jim russell ph.d., n.c.c., l.p.c. st. louis, mo 63141 twice exceptional person...the “twice...
TRANSCRIPT
Jim Russell Ph.D., N.C.C., L.P.C.
777 Craig Rd, Suite 200
St. Louis, MO 63141
Phone: (314) 963-8862
Fax: (314) 918-8943
PDF Presentation
http://www.jimrussellphd.com
E-mail [email protected]
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Miriam School March 12, 2013
Motivating the Gifted/LD
Person
The “Twice Exceptional”
Person
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Learning Objectives:
To Understand the basics about the neurobiology of being a Twice-Exceptional Person: i.e., being Gifted /LD
To understand: Strengths, …then weaknesses & The Average Person
To understand emotions and cognition, all the letters: ADHD, OCD, ODD, etc.
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Learning Objectives…
Getting the correct Accommodations
Establish a “paper trail”
Advice for motivating a Twice-Exceptional
Person
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Oceangram Stories Archive, Author unknown, 08/19/2006
Enough
I wish you enough sun to keep your attitude bright.
I wish you enough rain to appreciate the sun more.
I wish you enough happiness to keep your spirit alive.
I wish you enough pain so that the smallest joys in life appear much bigger. 6 di
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Oceangram Stories Archive, Author unknown, 08/19/2006
Enough
I wish you enough gain to satisfy your wanting.
I wish you enough loss to appreciate all that you
possess.
I wish enough hellos to get you through the final
good-bye.
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Giftedness (Ellen Winner—Gifted Children p. 3). Gifted children have precocity in one domain,
probably not globally.
They march to the beat of a different drummer.
Driven to master the domain “rage to master” the material.
“Children can be gifted in one area but average or even learning-disabled in another. Thus, abilities can be independent of one another.”
(Ellen Winner p.12)
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Giftedness (Ellen Winner—Gifted Children p. 12).
“Children can be gifted in one area but average or even learning-disabled in another. Thus, abilities can be independent of one another.”
(Ellen Winner p.12)
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Higgins & Neilsen (2000) list Strengths:
superior vocabulary
advanced ideas and opinions
high levels of creativity & problem-solving ability
extremely curious, imaginative, & questioning
wide range of interests not related to school
penetrating insight into complex issues
specific talent or consuming interest area
sophisticated sense of humor dist
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Higgins & Neilsen (2000) list Weaknesses:
poor social skills
high sensitivity to criticism
lack of organizational and study skills
discrepant verbal and performance abilities
poor performance in one or more academic areas
difficulty in written self expression
stubborn, opinionated demeanor
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Major characteristics of Twice exceptionality (Some people hate this description)
A major characteristic of all gifted children is asynchronous development.
These children (small human beings) are
uneven in abilities.
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Major characteristics
According to Singer (2000) : mental age, chronological age, emotional age may be extremely different. Asynchronous development becomes even greater when the person has special needs.
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Major characteristics
Twice-exceptional is a term that describes a person who is gifted and who also has deficits, (Some people hate this description).
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The characteristic behaviors of this group as: Perfectionism Supersensitive Lacks social skills Has unrealistic self expectation Socially isolated Hyperactive
– Low self esteem Distractible Has psychomotor inefficiency Chronically inattentive Frustrated by demands of the
classroom
Fails to complete assignments Excessively critical of others Rebellious against drill and
excessive repetition Become "an expert" in one area
and dominates discussion with their expertise
Disparaging of the work they are required to do
Dr. Linda Kreger Silverman (1989, p.37) dist
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Characteristics of Gifted/LD: Ability to express
emotions Ability to improvise with
commonplace materials Articulateness in role playing and storytelling Enjoyment of and ability
in a specific area
Expressive speech Fluency and flexibility in
nonverbal media Enjoyment of and ability
in small group activities Problem solving Humor Originality of ideas in
problem solving – (Adapted from Torrence)
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Identification of the Twice Exceptional Person
Three categories: Gifted/LD LD/Gifted Hidden “C” students Use 120 as Superior IQ
• Verbal IQ • Performance IQ • Full IQ
Dr. Susan Baum et al. dist
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Wechsler IQ Tests
Verbal Comprehension
Perceptual Reasoning
Working Memory
Processing Speed
General Ability Index (GAI)
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The Psychology of Science, 1966, Abraham Maslow
"If the only tool you have is a hammer, you
will see every problem as a nail."
