By Kathy Hoopmann

ISBN-10: 184310072X

ISBN-13: 9781843100720

Seb is a loner. remarkable with numbers yet hopeless with humans, he prefers the corporate of desktops and his in simple terms pal, Guzzle. issues switch for the higher whilst he makes associates with Kristie, Madeline and Jen, and a brand new machine instructor - omit Adonia - arrives. in spite of the fact that, Seb is quickly stuck up in an internet of machine fraud and lies and turns to Madeline's mysterious cyber pal for support.

Weaving the proof of Asperger Syndrome into the tale, this fast paced publication is acclaimed writer Kathy Hoopmann's most sensible novel but and may be a rivetting learn for teens of every type and skills.

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Random phrases can form scars and act as ‘life sentences’. Most of us have one or two experiences of these life sentences. However, we learn to balance this with other positive responses from others, and end up with a total view. In contrast, the child with DCD and other specific learning difficulties may have received numerous comments since early childhood. They are usually not forgotten after a few hours but remain with the person and shape the way he feels about himself, and how others may see him as well.

Each individual can start again and should be given the chance. RAISING SELF-ESTEEM AND IMPROVING SOCIAL SKILLS 63 Supporting the development of social skills The aim of nearly every parent is to move their child over the hurdles of adolescence to adulthood and on to independent living. Skills need to be acquired in a number of areas in order to get there, and may mean that it takes longer to get to the end goal. It is important to understand what are the keys to meeting and socialising with others in teen years.

Encourage him to ask others close to him for a reality check. 62 THE ADOLESCENT WITH DEVELOPMENTAL CO-ORDINATION DISORDER (DCD) • Encourage the individual to take safe chances but to expect some failures – this is normal for all of us and should be seen in that context. • List the successes and remind the individual of what he can do, not just what he can’t. • Encourage the adolescent to start to list five good things about himself, however small, and add to the list. When the individual is being self-critical, encourage him to look at the problem and not see himself as the problem.

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Haze by Kathy Hoopmann


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