school and home. If you’re considering whether a psychoeducational assessment could benefit your child, our experienced Hopscotch & Harmony team at Werribee and Geelong can help guide you through the process and provide tailored recommendations to support their success.  How to Navigate Conflict in Healthy Ways
Arguments and disagreements are a natural part of any relationship—whether with a partner, friend, or colleague. The key isn’t to avoid conflict altogether but to handle it in a way that strengthens rather than damages your connection. Here are some practical strategies for resolving conflicts in a constructive way: Stay Calm It’s easy to react emotionally in the heat of the moment, but frustration and anger often make things worse. Take a breath, step back if needed, and aim to approach the conversation with a level head. Pick the Right Time and Place Timing and setting matter. Avoid addressing serious issues when you’re in a rush, exhausted, or surrounded by distractions. Instead, find a private, calm space where both of you can engage without feeling pressured or defensive. Focus on the Problem, Not the Person It’s tempting to point fingers, but blame only fuels defensiveness. Instead, frame the conversation around the issue itself. Speak from your own perspective, using “I” statements rather than accusations, and take responsibility for your role in the situation. Listen—Really Listen When emotions run high, it’s easy to focus on formulating your next response instead of truly hearing the other person. Try to listen without interrupting or planning a rebuttal. Reflect back what they’re saying to ensure you understand before responding. Brainstorm Solutions Together Instead of immediately evaluating or dismissing suggestions, allow space for both of you to explore possible solutions. Approach the issue as a team, working collaboratively rather than seeing each other as opponents. Commit to the Resolution Once you’ve agreed on a path forward, follow through. Understand that resolving conflict isn’t always a one-time conversation—it takes time, effort, and patience. Expect setbacks, but don’t let them derail progress. When Resolution Feels Out of Reach Sometimes, even with the best intentions, a conflict remains unresolved. It’s worth asking yourself: Do I truly want to resolve this, or is something else at play? If the same issues keep resurfacing, there may be a deeper dynamic to explore. Keep Trying If things don’t get fully resolved the first time, don’t give up. Acknowledge any progress made, agree to revisit the conversation later, and keep communication open. Sometimes, just reducing tension is a step in the right direction. If you’re struggling with ongoing conflict, our psychologists can help you navigate challenges with insight and clarity. Book an appointment with us to get support tailored to your situation. Helping Your Anxious Child: Understanding and Managing Anxiety Through Relaxation Techniques12/12/2024
 Anxiety is one of the most common childhood challenges, often showing up in various forms. As a parent or caregiver, understanding how anxiety presents in your child and equipping them with calming tools can make a significant difference. Common Types of Childhood Anxiety:
How Anxiety May Show Up in Your Child:
The good news is that anxiety is highly treatable. Therapy can help children develop tools to manage worrying thoughts, but there are also strategies you can use at home to support your child. One effective technique is Progressive Muscle Relaxation (PMR). How PMR Helps Your Child Relax When children experience anxiety, their bodies often respond with physical tension, which can feel uncomfortable and make it harder to calm down. PMR teaches children to identify and release this tension, helping them feel more relaxed and grounded. This simple process involves tensing specific muscle groups for a few seconds and then releasing the tension, creating a clear contrast between the feeling of tension and relaxation. A Simple PMR Exercise to Try at Home Preparation:
Guided Instructions: Start with Deep Breathing:
Focus on Each Muscle Group:
End with Calm Breathing:
Support for Parents Teaching your child relaxation techniques like PMR can be a valuable tool to help them manage their anxiety. However, if you’re finding it challenging to address your child’s needs or would like further support, our experienced psychologists are here to help. To help you get started, we’ve created a free downloadable guide with step-by-step Progressive Muscle Relaxation exercises. This resource is perfect for teaching your child how to calm their mind and body. If you’d like personalised support, contact us to schedule an appointment with one of our friendly psychologists. Together, we can help your child develop the skills they need to thrive.  