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behaviorsquick-guideb y J a m i K i r k b r i d eWhat You Need To Know About A Uniquely Wired Childbehind the

Hello! My name is Jami Kirkbride. I am aspeaker, author, professional counselor,parenting coach, and my favorite roles of all--awife and mom to seven blessings! I've had thejoy of being a contributing author to sixdifferent books and co-author of The You Zoo. As a regularly featured guest on theChannelMom radio program, I share my heartwith parents on KRKS out of Denver. Beingfeatured in a variety of places with MOPSInternational, TODAY Parenting Team, KPOF,and CBN.com, has given me opportunity toexpand that reach. I am the founder ofParenting With Personality and creator of thesignature course with Calm Connection ParentCoaching Program.You can often find me with a cup of creamycoffee, curled up in front of a heater, writing orcreating resources to help and encourageparents. Maybe I'm a bit of a word nerd, but I'dconsider writing to be almost as fun asshopping or napping. My kids provide me withan abundance of laughter, activity, inspiration,and a healthy dose of humility. Perhaps theirsilly antics will give me a lifetime of things towrite about. aboutm eHopefully this resource can sparkthe communication you need to helpothers understand a piece of your lifeand an important person in yourlife...your child!Hugs to you on this journey,Unfortunately, many parents faceharsh judgment, criticism, and ahorrible lack of grace or empathywhen it comes to parenting a childwho is highly sensitive, highlyemotional, intense, or exhibitingchallenging behavior.Often, those closest to them assumethat the issues they observe are lackof consistency, lack of discipline, lackof rules or training, when really thereis so much more to understandbehind the behavior.While working with and supportingparents, I have come across two verycommon concerns; How do I help our familyunderstand our child and what’sgoing on with him better?How can I help others in mychild’s world become aware oftheir issues and its impact?

HOW DO I WANT TOSHARE THIS INFO?HOW TO USE THISRESOURCEParents often feel torn about recognizing and addressing mental health issues.It's common to feel judged, criticized, or misunderstood by extended family andeven friends.Sharing your child's special needs with family, teachers, and coaches can be achallenge and risk.When misunderstood, parents sometimes pull back from their community,family, and friends.Support can feel non-existent when you're navigating this challenging path.Commenting, "If it were my child, I'd…" or “I’d never let my child...” can makeparents feel like they're failing.Advocacy becomes difficult when there's a lack of understanding, validation, orsupport.Understanding Behavior and Emotions: This is just a quick glimpse into what'sgoing on in your child's world. It helps identify how this condition or issuesimpacts your child as well as what others may notice. It also offers tips toremember when interacting with your child.Helpful Tips, Tools, and Strategies: This isn't just theory; it's practical advice.Whether you're at home, in school, or just out and about, these tips will helpanyone who crosses paths with your child.Resources for Understanding: These are books and resources I personallyrecommend—ones you'll actually want to read.Helping Others Understand Child Behavior: Here, you can jot down yourthoughts, plan how to share this information, and plan your next steps.When Basic Functions Are Struggling: Here’s your quick guide to two issues thatoften overlap with others, making them key to understanding child behavior.How We Can Work Together Letter: Consider this your icebreaker, a letter toshare that paves the way for open dialogue and team effort with everyone whoplays a role in your child’s life.Coaching Needs Assessment/Resources/Book A Call: Here’s you chance tosee what resource fits your current need. Not sure or want to chat about it? Justuse the link to book a call. I’d love to connect with you!What I've Observed Working With Families:Why This Guide Matters:You may wonder why this guide covers so many issues. Well, the reality is that thesechallenges often don't exist alone. They're co-morbid, meaning they can existtogether, making an already complicated situation even more complex. Don't worry;this doesn’t mean your child has every issue listed. However, you might see anoverlap in two or three areas (and for some even more).What's Inside This Guide:It's my deepest hope that this guide becomes a cornerstone in building a strong,informed, and compassionate support system around your family. May you beblessed as you take this step to communicate about your child’s needs and advocatefor them. Cheering you on!

