Dr. Liden presented this past weekend at the Annual International Conference on ADD/ADHD.
As part of the weekend, Dr. Liden appeared on WWL-TV4 News in New Orleans, sharing his insights on why he believes we need more medication for ADD/ADHD. Watch as he outlines the responsible use of stimulant medications in treating Attention Deficit Disorder and shares how he responsibly and clinically prescribes medication as part of the treatment plans at The Being Well Center.
image via Flickr, J.K. Califf
For many college students, going away to school represents the first real opportunity to be on their own…some relish it, some fear it! For many parents, this is a time when they may struggle to let go and allow their child to demonstrate self mastery, to show responsibility in meeting multiple new expectations, and to dig down deep to grow, achieve and, ultimately, graduate!
Large numbers of parents can’t negotiate the difficult transition from encouraging dependency to facilitating independence.
As a result, they become “helicopter parents,” hovering over every aspect of their college student’s life…daily “how are you doing” phone calls, repeated text reminders, wake-up calls, go to bed admonitions, daily grade checks on the college website, over the phone sobriety checks, tightly managing the bank account, and not so subtle threats about what will happen if he or she messes up!
It never ceases to amaze us how far co-dependent parents will go to protect their child from the reality of college life challenges.
One young man who recently came to us for help because he was struggling to meet expectations (i.e., submitting monthly reports, generating narratives to describe sales calls, etc.) in a job he secured with a Fortune 500 Technology Company after graduation. As it turns out, these were demands he never really had to face at college. “I never wrote one paper at college. I would send the syllabus or the rubric for an assignment to my Mom who would do the whole thing and send it back to me to give to my professor!”
Most parents sense that this degree of co-dependency is wrong but persist because the pattern is deeply ingrained.
Oftentimes, it developed years earlier in elementary or middle school. Nagging about homework. Making flash cards for their child to use to study for exams. Obsessive editing of papers and essays. Doing the homework. Eliminating chores. Tolerating underage drinking or drug use. Minimizing problems. Blaming the teachers. Providing rewards for doing the basics.
Once this pattern is established, it can grow ugly in high school. The child oftentimes is dependent upon a nag or a reminder to get things done, yet becomes resentful, disrespectful, and manipulative when they get one: “Quit nagging me! I’ll get it done! Why don’t you trust me?”
Such interchanges can put parents back on their heels: “Damned if they do” (having to tolerate an “attitude” brimming with anger, intensity and negativity” or “Damned if they don’t” (fear of their child failing, losing opportunities, and not experiencing success).
image via Flickr, Jose Kevo
When college comes along, it all gets magnified. Parents can justify their enabling behaviors because they are only “rightfully” protecting their financial investment!
As parents, the forces behind enabling/co-dependent behavior are particularly powerful…love, protection, empathy, fear, sensitivity, sacrifice, and guilt. So powerful, in fact, that they can sabotage all the positive things parents can do to promote their child’s independence and chances for success.
Here are some of the things they can do to trip parents up:
Because co-dependency is so common (particularly in parents of children with ADD/ADHD) and it can be a critical barrier to success at college, we encourage parents to examine their enabling tendencies before and during their child’s college years. In our new book, Accommodations for Success we have a simple survey called “First Things First” that can help parents assess their enabling tendencies. Check it out! Be honest and see where you stand! “What’s you enabling quotient?”
image via Flickr, MeganLynnette
Sometimes, just being more aware of enabling tendencies helps parents reduce or control them. However, when enabling tendencies interfere with a parent’s ability to develop and /or follow through with doing the right things to promote their child’s success parents may need to reach out for help.
This may be as simple as requesting a significant other to be a source of feedback when one demonstrates thinking and behavior that is enabling in nature. Of course, inherent in this strategy is the need to be committed to being non-defensive and accepting of the feedback!
Some parents find that it is important to develop a support network or a buddy to regularly meet with to discuss some of these difficult issues.
Some find it most helpful to meet individually with knowledgeable professionals to help find a pathway to healthy thinking and behaving when it comes to promoting their child’s growth and development.
If you need some extra support with your co-dependent tendencies, give us a call at the Being Well Center…we’ve helped thousands of parents get their act together.
Failure to get these enabling behaviors under control can be a major barrier to independence and success.
Sometimes parents have to step out of the way in order to allow their child/student to move forward and reach his/her full potential.
