The
workshops are now offered on request to groups of internationally
adopting parents and
professionals in the field of adoption, education, and mental health.
The length of these workshops may vary from 1 hour to 2 days (12
- 14 hours).
For arrangements, please call
PAL Center office 845-596-6711
Workshop
1
B. Gindis, Ph.D.
HOW TO IDENTIFY AND ADDRESS
SCHOOL-RELATED ISSUES IN INTERNATIONALLY ADOPTED OLDER CHILDREN?
Outline:
How does an orphanage experience
relate
to your child's school performance?
What in pre-adoption documentation
is significant for school progress?
How to prepare for schooling
before actual adoption: pre-adoption school visit, questions to
ask, and arrangements to make.
How to determine the "school
readiness" of
a newly adopted child?
How to make the beginning
of school experience most productive and least traumatic for a
child?
The best practices in evaluation
of internationally adopted children: types of school-related assessments,
tests and
clinical procedures.
Workshop
2
B. Gindis, Ph.D.
INSTITUTIONAL BEHAVIOR PATTERNS IN
INTERNATIONALLY ADOPTED OLDER CHILDREN
Outline:
Major causes of behavioral
problems in post-institutional children
Life before institution: the impact
of trauma
Life in institution: developmental
delays and lack
of self-regulation
Life in institution: survival skills
that are inappropriate for a family life
Abrupt loss of native language
as a trigger of behavioral and emotional issues
The strategies to deal with
behavioral issues in post-institutional children
The role of the initial
psycho-educational screening
in the native language in resolving of behavioral
problems in post-institutional children.
Workshop
3
B. Gindis, Ph.D.
"LANGUAGE
LOST - LANGUAGE FOUND" EXPERIENCE
IN CHILDREN ADOPTED INTERNATIONALLY
Outline:
The difference of internationally
adopted children from other English language learners
Dynamic of the English language
learning process in an internationally adopted child
Language disorders and delays
and their difference from the passing difficulties of second language
learning in internationally adopted children
The causes of rapid loss
of the native language by an international adoptee
The therapeutic value and
negative consequences of a rapid
loss of the first language by international adoptees
What are the pros and cons
of preserving the native language?
English as a Second Language
(ESL) program: opportunities
and limitations
Workshop
4
B. Gindis, Ph.D.
SCHOOL ISSUES
OF INTERNATIONALLY ADOPTED CHILDREN
Outline:
The nature and roots of possible academic issues
of international adoptees
Academic readiness and school placement dilemma
Cumulative Cognitive Deficit (CCD) in international
adoptees: how to prevent it
Symptoms of Cumulative Cognitive Deficit
Detrimental affect of a chronic mismatch between
the child's learning capacity and academic placement, teaching
style, and level of instruction
Remediation of Cumulative Cognitive Deficit
The role of psycho-educational evaluation
in proper school placement of an internationally adopted child
Workshop
5
B. Gindis, Ph.D. and T. Gindis
ADVOCACY
FOR INTERNATIONALLY ADOPTED CHILD IN SCHOOL
Outline:
Schooling as leading activity
for children ages 5 to 18
School readiness of IA children
and the need for advocacy
Misconceptions about IA children
at school and the need for advocacy
Your goal #1: Select the
right school
Your goal #2: Secure educational
services
Your goal #3: Monitor the
child’s academic progress
Your goal #4: Monitor the
child’s emotional adjustment
Workshop 6
B. Gindis, Ph.D.
FETAL ALCOHOL
SYNDROME
IN INTERNATIONALLY ADOPTED CHILDREN
Outline:
What is FASD
The 4-Digit Diagnostic Code
Physical Growth Deficiency
Specific Facial Features
Damage of Central Nervous System
Psychological Profile of IA Children with FASD
Major Empirical Findings: High Order Functions,
General Cognitive Ability, Language Delays
Children with FASD in the Classroom
Recognizing FASD as Educational Handicapping Condition
Workshop
7
B. Gindis, Ph.D.
COGNITIVE REMEDIATION
OF INTERNATIONALLY ADOPTED CHILDREN
Outline:
Major remedial issues of
internationally adopted post-institutional preschool and school
age children
Available remedial methodologies
Introduction into SmartStart
program
The role of exploring
and organizing activities
The role of symbols in
the development of literacy and numeracy
The ability to detect
patterns and sequences
The development of imagination
and hypothetical thinking
The importance of making
rules and learning from general principles
The cause and effect
thinking
The role of self-regulation
Workshop 8
S. Rishik, Certified Bilingual Psychotherapist
DIFFICULTIES
OF THE INITIAL ADJUSTMENT PERIOD
IN INTERNATIONAL ADOPTION
Outline:
Adoptive families' expectations
and realities
Setting daily routines
and establishing priorities
How to deal with behavioral
and/or emotional disturbances: excessive
aggression, emotional detachment/aloofness or the reverse of
it:
overly clingy or needy behavior
What works and what doesn't
in practical bonding and attachment between you and your older
adopted child
Overcoming cultural differences
and language barrier
