Provider Spotlight: Whole Child Nutrition

Provider Spotlight: Whole Child Nutrition

Excerpts taken from Whole Child Nutrition

Kimberly Jaumot, MS, RD is a child nutritionist with extensive work with children of varying needs. With a focus on making small, practical changes to help children have success with food, Kimberly believes that nutrition is an essential component of overall wellbeing.

One of Kimberly’s passions is working with children with sensory processing disorder and on the autism spectrum, understanding the unique challenges that they face when it comes to food. She has experience working with families to develop personalized nutrition plans that are tailored to their child’s specific needs. Kimberly also has experience working with children with Down syndrome, recognizing the important role that nutrition plays in supporting their development and growth.

Through her work with families, Kimberly emphasizes the importance of making small changes to promote long-term success. She understands that each child’s needs are unique, and works closely with families to develop achievable goals that support their child’s health and wellbeing.

With Kimberly’s guidance, families can feel empowered to make positive changes in their child’s nutrition, which can have a significant impact on their overall health and happiness.

Whole Child Nutrition offers nutrition guidance to children with many different challenges including: autism spectrum disorders, ADHD, Down syndrome and sensory processing disorders.

To contact Kimberly:

Email: kimberly@wholechildnutrition.com

Call: 973-567-3239

Why Self-Care is Essential to Parenting

Why Self-Care is Essential to Parenting

written by  posted on ChildMind

Parents who are the main caregivers for kids with special needs can be at risk for burnout, especially if they don’t have enough support themselves. Symptoms of burnout include anxiety, depression, feeling tired and feeling cut off from other people.

Caring for a child with a developmental or mental health disorder can put a big strain on your marriage or relationship. There can be also be physical risks from the constant stress of taking care of a special needs child. Physical risks from constant stress include things like heart disease, diabetes and cancer.

To avoid burnout, it’s important for parents to take care of their own needs. That includes getting enough sleep and exercise, drinking enough water and spending time away from your child. Parents sometimes feel like they have to do everything by themselves, but getting help from other people is crucial. Support groups, spending time with friends and even just making time for fun activities on your own can all help.

If you don’t have family you can rely on or money to hire babysitters, something called “respite care” can help. Respite care provides temporary help so you can take a break from constant caregiving.

10 Signs of a Healthy, Effective Co-Parenting Relationship

10 Signs of a Healthy, Effective Co-Parenting Relationship

written by Jennifer Wolf, posted on verywellfamily

It takes a lot of work for two parents to get to the point where they can say their co-parenting relationship is going really well. For most families, there is still room for improvement. Rather than focusing on what’s not working, though, identify what is going well so that you can accentuate the positive as work toward resolving conflicts with your ex.

The following signs are evidence indicators of a healthy and productive co-parenting relationship.1 As you read them, consider what already works for you, as well as those areas you hope to improve.

Free Webinar: Guardianship and Supported Decision

Free Webinar: Guardianship & Supported Decision

Free virtual webinar hosted by The Calais School

Guardianship is supported decision making for those with intellectual and/or developmental disabilities. In this free webinar, learn about types of legal guardianship, how to obtain it, who needs it, and more. If you have a family member approaching 18 years old or already 18+, this information is crucial in planning for their future.

Guardianship & Support Decision – Zoom Video Conference

Thursday 3/7/2024 from 6:30-7:30pm

Presented by the Calais School & Samantha Alfonso, Esq.

Registration is required. Please email: rosemary.nakashian@thecalaisschool.org

The Unplanned Journey: When You Learn That Your Child Has a Disability

The Unplanned Journey: When You Learn That Your Child Has a Disability

written by Carole Brown, Samara Goodman, and Lisa Küpper posted on Parent Hub

The birth of a child with a disability, or the discovery that a child has a disability, can have profound effects on the family. In “You are Not Alone,” Patricia McGill Smith offers the insights that she and others have gained through their own experience of having a child with a disability. In this article, we will provide additional information to support the life cycle, health, and well-being of the family when a member has a disability.

It is with a great deal of humility that we are even attempting to describe what the future may hold for you and your family. On the one hand, we want you to be as prepared as possible so you can negotiate the challenges that may await your family. On the other hand, we recognize that individual variation and differences are the rule when a child has a disability. Researchers often base their findings on group data—what happens to the majority of people in a circumstance. However, what might be “true” in a research sense may not be at all true for your family. Therefore, while we hope this article will guide you to sources that are helpful, take from our discussion only what you need.

