Diagnosis or circumstances and upbringing? Children with different brains

When is it a real dysfunction – and when is it simply a child who needs a different approach?

It is necessary for both parents, pedagogues, teachers, and others who work with children to be able to distinguish between different types of behavior in children.

What’s what?
When should a diagnosis be made, and when is it the circumstances and upbringing that have affected the child – and what do we do about it?

An immature 5-year-old or a child with Asperger’s?
As professionals, we have to assess whether a child who keeps to themselves, doesn’t understand the rules of play, and doesn’t pick up on signals from other children is simply an immature 5-year-old, or a child with Asperger’s syndrome.

Or is it that a prematurely born child is hypersensitive and has difficulty concentrating because the parents, out of fear of losing the child, have treated it with special care since birth? Or is it a case of an immature central nervous system and delayed myelination?

Does the boy who just caused trouble in his class have ADHD with overactivity in his brain, or is he simply a frustrated 14-year-old whose parents are getting divorced?

Yes — the questions are many!

Circumstances and upbringing or the brain? – A prerequisite for having knowledge
In general, it is not easy to tell the difference between children who face challenges due to their upbringing and circumstances, and children who have neurological dysfunctions. This can be a big challenge for most people.

That is why knowledge about age-appropriate child development remains an extremely important tool. Without this knowledge, you have no basis for assessing whether a child is typically developed, a little immature, developmentally delayed – or if there is a dysfunction.

All brains can be affected, but not all brains are organized the same way. In practice, this means that the same pedagogical approach will be perceived differently by different children.

Summary:

• The course helps professionals understand when children’s behavior is related to their upbringing and circumstances, and when it is due to neurological dysfunction.
• You will gain professional skills to distinguish between behavior that is expected at certain developmental stages, and behavior that requires special attention.
• You will be better equipped to assess a child’s behavior from a holistic perspective, considering both biological and social factors.
• At the same time, you will receive useful advice on what type of pedagogy works best — and when it works.

All children need to be included, both by their peers and by adults.

During the course day, you will get practical advice on how to manage your own expectations as a professional, and what you can do, for example, if a child “lacks a friend.”

The course also helps clarify the difference between autism and autistic traits, as the pedagogical approaches that work can be very different.

The goal of the course is to strengthen professionals in their daily work with children of all kinds of neurological profiles.

A course for anyone who works with children or is interested in the topic.

Buy before September 18 for only 1,185 DKK + VAT!
Price after September 18: 1,585 DKK + VAT per person.