Impressive - On-Air Consults I Parenting I Child Psychologist
Kimberley O’Brien, PhD Child Psychologist/Owner of Quirky Kid Clinics/Child Development Expert
20 episodes
7 months ago
Dr Kimberley O’Brien talks to five-year-old Katara and her mother Stephanie about what life is like when you’re labelled a gifted child. Stephanie says they started noticing their child was switched on when she was just a few months old.
When Katara lost interest in day care when she was three because the older children she had connected with started school, Stephanie brought her in to see Dr Kimberley. While she was hesitant to find out whether Katara was gifted because she thought it might have been her own parental bias, she decided to go ahead with an IQ test.
Dr Kimberley recalls that their main concern was whether Katara would be able to sit through the Stanford Binet (Early SB5) test at the age of three. But she did and the test revealed that Katara was, in fact, gifted.
Although “gifted” is the term commonly used in IQ tests, Dr Kimberley clarifies that it’s rarely used in a clinical context. She explains that she prefers “high achiever” and focuses on finding ways to stimulate these children and extend their learning in the classroom.
Stephanie says this capacity to meet Katara’s learning needs was a major motivator when they were deciding on a school for her. Several schools weren’t open to Katara starting early and others refused because they lived out of catchment, but Stephanie ended up finding a school that was very interested in Katara. They observed her at day care and put a lot of effort into ensuring they could meet her needs. Katara ended up going to that school and Stephanie couldn’t be happier.
When Dr Kimberley asks Stephanie about some of the challenges they’ve faced, Stephanie explains that Katara has had to work on her expectations of being excellent at everything and on her social and emotional resilience because she isn’t as emotionally mature as her peers.
Dr Kimberley ends by asking Stephanie how she thinks being younger than her peers will affect Katara when she graduates high school. Stephanie explains that they've been working with Katara on the notions of patience and perseverance - that good things take time. Both Stephanie and Dr Kimberley agree that starting school early was the best decision for Katara.
What you will learn in this episode:
• What being a gifted child or high achiever means
• Which cognitive assessments (or IQ tests) can be used in young children
• The benefits of finding out whether your child is gifted
• How we can stimulate high achievers and extend their learning
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Dr Kimberley O’Brien talks to five-year-old Katara and her mother Stephanie about what life is like when you’re labelled a gifted child. Stephanie says they started noticing their child was switched on when she was just a few months old.
When Katara lost interest in day care when she was three because the older children she had connected with started school, Stephanie brought her in to see Dr Kimberley. While she was hesitant to find out whether Katara was gifted because she thought it might have been her own parental bias, she decided to go ahead with an IQ test.
Dr Kimberley recalls that their main concern was whether Katara would be able to sit through the Stanford Binet (Early SB5) test at the age of three. But she did and the test revealed that Katara was, in fact, gifted.
Although “gifted” is the term commonly used in IQ tests, Dr Kimberley clarifies that it’s rarely used in a clinical context. She explains that she prefers “high achiever” and focuses on finding ways to stimulate these children and extend their learning in the classroom.
Stephanie says this capacity to meet Katara’s learning needs was a major motivator when they were deciding on a school for her. Several schools weren’t open to Katara starting early and others refused because they lived out of catchment, but Stephanie ended up finding a school that was very interested in Katara. They observed her at day care and put a lot of effort into ensuring they could meet her needs. Katara ended up going to that school and Stephanie couldn’t be happier.
When Dr Kimberley asks Stephanie about some of the challenges they’ve faced, Stephanie explains that Katara has had to work on her expectations of being excellent at everything and on her social and emotional resilience because she isn’t as emotionally mature as her peers.
Dr Kimberley ends by asking Stephanie how she thinks being younger than her peers will affect Katara when she graduates high school. Stephanie explains that they've been working with Katara on the notions of patience and perseverance - that good things take time. Both Stephanie and Dr Kimberley agree that starting school early was the best decision for Katara.