The Journey

Growth is endless and our lives change and change us beyond anticipation. I do not forget the pain—it aches in a particular way when I look at Jessy’s friends (her paid companions), some of them just her age, and allow myself for a moment to think of all she cannot be. But we cannot sift experience and take only the part that does not hurt us. (1)

No parent wants his or her child to be sick, disabled, or harmed in any way. It is not an experience anyone expects to have; rather, it is a journey that is unplanned. The terrain families must travel is often rough in places. And yet, the majority of families are able to find the strength within themselves and among their circles of support to adapt to and handle the stress and challenges that may accompany their child’s illness or disability.

Many parents have described the progression—and pendulum—of feelings they experienced upon learning that their child has an illness or a disability. Patty McGill Smith touched upon many of these emotions in her article—shock, denial, grief, guilt, anger, confusion. The type of emotions parents experience, as intense and overwhelming as they may be, are also normal and acceptable. Stability does return, both to the individual and to the family. Parents begin to search for needed information. Many report feelings of personal growth that are often, in retrospect, astounding to them. One mother, reflecting on life after the birth of a child with spina bifida and other disabilities, says:

I have learned, and grown, more since Dylan’s birth than any other time in my life. You learn patience, and you get to witness miracles that you otherwise would have been too busy to have noticed…You learn acceptance, you realize you have been wrong to judge, and you learn that there is a thing called unconditional love. (2)

Taken together, the many suggestions and insights offered by parents who have lived for years with the experience of disability in the family can provide parents who are new to the experience with much guidance and support. The remainder of this article will outline many of the ways that parents have helped themselves and those they love adjust to living with and caring for a child with special needs.

Access Information and Services

One of the first things you can do that may prove enormously helpful, now and in the future, is to collect information—information about your child’s disability, about the services that are available, and about the specific things you can do to help your child develop to the fullest extent possible. Collecting and using the information available on disability issues is a critical part of being a parent of a child with special needs. Fortunately, there is a great deal of information available on many disabilities and many disability issues.

Why Should I Set Boundaries With My Teens?

Why Should I Set Boundaries With My Teens?

written by Dr. Liz-Nissim Matheis, posted on Psychology Today

As a parent, you know that setting limits is important and healthy for your children. So, how exactly do we do that?

Let’s start at the beginning; boundaries are integral to our daily life. As adults, these boundaries become known as laws, like speeding laws. Without a speed limit, we would drive at all kinds of speeds and bump into things and people, causing serious injury and harm.

Within the workplace, we also have boundaries that define when we are supposed to show up for work and leave. Some boundaries are written or spoken, and some are created by the office culture.

Without these boundaries, we don’t know our limits. Not having clear-cut limits makes us feel anxious. Boundaries let us know that we are being held accountable, and it is up to us to make choices to remain in line with these boundaries. They also imply that someone is in charge.

If we didn’t have boundaries in our lives, we would spend much of our time and energy trying to decide what we can and can’t do rather than investing in areas of growth and development. The same holds for our children. Not having clear-cut expectations and standards for your child academically, socially, behaviorally, and morally can lead to the experience of anxiety. If our children do not know that we are the authority figures in their lives, they don’t have parameters in their world, and the world becomes an unsafe and scary place for them.

Game Plan for Peaceful Parenting Your Teen

Game Plan for Peaceful Parenting Your Teen

posted on aha parenting

You may not feel like you have much influence on your child these days, but teens’ behavior is highly correlated with the strength of their bonds with their parents.

Good relationships between teenagers and their parents, as rated by both, are positively correlated with school success and general happiness as rated by the teen, and also by those around her.

By contrast, weak or conflictual parent/teen relationships are correlated with early sexual activity, experimentation with drugs and alcohol, the teen’s involvement in violence (as either perpetrator or victim), and suicide.

How do you parent this blossoming person who sometimes seems to be becoming a stranger?

12 Essential Tips:

1. Remember you’re a parent, AND a friend.

Teens crave the security of knowing their parents understand them, appreciate them, and love them no matter what–so they do want the relationship to be a form of friendship. But they also need to feel like they have some independence, so sometimes you may feel a bit shut out. If you can navigate your closeness in an accepting way that doesn’t take advantage of your role as parent to tell your child what to do, he’s more likely to open up and share with you.

Does a close friendship erode your teen’s respect for you? No. Don’t you respect your friends, and treasure those who are really there for you emotionally? If you offer your teen respect, consideration, and authenticity, that’s what you’ll receive in return.

