Why Will No One Play with Me?

The Play Better Plan to Help Children of All Ages Make Friends and Thrive


By Caroline Maguire

With Teresa Barker

Formats and Prices




$38.00 CAD

This item is a preorder. Your payment method will be charged immediately, and the product is expected to ship on or around September 24, 2019. This date is subject to change due to shipping delays beyond our control.


From renowned parent expert Caroline Maguire, Why Will No One Play with Me? is a groundbreaking program that has helped thousands of children struggling with social skills to make friends, find acceptance, and have a happy childhood.
Every parent wants their child to be okay—to have friends, to be successful, to feel comfortable in his or her own skin. But many children lack important social and executive functioning skills that allow them to navigate through the world with ease.
In-demand parenting expert and former Hallowell Center coach Caroline Maguire has worked with thousands of families dealing with chronic social dilemmas, ranging from shyness to aggression to ADHD, and more. In this groundbreaking book named one of the "Best ADHD Books of All Time" by BookAuthority, she shares her decade-in-the-making protocol—The Play Better Plan—to help parents coach children of any background to connect with others and make friends. Children of all ages—truly, from Kindergarten to college age—will gain the confidence to make friends and get along with others, using tools such as:
*Social Sleuthing: learn to pay attention to social cues
*Post-Play Date Huddles: help kids figure out what to look for in a friendship
*Reflective Listening: improve your child's relationship with their peers
With compassion and ease, this program gives parents a tangible, easy-to-follow guide for helping kids develop the executive function and social skills they need to thrive.


Explore book giveaways, sneak peeks, deals, and more.

Tap here to learn more.


I will never forget the first time a child asked me “the question.” I was living the dream in my blossoming career as an academic and social skills coach for children. I had a full schedule and a wait list, and I was working with clients at a world-renowned ADHD center alongside some of the most respected leaders in the field. I gave parenting talks and professional workshops on how to help children pay attention and develop more effective study skills and self-regulation. It was thrilling to know that through this work, I was making a dramatic difference in the lives of hundreds of children and their families. Kids who had been overwhelmed by their struggle with schoolwork and behavior issues were making remarkable progress.

Then one day, an eight-year-old boy’s simple question revealed a secret suffering that haunted these children no matter how much their grades improved.

Jonah was a sweet but angry boy who struggled in school and flew into rages over homework. As we began to talk about his complicated school situation, I asked him, “If you could change anything, what would it be?” I thought he’d say something about his teacher or the ongoing battle over reading logs that featured nightly in his home. Instead, after a long, anxious pause, he replied: “Why will no one play with me?”

Why will no one play with me?

The hopelessness of that one question shook me to my core.

The things that were foremost concerns for Jonah’s parents—his schooling, his homework, the reasons he was first brought to my office—were the furthest things from his own mind. Worse, they obscured the deeper problem he was wrestling with every day. Jonah wanted to know why he was left out. Why other kids ignored him or were mean to him. He wanted to fight less with his classmates. He was a desperately lonely child. He wanted to know how he could make friends, and if I could teach him.

Jonah was not a smiley kid, but when I told him there was a possibility that if he learned how to change his approach he could make more friends, he beamed. That smile! In that moment, I saw my first glimpse of what I would soon learn is a crippling, unmet need for millions of children—whether or not they have a diagnosis. And I discovered a way to help them. I had found my calling. I set out to make sure that no child would ever be left to struggle alone with that question. And no parent would have to struggle alone to figure out how to help. Thus, the Play Better Plan was born, and now this book.

I wish I could say Jonah is the only child who has asked me this heartbreaking question, but over the years, many, many more have asked the same, in one form or another. Some kids have asked me why they are invisible to others. Other kids wonder why people think they are weird or annoying or bossy. Some don’t understand why they are the only kid in class not invited to a birthday party. Others have told me stories about how no one on their basketball team passes them the ball or how they are regularly ignored at recess. Others simply state that they don’t have any friends. No one to play with. No one to share a laugh with, or a secret. And the parents of these children have echoed the same frustration, pain, sadness, and confusion, sometimes despair.

If you are reading this book, you may have heard something similar from your child or seen it yourself. Right now, you may even be acting as your child’s best buddy and confidant because he doesn’t have anyone else to hang out with. But as much as you love your child, you know that he is not meant to spend every Saturday night for the rest of his childhood with you. Of course, you see your child’s flaws and foibles, but you also know his or her best self, the lovable one you wish everybody knew. But that’s not the child the other kids see.

Maybe your kindergartener is loud and can’t sit still in school, and other kids in his class are put off by his volume and constant barging around. Maybe your fourth-grade child can’t look other kids in the eye. Or your eight-year-old has a meltdown every time you ask her to leave a playdate, and the tantrums discourage other parents from inviting her over again. Or your ten-year-old says alienating things to other kids and they don’t want to include her.