Organizationalstruggles at homeand schoolInconsistentemotionalregulationDaily routines cancarry a lot of stressand struggleHelp child plan andbreak tasks intosmall stepsRemain calm; yourmood sets tone forinteractionUse visual aid,reminders, andsupport to assisttaskPractice, role play,and makeadjustments asneededNeurologically-basedconditions (regulatedby frontal lobe) thatimpede brain’s abilityto execute corecognitive processessuch as attentionalcontrol, cognitiveinhibition, taskinitiation, planning,switching, andemotional control.Meltdowns whenroutine is changed,outbursts ifoverwhelmed, prone toyelling, difficultymanaging emotionsand getting on taskSENSORYPROCESSINGDIFFICULTYMOOD DISORDERSensory overloadaffects behaviorand focusLow tolerance forfood, clothes,textures, etc.Social situationstrigger lots ofanxietyBe aware ofsensory triggersand responseOffer quiet spaceto calm before it’sneededValidate theirfeelings, even ifyou don’t get itPay attention tosensory and bodybudgetInvolves the brain'sinability to integrateinformation receivedfrom the sensorysystems. Researchindicates that thiscould be due to theabnormal neuralprocessing of sensoryinput, specifically inthe parietal lobes.Extreme irritability innoisy or crowded area,meltdowns whensensory needs aren’tmet, may getaggressive withunexpected sensoryinputEmotional tonevery hard on childand familyReduced interestin going places oractivitiesChronic irritability,lack of sleep, andeasy triggersValidate theiremotions; don’tminimize feelingsEncourage talking,but avoid pushingit too soonCreate safe,structured place toregulateAdjust demandsaccording to bodybudget and needsNeurochemicalconditions affectingthe brain's limbicsystem, the center foremotion and memory.Neuroimaging hasshown abnormalitiesin the size andactivation of certainneural structuresinvolved in moodregulation.Intense anger, appearto overreact to thingsthat seem minor,verbal/physicalaggression, stuck infight-flight, rejectionsensitive.EXECUTIVEFUNCTIONINGDIFFICULTYDISORDER ORDIFFICULTYADHD/ADDWhat is thisdisorder ordifficulty?UNDERSTANDING BEHAVIOR AND EMOTIONSM A K I N G S E N S E O F W H A T Y O U S E EHow does thisimpact child’s life?What you mightsee, hear, ornotice...What do you need toknow interactingwith them?Struggles withcontrolling focusMay actimpulsively andchallengerelationshipsEnergy levels canbe difficult tomanageBe patient and giveclear, step-by stepdirectionPrepare fortransition,, useconsistent routineNotice positives toencourage on-taskbehaviorPay attention tobody budgetA neurodevelopmentalcondition that affectshow children processinformation andengage with the world.offers a uniqueconfiguration ofattention and impulsecontrol. This is not adeficit but a differentmode of neuralprocessing.Quick to anger,difficulty calming,impulsive reaction,outbursts duringtransition, easilyfrustrated whendisrupted, meltdowns

