<![CDATA[Dr. Brenda E. Abbey

<![CDATA[Dr. Brenda E. Abbey - My Blog]]>Fri, 09 Jan 2026 07:29:41 -0800Weebly<![CDATA[A Healthy Play Diet: Why it is Important ?]]>Tue, 29 Mar 2016 17:37:28 GMThttps://www.drbrendaeabbey.com/my-blog/a-healthy-play-diet-why-it-is-importantJust like nutritional diets, a healthy play diet must be balanced and proportional for children to achieve active healthy development.
Social play is defined as an activity in which engagement and interaction with others is the core aspect of the play. It is a powerful tool for teaching communication displaying empathy and sharing.
Creative play is an opportunity to explore their interests and skills. It involves developing artistic talents such as music or painting and can also involve constructive play such as building or engineering play activities.
Free play is particularly important for young children as it encourages them to use their imagination. As children get older ,free play tends to be replaced by more organized sports, music, martial arts or dance.
Digital play is an important component and the most current research shows that the judicious use of digital media can exercise critical thinking skills , improve academic performance and provide valuable experiences for social emotional development as well.

]]><![CDATA[Praise vs Encouragement: How they impact MOTIVATION]]>Thu, 21 Jan 2016 16:06:03 GMThttps://www.drbrendaeabbey.com/my-blog/praise-vs-encouragement-how-they-impact-motivation

The impact on MOTIVATION differs between Praise and Encouragement. Discover the value of understanding the psychological implications for your family as well as business associates.
In the psychological field, Maslow’s pioneering research into motivation demonstrated that every human being is motivated to varying degrees by a series of physiological, safety, security and belonging needs.
One of the many lessons I learned as a psychologist working with youth having severe emotional and learning disabilities was the importance of assessing the client’s needs. After many years of experience I learned that when behaviour is reinforced it is repeated. As a Special Educator, I viewed child and youth behaviour as a desire to have unmet needs recognized and addressed. By determining, then addressing and meeting the client’s needs, I observed an immediate de-escalation of the undesirable behaviour in the treatment setting. By focusing on a Strength Based Intervention Framework, our team believed in “letting the people be different” and we worked carefully at celebrating and nurturing the strengths of all clients and therapy team members.
As part of an interdisciplinary team of professionals, I recognized the importance of a positive atmosphere and I realized there are many key understandings about the concept of Motivation that could be transferable to any business environment and would contribute toward the building of positive energy and an enabling environment for all stakeholders.
Why is it that some environments promote learning and growth, while others hinder it?
I believe there are lessons to be learned from psychological research studies involving the topic of Motivation. Many studies have shown that students’ feelings of being connected and cared for by their teachers correlate with academic achievement and elevate their sense of worth and these are important factors for increasing motivation and success.
How could Motivation and a Sense of Worth be fostered in your business environment and social interactions?
Even today, there is a mistaken belief that praise will automatically build self- esteem, and many educators, parents and business managers are guilty of not understanding the implications and differences between the concepts of “Praise” and “Encouragement”.
While many people think of praise and encouragement as being the same, I predict there is a valuable interpersonal and business lesson to be learned when there is an understanding and appreciation of the differences between these two concepts. Even though praise works, hopefully I will guide you into recognizing that encouragement works better in a variety of business and life situations.
Praise is a judgment, while encouragement is acknowledgement. Praise uses language that judges, encouragement uses language that notices. Praise is given when the person is successful [“You met the sales quota, I am proud of you!”], while encouragement can be given even when the person is experiencing frustration. [“I noticed you have been working hard on that challenging report, keep it up!”]
Praise and encouragement foster different reactions from the intended recipients. Praise promotes competition by comparing one performance with another, it focuses on the quality of the performance and ignores the efforts or motives. Praise fosters the dependence upon the opinions of others.
Encouragement fosters cooperation and collaboration and focuses on the individual’s effort and progress. The person feels valued rather than evaluated. Encouragement recognizes the individual’s contribution to the common good of the organization. It promotes effort and enables the individual to accept setbacks and mistakes, allowing for more independence and motivation. Encouragement realizes that any learning is a process and improvement is always a possibility. In business and in all aspects of life, anyone can criticize. The art of Encouraging requires people who are sensitive, compassionate and creative.
How will you apply these key understandings to your business and personal interactions?
Written by Dr. Brenda E. Abbey