If you’re considering taking your child to see a psychologist, it pays to prepare them. Here are 10 useful pointers to consider: 1. Involve them The important point to raise here is to actually ensure that your child is aware of their session, prior to attending. A common mistake parents make is not telling their child, or telling them at the last minute (such as when driving to the appointment). This is often with the best of intentions, as parents hope to reduce any undue worry or resistance about attending, however it is often counterproductive. Like all of us, unfamiliar situations can trigger worried thoughts. If your child has no idea what the appointment is about, or what a psychologist does, their brains will attempt to make sense of it, which often results in negatively distorted beliefs or assumptions. For example, your child may see a psychologist in the same way as an authority figure, like a teacher, and believe that they are getting into trouble because they are "bad". Or they may see a psychologist more like a doctor, and worry they will be subjected to medical tests, given medication or a needle. As you can see, it’s important to ensure that your child knows what the appointment is about and what a psychologist does, to avoid any misconceptions. We want to ensure they have a positive experience of help- seeking; if their first experience of help-seeking is one fraught with confusion, anxiety, and negative beliefs, then you may encounter resistance to them attending further sessions. 2. Use simple explanations To explain the role of the psychologist, keep it clear and simple. Introduce the role of a psychologist as someone who can help people of all ages with things like big feelings or difficulties at home or at school. Explain that the psychologist helps people find ways to cope with these feelings or difficulties, as well as helping them to feel better within themselves and within their relationships (i.e. friends, home, school). For children, point out that they will have fun with the psychologist too! They will get a chance to play and be creative. 3. Gently touch on the difficulties Add what you have noticed they are struggling with. For example, you might have noticed they are avoiding school, or perhaps they are finding it hard to manage anger at home. Gently mention what your concern is, but ensure the conversation is not a disciplinary one, meaning that you do not demonise their behaviour or send the message that "something is wrong with you", which places the weight of the issues on them. Phrase your concerns as "difficulties". For example, "I have noticed you're having difficulty with (state the challenge) at the moment, and a psychologist can help us with this". 4. Normalise Every human being experiences emotional, behavioural, and social difficulties throughout their life. Normalise your child's struggle as part of being human! It can help to share your own experience of difficulties with your child, for example, "Hey I was nervous about school too", or "Sometimes I have days I can’t control my anger too". This normalises and humanises their experience, and helps them to see that everyone struggles, even grown-ups. If you have seen a psychologist yourself, it can help to share this with them, and tell them a couple things it helped you with. 5. Give them a "mental map" of what to expect To alleviate nerves about attending a new place and meeting a new person, give your child an idea about what to expect from their session, such as what time their session is, how long it will go for, where you will be (i.e. in the session with them, or in the nearby waiting room), and the name of their therapist. If you have already met with the therapist, you might like to share your impression of them (e.g. "they were easy to talk to", or "they go for the same football team as you!"). Most clinics have photos and a brief description of psychologist on their website, which you could share with your child if they are curious. 6. Comfort tools Some children like to bring toys, games, or sensory tools with them to the session as a way to help them feel more at ease, and self regulate if needed. You may wish to ask your child if they'd like to bring something along as a comfort tool, or even as a bit of "show and tell" to enable their psychologist to get to know them better. 7. Working together, not in isolation It’s important for your child to know they are not doing this alone. I often talk about working together as a "support team", where the child, parents, psychologist, and sometimes other people like siblings, are all going to work together to get a better handle on the issues. The issues do not resolve simply through the attendance of therapy sessions; an important part of the work occurs outside of session, based on the implementation of strategies at home, school, etc. So remind your child that you're in this with them! 8. After the session It's okay to check-in with your child about how they’re feeling, and whether or not they would like to talk about anything from the session, but make sure not to interrogate or push them to disclose (if you require more information about how privacy and confidentiality works for child clients, please speak with their psychologist). If your child requires a calming activity to transition from their session into the next task of their day, such as returning to school, it can help to go for a short walk outside, play a game, or enjoy a snack or drink together. 