Emotionalwithdrawal fromfamily or friendsLoss of interest inactivities orinterestsPersistent feelingsof emptiness orsadnessValidate feelingswithout offeringsimple solutionsEncourageactivities that bringjoy but don’t pushAssure them it’s okto ask for help; givesupportCheck in often andbe willing to asktough questions forsafetyNeurochemicalimbalance ofteninvolving serotonin,dopamine, and nor-epinephrine.Neuroimaging showskey brain regionsaffected includingareas like thehippocampus. Anger maskingsadness, aggressivewithdrawal fromfriends or activities,increased irritabilityand agitation, lowenergy, tiredDeep emotionalimpact from,surroundingsStrong reactions toother’s emotions orinteractionsProne to overwhelmand need fordowntimeApproach with calm,gentle tone; avoidangerBe respectful of emotional’/physicalspaceUnderstand needfor down time torefreshNotice body budgetand when lowerstimulation isneededAssociated withheightened brainactivity in regionsresponsible for high-order processing andemotionalresponsiveness. Neuro-research suggestsincreased sensitivity asthey internalize theirsurroundings.Overwhelmed byemotion, intenseoutbursts, sensorytriggers causingoutbursts, quick toanger when criticized ormisunderstoodSocial cues oftenmisunderstood orlostIntense interest inspecific subjects/itemsLimited settingsthat aren’t sensoryoverloadBe consistent andclear in your wordsand actionOffer warningswith transitionsand changesUse visual aids,specific interests,and simplesentencesRespect their needfor routine andconsistencyDevelopmentalcondition marked by communication andsocial difficulties.Neuroimagingresearch suggestsstructural andfunctional differencesin regions of the braininvolved in socialinteraction andcommunication.Angry meltdowns orrage, shut downduring socialinteractions, difficultyregulating emotions,display aggressionwith changesIncreased stressresponse tosituationsAvoidance orreluctance forschool or activitiesFrequentstomachache orheadache, lowenergyOffer a safe placeto get space andcalmValidate fears andunderstand w/oshameGuide themthrough calmingactivitiesAdjust and makealternativesolutions whennecessaryMay be linked to theoveractivity of theamygdala andprefrontal cortex.Neurochemical factorsare often implicated,providing a biologicalbasis for feelings ofextreme. undesirable,and disproportionateanxiety.Emotional explosionswhen stressed, shorttemper whenuncomfortable orunfamiliar situation,anxiety expressed asanger or defiance HIGHLYSENSITIVEAUTISMDEPRESSIONLEARNINGDISABILITYANXIETYSchool becomes agrowing challengefor childLow esteem dueto personalstrugglesOften mislabeledas lazy orunfocusedBe patient and usealternativemethodsNote effort and notjust end resultCreate asupportivelearningenvironmentKnow that breaksmay be neededbefore askingOften related toatypical braindevelopment andstructure.Neuroimaging studiesindicate differences inthe activation ofspecific regions of thebrain responsible fortasks like reading ormathematicalreasoning..Frustration leading tomeltdown, anger ortears during academicwork, agitated whenstruggling with followinginstructionsUNDERSTANDING BEHAVIOR AND EMOTIONSM A K I N G S E N S E O F W H A T Y O U S E E

HELPFUL TIPS, TOOLS, AND STRATEGIESI N T E R A C T I O N I N D I F F E R E N T S I T U A T I O N SDISORDER ORDIFFICULTYADHD/ADDEXECUTIVEFUNCTIONINGSENSORYPROCESSINGMOODDISORDERHelpful tips inthe homeenvironmentHelpful tips forschool andclassroomHelpful tips outin thecommunityHelpful tips forsports/team,and socialissuesKeep this inmind with thischild...HOME SCHOOLOUT-N-ABOUTTEAM/SOCIAL REMEMBER...Use timers forawareness andpreparationBreak tasksdownOffer choicesEncourageplanning andwriting thingsdownUse aplanner/visualschedule for tasksOffer low keyremindersUse visual aidsAllow extra timeto do what isneeded wellList of activitiesor planDiscussexpectationsReminders alongthe way to stayon courseBuild in breaks todiffuse srerssAssign them aroleSet small goalsProvide guidanceand explanationsas neededNotice small winsand when theywork hardCreate space tocalm or chillFind sensorytools that work tocalm or alertFind choices orpreferencesFollow routineschedule so heyknow what toexpect Discuss triggersUse sensory-friendly seatingand learningOffer quiet timeoptionsUse plan formeeting theindividualizedneedsCarry sensorytoolkitHave plan fornoise or sensoryoverwhelmHave a signal forbreakKeep activitiesshort; plan aheadfor needsUse sensory-friendly activitieswhen able Warn for thingsthat may triggersensoryKeep groupssmallDiscuss copingstrategyCreate space tocalmValidateemotionsUse a routine sochild knows whatto expectOffer emotionaltools that candistract or calmLearn aboutneed/issueBe willing toadjust to supportneedsHave a safe quietspace readyGive cues foremotional checkin or regulationPrepare fortriggersKnow whatcalming tools touse as neededDiscuss plan andboundariesahead with childHave an exitstrategyMonitor moodshiftsAllow breaksbefore needed orasked forHelp them feelincluded andacceptedEncourage withgenuine praiseCreate visualcues and structuredroutineLimit distractionsOffer genuinepraise Encouragephysical activityShort, achievabletasksSeating nearteacherFrequent breaksand time tomove/connectVisual schedulesor reminders ondeskPack sensorytoysKeep routines intactPrepare fortransitions andmake a planaheadDiscuss what willhappen/expectationsClear, simplerulesShow what youwantHelp with socialconnections withteamCelebrate winsand the effortthey giveThese childrenpossess an innerspark, a need forengagement, andthough it may seemdisruptive, it's aquest for connectionand stimulation.EF are like the brain’sCEO, except the CEOsometimes strugglesto manage tasks.. It’snot about laziness orlack of effort. It’s aneural pathway that’sneeding support.Imagine a brain beingoverwhelmed withtoo much informationto sort it all out.These brains amplifysignals and feelstressed by “normal”sensory input. Emotional thermostatruns too hot/toocold. Not a failure ofcharacter/will butchallenge to regulateemotions. Innerweather is stormyand need relationalumbrella.