If this is hard for you, then it is important to reach out to a spouse, a co-worker, or a professional for support to meet this most difficult challenge! Stay on guard and work to avoid allowing these tendencies to interfere with your child’s success at college.
image via Flickr, jamesjoel
Over the last 10 years, as we have seen increasing numbers of new patients enter our Confidence@College program, we have been shocked by the number of kids who take parental financial support for college expenses for granted.
Tuition, room and board, meal tickets, books, new computer, dorm furnishings, toiletries, laundry, pizza, and beer . . . It all adds up to the second biggest investment parents will make in their lives. Most college-age kids we’ve met don’t really have a clue!
Parents sure do, and the expense is one of the major sources of angst when their kid heads off to college . . . “will he make good on this huge investment?”
It’s easy for kids to be sheltered from the expensive reality of college when most parents see a college education or post-high school training as a necessity in today’s world and feel it is their responsibility to make it happen. In today’s economy, large numbers of parents actually can’t fulfill this responsibility; in fact, lack of finances is the number one reason for falling graduation rates in the U.S. Other more fortunate families take a “do whatever it takes approach”, including:
More often than not, these financial efforts exclude their child. At most, the parent has to nag him/her about completing an essay for a scholarship application. A significant number of the parents we work with have actually written part or all of college essays out of the frustration or the need to meet a deadline!
Some parents set the expectation that their child will sign a promissory note and commit to paying back all of the loan money if they fail to graduate. For most of the kids we see, this large negative consequence may strike some fear initially but is seen by most as something in the distant future that they’ll deal with if they have to.
Trouble is, without some type of degree or certificate the likelihood of getting a decent paying job that will make it possible to repay this obligation is small. It should be no surprise that the highest rate of college loan defaults is in situations where the student fails to graduate. Escalating college costs have pushed the student loan crisis into position to become our next big national financial disaster.
image via Flickr, Charlie Kaijo
Many parents take a baby step in the right direction when they ask their child throw something into the pot. Maybe it is a chunk of their savings account built up from mowing lawns, babysitting, having a part-time job, or from birthday and graduation gifts.
Kids often push back and negotiations often end in them having to cover the costs of their books or their monthly entertainment.
In our experience, this is rarely coupled with the establishment of a monthly budget for expenditures and we’ve seen many kids spend their contributions for the year in one month buying pizza and drinks for everybody at midnight, buying a new Xbox, or frequently going out with new friends to party! Then, what are parents to do? Certainly most give an irate lecture, but it’s pretty unrealistic for them to say that they’re not going to give their child any more money for the rest of the semester.
In reality, helping kids meet the demands of financial responsibility that come with college is a serious and complex issue that requires targeted attention and ongoing support particularly for students with ADD/ADHD.
We’ve found that one relatively simple, yet profound, step that parents can take is to set an expectation for the student to give the parents a set amount of money before the start of each college year. Payment of some amount by the child represents the purchase price of a “ticket of admission” to the parent’s checkbook or signature on a loan.
The actual dollar amount of this down payment isn’t critical but it should be enough to stretch the student to some degree . . . something in the ballpark of $750-$1500 is about right.
For most students this means getting (and keeping) a full-time job (or two part-time jobs), saving money rather than impulsively spending it on food, entertainment, etc. and making sacrifices. To save this amount of money and contribute it by a certain date requires some of the same life skills it takes to be successful at college.
When kids meet this expectation they feel the pride of accomplishment, feel more mature and take a more serious approach to college.
This “skin in the game” often helps them choose the pain of self-discipline over the pain of regret when temptations arise to kick back rather than bear down.
It’s not a perfect solution but it moves things in the right direction.
Some parents use the contribution as the starting point to establish a monthly budget for their child and develop a plan to redistribute the money back to the student in agreed amounts during the school year.
Others simply take the money, quietly invest it and then return it (with dividends) to the student when they earn a diploma . . . it can be the down payment on a car or condo/home to jump start their future!
At Confidence@College we have lots of strategies to help protect parents’ investment! Our committed staff always has a “skin in the game” and goes the extra mile to ensure success. Call us now to set up a Discovery Session and experience the confidence we can give you and your child.
image via Flickr, CollegeDegrees360
When students arrive on campus, the demands for efficient attention and self management skills (that is executive functioning) immediately soar . . . challenging academics, consistent study habits, maintenance of healthy daily routines for sleep, eating and exercise, money management, and more complex social decision making.