9. Resistance Therapy can be difficult for all ages, as it often involves working on behavioural changes, sitting with discomfort, and processing painful memories, feelings, and insights. It makes sense then, that some people would resist it, especially children who are geared towards pleasure and reward! So naturally, some resistance is to be expected. However, if you notice an ongoing pattern of resistance to attending sessions, ask your child about it. There could be other reasons to explain it. Perhaps they don't think they need help, and feel resentful that they are being "forced" to go. Maybe they are not ready to reveal their thoughts and feelings. Or perhaps they just don't "click" with the therapist. All reasons are valid and worth hearing. So rather than ignoring the resistance, listen to your child, and raise any concerns about their engagement with the therapist. 10. Don't aim for perfect! As a parent, you are not expected to know exactly how therapy "works", or to give the perfect description of the therapy process to your child! Keep it calm, kind, and simple. Leave all of the finer details to the therapist. Overall, the pointers I have raised here simply ensure that your child has some awareness of what they'll be walking into, rather than it being a big "unknown". This goes a long way to reducing any unnecessary worry, and promoting positive engagement in the very beginning. A final note: Therapy is a useful tool, yet your love, care, and non-judgmental "noticing" of your child's distress is the first and most important step in the therapy process.  Hilary Sanders is a psychologist at Hopscotch and Harmony Belmont who is passionate about supporting people of all ages, however has a particular interest in working with adolescents and adults. Hilary values diversity, and encourages individuals to celebrate their uniqueness- she believes human difference is what makes life interesting!
 What is Systematic and Explicit Phonics?
When it comes to teaching children to read, few methods are as effective and well-researched as systematic and explicit phonics. If you're an educator or parent looking to understand how to best support children in their reading journey, knowing what systematic and explicit phonics is, and why it matters, is crucial. Understanding PhonicsAt its core, phonics is a method of teaching reading by developing a child’s ability to hear, identify, and manipulate sounds, or phonemes, in language. Phonics helps children connect sounds to the letters that represent them, enabling them to decode new words when reading. However, not all phonics instruction is the same. The terms "systematic" and "explicit" describe the specific way in which phonics is taught, and they’re key to its success. What is Systematic Phonics?Systematic phonics refers to the teaching of phonics in a planned, sequential manner. Instead of randomly introducing phonics concepts, systematic phonics follows a carefully structured progression. It begins with teaching the most basic sound-letter correspondences (like single consonants and short vowels) before moving on to more complex patterns (like digraphs and vowel combinations). This structured approach ensures that children build on what they’ve previously learned, providing them with a solid foundation and reducing confusion. By following a logical order, systematic phonics helps children make steady, measurable progress. What is Explicit Phonics?Explicit phonics refers to the direct and clear instruction of phonics rules and patterns. Instead of expecting children to figure out the patterns of phonics on their own, explicit phonics teaches them the relationships between letters and sounds. This means the teacher takes an active role in delivering lessons that clearly explain how the sounds of language correspond to written letters and groups of letters. For example, in an explicit phonics lesson, a teacher might directly explain how the letters "ch" together make a unique sound, different from "c" and "h" individually. Children are not left to infer this on their own but are explicitly told this phonics rule, helping them decode words with this pattern in the future. Why Systematic and Explicit Phonics WorksResearch consistently shows that systematic and explicit phonics is one of the most effective methods for teaching children to read, especially for those who may struggle with reading or have learning difficulties.