LEARNINGDISABILITYANXIETYDEPRESSIONHIGHLYSENSITIVEAUTISMHOME SCHOOLOUT-N-ABOUTTEAM/SOCIAL REMEMBERUse a multi-sensorylearningapproach EncourageexpressionPraise effort notresultBreak tasks intosmaller partsAddress uniqueneeds in IEPCollaboratewith others tolearn newmethodsUse simplifieddirectionLet peers worktogetherAdvancepreparationUse visuals Keep routineand structurewhen neededOfferreassuranceand giveencouragementFosterteamworkEncourageparticipationand show how Adapt rules asneededCheer foreveryone, notjust successHave scheduleor predictable routineOpencommunicationValidate theirfeelingsLearn breathingor copingstrategyOpencommunication Identify safespace Set small goalsand validateconcernsCheck-in andask how youmight helpKnow when youneed to adjust orleave situationKnow whichtools can helpdistractPreviewlocations aheadTake a comfortitem/toolEncourage peersupportOffer opt-out ifneededRehearsesituations anddialogueModel copingskills androleplayStructure is keyVisual cues tohelpRespondpositively to on-task behaviorsDesignate a safespace forcalming andrestingCollaborate withpast teachers orhelpersUse social storyand interestsOffer sensorytools to calmAdjust supportsfor what childmay needPrepare fortransitionsKeep as much of routine intactas possibleTake a sensorytoolkitTalk aboutchanges andadjustments asyou goGive clearinstructionsthat are simpleFosterinclusion asthey preferUse buddysystemEncourageexpressionBrain's 'reading' or'math' centersaren't as effective,but that doesn'tmean this child isn’tintelligent. Theyexcel in other areasand good problem-solving skills.Like a car alarmthat's too sensitive,going off insituations notactuallythreatening. Childnot overreacting;but brain causing astate of hyper alertness.Create a safespace Offer emotionaloutletsMaintainroutinesValidate feelingsand keep opencommunicationCheck in andkeepcommunication Flexibleassignments ifneeded whenstrugglingQuiet spaceavailableEasy cue to gethelpPrepare fortriggersUse groundingstrategy or toolsthat helpDiscuss comfortzonesAllow time forquiet and spaceto retreatObserve moodchangesEncouragetaking breaks asneeded Fosterconnectionwhen it feelshard for themCelebrate smallwinsWhen a child isdepressed, they'renot choosing to seethe glass as half-empty; their neuralpathways aremaking it hard tosee it as half-full.Quiet timescheduledOpen dialogueand open endedquestionsRespectboundaries andneeds orpreferencesOffer choices Offer sensory-friendly space tocalmProvide warningabout change ortransitionLimit overwhelmTalk openlyabout needsPreviewlocationsConsider noiseand activity levelof locationKeep outingsshort andmanageableTake comfortitem/toolAvoidoverstimulationFoster deeperconnections withpeersLimit group sizeEncourage themto sharethoughts andvalidateThis child feelthings intensely,and that's both astrength and achallenge. It’s adifferent way ofinteracting Theyexperience theworld in highdefinition.May struggle withsocial interactions orcommunication butbring unique talentsand perspectives.It's less about "fixing"and more aboutunderstanding andsupport.HELPFUL TIPS, TOOLS, AND STRATEGIESI N T E R A C T I O N I N D I F F E R E N T S I T U A T I O N S