Meeting college demands is particularly challenging for students with ADD/ADHD and for the overwhelming majority of them, this means having the aid of a medication regimen that provides benefits throughout the whole day.
We’ve learned from our experience in our Confidence@College program that college is a bad time to try to “fly on my own” and go without medication treatment.
In fact, in our C@C patient population, we have found that acceptance of the need for medication and compliance with an appropriate all-day medication regimen is near the top of the list of factors that contribute our 81% success rate.
For some ADD/ADHD individuals who have been able to get by without medication in the past, entrance into college with its increased demands means having to seriously consider the use of medication for the first time.
For others who have been able to get by with a medication regimen geared to get them through the school day, it means revising their regimen to provide coverage into the evening hours. And for others, it means committing to taking the medication 7 days a week!
Don’t let an improper use or lack of medication keep you or your student from success at college!
At The Being Well Center, patients who enroll in our Confidence@College program always start with a Discovery Session where we identify the key problem areas and survey the whole person so we can pinpoint the barriers to success and uncover strengths we can mobilize to meet these new challenges.
We then develop an individualized Success Plan. When medication is a part of the success plan we conduct systematic medication trial testing using objective testing procedures to find the right medication and a treatment regimen that provides efficient attention throughout the waking day.
Before students arrive on campus we brainstorm with them and their parents how they are going to get their medication and how to securely store it. We go over the logistics of when they will take the medication based upon their weekly schedule. In addition, we review the dangers of diversion of the medication and make sure we have a mechanism in place to closely track the quantity of medication we provide them.
Once students are on campus, we use innovative technologies and support from our staff through our GuideU video counseling sessions to ensure the student complies with the medication regimen and maintains healthy daily routines, the foundation for a successful medication experience. We identify signs of sub-therapeutic treatment and possible side effects quickly and our medical staff fine tunes the treatment regimen as needed.
We’re there to ensure success during the whole college experience not just in the classroom, library or study carrel. We make sure our patients are aware of the importance of taking the medication during evening hours and weekends where social activities provide high risk challenges for un-medicated ADD/ADHD students.
Impulsivity, poor self awareness, weak self monitoring and ineffective problem solving can lead to social decisions that can be disastrous . . . alcohol intoxication, substance abuse, unprotected sex leading to unplanned pregnancy or STD, or illegal activities. One night of un-medicated “fun” can lead to expulsion from school and life-long consequences.
If you’re at the top of your game, college can be an exciting and enriching experience intellectually, developmentally, and socially, and can provide you with what it takes to independently fulfill your dreams and aspirations through life. Compliance with the right medication regimen helps this become a reality for students with ADD/ADHD!
Be confident with your child’s success at college . . . call us at the BWC and set up an appointment to participate in our Confidence@College program. We’ll make sure your child has all the tools, including an optimal medication regimen if needed, to succeed at college.
When we think about ADD/ADHD in a college student, we can easily imagine how impulsivity, distractibility, short attention span, problems with following through with directions, poor organizational skills, weak task/time management and procrastination, can wreak havoc on her success.
What may not come to mind, however, is one of the most common attentional weaknesses that contribute to college failure – low arousal level.
Well, at a very basic level, we must maintain a certain level of alertness in order to pay attention and regulate our behavior. Arousal level refers to how awake and alert we are at any point in time.
Based upon our clinical experience with thousands of patients, we have found that many individuals with ADD/ADHD have a low arousal level; they are not alert and sufficiently awake to pay optimal attention.
This statement can be confusing to some people who presume that because some individuals with ADD/ADHD are “hyperactive” that they are hyperaroused when, in reality, the opposite is probably true!
A student with low arousal level can demonstrate a wide range of behaviors. She may become fatigued during mundane activities (like listening to lecture or completing a 60-page reading assignment), yawn excessively, have a glazed look in her eyes, or actually fall asleep at her desk.
Commonly, ADD/ADHD students blame these behaviors on the task, the subject matter or the professor . . . “too boring.”
On the other hand, some ADD/ADHD students who are under-aroused demonstrate “hyperactivity” ranging from leg bouncing, wiggling in the chair, fidgeting, aimlessly playing with materials, and stretching or actually getting out of their seat and wandering around.