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If I had a hammer “is a song written by Pete Seeger and Lee Hays. It was written in 1949…first recorded by The Weavers, …and then by Peter, Paul and Mary.
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Possible Sources: Aristotle, Max Wertheimer, R. Buckminster Fuller
The concept of a learning disability,
Embodies the phrase:
“The whole is greater than the sum
of its parts”
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Gifted Development Center http://www.gifteddevelopment.com/About_GDC/newiqtests.htm
How to Use the New IQ Tests
in Selecting Gifted Students
( Executive Summary of "The Measurement
of Giftedness")
Linda Kreger Silverman, Ph.D.
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Gifted Development Center
When using the WISC-IV, either the
General Ability Index (GAI), which
emphasizes reasoning ability, or the Full
Scale IQ Score (FSIQ), should be
acceptable for selection to gifted programs.
The GAI should be derived using the table
provided by Harcourt Assessments
(Technical Report 4).
http://www.gifteddevelopment.com/About_
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Gifted Development Center
Vocabulary
Similarities
Comprehension
(Silverman, Gilman & Falk, 2004).
…the six core subtests of the WISC-IV from
which the General Ability Index (GAI) can be
derived:
Block Design
Matrix Reasoning
Picture Concepts
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Gifted Development Center
As most of these subtests are richly loaded
in general intelligence (g), they are likely to
locate the students who would be most
successful in a gifted program.
http://www.gifteddevelopment.com/About_G
DC/newiqtests.htm
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Dr. Jim Russell
Use of Wechsler Subtests to evaluate for exceptionality:
Use 120 as Superior IQ—Susan Baum et al.
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Use of Wechsler Subtests to evaluate for exceptionality:
Subtests Mean STD Similarities 10.9 3.3 Comprehension 10.3 3.0
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Wechsler Adult Intelligence Scales, Fourth Edition (WAIS-IV)
Composite Score Summary
Scale
Sum of
Scaled
Scores
Composite
Score
Percentile
Rank
95%
Confidence
Interval
Qualitative
Description
Verbal
Comprehension 45 VCI 130 98 123-134 Very Superior
Perceptual Reasoning 34 PRI 107 68 100-113 Average
Working Memory 29 WMI 125 95 117-130 Superior
Processing Speed 19 PSI 97 42 89-106 Average
Full Scale 127 FSIQ 118 88 114-122 High Average
General Ability 79 GAI 121 92 115-125 Superior
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Wechsler Adult Intelligence Scales, Fourth Edition (WAIS-IV)
Verbal Comprehension Subtests Summary
Subtest Raw
Score
Scaled
Score
Percentile
Rank
Reference
Group
Scaled Score SEM
Similarities 27 11 63 11 1.16
Vocabulary 55 19 99.9 18 0.73
Information 21 15 95 15 0.9
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Small Human WISC-IV
Composite Scores
Summary
Scale
Sum of
Scaled
Scores
Composite
Score
Percentile
Rank
95%
Confidence
Interval
Qualitative
Description
Verbal Comprehension
(VCI)
37 112 79 105-118 High Average
Perceptual Reasoning
(PRI)
42 125 95 115-131 Superior
Working Memory (WMI) 15 86 18 79-95 Low Average
Processing Speed (PSI) 15 85 16 78-96 Low Average
Full Scale (FSIQ) 109 107 68 102-112 Average
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Small Human WISC-IV
Verbal Comprehension
Subtest Score Summary (Total Raw Score to Scaled Score Conversions)
Subtest
Raw
Score
Scaled
Score
Percentile
Rank
Similarities 21 12 75
Vocabulary 35 13 84
Comprehension 22 12 75
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Small Human WISC-IV
Perceptual Reasoning
Subtest Score Summary
Subtests
Raw
Score
Scaled
Score
Percentile
Rank
Block Design 34 12 75
Picture Concepts 18 12 75
Matrix Reasoning 29 18 99.6
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Small Human WISC-IV
General Ability Index (GAI)
122, at the 93rd percentile
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A Human Being
Second year graduate student
report card, teachers notes, testing from childhood, supported that he had ADHD, and an information processing problem
Used accommodations in high school and college
Denied the use of accommodations in medical school
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Many ways to be intelligent Dr. Howard Gardner, Frames of Minds: Logical/Mathematics
