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	<title>Parenting &#8211; A.T.L.A.S. Training</title>
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	<link>https://atlastraining.ie</link>
	<description>ATLAS Training Transdisciplinary therapy for children and young adults, including psychology, occupational therapy and speech and language therapy.</description>
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		<title>The Best Fidget Might Be the One You Barely Notice</title>
		<link>https://atlastraining.ie/2026/11/05/the-best-fidget-might-be-the-one-you-barely-notice/</link>
					<comments>https://atlastraining.ie/2026/11/05/the-best-fidget-might-be-the-one-you-barely-notice/#respond</comments>
		
		<dc:creator><![CDATA[Nicola Van Zyl]]></dc:creator>
		<pubDate>Thu, 05 Nov 2026 11:10:41 +0000</pubDate>
				<category><![CDATA[Parenting]]></category>
		<category><![CDATA[Sensory]]></category>
		<category><![CDATA[School]]></category>
		<category><![CDATA[ADHD]]></category>
		<category><![CDATA[Fidgets]]></category>
		<category><![CDATA[Attention]]></category>
		<guid isPermaLink="false">https://atlastraining.ie/?p=1439</guid>

					<description><![CDATA[Fidgets are everywhere. From small sensory stones and putty to poppers, spinners, cubes and increasingly elaborate sensory toys, there seems to be an endless choice of tools marketed to help children concentrate, regulate and stay focused. For some children, having something to quietly manipulate with their hands can be genuinely helpful. For others, the fidget [&#8230;]]]></description>
		
					<wfw:commentRss>https://atlastraining.ie/2026/11/05/the-best-fidget-might-be-the-one-you-barely-notice/feed/</wfw:commentRss>
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		<title>When Your Child is Melting Down: Why Your Own Regulation Matters Just as Much as Theirs</title>
		<link>https://atlastraining.ie/2026/10/29/when-your-child-is-melting-down-why-your-own-regulation-matters-just-as-much-as-theirs/</link>
					<comments>https://atlastraining.ie/2026/10/29/when-your-child-is-melting-down-why-your-own-regulation-matters-just-as-much-as-theirs/#respond</comments>
		
		<dc:creator><![CDATA[Nicola Van Zyl]]></dc:creator>
		<pubDate>Thu, 29 Oct 2026 09:25:56 +0000</pubDate>
				<category><![CDATA[Parenting]]></category>
		<category><![CDATA[Sensory]]></category>
		<category><![CDATA[Emotional Wellbeing]]></category>
		<category><![CDATA[Tips]]></category>
		<category><![CDATA[Emotional Regulation]]></category>
		<guid isPermaLink="false">https://atlastraining.ie/?p=1406</guid>

					<description><![CDATA[If you&#8217;ve ever found yourself standing in the middle of your child&#8217;s meltdown feeling overwhelmed, frustrated, or unsure what to do next, you&#8217;re certainly not alone. Many parents focus on finding ways to help their child regulate—and that&#8217;s important. But one of the most powerful (and often overlooked) parts of supporting a child through a [&#8230;]]]></description>
		
					<wfw:commentRss>https://atlastraining.ie/2026/10/29/when-your-child-is-melting-down-why-your-own-regulation-matters-just-as-much-as-theirs/feed/</wfw:commentRss>
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		<title>Turning Bedtime Battles into Bedtime Bonds: A Sensory-Friendly Wind-Down Routine for Better Sleep</title>
		<link>https://atlastraining.ie/2026/10/15/turning-bedtime-battles-into-bedtime-bonds-a-sensory-friendly-wind-down-routine-for-better-sleep/</link>
					<comments>https://atlastraining.ie/2026/10/15/turning-bedtime-battles-into-bedtime-bonds-a-sensory-friendly-wind-down-routine-for-better-sleep/#respond</comments>
		
		<dc:creator><![CDATA[Nicola Van Zyl]]></dc:creator>
		<pubDate>Thu, 15 Oct 2026 08:57:09 +0000</pubDate>
				<category><![CDATA[Parenting]]></category>
		<category><![CDATA[Tips]]></category>
		<category><![CDATA[Sleep]]></category>
		<guid isPermaLink="false">https://atlastraining.ie/?p=1386</guid>

					<description><![CDATA[&#8220;One more story!&#8221; &#8220;I&#8217;m thirsty.&#8221; &#8220;Can I tell you something?&#8221; &#8220;I&#8217;m not tired!&#8221; If these bedtime negotiations sound familiar, you&#8217;re not alone. For many families, bedtime can become the most stressful part of the day. After navigating work, school, childcare, meals, and the general busyness of family life, everyone is running low on patience and [&#8230;]]]></description>
		
