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As we=E2=80=99re thinking ahead to Camille=E2= =80=99s sessions in April and May, I wanted to share a few observations and= get your perspective. As you=E2=80=99ve likely seen, Camille is bright, capable, and deeply motiv= ated.=C2=A0 My concern isn=E2=80=99t her ability, but the systems supporting her academ= ically.=C2=A0 Right now she=E2=80=99s relying heavily on memory, urgency, and dopamine su= rges to=C2=A0get through her workload.=C2=A0 With junior year around the corner, I=E2=80=99m worried that the increasing= demands will outpace=C2=A0what she=C2=A0can realistically hold in her head= . We=E2=80=99ve already seen=C2=A0big emotions=C2=A0as a=C2=A0result of=C2= =A0everything living=C2=A0in her head =E2=80=94=C2=A0she gets overwhelmed, = and things begin to feel impossible=C2=A0=E2=80=94feeding her anxiety. Again, Norris and I agree that is=C2=A0more of=C2=A0a skills gap rather tha= n a motivation/focus issue.=C2=A0We=E2=80=99re noticing that Camille is reg= ulating herself beautifully. She asks to step out of class to go to the res= troom when she=C2=A0needs to move her body, wears headphones for comfort, a= nd doodles or listens to music while working. Unfortunately some of this is= being misinterpreted by teachers as distraction, when in reality these str= ategies seem to help her regulate =E2=80=94 I digress. I would love for Camille to develop one consistent, external =E2=80=9Cacade= mic home=E2=80=9D where everything lives. I suspect she=E2=80=99d prefer so= mething tactile=E2=80=94an external brain=E2=80=94because right now she doe= sn=E2=80=99t have a reliable tool to track what matters most to her. I=E2=80=99m also trying to support Camille at home without micromanaging. I= would like for Camille to get on board=C2=A0 with=C2=A0a once=E2=80=91a=E2= =80=91week check=E2=80=91in where we open Google Classroom together, write = out everything due for the coming week into her planner or tool, and break = larger assignments into smaller, manageable pieces. The goal is to teach pl= anning skills without pressure=E2=80=94and to help her see the value in a s= imple, repeatable system. I would really appreciate your thoughts on how we might integrate this kind= of systems=E2=80=91building work into her therapeutic support, and whether= there are strategies you recommend that align with how Camille already sel= f=E2=80=91regulates. Although the school year is winding down this=C2=A0feels especially importa= nt as Camille will be working on her Girl Scout Gold Award over the summer,= which is a large, multi=E2=80=91month, self=E2=80=91directed project. Havi= ng a clear system to track ideas, deadlines, next steps, and progress would= be incredibly supportive and could help reduce stress as the scope of the = project grows. Thank you so much for the care you bring to Camille. We=E2=80=99re grateful= to be partnering with you. Warmly, Utoia Sent from Yahoo Mail for iPhone ------=_Part_2206153_736935517.1773774816474 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable

Hi Megan,

I hope you=E2=80=99re well. As we=E2=80= =99re thinking ahead to Camille=E2=80=99s sessions in April and May, I want= ed to share a few observations and get your perspective.

As you=E2=80=99ve likely seen, Camille = is bright, capable, and deeply motivated. 

My concern isn=E2=80=99t her ability, but the systems supportin= g her academically. 

Right now = she=E2=80=99s relying heavily on memory, urgency, and dopamine surges to&nb= sp;get through her workload. 

With juni= or year around the corner, I=E2=80=99m worried that the increasing demands = will outpace what she can realistically hold in her head. We=E2=80=99ve alre= ady seen big emotions as = a result of everything living in her head =E2=80=94 s= he gets overwhelmed, and things begin to feel impossible =E2=80=94feed= ing her anxiety.

Again, Norris and I agree that is = more of a skills gap rather than a motivation/focus issue. We=E2=80=99re noticing that Camil= le is regulating herself beautifully. She asks to step out of class to go t= o the restroom when she needs to move her body, wears headphones for comfort, and doodles = or listens to music while working. Unfortunately some of this is being misinterpreted by teache= rs as distraction, when in reality these strategies seem to help her regula= te =E2=80=94 I digress.

I would love for Camille to develop one= consistent, external =E2=80=9Cacademic home=E2=80=9D where everything live= s. I suspect she=E2=80=99d prefer something tactile=E2=80=94an external bra= in=E2=80=94because right now she doesn=E2=80=99t have a reliable tool to tr= ack what matters most to her.

I=E2=80=99m also trying to support Cami= lle at home without micromanaging. I would like for Camille to get on board=   with a once=E2=80=91a=E2=80=91week check=E2=80=91in where we op= en Google Classroom together, write out everything due for the coming week = into her planner or tool, and break larger assignments into smaller, manage= able pieces. The goal is to teach planning skills without pressure=E2=80=94= and to help her see the value in a simple, repeatable system.

I would really appreciate your thoughts= on how we might integrate this kind of systems=E2=80=91building work into = her therapeutic support, and whether there are strategies you recommend tha= t align with how Camille already self=E2=80=91regulates.

Although the school year is winding down this fee= ls especially important as Camille will be working on her Girl Scout Gold A= ward over the summer, which is a large, multi=E2=80=91month, self=E2=80=91d= irected project. Having a clear system to track ideas, deadlines, next step= s, and progress would be incredibly supportive and could help reduce stress= as the scope of the project grows.

Thank you so much for the care you brin= g to Camille. We=E2=80=99re grateful to be partnering with you.

Warmly,
Utoia

Sent from Yahoo Mail for iPhone
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