Practices

Every practice in the library, in one list. Narrow it by how long you have, who it is written for, and where you are right now.

What matches

16 practices

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Running on autopilot is not the problem in itself. Patience, letting things go and wishing people well can all become automatic, and then they are there without you having to summon them.

Nobody deliberates under real pressure, so the aim is not to think harder at the time, it is to have a better default waiting. Defaults get installed…

LongerChoosing your responseCoreQur’an 3:134One line of research

This is not a milestone you pass. The two year old's version goes, then a version comes back at twenty two, and again at fifty two, wearing whatever clothes that stage of life provides.

So think maintenance rather than course completion. When conditions change, a new baby, a new manager, an illness in the family, expect the old…

LongerEquanimity and perspectiveCoreQur’an 87:17One line of research

A clinician trained thoroughly in autism and ADHD may know almost nothing about coordination or reading difficulties, and can spend years working above foundations nobody ever checked. Ask yourself which of those categories your own training left out.

Go back over a handful of old cases rather than only reading about it. Where a child made less progress than you expected, ask what you never…

LongerGetting assessed and diagnosedCoreQur’an 20:114One line of research

Processing speed is the stubborn one. It shifts a little with repeated, rhythmically paced practice and hardly at all with explanation, so say that to a family at the start rather than when they are disappointed.

Teaching a strategy will not make a slow processor quick, and telling a child to hurry up only makes the work more unpleasant. Graded practice with…

LongerGetting assessed and diagnosed

Looking for a whole subject rather than a single practice? Start from the nine areas.

Core

Qur’an 18:69

One line of research

Assess, make a plan, do the work, and then keep measuring while you do it. Without that last part you have no way of knowing whether to push harder, change direction or stop.

Use more than one stream: your own measures, what parents notice at home, what school reports, and what the child says about it. Children will tell…

LongerGetting assessed and diagnosedCoreQur’an 42:38One line of research

Skills bring the flare ups down in number and in heat. What they leave standing is the layer underneath: what you believe you are owed, and how you think people ought to behave.

That layer is slower work, closer to rebuilding a view of life than to learning a technique. What counts as fair, what can reasonably be expected of…

LongerMaking it stickCoreQur’an 13:11One line of research

The work you are doing on anger does not stay in the anger box. Learning to hold an unanswered question, or to sit with what you cannot change, turns up in worry and in low patches too.

That is quietly encouraging on the days the anger part feels slow. It also means being careful about crediting every improvement to the anger work,…

LongerMaking it stickCoreQur’an 92:7One line of research

After a course of intensive work, this student's sound skills moved from the middle of the range to near the top. Average was never the ceiling. It was simply where an untreated difficulty had left them.

Hearing single sounds in a word, holding sounds in memory, repeating made up words: all of them shifted a long way once the teaching was right. That…

LongerReading, numbers and learning differencesCoreQur’an 96:5One line of research

The alarm stores as well as reacts. Every flare that ends badly teaches it a little, and so does every one you handle gently.

That is why triggers pile up over a lifetime, and why one calm response never feels like it changed anything. It is doing work you cannot see yet.…

LongerThe moment before you snapCoreQur’an 41:34One line of research

A child's reputation is made in the classroom, mostly out of adult earshot, and it follows them from one year to the next. Teachers who work on how the class treats the child, and not only on the child, can move it.

The version that has been trialled has the teacher doing small deliberate things: pairing children with some thought, noticing this child out loud…

LongerTreatment and medicationCoreQur’an 24:61One line of research

Anger moves from person to person in a house, and so does steadiness. Working on your own reactions was never a private project.

You are one of the conditions everyone around you is responding to. When your fuse lengthens, the number of moments that turn into an incident drops…

LongerWhat anger actually isCoreQur’an 59:10One line of research

The energy behind your anger is not waste. People who feel strongly about what is wrong are often the ones who end up changing something.

This matters because going flat is not a goal many people will accept, and they are right not to. Ask what your anger keeps insisting on, then find a…

LongerWhat anger actually isCoreQur’an 42:39One line of research

The years you spent angry are not written off. The drive that wrecked things is the same drive available now for putting things right.

This is not a way of saying the damage was worth it. It is about what is still in your hands. People who have hurt others through their temper often…

LongerWhat anger actually isCoreQur’an 42:40One line of research

Expect the fear underneath to be denied, and do not push against the denial. This idea has to be worked in gently rather than argued in.

Coming at somebody head on with what they are defending sets off exactly the threat response you were hoping to treat. Small, low pressure versions…

LongerWhat anger actually isCoreQur’an 68:48One line of research

You will not get the honest version in one go. Ask, let it be refused, carry on with something else, then come back to it later in the same conversation.

A defended story does not collapse, it wears down. Each pass takes a little off it, and the person needs the gaps in between to do the actual…

LongerWhat anger actually isCoreQur’an 15:47One line of research

Understanding an idea is not the same as being changed by it. The explaining is soil preparation, and the crop comes later.

Somebody can follow the whole argument about respect and self-acceptance, agree warmly with all of it, and lose their temper the same way that…

LongerWhat you are actually defendingCoreQur’an 22:46One line of research