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WORKSHOPS CATALOG

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 BGCenter office
845-533-4300

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
  • Are you adapting to a new situation?
 

 

 
 
 
            
Psychological issues of older internationally adopted children: courses and publications
Copyright ©2003-2017
Last update on April 3, 2017