]]><![CDATA[Attachment and Empathy -Lessons from Mares and Foals]]>Thu, 31 Jul 2014 21:25:24 GMThttps://www.drbrendaeabbey.com/my-blog/attachment-and-empathy-lessons-from-mares-and-foals

Attachment is the first CORE Personality STRENGTH. Here is a special picture of my mare A Hit Indeed with her first born colt sired by the stallion Wilko. There are many lessons to be learned through the observation of the mares with their new thoroughbred foals at Peaceful Valley Stable near Didsbury , Alberta. This helps us understand that throughout life the ability to form attachments is an essential part of healthy emotional development . For both horses and children, first relationships and interactions help define our capacity for ATTACHMENT and sets the tone for all of our future relationships. During Healing with Horses sessions , children and youth are able to observe interactions of mares and foals and this provides a learning opportunity to develop ATTUNEMENT and EMPATHY. The founder of the ROOTS of EMPATHY program believes that " Empathy can't be taught BUT it can be caught." I believe that interactions with horses can facilitate that.

]]><![CDATA[How Can Equine-Assisted Therapy Re-pattern the Limbic System?]]>Sat, 01 Feb 2014 00:04:13 GMThttps://www.drbrendaeabbey.com/my-blog/1

I have written a research article which supports the benefits of Equine-Assisted experiential learning sessions for children.
Recently, I had the unique opportunity to visit the Greater Edmonton area and participate as a guest in The Arabian Horse Literacy Reading Project.
I was able to take this special picture which captures a special bonding moment and shows the real interactions that were taking place.

The experience was magical as I participated in the learning activities and interacted with the Elementary students, the horses and the DONKEY who was a star !!

Below is the link to their Arabian Horse Reading website .
You can view a wonderful VIDEO called Reading with the Horses and there are also Research links to this Professional Research article-How Can Equine-Assisted Therapy Re- Pattern the Limbic System?
There are also 2 other links to articles that I have written called Equine -Assisted Learning-Healing with Horses as well as Praise versus Encouragement .

Enjoy!!
Dr. Brenda E. Abbey

http://www.arabianhorsereading.com/feedback.html

]]><![CDATA[Working Memory Difficulties In The Classroom]]>Sun, 27 Oct 2013 19:58:04 GMThttps://www.drbrendaeabbey.com/my-blog/working-memory-difficulties-in-the-classroom

In many classroom learning activities , considerable burdens are placed on a student’s working memory, whether related to Mathematics, Reading, Written Language, Science or Social Studies. Activities which require the student to hold in their brain some information{ a sentence to be written down} while spelling the individual words in the sentence are the kinds of classroom learning activities on which children with poor working memory struggle with the most. As a result, many students with poor working memory fail to complete their assignments properly because they have lost the crucial information needed to guide their actions.
Working memory failures can manifest themselves in frequent errors like;-incomplete recall, failing to follow instructions or forgetting the content of an instruction or only remembering a part of the sequence, short unorganized written output, place-keeping errors and task abandonment where the child gives up on the assignment completely.

In order to avoid working memory related failures, educators need to be aware of the cognitive processing demands on working memory loads, then decrease the working memory loads in a variety of structured classroom learning activities.

]]><![CDATA[Planning for Success with Racehorses and Children]]>Wed, 12 Jun 2013 13:24:49 GMThttps://www.drbrendaeabbey.com/my-blog/planning-for-success-with-racehorses-and-children

Since there is uncertainty about outcomes , any new learning experience is often scary for both children as well as young racehorses. I have found planning for success in any learning activity involves an understanding of the unique temperament and needs of either the child or the young thoroughbred. One training plan does not fit all children or young horses.
I believe attachment provides a strong foundation for the child as well as the young racehorse and reaffirms the importance of establishing a relationship to develop trust and motivation to learn.