Examples of Systematic and Explicit Phonics in Practice
Why It's Important for Early Literacy Developing strong reading skills is essential for a child’s success across all academic areas. Reading fluency directly impacts a child’s ability to comprehend texts, engage with content in other subjects, and feel confident in their academic abilities. Systematic and explicit phonics plays a foundational role in building these skills early on. For educators, adopting a systematic and explicit phonics approach ensures that every child gets the clear, sequenced instruction they need to succeed. For parents, understanding this method empowers you to ask the right questions about your child's reading instruction and to support them effectively at home. In Australia, there are several high-quality phonics programs that focus on systematic and explicit instruction. These programs are commonly used in schools to help children develop strong foundational reading skills. Here are a few notable examples: 1. Sounds-Write
2. Jolly Phonics
3. MiniLit (and MultiLit)
Why These Programs Matter All of these programs follow the principles of systematic and explicit phonics instruction, providing children with a strong foundation for reading success. Whether through direct teaching, engaging activities, or intervention programs, these tools help children progress confidently along their reading journey. If you're looking to choose a phonics program, it's important to consider the needs of your child or students, as well as the resources and training available to educators. Programs like Sounds-Write, MiniLit, and Jolly Phonics have proven their effectiveness, ensuring that children receive the best start in their literacy development.  A life without worry is a dangerous thing. It would mean a lack of concern for consequences of our actions, a reduction in reflective thinking and a reduced drive to get things done by a deadline. It would mean we would step out in front of the busy road, or test if the iron is hot by using our finger. Worry has been a safety mechanism for us throughout the evolutionary process, and has help ensure our survival. The point being, that a little bit of worry is a good thing. The other end of the scale is a debilitating experience when we cannot think of anything but mistakes we have made or have a fear of the future that is enough to make us physically sick and interrupt our lives. So how do we know when to worry about worry? How much is enough? And how to help foster a sense of safety without taking away our children’s ability to experience worry and instead learn to cope with it? If compared to other children you see that your child gets worried more often, and more intensely than others, and things have persisted for some time, then it might be time to get some professional support. Other signs to look out for include irritability, avoidance of things they might have previously enjoyed, physical complaints like a sore tummy, or comments like things being ‘boring’ or ‘stupid’, when they may in fact be difficult and your child is feeling afraid. Not wanting to go to school or see friends can be a red flag for a child experiencing anxiety. As a parent, there are some things you can do at home to help foster a sense of resilience to things that may be worrying and help your child cope with those feelings. Some possible ways include:
The relationship building that you do with your child will ultimately underpin these strategies. Being able to give them the confidence to believe what you say, to confide in you, and to give them the feeling of independence and competence to take on the world. Don’t minimise the positive interactions that you have together in the big jigsaw puzzle of your child’s world. Plant the seeds of the relationship when they are 5, so they know when they are 15, that you are cheering them on.  Emotional intelligence refers to the ability to identify, use, understand and manage emotions in a positive way to relieve stress, communicate effectively, empathise with others, overcome challenges and diffuse conflict.
Emotional intelligence impacts many different aspects of your daily life, such as the way you behave and the way you interact with others. If you have a high emotional intelligence you are able to recognise your own emotional state and the emotional states of others and engage with people in a way that draws them to you. You can use this understanding of emotions to relate better to other people, form healthier relationships, achieve greater success at school, and lead a more fulfilling life. Emotional intelligence consists of four attributes:
Book an appointment with one of our psychologists to learn ways to improve yours or your child's emotional intelligence  As complex and daunting as aggressive behaviour can appear, the way to respond can be simple and involves answering 3 questions:
1. What emotions am I (as the parent or carer) feeling right now? If we are not emotionally regulated when we respond to a child, there is a high likelihood that this will only perpetuate the situation. The child’s need remains unmet and they now also have additional stress. As the saying goes (and neuroscience attests to), ‘when we are at our angriest… we are at our stupidest’. Speaking of, when children are highly emotionally dysregulated they don’t have access to their pre-frontal cortex which is responsible for problem-solving, reasoning and perspective taking. So, asking them to ‘make a good choice’ at the height of aggressive behaviour probably isn’t going to work. We should try and emulate what we can see a duck in a pond look like; on the surface it is calm and graceful, underneath is a little more frantic but that is hidden from view. 2. How are environmental factors influencing the situation? Many times, behaviours are influenced by those observing it. Removing other children or adults can be the catalyst for de-escalation. Similarly, removing yourself partially or fully as a responder (when safe to do so) can also be what is required for de-escalation to occur. 