Our programs, both private and public, are specifically developed for parents of children and teens to assist in creating a fulfilling relationship. If you have the will, we have the way!
Here are a few of the most frequent examples of concerns we receive from parents who are considering C4L’s services and programs.
“She displays signs of anxiety, especially when comparing herself to her peers or when time constraints are placed on assignments.”
“She has high test anxiety, gets overwhelmed with school work, worries about what others think, is jealous of smarter siblings, and gets sad about low test scores and grades.”
“I’ve found myself with increased anxiety and personal unhappiness over the past several months. This is because I’ve found it hard to focus on social interactions. Whether talking face to face or texting, it’s been extremely hard to come up with the words and expressions for what I really want to say and do. This makes people view me differently than I really am and I’ve become very anxious and sad about it.”
“He has a very difficult time focusing and requires extra time to finish his work.”
“She has been “dreamy” for many years and has trouble staying focused.”
“It is difficult to get her to do things she doesn’t want to do. She gets frustrated and emotional when forced. She has a hard time focusing on something she is not interested in. She can be very focused if she is interested. She can be impulsive.”
“She is frustrated from working so hard in school but only getting average grades. She rarely smiles when it comes to academics.”
“He is struggling in school. He doesn’t seem to retain information and has difficulty following a series of directions. He needs a lot of time for math tests.”
“She has trouble with reading comprehension and vocabulary.”
“He seems unmotivated in school – satisfied with mediocrity.”
“She can become easily frustrated and overwhelmed in certain academic areas, particularly math (word problems especially) and reading/English/grammar. She puts in a tremendous amount of efforts to complete school work and can be disappointed when she doesn’t get a good grade. The beginning of the academic year – new teacher, new classroom, new routine – can be very hard on her. She gets very shy and quiet for the first couple of weeks, until she feels comfortable.”
“Homework is a BATTLE! Something that should take her 15 minutes takes over an hour (or more) and it often ends in tears.”
“He has trouble focusing in school and lacks motivation with school work and sports. He argues with us over homework, reading and limits set on video games. He gets upset with his younger sister (age 4) a lot. He talks back to us and does not respond well to discipline; argues as if on the same level with us. When he gets what he wants, he is a joy to be around. When he does not get what he wants or if he is being forced to do something, he can be very difficult and disrespectful.”
“She has difficulty staying organized with school and doesn’t plan well with respect to time.”
“His procrastination, inability to gauge time, and lack of prioritization are severe.”
“He doesn’t have a great regimen for managing his time or papers, and is reluctant to adopt one as he thinks he has this handled (he doesn’t, could use improvement).”
“She has trouble keeping track of deadlines like when turning in assignments or overdue library books and lies to avoid important school assignments rather than asking for help. She must write down tasks/chores otherwise she forgets. She lies about trivial things. Teachers have often described her as being “disconnected .”
“Questions need to be repeated over and over before she responds, she can ignore people, tries to change subject when she does not like topic, can have trouble focusing on school work, can lose her temper over small things, tries to use baby voice to get away with things, will lie and stick stubbornly to her lie.”
“He is “short tempered, impatient, unable to deal with being told no, unable to accept blame, and has extreme worry about fairness in terms of how his siblings are treated.”
“She struggles with making friends of her peer age, at least at her school. She seems to easily make friends outside of school. She often thinks her teachers don’t like her. She is afraid of being embarrassed. She thinks about things she did wrong socially constantly and it causes her a great deal of stress. She gets easily irritated when talking about social interactions at school.”
“He can be bossy to his friends. He enforces the rules and they do not care for this. He has big emotions and needs help regrouping. He can be unkind to others at times and then has deep regret.”
“He can be defeatist (“I’m just not good at __”) about things he hasn’t completely mastered. He is too hard on himself, yet sometimes too self-indulgent as well.”
“He has consistently been betrayed and bullied by both school administration and peers. He feels he does not live up to parent expectations. He finds no comfort at school. He isolates himself when hurt. He seems to have an internal anger at the unfairness he has experienced. He has no friends he can trust or confide in at school.”
“Emotionally, he doesn’t know how to handle something if he gets his feeling hurt or mad. He will just run away (literally). Something as simple as not liking the same model truck (Ford or Dodge) will upset him to the point he is crying. How will he manage in the real world?”
“She lacks self-confidence. She is always putting herself down. She is upset when others do things that she feels are unethical. She tends to allow certain friends to control her. She is stubborn and not open to trying new methods to overcome certain struggles like math.”
“He loses control easily and can be physically violent with his sister. He wants to do things his way and doesn’t like to follow rules.”
“He is short tempered, emotionally unstable, has a huge fear of failing, and does not do well with change or new things.”