Our clinical experience suggests that these “hyperactive behaviors” are actually unconscious attempts by the ADD/ADHD student to self-stimulate herself in order to increase or sustain her arousal in a learning (or should we say “boring”) situation.
Other conditions or co-morbidities can magnify an ADD/ADHD student’s struggle with alertness or arousal including sleep deprivation, obstructive sleep apnea, iron deficiency anemia, poor nutritional habits (like skipping meals, pigging out, or self medicating with carbohydrates), depression and certain temperamental extremes (such as low frustration tolerance or short persistence) to name a few. All of these conditions are very common in students with ADD/ADHD. Sometimes these conditions even mimic ADD/ADHD in students who don’t have the diagnosis.
Commonly, low arousal can signal the possible need for medication treatment in a student with ADD/ADHD.
In those students already taking medication, it can indicate the need to refine the dosage level (generally it means there is a need for more) or dosage regimen (adding medication dosage(s) to provide all-day coverage into the evening when most students study and read those “boring” text books!)
At the very least, the tendency toward low arousal suggests the need to establish and maintain healthy daily routines for sleeping, eating, exercise and relaxation.
It should be obvious that unmanaged low arousal can be a major risk factor for college failure. Dealing with it means getting a comprehensive evaluation to determine all the possible contributors and then developing a targeted, individual treatment plan to address each contributing factor. That’s what we do at the BWC! Contact us today so we can help your child “wake up” and start experiencing the success he or she is capable of!
If any of this resonated with you, take the next step to pinpoint if Low Arousal is throwing roadblocks in your path to college success. Click here to download our Confidence@College success screeners for a quick, easy, and free quiz.
The second part in our series looking at The Whole You to identify risk factors for college success.
Depending upon the student’s major, the average college student writes about 15 papers a year. This doesn’t count journal entries, logs, and other short written assignments professors use to ensure completion of readings or to track progress on major group projects. And, don’t forget those mid-term or final exam Bluebooks with their “Compare and Contrast . . . “, “Apply the theory of . . .”, or “Give a contemporary example of . . . and elaborate” essays!
It is unclear how it has happened but we do know that it is multifactorial…our kids are not learning how to write!
Few of the students who enter our Confidence@College Program have been taught (or retained) a systematic process to apply when completing written assignments like: “brainstorm, outline, write a rough draft, edit, and complete a final copy.” More commonly, they sit down at the computer at the 11th hour and just begin typing away and insist that it works for them until they flunk their third college essay.
(After the first one, they blame the professor; after the second one, they say they did not have enough time; by the third, the reality of their weakness sets in.)
image via Flickr, CollegeDegrees360
Too often, we find that many students have become overly dependent upon teachers, tutors, parents, or fellow students to help them generate ideas, and then plan, organize, research, structure and complete a paper.
In fact, many parents admit to us that they have actually written some of their child’s papers in high school, obsessively edited them, or “put the finishing touches on them” at the keyboard while their child slept on the couch. Hardly ways to prepare for the rigors of college!
This is a huge problem as being able to write a coherent, well-organized paper is a prerequisite to success at college.
Weakness in this area becomes magnified when students also have temperamental extremes and attentional weaknesses which can contribute to poor time/task management, procrastination, low frustration tolerance, poor stress management, poor self-monitoring (not learning from mistakes) and weak self-advocacy skills that interfere with asking for and taking advantage of help.
Often, problems at writing papers is a stepping off point for kids getting behind the 8-ball at college. It has a cascading effect impacting their ability to cope with and manage the whole college experience.
Some difficulty in learning how to be a good writer is to be expected; but in the end, mastery of this skill can be a key to success in life after college: filling out job applications, composing emails and letters, developing proposals, submitting bids, completing sales reports, developing marketing materials, and answering a customer’s complaints are all places where strong writing skills are necessary in the workplace.
Employers tell us that poor writing skills are common in new hires and are a major barrier to effectively collaborating with co-workers and being considered for advancement opportunities.
Confidence@College | A College Success Support Program from The Being Well Center
If your child has rough edges in his/her writing skills, reach out to our Confidence@College Program to identify the contributors and come up with a plan to remediate, refine, and produce high quality written products.