EXECUTIVE FUNCTIONING DIFFICULTY Task Initiation--ability to start a taskWorking Memory--holding and manipulatinginformation in your mindEmotional Control-managing emotions in a way thathelps, rather than hinders, tasks at hand.Impulse Control--ability to think before actingFlexible Thinking--adjust to change or new infoSelf-Monitoring--assessing how you're doing in themidst of an activityOrganization--keeping track of multiple pieces ofinformation and/or materialsPlanning and Prioritization--being able to make aplan and decide what's most important to focus on.Time Management--understanding/using time wellAttention and Focus--able to concentrate on a task.Understanding executive functions can be a game-changer for decoding child behavior. Here's a simple listof executive functions managed by the frontal lobe andwhat you may notice when there are difficulties: A child who struggles might avoid or delay starting chores, homework, or even fun activities. This child may forget what they were just told, or have trouble following multi-step instructions. Quick to anger or frustration, mood swings, difficulty calming down after excitement or disappointment. Interrupting conversations, grabbing objects without asking, difficulty waiting their turn. Difficulty handling changes in routine, struggling to solve problems with no clear solution. Lack of awareness about behavior or performance, seeming "oblivious" to how they're doing. Messy rooms, lost homework, difficulty organizing thoughts or tasks. Jumping between tasks without finishing any, indecisiveness, overwhelmed by simple decisions. Underestimating how long a task will take, missing deadlines, struggles with punctuality. Easily distracted, daydreaming, trouble completing tasks even if they were initiated.WHEN BASIC FUNCTIONS ARE STRUGGLINGS E N S O R Y P R O C E S S I N G A N D E X E C U T I V E F U N C T I O N I N GKEYS IN HELPING CHILDREN WITHTHEIR NEEDS AND EMOTIONSAll behavior is communication.This child isn’t giving me a hard time, he’s having a hard time.A child will do well when he can do well. So what might be going on?When you can't control what's happening, challenge yourself to control the way you respond to what'shappening. That's where your power can be found!You never really understand a person until you consider things from his point of view.--Harper LeeNo one cares how much you know, until they know how much you care.--Theodore RooseveltWHICH OF THESE TWO LISTS WOULD ALERTYOU TO RED FLAGS FOR SENSORYSTRUGGLES?Struggle learningTrouble focusingDifficulty followingdirectionsSluggish or low energyShut downMeltdowns/FitsWants to be aloneAppearing irritable orfrustratedArguing or beinguncooperativeAnxious or uptightDifficulty gettingalong with othersActing disinterestedHyper or loud atinappropriate timesAvoiding stimulationActively seekinginput Big emotions ormood swingsDepressedTrouble socializingNot paying attentionGuilt or shamePerfectionismSelf-harmSuicidal thoughtsAggressionWOULD IT SURPRISE YOU TO LEARNTHAT BOTH LISTS ARE BEHAVIORS THATCAN INDICATE SENSORY STRUGGLES?This is why it’s so important that we learn to see behaviorsas alerts and not be so quick to label them “defiant,disrespectful, or oppositional.” There may be much moregoing on under the surface that the child can’t express.Sensory processing and executive functions areimportant to understand, since they commonlyexist with several of the other issues.