					<wfw:commentRss>https://atlastraining.ie/2026/10/15/turning-bedtime-battles-into-bedtime-bonds-a-sensory-friendly-wind-down-routine-for-better-sleep/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
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		<title>Helping Teenagers Wake Up and Get Ready Independently</title>
		<link>https://atlastraining.ie/2026/10/08/helping-teenagers-wake-up-and-get-ready-independently/</link>
					<comments>https://atlastraining.ie/2026/10/08/helping-teenagers-wake-up-and-get-ready-independently/#respond</comments>
		
		<dc:creator><![CDATA[Nicola Van Zyl]]></dc:creator>
		<pubDate>Thu, 08 Oct 2026 09:02:34 +0000</pubDate>
				<category><![CDATA[Parenting]]></category>
		<category><![CDATA[Personal Care]]></category>
		<category><![CDATA[Executive Functions]]></category>
		<category><![CDATA[Tips]]></category>
		<category><![CDATA[ADHD]]></category>
		<category><![CDATA[Adolescent]]></category>
		<category><![CDATA[Sleep]]></category>
		<guid isPermaLink="false">https://atlastraining.ie/?p=1431</guid>

					<description><![CDATA[Your teenager is capable of getting themselves ready. They know what they need to do. So why does every morning still involve alarms, reminders, arguments and someone repeatedly telling them to get out of bed? For many families, mornings can become one of the biggest daily battles. &#8220;Get up.&#8221; &#8220;You&#8217;ll be late.&#8221; &#8220;Have you brushed [&#8230;]]]></description>
		
					<wfw:commentRss>https://atlastraining.ie/2026/10/08/helping-teenagers-wake-up-and-get-ready-independently/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
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		<title>Age-Appropriate Chores: A Practical Guide to Building Independence from Age 3</title>
		<link>https://atlastraining.ie/2026/09/24/age-appropriate-chores-a-practical-guide-to-building-independence-from-age-3/</link>
					<comments>https://atlastraining.ie/2026/09/24/age-appropriate-chores-a-practical-guide-to-building-independence-from-age-3/#respond</comments>
		
		<dc:creator><![CDATA[Nicola Van Zyl]]></dc:creator>
		<pubDate>Thu, 24 Sep 2026 08:42:43 +0000</pubDate>
				<category><![CDATA[Parenting]]></category>
		<category><![CDATA[Tips]]></category>
		<category><![CDATA[Chores]]></category>
		<category><![CDATA[Independence]]></category>
		<guid isPermaLink="false">https://atlastraining.ie/?p=1403</guid>

					<description><![CDATA[&#8220;Why can&#8217;t they just do it themselves?&#8221; If you have ever found yourself asking this question about your child&#8217;s chores, you are certainly not alone. Perhaps you have asked your child to put their clothes away for what feels like the hundredth time. Or maybe you have given them a simple job, only to find [&#8230;]]]></description>
		
					<wfw:commentRss>https://atlastraining.ie/2026/09/24/age-appropriate-chores-a-practical-guide-to-building-independence-from-age-3/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
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		<title>Executive Functions Through a Different Lens: Understanding Neurodivergent Children and Young People</title>
		<link>https://atlastraining.ie/2026/09/17/executive-functions-through-a-different-lens-understanding-neurodivergent-children-and-young-people/</link>
					<comments>https://atlastraining.ie/2026/09/17/executive-functions-through-a-different-lens-understanding-neurodivergent-children-and-young-people/#respond</comments>
		
		<dc:creator><![CDATA[Nicola Van Zyl]]></dc:creator>
		<pubDate>Thu, 17 Sep 2026 10:08:05 +0000</pubDate>
				<category><![CDATA[Parenting]]></category>
		<category><![CDATA[Development]]></category>
		<category><![CDATA[Neurodivergence]]></category>
		<category><![CDATA[Educational]]></category>
		<category><![CDATA[Executive Functions]]></category>
		<category><![CDATA[Autism]]></category>
		<category><![CDATA[ASD]]></category>
		<category><![CDATA[ADHD]]></category>
		<category><![CDATA[Life Skills]]></category>
		<category><![CDATA[Tips]]></category>
		<guid isPermaLink="false">https://atlastraining.ie/?p=1382</guid>

					<description><![CDATA[Throughout this series, we&#8217;ve explored how executive functions develop from the toddler years through adolescence. We&#8217;ve seen that these skills don&#8217;t appear overnight. They grow gradually through relationships, play, meaningful occupations and repeated opportunities to participate in everyday life. But what happens when executive functions don&#8217;t follow the developmental pathway we might expect? What if [&#8230;]]]></description>
		
					<wfw:commentRss>https://atlastraining.ie/2026/09/17/executive-functions-through-a-different-lens-understanding-neurodivergent-children-and-young-people/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Growing Executive Functions in Adolescence (13–18 Years): Why Teenagers Still Need Us More Than They Let On Part 2</title>
		<link>https://atlastraining.ie/2026/09/10/growing-executive-functions-in-adolescence-13-18-years-why-teenagers-still-need-us-more-than-they-let-on-part-2/</link>
					<comments>https://atlastraining.ie/2026/09/10/growing-executive-functions-in-adolescence-13-18-years-why-teenagers-still-need-us-more-than-they-let-on-part-2/#respond</comments>
		