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Interpersonal/Relational
Intrapersonal/Introspective
Naturalistic
Spiritual/Existential dist
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S.O.A.R.® Study Skills
Copyright© 2011Susan Kruger
Math
Visual
Word
Music
People
Self
Body
Nature
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Overcoming Dyslexia, by Dr. Sally Shaywitz
Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level
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Overcoming Dyslexia Dr. Sally Shaywitz, page 49: “Although both speaking and reading rely on the same particle, the phoneme, there is a fundamental difference: Speaking is natural, and reading is not.”
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Why are learning problems so complicated?
Time MagazineMarch 26, 2001
Blame it on the Written Word
By Unmesh Kher
English has 1120 different spellings for ~44
phonemes
Italian has 33 different spelling for 25
phonemes
English is notoriously illogical
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The rate at which you learn will become the only sustainable
competitive advantage you’ll have in your life.
Peter Senge (The Fifth Discipline).
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Learning...
Disabilities—require accommodations to level the playing field
Difficulties— may need enrichment in an area of weakness
Differences—need to understand strengths and weaknesses
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Learning Disabilities
There are many definitions used to identify learning disabilities.
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National Dissemination Center for Children with Disabilities: NICHCY
NICHCY’s website
http://nichcy.org/laws/idea
•Children (3 to 22)
•Disability & Education Laws
•Research
•En Español
•Babies & Toddlers
•Children (3 to 22)
•Disability & Education Laws
•Research
•En Español
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NICHCY
IDEA—the Individuals with Disabilities
Education Act
NICHCY’s website is full of information
about IDEA
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NICHCY
Specific Learning Disability…means a
disorder in one or more of the basic
psychological processes involved in
understanding or in using language, spoken
or written, that may manifest itself in the
imperfect ability to listen, think, speak,
read, write, spell, or to do mathematical
calculations.
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NICHCY
The term includes such conditions as
perceptual disabilities, brain injury, minimal
brain dysfunction, dyslexia, and
developmental aphasia.
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NICHCY
The term does not include learning
problems that are primarily the result of
visual, hearing, or motor disabilities; of
intellectual disability; of emotional
disturbance; or of environmental, cultural,
or economic disadvantage.
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Americans with Disabilities Act Amendments Act (ADAAA) Major life activities
Reading
Thinking
Concentrating
Learning
Communicating
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The “paper trail”
If you cannot get your child into Gifted
If you cannot get an IDEA- IEP
If you cannot get a 504 Plan
Document…document…document!!!!!!!
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The clinician/diagnostician needs to be very specific in describing his or her
clinical judgment regarding the standardized test scores and percentile ranks that support the identification of a
learning disability.
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The Average Person Standard
According to Dr. Michael Gordon and Ms. Shelby Keiser in their book Accommodations In Higher Education Under The Americans With Disabilities Act (ADA): A No-Nonsense Guide for Clinicians, Educators, Administrators, and Lawyers (2000. P. xiii): ”’Average, or even slightly below average, is
not disabled for the purpose of the ADA’
(Gonzalez v. National Board of Medical Examiners, 99-CV-72190-DT)”
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The Average Person Standard
A diagnosis is not necessarily a disabling condition
Special Education laws do not automatically qualify a person for ADAAA accommodations in Post secondary settings e.g., IEP and 504 Plans.