To accomplish this, take a few minutes to answer a quick Confidence@College “Is My Kid Ready for College?” checklist to see if there are aspects of your child’s TRANSACT Profile that place him/her at risk for college failure. The checklist is free to use and share and has helped so many parents pinpoint areas of concern to address before and during college. Knowing the potential problems can turn your child onto the path of success! Check out the “Is My Kid Ready for College?” checklist now!
We also urge you to contact us and set up a Discovery Session at The Being Well Center so we can start moving things along a path to success.
Temperament: The excessively shy, “slow-to-warm-up” college studentMost of us as parents worry about our kids taking too many risks when they head off to college. With greater opportunity and with parental supervision gone, will they drink too much, say “yes” when a joint is passed around the room, try cocaine, engage in unprotected sex with someone they barely know?
On college campuses today, the opportunity to make such risky choices is certainly there particularly for the highly approachable, the overly outgoing, the seemingly self-assured or the highly impulsive student with ADHD.
However, for those students who are temperamentally at the opposite end of the approach-withdrawal continuum, college can present challenges that are just as daunting.
Just think about the number of new things and people they have to face and find some way to “warm up to”: a roommate with different routines and customs, a different bed, sharing a shower and toilet with others, using a laundromat, different foods prepared in different ways, an arrogant professor, a large lecture hall, too much information to learn no matter how hard you study, classes scattered across a large campus, dealing with others who are drunk or high, a schedule that changes every day the lack of solitude, different kids in every class, and meeting new people who are different geographically, ethnically, racially, religiously and in their sexual orientation are but a few of the more common “new things” that all students encounter on campuses all across the country.
For some “slow-to-warm-up” individuals, it’s just a matter of time before they finally settle in and adjust . . . maybe after a few days or a couple of weeks. During this time their stomachs might flip a few more times, their mouths might be a bit drier, or their palms a bit sweatier.
Parents of these individuals can rest assured that they’ll also be taking a giant step backward from some of the other more scary new things that they will encounter on campus . . . at least initially.
However, for more extreme “slow-to-warm-up” individuals, the sudden newness on multiple fronts at college can be overwhelming and downright devastating.
Shyness can progress to social anxiety and extreme isolation. Novel courses, new concepts, new ways of doing the familiar, unusual and confusing directions, one new thing after another, all can precipitate panic. The thought of going to a professor, teaching assistant or someone down the hall who has the same class to ask for help is simply out of the question! Unfortunately, since one day’s work builds on the previous day, it’s easy for them to quickly get behind the 8-ball with nowhere to turn.
Many respond by withdrawing even further . . . shutting it down and going to bed well before their roommate. Out of sight out of mind. Sleeping in and missing class. Hanging out in their room eating junk food while obsessively playing video games or watching TV. Lying to themselves (and you) about how it’s really going.
There’s actually lots that can be done to help the “slow-to-warm-up” student adjust to and succeed at college.
However, they first must recognize and accept this part of their nature.
We can’t change a student’s basic temperament, but we can help them identify where it places them at risk and then brainstorm ways to mange, cope and work around this potential barrier.
The first step is to take the appropriate Confidence@College screener to see if there are aspects of your child’s temperament that place him/her at risk for college failure. If so, contact us so we can help start moving things along a path to success.
College Savings Going Down the Drain?Tired of nagging your college student throughout the semester and then having your worst fears realized when grades come out?
Have that pit-in-your-stomach feel when you read the academic probation letter?
Staying awake at night worried about what happens to all those years of careful college savings if your student drops out, or worse, flunks out?
You’re not alone.
25% of college students won’t return to school after their freshman year. Even scarier, 46% of college students today will not graduate in six years, according to The National Center for Higher Education Management Systems. Not exactly the picture most of us are planning as we set aside funds each month for the college savings account.
As parents, we worry about the money invested in a student’s education, sure. But even more worrisome is the picture we’re forced to consider if our student is struggling (and failing) to meet the academic and social challenges at college.
While colleges and universities are making strides in increasing retention rates and offering support for special needs students, the honest truth is that, for most at-risk students, the efforts just aren’t enough to make a difference in their success toward graduation.
If your student fails after four or six years of struggling at college, what will his/her future look like?
At The Being Well Center, we’ve helped guide students from an uncertain future to a self-assured, confident success. We’ve seen a pronounced increase in college students seeking personalized success plans for navigating the challenges of higher education. These are students who want to picture a cap and gown in their future. These are parents who want to protect their financial and familial investments. These are families who are admitting they can’t face one more battle over getting to class on time or turning in term papers or failing tests or making poor decisions to party away the week.