		<dc:creator><![CDATA[Nicola Van Zyl]]></dc:creator>
		<pubDate>Thu, 10 Sep 2026 09:15:38 +0000</pubDate>
				<category><![CDATA[Parenting]]></category>
		<category><![CDATA[Development]]></category>
		<category><![CDATA[Educational]]></category>
		<category><![CDATA[High School]]></category>
		<category><![CDATA[Executive Functions]]></category>
		<category><![CDATA[Tips]]></category>
		<category><![CDATA[Life Skills]]></category>
		<category><![CDATA[Secondary School]]></category>
		<category><![CDATA[Adolescent]]></category>
		<guid isPermaLink="false">https://atlastraining.ie/?p=1378</guid>

					<description><![CDATA[In Part 1, we explored why adolescence places such significant demands on executive functioning and why teenagers often need adults to &#8220;lend&#8221; them planning, organisation and emotional regulation while these skills continue to mature. In this second part, we&#8217;ll look at how everyday occupations continue to shape executive functions, why mistakes are an important part [&#8230;]]]></description>
		
					<wfw:commentRss>https://atlastraining.ie/2026/09/10/growing-executive-functions-in-adolescence-13-18-years-why-teenagers-still-need-us-more-than-they-let-on-part-2/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Growing Executive Functions in Adolescence (13–18 Years): Why Teenagers Still Need Us More Than They Let On Part 1</title>
		<link>https://atlastraining.ie/2026/09/07/growing-executive-functions-in-adolescence-13-18-years-why-teenagers-still-need-us-more-than-they-let-on-part-1/</link>
					<comments>https://atlastraining.ie/2026/09/07/growing-executive-functions-in-adolescence-13-18-years-why-teenagers-still-need-us-more-than-they-let-on-part-1/#respond</comments>
		
		<dc:creator><![CDATA[Nicola Van Zyl]]></dc:creator>
		<pubDate>Mon, 07 Sep 2026 11:38:55 +0000</pubDate>
				<category><![CDATA[Parenting]]></category>
		<category><![CDATA[Development]]></category>
		<category><![CDATA[Educational]]></category>
		<category><![CDATA[Tips]]></category>
		<category><![CDATA[Executive Functions]]></category>
		<category><![CDATA[Life Skills]]></category>
		<category><![CDATA[Adolescent]]></category>
		<category><![CDATA[Secondary School]]></category>
		<category><![CDATA[High School]]></category>
		<category><![CDATA[School]]></category>
		<guid isPermaLink="false">https://atlastraining.ie/?p=1371</guid>

					<description><![CDATA[Becoming independent doesn&#8217;t happen overnight—and neither does the teenage brain. One of the most common things we hear from parents of teenagers is: &#8220;I don&#8217;t understand. They&#8217;re so capable in some areas, yet they still forget everything.&#8221; Perhaps your teenager can spend hours planning a holiday with friends, creating intricate worlds in Minecraft or researching [&#8230;]]]></description>
		
					<wfw:commentRss>https://atlastraining.ie/2026/09/07/growing-executive-functions-in-adolescence-13-18-years-why-teenagers-still-need-us-more-than-they-let-on-part-1/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Growing Executive Functions in Middle Childhood (8–12 Years): Building Independence One Everyday Occupation at a Time Part 2</title>
		<link>https://atlastraining.ie/2026/08/27/growing-executive-functions-in-middle-childhood-8-12-years-part-2/</link>
					<comments>https://atlastraining.ie/2026/08/27/growing-executive-functions-in-middle-childhood-8-12-years-part-2/#respond</comments>
		
		<dc:creator><![CDATA[Nicola Van Zyl]]></dc:creator>
		<pubDate>Thu, 27 Aug 2026 10:36:05 +0000</pubDate>
				<category><![CDATA[Parenting]]></category>
		<category><![CDATA[Development]]></category>
		<category><![CDATA[Educational]]></category>
		<category><![CDATA[Life Skills]]></category>
		<category><![CDATA[Primary School]]></category>
		<category><![CDATA[Tips]]></category>
		<category><![CDATA[Executive Functions]]></category>
		<category><![CDATA[School]]></category>
		<guid isPermaLink="false">https://atlastraining.ie/?p=1368</guid>

					<description><![CDATA[In Part 1, we explored why executive functions become increasingly important during the middle childhood years and why children who once seemed to manage well may suddenly struggle as expectations grow. In this second part, we&#8217;ll look at how families can nurture these skills through everyday occupations, why independence doesn&#8217;t happen overnight, and when it [&#8230;]]]></description>
		
					<wfw:commentRss>https://atlastraining.ie/2026/08/27/growing-executive-functions-in-middle-childhood-8-12-years-part-2/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
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