Richmond Hill Post - - Ask The Expert - CON­TACT Au­drey Hu­ber­man Ed.D., Acc. F. M. So­cial, Emo­tional, & Be­havioural Coun­selling 416-256-7825 | www.skills­for­liv­ Au­[email protected]­for­liv­

Sep­a­rat­ing and/or di­vorc­ing par­ents have their chil­dren’s best in­ter­ests in mind. These par­ents want their chil­dren to thrive as the fam­ily re­or­ga­nizes its struc­ture. Know­ing where to start and how to ac­com­plish this weighty task can be daunt­ing for even the most con­fi­dent of par­ents. De­vel­op­ing a Parenting Plan, with the help of an Ac­cred­ited Fam­ily Me­di­a­tor, pro­vides a tan­gi­ble road map. Build­ing in mea­sures to sup­port chil­dren’s so­cial, emo­tional and be­havioural needs sup­port their abil­ity to nav­i­gate and adapt to change.

Care­fully de­signed parenting plans con­sider and cul­ti­vate the above skills. There­fore, chil­dren of all ages whose par­ents are sep­a­rat­ing and/or di­vorc­ing have the op­por­tu­nity to in­crease their emo­tional in­tel­li­gence. This form of in­tel­li­gence is of­ten re­ferred to as ones’ emo­tional quo­tient (EQ). EQ is rec­og­nized as es­sen­tial to chil­dren's abil­ity to de­velop healthy re­la­tion­ships, a strong sense-of­self and aca­demic fit­ness. Chil­dren with high EQ are bet­ter pre­pared to un­der­stand and man­age feel­ings and com­mu­ni­cate ef­fec­tively, both ver­bally and non-ver­bally. There­fore, fam­ily re­struc­tur­ing can of­fer im­pacted chil­dren with the op­por­tu­nity to prac­tice the in­ter-per­sonal and in­tra-per­sonal skills that they will need through­out their life­times.

Parenting plans are col­lab­o­ra­tively de­signed by sep­a­rat­ing and/or di­vorc­ing par­ents with the sup­port of an Ac­cred­ited Fam­ily Me­di­a­tor. A fam­ily’s unique needs at any and all stages of the de-cou­pling process will be con­sid­ered. The needs ad­dressed in­clude parenting time sched­ules, de­ci­sion mak­ing, and com­mu­ni­ca­tion pro­to­cols. Each of these ar­eas is ex­plored to mo­bi­lize the fam­ily’s unique set of strengths and in­ter­ests. Con­se­quently, a chal­leng­ing sit­u­a­tion builds fam­ily and in­di­vid­ual re­silience and the risk fac­tors that im­pede it are con­tained. This po­si­tions the fam­ily and its mem­bers for long-term suc­cess.

Parenting plans in­cor­po­rate child-de­vel­op­ment knowl­edge and best parenting prac­tices for the typ­i­cal de­vel­op­ing child along with chil­dren with Learn­ing Dis­abil­i­ties, At­ten­tion-Deficit/ Hyper­ac­tiv­ity Dis­or­der, and Per­va­sive De­vel­op­men­tal Dis­or­ders. This in­for­ma­tion cou­pled with par­ents' best in­ten­tions cre­ate parenting plans that fa­cil­i­tate fam­ily func­tion­ing dur­ing pe­ri­ods of stress and over its life­span. Ul­ti­mately, all fam­ily mem­bers are po­si­tioned to achieve in our in­creas­ingly re­la­tion­ship-driven world.

Au­drey Hu­ber­man Ed.D., Acc. F. M. BIO Au­drey Hu­ber­man is a Doc­tor of Ed­u­ca­tion and a Cer­ti­fied Fam­ily Me­di­a­tor. She is a part-time fac­ulty mem­ber at Ry­er­son Univer­sity and main­tains a pri­vate prac­tice in Toronto teach­ing and coun­selling in­di­vid­u­als of all ages in the ar­eas of so­cial, emo­tional and be­havioural skills. Her ex­per­tise has been fea­tured in such pub­li­ca­tions as Cana­dian Liv­ing and To­day's Par­ent.

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