RESOURCES FOR FURTHER UNDERSTANDINGL E A R N I N G A N D S H A R I N GSENSORY PROCESSINGDIFFICULTYMOOD DISORDEREXECUTIVEFUNCTIONINGDIFFICULTYPARENTING ANDMENTAL HEALTHADHD/ADD--ATTENTION-DEFICIT/HYPERACTIVITYBrain-BodyParenting--MonaDelahookeThe Whole BrainChild--Daniel J.Siegel M.D.Discipline WithoutDamage-- VanessaLapointeADDitudemag.comUnderstood.orgA Day in Our Shoes-- Don’t IEP AloneADDitudemag.comWhat Your ADHDChild Wish YouKnew--SharonSalineThriving WithADHD Workbookfor Kids--KelliMillerADDitudemag.comSmart ButScattered--PegDawsonEverydayExecutiveFunctioningStrategies--ValerieSaxton SharpeExecutiveFunctioningWorkbook for KidsTEFOS-ExecutiveFunction OnlineSummit--SethPerlerSensory Processing101--DaynaAbrahamUnderstanding YourChild’s SensorySignals--Angie VossThe Out-of-SyncChild-- Carol StockKranowitzThe OT Toolbox--Virtual SensoryRoomRISE with Sensory--Alisha GroganMy Mundane andMiraculous Life-Julie NixonThe ExplosiveChild--RossGreene M.D.Poppy and theOveractiveAmygdala--Holly ProvanThe Whole BrainChild-- Daniel JSiegel M.D.RDMDD.orgUnderstood.orgThinkingDifferently--David FlinkAnxiety Relief forKids--BridgetFlynn WalkerPhDConquer ChildAnxiety-- J. JeffriesHow to Help YourChild Clean UpTheir Mental Mess--Dr. Caroline LeafADDitudemag.comRaising YourSpirited Child--Mary SheedyKurcinkaThe HighlySensitive Child--Elaine N. Aron Ph.D AutismBreakthrough--Raun KaufmanNourishingHope--JulieMatthewsDisconnectedKids--Dr. RobertMelillo AutisticLogistics--KateWilde HIGHLY SENSITIVE AUTISMDEPRESSIONLEARNING DISABILITY ANXIETY

Don’t use too many wordsValidate their feeling up front toincrease their ability to move onListen to understand, not to answerApproach with curiosity and lowemotionDon’t try to talk when dysregulated--wait until they are calm HELPING OTHERS UNDERSTAND CHILD BEHAVIOR AND EMOTIONSG E T T I N G O N T H E S A M E P A G E KEY REMINDERS:WHAT APPROACH IS NEED? WHAT COMMUNICATION WORKS BEST?QUOTES FOR REFLECTION: Calm--regulated and non-threatening Clear--easy to understand and concise Consistent--knows what to expect/trust Compassionate--caring and understanding Connected--genuine acceptance and loveA child can’t regulate if the person dealing with them is dysregulated.Brains that are dysregulated lose up to 30 IQ points...until calm, a child can’t think well.Working together to solve the problem can help you solve the real problem.Children are not problems to be solved; they are people to be understood.--Daniel AmenChallenging behavior is simply the means by which a child communicates that he ishaving difficulty meeting certain expectations.--Dr. Ross GreeneBehaviorally challenging kids are challenging because they're lacking the skills to not bechallenging.--Dr. Ross Greene

HELPING OTHERS UNDERSTAND CHILD BEHAVIOR AND EMOTIONSP U T T I N G I T A L L T O G E T H E R HOW DO I WANT TO SHARE THIS INFORMATION?WHAT DID I LEARN? WHO IN OUR LIFE WOULDBENEFIT FROM THIS INFO?WHAT DO I NEED TO EXPLORE? WHAT ARE MY NEXT STEPS?

HOW DO I WANT TOSHARE THIS INFO?Hello!If you’re reading this letter, let me start by saying thank you. You have beenrecognized as a person of influence or impact in a very special child’s life. Youhold in your hands not just a letter, but an invitation to join this journey ofunderstanding my child’s unique needs. I’m reaching out to share with you a valuable resource, “Behind the Behaviors:Understanding A Uniquely Wired Child.” This guide may give insight into a worldthat might be different from what you know, but it is incredibly meaningful,nonetheless.Have you ever wondered why my child might act the way they do? It can be easy tothink their behavior is simply defiance, disrespect, or even just bad behavior. But itmight surprise you to know that challenging behaviors can be a cry for help,masked in a language that not everyone understands.In fact, it has been helpful for us to learn: • “Defiance” can also be a sensory overload or avoidance. • “Disrespect” could indicate a struggle with emotional regulation or issues with impulse control. • “Meltdowns” may truly be uncontrolled and a cry of deep inner turmoil.This isn’t about excusing behaviors, rather learning to understand them so we canrespond effectively. The issues we face are not mere parenting challenges; theyare indicators of underlying mental health or sensory issues that impact our childand entire family. By including you in this journey, we invite you to: • Ask questions. If unsure why my child does something, check it out with me, and together we might figure out the underlying issue. • Offer assistance. The smallest gestures make the biggest difference to our child and family. • Be patient. My child may not react as you expect, but your patience speaks volumes and teaches them in the process.My child is working much harder than it may seem, trying to meet expectationsthat often feel insurmountable to them. Some days, these struggles might evenmake a neurodiverse child question their worth to the point of despair…yes, thatintense. We continue to work hard each day to turn these challenges intotriumphs, even in a world where mental health issues are often misunderstood.Your role, as someone who has a presence and influence, is more important thanyou might ever realize.As you flip through the pages of “Behind the Behaviors,” please remember: yourunderstanding doesn’t just make our day easier; it makes the world a better andeasier place for a child who needs to be understood.With Heartfelt Thanks~HOW CAN WE WORKTOGETHER?