]]><![CDATA[Agenda versus Plan : What Racehorses and Children can Teach us]]>Thu, 20 Dec 2012 16:08:43 GMThttps://www.drbrendaeabbey.com/my-blog/agenda-versus-plan-what-racehorses-and-children-can-teach-us

As a breeder and owner of registered Thoroughbreds as well as a Child Cognitive Psychologist in private practice, I have realized that understanding the difference between an Agenda and a Plan is important when developing the strengths of both young racehorses and students.
Agendas are rigid and without tolerance and adhering to AGENDAS when working with young horses or children's literacy learning does not work as effectively as having a PLAN.
A plan means you have a specific outcome or goal in mind , however the HOW of plans are flexible and can change , depending on the specific characteristics/ strengths of the child or the young horse.
In essence , one size does not fit all and those AGENDA followers who are not flexible, end up frustrating everyone. Having a Plan allows us to change with the circumstances, eliminating the methods that do not work for the child or the young horse , while still focusing on what is important . All involved appreciate the focus on a positive learning atmosphere and interactions which will help reach the desired results.
Dr. Brenda E. Abbey

]]><![CDATA[New Book -"In My Mother's Hoofprints"]]>Mon, 30 Jul 2012 21:39:53 GMThttps://www.drbrendaeabbey.com/my-blog/new-book-coming-soon-in-my-mothers-hoofprints

Crimson Deed became a racing winner in 2012. She is shown here at 10 days old with her Champion Mother -Crimson Hue.

Sadly her mother died when this filly was 3 months old.
Crimson Deed's story of overcoming obstacles and growing up as an orphan is the inspiration for a new Children's Therapy Picture /Storybook written by
her Thoroughbred owner/ breeder Dr. Brenda E. Abbey.
This book will be of value as a therapy storybook as it relates to themes of loss, determination and the importance of Mother/ Baby attachment .
Crimson Deed has also been a therapy partner for children involved in Equine- Assisted Learning sessions facilitated by Dr. Abbey . Children interacted with Crimson Deed and marvelled at her story of dealing with being alone after her mother died.
Contact Dr. Brenda E. Abbey for more information.

]]><![CDATA[Equine Facilitated Learning : Healing with Horses - Interacting with Thoroughbred Foals]]>Thu, 09 Dec 2010 15:40:20 GMThttps://www.drbrendaeabbey.com/my-blog/equine-facilitated-learning-interacting-with-thoroughbred-foals

There is no finer mirror of our true nature than the horse.

This experiential nature of interacting with Thoroughbred horses on a large breeding farm in Alberta encourages self- awareness, self- regulation and personal reflection for children and youth.
Dr. Brenda E. Abbey's counselling experience and research indicates that Equine Facilitated Learning increases the child/ youth client's awareness of their own emotional state and non -verbal body language based on recognizing the horse's reactions during the interaction time in the pasture or private paddock. This type of experiential learning with horses has proven very effective as a positive intervention for children with ADD/ADHD . Even very young foals will react and provide a MIRROR for the client.
Dr. Brenda E. Abbey has written an article on Healing with Horses as well as another Research Paper about How Equine- Assisted Learning Repatterns the Limbic System in children's brains { based on her own Applied research in this area}.

]]><![CDATA[ Using Encouragement Effectively -Implications for Coaching]]>Fri, 03 Dec 2010 23:28:53 GMThttps://www.drbrendaeabbey.com/my-blog/using-encouragement-effectively-implications-for-coachingUsing Encouragement Effectively: My article also has positive Implications for Coaching Children with Learning, ADD / ADHD and Behaviour challenges.

Children and parents benefit from understanding about their strengths and that ADD is better viewed as a DIFFERENCE in how their child's brain works and processes information and ADD should not be interpretted as a DEFICIT .

How we connect with others has unimagined significance in both our personal , family and business lives. Both entrepreneurs and Parents can find out WHY using Encouragement effectively can enrich your social aptitude, empathy and enhance coaching skills in a variety of situations !!