3. What does my child feel, need or want? Behaviour is almost always a form of communication that expresses a need. Identifying and reflecting back your child’s need or feeling goes halfway to solving the problem. There is a difference between caving into unrealistic demands and simply demonstrating to your child that you can hear and understand their frustration. Children may need up to a few hours to recover and return to a baseline state. This is the time to have that conversation about what they can do to get their needs met next time in a more adaptive way. If you are seeking parenting support or support for your child, please contact the clinic to book an appointment with one of our psychologists.  The way we view our bodies has a huge impact on how we feel about ourselves and how we live our lives. Our perception of our bodies and the bodies of others starts to take shape early, and can be influenced greatly by our family’s values and beliefs, but also by ours peers and broader influences like the media. Unfortunately, from a young age children begin to show dissatisfaction and concern about their appearance and weight, which can then lead to engaging in behaviours that attempt to control or change their young bodies. By the end of the teenage years, most young people have been on a diet of some kind. As adults, the majority of women wish to lose weight (even those who are in the healthy weight range!) and approximately two-thirds of women withdraw from activities due to feeling negatively about their bodies. So how can we move towards being more accepting of our bodies and feeling better about ourselves? Here are some tips on how to build a better relationship with your body:
 How can you support your teen’s development in the age of social media? Self-esteem development during adolescence is an important area of focus for psychology. Self-esteem refers to the judgements young people make about their worth as a person and is closely associated with mental well-being. The way that we are communicating with peers has changed dramatically over the past decade with the growth of social media platforms such as Facebook and Instagram. Although social media has made communication and keeping up with peers easier, it has brought about an added pressure to adolescent’s self-esteem development. It has never been easier to compare yourself to peers than it is right now. On social media, your life is on show and young people are able to create a beautiful ‘highlights reel’ which is often unrealistic and highly filtered. This in turn feeds comparison to unachievable standards and can leave you feeling not good enough. Here are some conversation starters to have with your adolescents as well as some helpful messages that we need to be sending about social media. Sit down with your adolescent and ask them: “What does it feel like when your post doesn’t get many likes?” Helpful messages to discuss:
Look at Instafamous celebrities’ profiles with your child and ask, “What do you think about this person’s profile? What does their life look like to you?” Helpful messages to discuss:
“How do you feel when you compare your number of ‘friends’ to other people’s number of ‘friends’?”
"What inspires you on your social media feeds?"
Helping your teens to think about their motivations behind posting up that hundredth sexy selfie will help them (and you) to think about healthier ways of getting validation and building self-esteem. It’s probably not going to drastically change their posting behaviour, but it might help them to see their online behaviour through a new lens. Through having this conversation, you might be able to come up with ideas about other ways to feel confident – such as learning about their strengths and building on them. This is how positive self-esteem is developed. It might even help you to reflect on whether your child has enough opportunities to experience success and develop their strengths. If not, think about how you can facilitate this by increasing their opportunities in the ‘offline’ world. Remember, social media is a big part of your teens life so understanding more about it will help you to show your interest in your child’s life bringing you closer together which is so important for your relationship. If you have concerns about negative impacts that social media is having on your child’s self-esteem and you are unsure how to tackle this, speak with a psychologist skilled in this area.  While some level of anxiety is normal in children, excessive anxiety can interfere with a child’s daily activities or quality of life. There are several apps available that can help children manage their anxiety. It can provide children with tools and strategies to help them identify, challenge, and reframe negative thoughts, as well as develop emotional intelligence and mindfulness. Here are 5 helpful apps to help support an anxious child: 1. Headspace for Kids: Headspace is a popular mindfulness app that offers a special section for kids. This app provides a range of guided meditations, breathing exercises, and visualizations that are designed to help children manage their anxiety and stress. 2. Stop, Breathe & Think Kids: This app uses fun and engaging activities to help children develop emotional intelligence and mindfulness. It includes a range of guided meditations, breathing exercises, and mindful activities that can help children manage anxiety and improve their overall well-being. 