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The Average Person Standard
The disability must impact the person as a functional limitation on a major life activity i.e., learning or working. And, the pervasiveness, chronicity, and severity of the disabling condition must be documented.
Some Post Secondary administrators believe that the person’s test scores need be at or
below the 16th percentile to demonstrate below average performance.
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Flow chart for LD:
Input Integration Memory Output
Adapted from Dr. Larry Silver’s book, The
Misunderstood Child
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Most common DSM-IV-TR Post Secondary setting are:
315.00 Reading Disorder 315.2 Disorder of Written Expression 315.1 Mathematics Disorder 315.9 Learning Disorder, NOS 314.00 Attention-Deficit/Hyperactivity Disorder,
Predominately Inattentive Type
314.01 Attention-Deficit/Hyperactivity Disorder, Predominately Hyperactive/Impulsive Type
314.01 Attention-Deficit/Hyperactivity Disorder, Combined Type
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ADHD is ADD: DSM-IV names: – 314.01 Attention-Deficit/Hyperactivity
Disorder, Combined Type – 314.00 Attention-Deficit/hyperactivity
Disorder, Predominantly Inattentive Type – 314.01 Attention-Deficit/hyperactivity
Disorder, Predominantly Hyperactive-Impulsive Type
– 314.9 Attention-Deficit/hyperactivity Disorder, Not Otherwise Specified (NOS)
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Neurology:
Cortex Lobes: Frontal, Temporal, Parietal &
Occipital Limbic System: Amygdala & Hippocampus PET and MRI scans
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Modulating disorders
Anxiety Depression Anger (Disruptive mood dysregulation disorder) Obsessive-compulsive disorder Dr. Larry Silver, (The Misunderstood Child, pp. 80-88.)
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The Highly Sensitive Child by Elaine N. Aron, PH.D.
15%-20% of the population are Highly
Sensitive Children (HSC)
Introversion is not high sensitivity (70% of
introverts are highly sensitive HS)
Not inherently shy or neurotic
Their brains process information more
thoroughly, feel stronger emotions
Overwhelmed by “high volume”
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The Highly Sensitive Child by Elaine N. Aron, PH.D.
Stronger feelings
Deeper thoughts
Suffer when others suffer
Will melt down when overwhelmed
Want to known the “meaning” of life
Afraid of social judgments
Scientists-theologians-historians-lawyers-doctors-nurses-teachers-artists
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The Highly Sensitive Child, by Elaine N. Aron, PH.D.
“If you want to have an exceptional
child,
you must be willing to have an
exceptional child.”
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Uniquely Gifted
Top 10 Pieces of Advice for Parents of
Uniquely Gifted Children
Meredith G. Warshaw, M.S.S., M.A.
Special Needs Educational Advisor
Copyright 2002, Meredith G. Warshaw
http://www.uniquelygifted.org/top10.htm
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Uniquely Gifted
1. Trust your instincts
You know your child better than anyone else
in the world. Don't assume that professionals
know better because they have credentials.
Copyright 2002, Meredith G. Warshaw
http://www.uniquelygifted.org/top10.htm
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Uniquely Gifted
2. Trust your child
If he says he can't do something, don't
assume that he's being lazy or obstinate or
unmotivated, and don't believe anyone who
says that is all that's going on.
Copyright 2002, Meredith G. Warshaw
http://www.uniquelygifted.org/top10.htm
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Uniquely Gifted
3. Don't ignore the giftedness while trying
to fix the disabilities
Children get depressed when they don't get
to learn anything new.
Copyright 2002, Meredith G. Warshaw
http://www.uniquelygifted.org/top10.htm
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Uniquely Gifted
4. Don't ignore the disabilities while
feeding the giftedness
Children get frustrated/depressed if they are
constantly required to do things they can't
do
Copyright 2002, Meredith G. Warshaw
http://www.uniquelygifted.org/top10.htm
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Uniquely Gifted
5. Your child can both be in a gifted
program and have an IEP or 504 plan
Children in gifted programs can have IEPs
or 504 plans. Children with IEPs or 504
plans can be in gifted programs. They are
not mutually exclusive.