***Original Copyrighted Article
** Written and published Jun 18, 2010 by Dr. Brenda E. Abbey

In my earlier published article on BIZNIK site , I wrote about the psychological difference between Praise and Encouragement. The effective use of Encouragement, whether at the workplace or in your home, can be of great assistance in creating an environment where motivation and positive relationships can flourish. Encouragement may be more effective and more motivating than praise and is an invaluable tool in your business or personal motivational repertoires. Encouragement can be instrumental in building self esteem, fostering cooperation, celebrating unique skills and abilities and assisting struggling coworkers through difficult or challenging times.

How can Encouragement affect our brain?

In the emerging field of social neuroscience, there are continued findings and insights into our interpersonal world and an understanding of these can enrich our business and personal lives. Neuroscience has discovered that we are wired to connect by our brain’s very design and we are drawn into a brain-to- brain link up whenever we interact with another person. The pathways of our social brain are sensitive not only to signals emerging from within us, but also to the world at large. Through a process called “neuroplasticity”, our social interactions play a role in reshaping our brain since repeated experiences sculpt the size, shape and number of neurons and their synaptic connections. This new body of psychological research reveals that our relationships have a subtle yet powerful impact on us. By driving our brain into a given register, our key personal and work relationships (whether being emotionally nourished or chronically hurt and angered) can gradually mold and refashion the structure of our brain. In our lives and careers, many of us have been blessed with some generous mentors and we have not only learned from their wisdom but also from their manner of interaction and how that impacted our feelings. By reflecting on the work environment at the Children’s Treatment Setting, I realized that I learned the most about Encouragement by watching and attempting to replicate my mentor’s interpersonal skills.

What are some ingredients of Effective Encouragement?

There should be a solid, observable, and realistic reason for the comment and it needs to be specific to the behaviour that reflects the accomplishment or effort. When you give an encouraging comment, it should be sincere since our social radar can detect “phony” and this can cause the recipient to feel minimized or patronized. As Simon Sinek shared in his explanation of his Golden Circle idea and the importance of WHY in business, we think from the inside out and our Limbic brain is responsible for Trust by controlling our decision making. If the compliments are continually offered without being specific, the recipient can become desensitized so even well-earned compliments become meaningless.

The effectiveness of Encouragement is enhanced by the ability to express Interest, Gratitude and Enthusiasm. When I tried to analyze why I had positive perceptions of my interactions with my mentor at the Treatment Setting, I came to understand that he provided me with a lot of Encouragement. But perhaps most important, this person always showed an interest in my life. He consistently demonstrated his interest in me as a person, always beginning every call or interaction by inquiring about some aspect of my life or activities.

Once I recognized the power of Interest, I used this strategy more often to build and maintain my relationships with colleagues, students’ parents and students. People love talking about themselves. As a Special Educator, I realized that I could use interest to foster a difficult child’s motivation and build relationships. I believe that this same expression of genuine and sincere interest is applicable to any business or personal setting as well. You may be surprised how much of a positive impact it has.

By expressing his sincere gratitude to me about something specific that I had done, my mentor articulated how my actions had helped his workload and others at the Treatment Setting.

In his capacity as Executive Director of the Treatment Setting, my mentor often said “Enthusiasm is contagious and so is the lack of it”. He strongly believed that the special education teacher, as well as the childcare counselors in each treatment classroom set the tone and climate in that room. If the professionals were enthusiastic, lively and animated, then the students with emotional and severe behaviour needs were more likely to respond and also mirror these attitudes. If you reflect for a moment upon the most memorable coaches from your own school career, you will probably remember that they were enthusiastic about their subject area, their jobs and their students. Enthusiasm affects us and it infects us. The Limbic brain reads body language and Penn State professor Stanley Du Belle’s research study identified traits and observable behaviours that earned teachers a description of “enthusiastic” from a group of students. The research showed that body language contributed significantly to the perception of Enthusiasm and examples included rich vocabularies with extensive use of adjectives, a high degree of energy, exuberance, frequent demonstrative gestures, and animated vocal delivery.

While I am not advocating that all of us become interested, grateful cheerleaders in front of our business colleagues, I believe that there is merit in making a concerted effort to incorporate some of these encouraging traits into our daily style of interaction in our work environment.
Written by Dr. Brenda E. Abbey ©
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