And as close as you want to be to your teen, sometimes you will have to pull rank and say No. If you’re doing it often, that’s a red flag that something is wrong. But sometimes your teen will be looking to you to set limits they can’t set for themselves. Sometimes you’ll need to stick by your values and say no, whether that’s to an unsupervised party or a very late bedtime. And, of course, sometimes your teen will be able to use your guidance to come up with a win-win solution that answers your concerns.

2. Establish dependable together time.

Be sure to check in every single day. A few minutes of conversation while you’re cleaning up after dinner or right before bedtime can keep you tuned in and establish open communication. Even teens who seem to have forgotten who their parents are the other 23 hours a day often respond well to a goodnight hug and check-in chat once they’re lounging in bed. In addition to these short daily check-ins, establish a regular weekly routine for doing something special with your teen, even if it’s just going out for ice cream or a walk together.

3. Parent actively and appropriately.

Don’t invite rebellion by refusing to acknowledge that your son or daughter is growing up and needs more freedom. But don’t be afraid to ask where your kids are going, who they’ll be with and what they’ll be doing. Get to know your kids’ friends and their parents so you’re familiar with their activities.

4. Try to be there after school.

The biggest danger zone for drug use and sex isn’t Saturday night; it’s between 3 and 6 PM on weekdays. Arrange flex time at work if you can. If your child will be with friends, make sure there’s adult supervision, not just an older sibling.

5. Keep your standards high.

Your teen wants to be his or her best self. Our job as parents is to support our teens in doing that. But don’t expect your child to achieve goals you decide for her; she needs to begin charting her own goals now, with the support of a parent who adores her just as she is and believes that she can do anything she aims to. Support your teen’s passions and explorations as she finds her unique voice.

Doing Less for Teens Will Help Them Do More

Doing Less for Teens Will Help Them Do More

written by Dr. Liz Matheis, posted on Psychology Today

When our children were small, it was our natural responsibility to feed them, dress them, prepare their food, wash their clothes, and perform the multitude of other physical tasks that we completed without a second thought. As our children grow older, there needs to be a shift whereby we slowly hand more and more responsibilities to our children so that they are building the skills needed to become independent in their lives.

That shift is a tricky one because no alarm goes off when our child can start washing their laundry, changing their sheets, or managing their calendar. Each of our children is different in their capabilities, and the assessment is just that, an assessment and an artful passing on, resisting the resistance of your child, teen, or young adult and persisting through.

In the end, you have a competent young man or woman who is ready to move on to the next transition, whether that be from elementary school to middle school, or middle school to high school. They have also had experiences with different life tasks in which they can problem solve. Our goal as parents is to provide them with the steps and language to use with others and themselves so they can work through a problem in our absence, because our absence is inevitable.

How to Help Students with Disabilities Transition to Adult Life

How to Help Students with Disabilities Transition to Adult Life

posted on Lesley.edu

Planning for Life After High School

Perhaps one of the most challenging times in a young adult’s life is when he or she is ready to leave the routines of high school and transition to adult life. This can be even more daunting for students who receive special education services. They are leaving secure supports that are mandated by law and moving into a system where services are less certain.

The Individuals with Disabilities Act of 1990 ensures that all children with disabilities receive a free and appropriate public education that prepares them for transition to further education, employment, and adult living. Some key components of services under the act include:

  • Transition planning beginning at the age of either 14 or 16, depending on the state
  • A coordinated set of activities
  • A results-oriented process
  • Instruction, community experiences, planning for employment and other outcomes, daily living skills, and vocational evaluation.

Once transition planning begins, the roles of special education teachers, students, and families shift. School transition services are provided by secondary special educators, transition specialists, guidance counselors, and others as identified by the Individualized Education Program (IEP) team. Families and students are also a critical part of the process. What can each participant do to ensure a good outcome?