Copyright 2002, Meredith G. Warshaw
http://www.uniquelygifted.org/top10.htm
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Uniquely Gifted
6. Don't overwork your child
If homework takes her four times as long as
it takes the other kids, have her do 1/4 of the
homework
Copyright 2002, Meredith G. Warshaw
http://www.uniquelygifted.org/top10.htm
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Uniquely Gifted
7. See the good in your child and find
time to have fun together
When things are falling apart, it is easy to
lose sight of what we enjoy about our
children and not find time for the good
stuff.
Copyright 2002, Meredith G. Warshaw
http://www.uniquelygifted.org/top10.htm
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Uniquely Gifted
8. Take care of yourself
If you fall apart from exhaustion and
neglect, you won't be any good for anyone
else.
Copyright 2002, Meredith G. Warshaw
http://www.uniquelygifted.org/top10.htm
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Uniquely Gifted
9. Know when to cut your losses
Some situations are irreparably bad. If your
child's school situation is completely
poisoned, it may be time to look for
alternatives (other school, homeschool,
whatever).
Copyright 2002, Meredith G. Warshaw
http://www.uniquelygifted.org/top10.htm
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Uniquely Gifted
10. Network
Local support groups can be great. In
addition, the internet has opened a whole
new world, allowing us to connect to people
at any hour of day or night. Support and
information are both invaluable.
Copyright 2002, Meredith G. Warshaw
http://www.uniquelygifted.org/top10.htm
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The Art of War, Sun Tzu know yourself and know others know yourself but do not know
others unknown self and do not know
others
100% Success 50% Success 0% Success
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Strategies Strengths & remediate weaknesses: Extended time on
examinations (2.0 the allotted time)
Distraction reduced test environment
Scribe Tape record lectures Class notes or note takers Use of Spell checker Use of fact sheets Test reader Visit the writing center to
have material edited
Use of calculator for math course work
Use of computer, voice recognition software
Books on tape Computer software that
reads the text Alternative test format Fewest number of hours for
full-time enrollment Study skills course Medical consultation for
medication for ADHD Bibliotherapy for
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All truth passes through 3 stages
It is ridiculed
It is violently opposed
It is accepted as being self evident
The Philosopher Arthur Schopenhauer
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Anyway, by Kent M. Keith Paradoxical Commandments
People are illogical, unreasonable, and self-centered Love them anyway
If you do good, people will accuse you of selfish ulterior motives Do good anyway
If you are successful, you will win false friends and true enemies Succeed anyway
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[Reportedly inscribed on the wall of Mother Teresa's children's home in Calcutta, and
attributed to her. However, an article in the New York Times has since reported
(March 8, 2002) that the original version of this poem was written by Kent M. Keith.] dist
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Anyway, by Kent M. Keith Paradoxical Commandments
The good you do today will be forgotten tomorrow
Do good anyway
Honesty and frankness make you vulnerable
Be honest anyway
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Anyway, by Kent M. Keith Paradoxical Commandments
The biggest men and woman with the biggest ideas can be shot down by the smallest men and the smallest mind Think Big anyway
People Favor underdogs but follow only the top dogs Fight for a few underdogs anyway
What you spend years building may be destroyed overnight Build anyway
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Anyway, by Kent M. Keith Paradoxical Commandments
People may really need help but may attack you if you do help them
Help people anyway
Give the world the best you have and you’ll get kicked in the teeth
Give the world the best you have
anyway
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Thank you!
Jim Russell Ph.D., N.C.C., L.P.C.
777 Craig Rd,
Suite 200
St. Louis, MO 63141
Phone: (314) 963-8862
Fax: (314) 918-8943
E-mail [email protected]
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