81% of students enrolled in the Being Well Center’s Confidence@College program are on track to graduate; many in four years rather than six, which has now become the norm. The confidence boost in these student’s lives has been marked. The relaxed smiles on parents during consultation sessions say it all: college success can be achievable for ADD and ADHD students, as well as, those with learning, language or emotional differences.
But many times, success needs a partner. A partner that can teach self-advocacy skills and be there to catch your student when a stumble happens. A partner to be by your side as you cheer from the stands on graduation day. The Being Well Center has designed Confidence@College to be that good roommate in your student’s college life.
What Works for College Success: We get to know the Whole Person first.In our Confidence@College program, we always start by looking at The Whole Person first. We accomplish this by surveying the individual’s TRANSACT Profile either through a screening tool or more extensive questionnaire. TRANSACT is an acronym we use to summarize the key factors within the individual and his/her environment that interact with each to lead to success or failure.
This is the first in a series of 8 blogs that are presented to illustrate how unique aspects of a student’s TRANSACT Profile can serve as barriers to success at college. We have selected one example for each of the TRANSACT factors. We have tried to pick examples that might not be obvious at first blush but help illustrate the importance of systematically looking at The Whole Person when trying to identify at-risk students or figuring out why things went wrong. Our screeners and questionnaires take a comprehensive look at all the possible contributors for each TRANSACT factor.
Get started with our first screener today. We’re sharing our clinical questionnaire, “Am I Ready for College.” It’s free to download, so don’t waste another minute! Share it with all your friends–our questionnaire can help anyone. Call us today to find out more about how Confidence@College can help you: 724.443.4120
image via Flickr by Davidlore Bueso
Each of our temperamental traits is important and plays a significant role in shaping who we are, how we behave, and how we experience and respond to the world around us.
While we have defined and discussed these traits individually, it is important to remember that in the real world these traits do not exist in isolation; they interact with each other to influence our behavior in a complex way.
Subtle differences in temperamental profiles can result in dramatic differences in how they present themselves in our homes and classrooms.
For example, let’s consider Jackson, a child with a negative mood, long persistence, slow adaptability, low frustration tolerance, and high intensity of reaction. He may be very difficult to work with when this set of characteristics interact with each other to result in frequent, very big negative reactions that last a long time in response to the inevitable changes and challenges that occur every day in the classroom.
On the other hand, take Sam, a different child with a very similar profile including a negative mood, long persistence, slow adaptability, low frustration tolerance, but a low intensity of reaction may be much less difficult to work with. This is because his low intensity of reaction means his frequent, negative reactions to the changes and challenges in the classroom will be milder and, even if they do persist, their small magnitude may not register on anyone’s radar.
Therefore, as we examine a child’s temperamental profile, it is important to look closely at each trait separately and then consider how each of these individual traits may interact with the others to shape the behavior and personality we are observing.
Let’s reflect and review. Where are you, or where is your child, on the spectrum of these temperament traits?
Use our Being Well Center | Temperament Worksheet to map it all out clearly.
Call The Being Well Center today for help understanding the mix of every part of your child! 724-433-4120
image via Flickr by Petr Dosek
A key goal in effective treatment for Attention Deficit Disorder should be to understand our temperament and the temperament of the children we live and work with.
Understanding the concept of temperament and applying that knowledge to ourselves as parents and teachers and to those around us helps us to better understand behavior…struggles, failures, and successes.
Persistence refers to how long we stick with tasks regardless of their difficulty, ranging from very long to very short.
Some of us are highly persistent even in the face of tremendous difficulty; we keep going and going and going.
Others of us spend only a short time on a challenging task before giving up and moving on to something else.
The child with long persistence resists giving up and will practice a task repeatedly until he has mastered it. This same child may struggle to stop an activity when it is time to move on if he has not yet mastered or completed it.
The child with short persistence may stop practice before mastery, struggle to stick with longer, more complex tasks, and be ready to put down a challenging book long before the last page.
Download our Being Well Center | Temperament Worksheet designed to help you pinpoint where your or your child’s temperament trait falls on the continuum. Catch up on previous posts about Activity Level, Rhythmicity, Tolerance, Intensity, Mood, Approach-Withdrawal, and Adaptability.
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