TeenLife Blog

Supporting teen success, one post at a time

Author: Andrew Schlegelmilch, Ph.D.

Andrew Schlegelmilch, Ph.D.-profile-picture

Andrew Schlegelmilch, Ph.D. is a clinical psychologist in private practice in San Francisco, and former Head Psychologist of Orion Academy, the nation’s first college preparatory high school for children with Asperger’s and related neurocognitive disorders. Dr. Schlegelmilch recently authored “Parenting ASD Teens: A Guide to Making It Up As You Go.”

Posted April 3, 2015, 8 a.m. by Andrew Schlegelmilch, Ph.D. | View Comments
Gaming and Internet Addiction

Working with teens over the years has given me plenty of opportunity to talk about gaming and the Internet. It is not uncommon for parents to be concerned about how much time their child is spending on gaming and online. When I investigate, I find that teens are gaming and online at the expense of schoolwork, time with the family, or even eating and sleeping. Such preoccupations and addictions to gaming and the Internet can have serious health and well-being consequences, so parents are right to take notice and be concerned. Viktor Frankl (1905-1997), a post-WWII neurologist and psychiatrist, wrote ...

Posted Feb. 23, 2015, 10 a.m. by Andrew Schlegelmilch, Ph.D. | View Comments
homework motivation

Homework completion is a perennial source of strife in households these days. There are many competing and contradictory views of the role and importance of homework, but most can agree that homework provides the school-age child a chance to develop independent living skills such as time-management, persistence and stamina, and establishing that work/play balance that is beneficial in adulthood. Most parents report to me that they are tired of having to push their child to do their homework. Parents are worried, as well, that if their child cannot complete homework on their own that they will not be able to ...

Posted Jan. 8, 2015, 9 a.m. by Andrew Schlegelmilch, Ph.D. | View Comments
college readiness for special education

It was not so long ago that individuals with executive functioning (EF) disorders, such as Attention Deficit/Hyperactivity Disorder (ADHD) and Autism, had a tough time finding a university setting that was a good match. Obstacles such as the traditional high school grading system, college-level entrance exams (e.g., SAT, ACT), college application essays and interviews, and even the process of managing the intricate and complex process of applying for college were enough to stymie many with EF deficits who did not have adequate support. These days we know much more about EF deficits, and specifically about how to properly support individuals ...