3. Worry Box: Worry Box is a cognitive-behavioural therapy app designed to help children cope with worry and anxiety. The app offers a range of tools and strategies to help children identify, challenge, and reframe negative thoughts. 4. Smiling Mind: Smiling Mind is a mindfulness app designed specifically for children and adolescents. The app offers guided meditations and mindfulness exercises that are tailored to the age and developmental stage of the user. 5. Calm. This app is a popular meditation and relaxation app that offers a range of guided meditations and breathing exercises that can help children manage anxiety and stress. The app also offers sleep stories and other relaxation techniques that can help children calm down and relax before bed. It is important to note that while these apps can be helpful, they should not be used as a replacement for professional help. If a child’s anxiety is severe or interferes with daily activities, it is important to seek professional support from a mental health professional.  When looking at the research, different studies, together with anecdotal evidence, there are various results in ratios between males and females identified as autistic, ranging from 2:1 to 16:1, respectively! So why are there such differences across studies? There are several possible reasons for this, some of them being:
The below table illustrates the differences between more obvious characteristics of Autism compared to more subtle characteristics (National Autistic Society):  Often, I hear parents say that their daughter’s teachers don’t notice any ‘problem’ in the classroom, and in fact, they’re considered the perfect student! This is often quite distressing for parents as their child may to experience intense emotional outbursts the moment they arrive home. Girls tend to mask their behaviours quite well, as they are more motivated to engage socially. They spend excessive amounts of energy doing so at school, as to not get noticed and fly under the radar. Because of this mental and emotional exhaustion, here comes the meltdowns when they finally feel like they can be ‘themselves’. The expressive language used by autistic females is often exceptionally good, which can then mask their difficulties processing verbal information. Their eye contact might also be quite good, they may do ‘small talk’ well and can be very chatty, though these tend to be quite exhausting and when their energy is not replenished, can cause significant distress and other mental health conditions over time. Females who seek therapy present with mental health issues such as eating disorders, personality disorders, depression, anxiety and self-harming behaviours that can divert the clinician’s attention away identifying these individuals as autistic. Mothers who identify with having autistic characteristics are typically the ones who bring their young daughters into therapy or for assessment, as they notice the difficulties in their child as similar to their own difficulties, and don’t want their child to go through the same challenges as they did growing up. Our mission at Hopscotch and Harmony is to smash the stigma of mental health conditions and a big part of our work is working with young children, teens and adults who are autistic. There is so much support out there and this will continue to grow as our understanding of autistic needs deepens. Listening to so many autistic individuals talk about their relief and enhancement of self-understanding when the assessment process identifies them as autistic are some of the benefits of going through the formal assessment process. Though this is not true for everyone. Some people identify with having autistic characteristics or self-diagnose as being autistic, and are content with being aware of their strength and struggles, and don’t want a formal assessment. Some people may overly-identify with a diagnosis and feel like ‘something is wrong with them’. This is where clinical judgement and parental intuition come into play… there is never a black and white answer, is there? Many psychologists at Hopscotch and Harmony are highly skilled in the autism assessment process. If you want more information on this process, please complete our assessment booking enquiry form FOUND HERE  Being hated is not the goal in any relationship, and it can cut especially deep when the child you have loved and supported for years screams these words at you. Try these three approaches the next time your child shouts these words at you from across the room. Regulate Remember that feelings are catching. It is completely understandable that you are having a huge emotional reaction to hearing these words from your child. It will also only escalate the situation if you react from that emotional state. Make a rule of taking five minutes when you hear that phrase if possible to return to calm. Understand A child’s ability to feel and express emotions is the most developed part of their brain. That’s why they will often resort to exaggerated language in a highly emotional state. Try to approach this phrase with curiosity asking what is my child trying to communicate with those words? What big emotion motivates those big words. You will almost certainly determine that the emotion is not hatred but something closer to frustration, fear, or anger. Problem solve Once you and your child are both calm, validate their emotions by verbally describing what might be happening. ‘You said you hated me when I told you no more screens for today, I wonder if you are feeling a bit bored, and maybe even lonely?’ Again, a child’s strongest part of their brain is the region that produces emotions so sometimes they need an adult to model the rationale path out of a meltdown.