What you will learn in this episode:
• What being a gifted child or high achiever means
• Which cognitive assessments (or IQ tests) can be used in young children
• The benefits of finding out whether your child is gifted
• How we can stimulate high achievers and extend their learning
Impressive - On-Air Consults I Parenting I Child Psychologist
22 minutes 25 seconds
3 years ago
018 - How To Deal With Encopresis
In this episode of Impressive, Dr Kimberley O’Brien discusses encopresis, or faecal soiling, with toilet training educator Monica Ferrie.
Monica kicks off the episode by explaining that encopresis occurs when there’s a build-up of poo and the bowel stretches until the rectum loses sensitivity. The child then doesn’t know when they need to poo until some of the impacted poo slips out.
When Dr Kimberley points out that Monica is much more comfortable talking about this topic than the families who come to consult at Quirky Kid about it, Monica says embarrassment is a common theme surrounding encopresis. Families assume they’re the only ones dealing with this problem when it’s in fact quite common.
With the encopresis fact sheet being the most popular one on Quirky Kid’s website and the number of families consulting for encopresis increasing, Dr Kimberley agrees it’s a much more common problem than people realise.
Monica points out that encopresis isn’t deliberate and that the first line of intervention should be to deal with the constipation with plenty of fluids, fibre, sitting on the toilet and stool softeners if necessary.
Both Dr Kimberley and Monica agree that a team approach involving the child’s psychologist, GP and teacher is key when treating encopresis. Dr Kimberley underlines the importance of getting help early and giving children independence and control over their toileting at home and at school.
It’s also important for parents to have support and for a system to be put in place to deal with encopresis so it doesn’t affect the whole family. While encopresis isn’t always easy, families can overcome this issue and thrive with the right help and support.
What you will learn in this episode:
• What encopresis is
• How to treat encopresis
• The importance of a team approach in dealing with encopresis
• Why the whole family needs support
Impressive - On-Air Consults I Parenting I Child Psychologist
Dr Kimberley O’Brien talks to five-year-old Katara and her mother Stephanie about what life is like when you’re labelled a gifted child. Stephanie says they started noticing their child was switched on when she was just a few months old.
When Katara lost interest in day care when she was three because the older children she had connected with started school, Stephanie brought her in to see Dr Kimberley. While she was hesitant to find out whether Katara was gifted because she thought it might have been her own parental bias, she decided to go ahead with an IQ test.
Dr Kimberley recalls that their main concern was whether Katara would be able to sit through the Stanford Binet (Early SB5) test at the age of three. But she did and the test revealed that Katara was, in fact, gifted.
Although “gifted” is the term commonly used in IQ tests, Dr Kimberley clarifies that it’s rarely used in a clinical context. She explains that she prefers “high achiever” and focuses on finding ways to stimulate these children and extend their learning in the classroom.
Stephanie says this capacity to meet Katara’s learning needs was a major motivator when they were deciding on a school for her. Several schools weren’t open to Katara starting early and others refused because they lived out of catchment, but Stephanie ended up finding a school that was very interested in Katara. They observed her at day care and put a lot of effort into ensuring they could meet her needs. Katara ended up going to that school and Stephanie couldn’t be happier.
When Dr Kimberley asks Stephanie about some of the challenges they’ve faced, Stephanie explains that Katara has had to work on her expectations of being excellent at everything and on her social and emotional resilience because she isn’t as emotionally mature as her peers.
Dr Kimberley ends by asking Stephanie how she thinks being younger than her peers will affect Katara when she graduates high school. Stephanie explains that they've been working with Katara on the notions of patience and perseverance - that good things take time. Both Stephanie and Dr Kimberley agree that starting school early was the best decision for Katara.
What you will learn in this episode:
• What being a gifted child or high achiever means
• Which cognitive assessments (or IQ tests) can be used in young children
• The benefits of finding out whether your child is gifted
• How we can stimulate high achievers and extend their learning