C O A C H I N G N E E D S P A R E N T I N G W I T H P E R S O N A L I T Y | C A L M C O N N E C T I O N P A R E N T C O A C H I N G P R O G R A MDATE:NAME:How would you rate each of the following as it relates to your home,family, or relationship with your child? The total of your scores canhelp determine the best or most effective resources for you whenconsidering parenting courses, group coaching, or 1:1 coaching.What is the current level of tension in yourfamily or home? 10 = High1How would you rate your current level ofoverall stress or anxiety in parenting yourhighly sensitive or intense child? 10 = High2What is the current level of your child'ssensitivity or emotional intensity? 10 = High 3How would you rate your doubt/stress inunderstanding your child/his needs? 10 = High4How high is your stress or pressure to stay calmwhen your child is angry/intense? 10 = High5How would you rate your stress/anxiety whilespending time with your child? 10 = High6How would you rate the level of hopelessnessor despair you feel currently? 10 = High7How would you rate the current level ofdistance/disruption you feel in your connectionwith your child? 10 = High8How would you rate your current need for help,support, or resources? 10= High9How motivated are you to work hard and makenecesssary changes? 10=High 10__ /10__ /10__ /10__ /10__ /10__ /10__ /10__ /10__ /10__ /10Q U E S T I O N S S C O R Eassessment

Visit Parenting With Personality Facebook Group or message at m.me/jami.kirkbride to connect.I’m excited to help you find the support you need!recommendedresourcesBelow you will find some of the parenting resources available to you through ParentingWith Personality. Your score on the assessment will help give you direction in choosingthe resource or support that can be most effective for your current needs or issues. Not sure of your next step, that’s okay, we can schedule a call to figure it out.1-35--ENTRY LEVEL RESOURCESScoring in this range indicates that you do not have big disruptionsor difficult issues. At this level, you would probably benefit frompersonality courses/coaching that make you feel more effectivein learning about both you and your child's personality, as well asstrengths, struggles, and needs. You would enjoy our online or on-app personality courses, strategy sessions, and family resources.36-70--GROWING NEED RESOURCESScoring in this range indicates that you could utilize the help andresources of our parent coaching at a more involved level. You wouldbenefit from group or 1:1 coaching. You may like learning aboutpersonalities, sensory needs, and mental health issues with others insimilar situations or, you might prefer the focused help on issues specificto your child and family. Either way, coaching will be a great tool to help.71-99--HIGH NEED RESOURCESScoring in this range indicates that you are likely feeling a greatdeal of stress, anxiety, and disruption as you deal with your intenseand highly sensitive child. You, your child, and your family wouldbenefit greatly from having someone who could walk with you as a1:1 coach, as you figure out specific strategies for your family thatcan calm the chaos and bring some calm, confident connection.Helping You Do the Hard Work and Heart Work of Parenting

connectl e t ’ sYou love, understand, and care about your child. You know your child has a goodheart and really wish others would see that too.You don’t want your child’sbehaviors to cause them to beharshly judged or pushed aside. You want your child to be seenand understood...without thebehaviors or struggles to get in the way and ruin that. You want others to look behindthe behaviors to see the uniquely wired child that God blessed you with and take time to understand them. I get it. Feeling stuck on your next move? Not sure how to bring up these topics with your family? I get it, and I’m here to help. Why not schedule a free call? Let's sort it all out together. Book your discovery call now!