What Schools and Teachers Can Do

  • Engage in person-centered planning, where a group of people focus on a student and help him or her plan for the future
  • Give students in inclusive high school environments access to the general education curriculum
  • Identify someone who specializes in transition services, such as a transition specialist
  • Support students in developing self-determination, leadership, and self-advocacy skills
  • Teach communication and social skills across a variety of settings
  • Encourage student involvement in current and future IEP, assessment, or transition meetings
  • Learn the available adult services, and educate students and families about those services
  • Teach students about the options for employment, continued education, and community and recreational activities
  • Develop a program of further study and activities
"The various psycho-educational testing Dr. Liz conducted on our son gave us critical clues about where his learning strengths and weaknesses lie so that his needs could be better addressed at home and school. Moreover, because of their warm, kindhearted personalities, both Dr. Liz and her associate, Stephanie, formed an immediate bond with my son. He eagerly looks forward to his weekly therapy sessions. We are so lucky Dr. Liz came into our family's lives when she did! For stressed-out families trying to help their children as best they can, she is a calming voice of reason!"
- Julie C.
"Dr. Matheis has a remarkable ability to understand the unique needs of her patients and address them constructively. She builds strong, meaningful relationships with patients and their families, encouraging trust and collaboration. When working with my son who struggles with autism-related anxiety, she created an environment in which he was able to calm down and open up to her in ways I had not seen before. She was able to reach him and helped him work through his crisis/problem. Most importantly, she empowered him to move forward."
- N.L.
"Dr. Matheis is amazing. She has tremendous resources and loads of energy. She is not willing to accept anything less than the most effective results for her clients. She made me feel as if my son was her top priority throughout the entire process. I would, without reservation, give her my highest recommendations.  Thank you, Dr. Matheis!"
- Anonymous
"Dr. Matheis has an amazing ability to read kids and connect with them. She has been an invaluable resource for our family over the past several years and has helped us with everything from educational consulting, to uncovering diagnoses as well as family therapy. Working with Dr. Matheis never feels clinical and most importantly, our children love and trust her. We can not thank you enough Dr. Liz!"
- Anonymous
"My teenage son had been seeing Dr. Matheis through his senior year of high school, as he was only diagnosed with ADHD at 16 years old.  Dr. Matheis came highly recommended from our pediatrician and she has done wonders for our son as well as our family, navigating new ways for him to deal with his diagnosis without the use of medication.  She taught him ways to organize himself and even when something did not work for him, she patiently continued teaching him new ways to keep himself on track.  She has also helped us as parents to understand how his mind works so that we did not continue to blame his lack of focus on him, rather on his unique way of thinking.  Thank you Dr. Matheis!!!!"
- LG
"Dr. Liz is the best! Our family was directed to her by our Pediatrician to assist with figuring out severe mood changes, severe anxiety, strange new fears and food aversion that had come onto one of our children literally overnight. After just a couple of visits, she suggested that the issues may actually be rooted in a physical issue and suggested we immediately take our child to be swabbed for strep, because Dr. Liz suspected PANDAS (a pediatric autoimmune disorder brought on by strep). The same Pediatrician that suggested Dr. Liz would not do the swab (they do not believe in PANDAS and we no longer go there) but I took my child to my doctor who did the swab and it was positive for strep. When our child went on antibiotics, within 24 hours all symptoms went away and our child was back :-) Dr. Liz then recommended a PANDAS specialist who helped us and our child is in complete remission and is happy and healthy. We are incredibly grateful to Dr. Liz for her knowledge of all things, even the most remote and unusual and for helping us so much! Thank you!"
- Anonymous
"The various psycho-educational testing Dr. Liz conducted on our son gave us critical clues about where his learning strengths and weaknesses lie so that his needs could be better addressed at home and school. Moreover, because of their warm, kindhearted personalities, both Dr. Liz and her associate, Stephanie, formed an immediate bond with my son. He eagerly looks forward to his weekly therapy sessions. We are so lucky Dr. Liz came into our family's lives when she did! For stressed-out families trying to help their children as best they can, she is a calming voice of reason!"
- Anonymous
"Thank you, Dr. Liz. Although we have told you countless times, it will never feel enough. You have listened when J could barely speak and continued to listen when he was sad, angry and confused. You've challenged him and directed us in our roles as parents. You've helped J face his fears while the list evolved and changed, and yet you've stayed committed to 'the course.' We pray that your children realize that time away from them is spent helping children learn and that vulnerability is a sign of strength and bravery."
- June I
"My son was admitted to an Ivy League school when only 2 years ago, you assessed him and saw his struggles, his Dyslexia. We are grateful that he no longer has to carry that deep feeling of inadequacy or shame that must have kept him so self conscious and from reaching his potential. He has the PERFECT program for him. He has A's in high math and economics. He became a Merit Scholar, a Boys State legislature, the HEAD captain of the football team and help a job ALL while studying and managing his classes and disability. I am PROUD of you, a young doctor, who knows and sees the vulnerability of children and helps them recognize "it's NO big deal" God bless."
- Anonymous

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