Beyond Adversity

Enjoying Life After Adversity

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Longboarding Therapy?

2014-0724 What is it

I didn’t understand until I watched the short video.

Click here to read another Beyond Injury post.

Even after brain surgeries, chemotherapy, and radiation treatments to eradicate his brain cancer, Scott continued to work; continued to study; and earned professional certifications from the Project Management Institute, American Society of Quality, and Stanford University School of Professional Development. How were all of these achievements possible at a time when Scott was struggling with the hurdles of brain injury? The answers are in this blog.

6 Responses to “Longboarding Therapy?”

  • Esther says:

    scott-I think learning is better served when “passion” is considered because passion brings built-in motivation to work towards a desired goal.

    I have learned the current mandated teaching standards unfortunately result in some students gaining unfavorable labels. I think If time were allocated to teach about multiple intelligences and learning styles. everyone would benefit. Students and families would recognize they were not “stupid.” Teachers ratings could be improved if more students were successful and if one’s style of learning is always considered the ability to absorb and grasp information may be multiplied.

    I believe learning is a multifaceted challenge. Identifying what the obstacles are for an individual facilitates creating strategies to overcome the obstacles. Being aware of their strengths and weaknesses is also important; are not passions usually those activities that a person excels in? Furthermore, the basic desire to improve quality of life can motivate one to move forward. defining what that improvement is for the individual helps set up goals for them to move closer to.

    • Scott says:

      Esther, I agree. Regardless of whether we consider therapy or education, teaching will be most effective when the student’s learning style (visual, auditory, tactile, etc.) is considered and when the student’s passions are considered. The fact that two students have similar injuries or are the same age does not imply that a therapist or teacher can use a “one size fits all” approach. ~ Scott

  • Esther says:

    I previously did not understand very well why those injured would want to

    continue in a dangerous sport that might have caused their injury.

    I know having a passion is important in life and can be the difference

    between survival and truly living. Thank God for Helmets!

    • Scott says:


      I think that is a great question. Why would someone do something that could injure them again? My guess is there are at least three significant reasons — passion, a feeling of normalcy, and sponsorship (money). I am waiting for approval to post an article about another injured athlete, Jeremy. If you submit a similar question, perhaps Jeremy will respond.

  • Esther says:

    I believe therapy is more effective if it can integrate your passions and

    strengths. Chances for success are increased along with happiness and

    motivation. Sometimes it is a passion held previously and sometimes it is a

    newly discovered one.

    • Scott says:

      Esther, if passion drives therapy results, is it also true that passion drives academic results? In other words, are students more likely to succeed if education is tailored to their individual passions rather than mandated standards for all students? What would you do if survivors or students don’t have passion, don’t know what they are passionate about, or don’t show improvement from customized training? I’m not sure there is a right or best answer, I am just curious what you believe.

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**** About The Author ****

During the past 13 years, I have been diagnosed with cancer, brain injury, balance issues, stroke, ataxia, visual impairment, and auditory challenges. I have overcome significant adversity! I can explain how to overcome your challenges. I am a very active Toastmaster and a motivational speaker.