 “I hate maths!” might not be an unfamiliar phrase you hear from your child. But is there more to it? A Specific Learning Disorder in Mathematics (also commonly known as Dyscalculia) is a condition that affects a child's ability to understand and work with numbers. Here are some signs that your child may have dyscalculia:
1. Difficulty understanding and remembering basic math concepts such as counting, addition, subtraction, multiplication, and division. 2. Struggles with basic math facts such as memorizing multiplication tables or basic addition and subtraction facts. 3. Difficulty understanding and using mathematical symbols such as +, -, x, /, <, >. 4. Difficulty with spatial reasoning and understanding spatial relationships, such as left and right, up and down, or in and out. 5. Difficulty with understanding time, including telling time, and understanding the passage of time. 6. Difficulty with mental math and estimating numbers. 7. Struggles with word problems and understanding how to apply mathematical concepts to real-life situations. If you notice your child struggling with any of these areas, it's important to seek help from a qualified professional such as a psychologist, or a paediatrician who can refer you to the appropriate professional.  Working memory is a process that allows us to hold and manipulate information temporarily in our mind in order to carry out complex mental tasks. Working memory is involved in many aspects of learning and development, as well as problem solving, and decision making. Working memory is limited in capacity and duration, meaning that it can only hold a certain amount of information for a brief period of time. This is why we often forget information we were just told, especially if we were not paying close attention to it. Children with strong working memory skills are better able to follow directions, remember information, and complete complex tasks. Working memory difficulties can impact a child's academic performance and daily life. Children with working memory difficulties may have trouble remembering instructions, completing multi-step tasks, and paying attention in class. They may also struggle with reading comprehension, math skills, and problem-solving. It is important for parents, teachers, and other caregivers to be aware of the signs of working memory difficulties in children and to provide support as needed to help improve their working memory skills. Here are 5 ways you can help support a child who has working many difficulties:
 As a parent, it can often be hard to support your child in moments when their only answer is ‘no’. This is where learning about developing a growth mindset can be influential in those moments and in supporting your child's development and success. Here are some things that can help parents to know when supporting their children about fixed and growth mindsets:
Overall, understanding and promoting a growth mindset in your child can help them develop the skills and mindset necessary for success in school and in life. At H&H we support children in developing a growth mindset in our individual sessions.  We all know we need to prioritise our kids’ well being first after a separation or divorce, and that it’s important to work together with our ex to provide our kids with a stable and supportive environment, but that can also be really challenging at times. Here are some tips for co-parenting with an ex:
Communicate effectively: Effective communication is key to successful co-parenting. Keep communication respectful, focused on the children, and avoid discussing personal issues or engaging in any confrontational or argumentative behaviour. If things start getting tense, it’s best to walk away and find a different way to communicate - that might be through a shared parenting communication book, via email, or using a parenting app such as 2Houses or Our Family Wizard Create a parenting plan: Create a parenting plan that outlines custody arrangements, visitation schedules, and other important aspects of co-parenting. This can help you and your ex establish clear expectations and avoid conflicts. It can also be helpful if there is a custody dispute in court in order to demonstrate that you’ve both tried to communicate about these issues, and now need support via more official means. Be flexible: Be willing to be flexible and make adjustments to the parenting plan as needed. This can help you and your ex respond to changing circumstances and prioritise your children's needs. Support your children's relationship with your ex: Encourage your children to maintain a positive relationship with your ex and support their time together. This can help your children feel secure and loved by both parents. It’s so hard for kids when they want to talk to or about their other parent and they feel that they can’t do so without upsetting the parent they are with. Make sure that you let your kids know that you understand how important their relationship with their other parent is, and that they are welcome to speak to and about them at any time. Seek support: Seek support from a psychologist, support group, and/or your family and friends to help you cope with the stress and challenges of co-parenting. This can also help you develop strategies for managing your own emotions and supporting your children. Remember, co-parenting with an ex requires patience, understanding, and a willingness to work together. By communicating effectively, creating a parenting plan, being flexible, supporting your children's relationship with your ex, and seeking support, and keeping the focus on your children you can help ensure that your children are well-supported and cared for during the co-parenting process.  Many of us have heard about mindfulness and it’s something we can all do in our day to day lives. Mindfulness is the practice of paying full attention to the present moment, whilst noticing your thoughts, feelings and bodily sensations without judgement. Mindful eating involves paying attention to the present moment and being fully aware of what you're eating, why you're eating it, and how it affects your body and mind. It encourages us to tune into our bodies and senses, and to approach eating with a non-judgmental, curious attitude. We often find ourselves gobbling down food whilst we’re sending important e-mails or getting the kids ready for school. Or we’re just so hungry, we inhale our food and find ourselves over-full and lethargic. Mindful eating can involve slowing down your eating pace, savouring each bite, and really noticing the textures, flavours, and smells of your food. It also involves being aware of your hunger and fullness cues, and stopping when you're satisfied rather than when your plate is empty. There are lots of benefits to your mental and physical wellbeing when you practice mindful eating. It can help you develop a healthier relationship with food, reduce overeating and improve digestion. It can also promote greater enjoyment and satisfaction with food, and act as a daily mindfulness exercise to connect to the present moment and reduce anxiety. Mindful eating is a valuable practice that can help us cultivate a more positive and nourishing relationship with food and our bodies, as well as using it as a valuable part of our day to be fully present. Next time you sit down to have a meal, take a moment to pause, breathe, and really appreciate every mouthful.
 Dyslexia is referred to as a Specific Learning Disorder with an impairment in reading in the DSM-5-TR.
It is recommended families look for a specialised literacy tuition program that is designed for dyslexic children. These programs should have trained professionals who understand the needs of dyslexic children and can tailor their teaching methods to meet those needs. Check for the qualifications and experience of the tutors. Make sure that they have experience working with dyslexic children and have the necessary training and certification to provide effective literacy tuition. Look for programs that offer multisensory teaching methods. Dyslexic children often learn better through hands-on activities, visual aids, and other interactive methods that engage multiple senses. Consider the location, schedule, and cost of the program. Choose a program that is convenient and affordable for your family. Remember, what works for one child may not work for another. It may take some trial and error to find the right literacy tuition program for your child. Evidence-based programs and support for dyslexia:
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Hopscotch & HarmonyAt Hopscotch & Harmony Psychology, you can expect compassionate care and evidence-based guidance on your journey to wellness.
With clinics in Werribee and Belmont, as well as providing online counselling to clients who live throughout Australia, our dedicated team of psychologists and dietitians are committed to providing support to children, teenagers and adults. With a focus on understanding your unique needs, we offer tailored solutions to foster growth and resilience. Trust in our experience and dedication as we work together towards your well-being. Welcome to a place where healing begins and possibilities abound. |
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Contact usHopscotch & Harmony
Child, Teen and Adult Psychology Our Locations:
WERRIBEE: 1/167-179 Shaws Rd
BELMONT: 92 Roslyn Rd AUSTRALIA-WIDE: Online counselling 
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Hopscotch and Harmony respectfully recognise the Aboriginal and Torres Strait Islander people as the first Peoples of the continent now called Australia. We acknowledge the Bunurong and Wadawurrung people of the Kulin Nation, the traditional owners of the land on which we work, and pay our respects to their Elders, past and present.
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