Watching your child struggle with loneliness is painful. You’ve probably tried talking to him about his behavior, begged him to try harder or behave better in public. You may have tried bringing him to a new park or kids club, hoping he would find someone new to bond with, only to see the usual disappointing results. You may have tried talking to teachers and other parents about how your child has been excluded or perhaps bullied by others. But odds are, if you’re reading this book, none of these efforts have led to lasting change. Unfortunately, this problem is not going to solve itself. Your child wants to get along, fit in, and make friends, but she doesn’t know how.

Child development experts describe children who have a hard time understanding social cues and managing their behavior as having social skills deficits, or weaknesses. These lagging skills basically mean the child’s social radar and social response system aren’t as robust as they need to be. That makes it hard for them to read social cues accurately or understand the unspoken rules of social relationships or play, or to adapt their behavior in response to other kids or as a play situation changes. Without these skills, a child can no more be pressured or cajoled to become a better playmate than a child who’d never learned to swim could be pressured to swim across a lake. If they could, they would. But if they don’t know how, then adding pressure only triggers more stress and that triggers the brain’s fight-flight-or-freeze survival reflex—not helpful behaviors in a playgroup. Like all of us, your child needs to be able to cope with pressure and people to get along in the world.

This book, and the Play Better method itself, is based on the growing volume of scientific literature that addresses a full range of clinical and coaching interventions for children with executive function weaknesses. For that reason, the Play Better Plan can address a spectrum of issues and diagnoses that some children may have, including attention deficit hyperactivity disorder (ADHD), attention deficit disorder (ADD), nonverbal learning disabilities, dyslexia, learning disabilities, and autism. But to be clear, the Play Better Plan is designed for and works for any child who struggles socially. Whether a child is shy, has moved to a new community or changed school, or is anxious or discouraged by the way things have been, Play Better coaching and activities will help them learn new ways to connect with other kids and make friends.


I know the problem only too well from my own childhood experience. When I was in the fifth grade, I went to a private school. My class was small and happened to be filled with mostly athletic boys. Aside from myself, there were only two other girls in the class. These girls were mean—very mean—and unfortunately, I was often the target of their cruelty. They would constantly bait and humiliate me. Lunchroom dramas were a regular occurrence. “Caroline, come sit with us,” they’d say sweetly. So I would join them, tickled pink. But as soon as I opened my lunch box and spread out all my food, they would get up and leave. During reading time, they’d ask me to read and then mimic my stumbling. One day, they even lured me into the school’s basement bathroom and locked me in. Because the wooden doors in the old 1940s brick schoolhouse were heavy and nearly soundproof, no one could hear my screams and tearful pleas for help. I was locked in the bathroom for over thirty minutes before the teacher realized I was missing.

My social radar was extremely sensitive and constantly on high alert, so much so that I was socially anxious. I was more attuned to grown-ups—they called me “an old soul” with some affection—but I just didn’t know how to talk with other kids. I didn’t understand these girls’ motives and I would fall for their traps every time. Over the course of that year, my anxiety became debilitating. I grew fearful of going to the bathroom, and I’d try to hold it until I got home. I stopped reading and speaking aloud in class whenever possible. I became self-conscious about body image, as most girls do at that age, but I avoided sports or other active social activities, which made me gain weight and grow only more self-conscious and miserable. My grades and my self-esteem plummeted, and I became lonely and very unhappy in my isolation.

My mother was attentive but at a complete loss as to how to help me. Talking with the teachers and administrators did not improve the situation. Much later in life, I was diagnosed with ADHD and dyslexia, but in the fifth grade, there was no name for what was holding me back. At that time, my parents and teachers were completely unaware of learning disabilities, ADD/ADHD, or social skills weaknesses.

As a child, my social skills difficulties and learning disabilities made my daily school life especially challenging. I remember thinking, “If I can’t figure this out, I must be stupid.” If it weren’t for my mother’s constant encouragement, I might have given up completely. Eventually, my family moved, and at my new school, a teacher saw my struggles and was able to teach me ways to cope with my disabilities and tune in to my peer group. Among other things, she taught me to pay attention to what the other kids talked about and to think about what I might have in common with them, how to calm down and sometimes not talk, and be more confident. Through her, I learned that the world was not going to come to me, and she showed me how to engage with that world of kids. I slowly made friends and regained confidence. Perhaps the most important lesson I learned was that I wasn’t helpless to help myself—I just needed to learn how, and I needed someone to teach me.

This book teaches you how to offer those same lessons to the child in your life.


Social skills weaknesses are caused by a wide variety of factors, but the most common one—and the subject of this book—occurs when the part of the brain that manages the complex connections for social behavior, the brain’s network of executive functions, is unevenly developed. Executive function is the hub of skills such as attention, memory, organization, planning, and other cognitive or critical-thinking skills, self-regulation, metacognition (the big-picture, bird’s-eye view), and the ability to modify our behavior in response to others to achieve a goal.

These are the basic skills every child needs to function well in the social world. In a nutshell, if a child’s executive function social skills are weak, then he has a harder time understanding and managing social interactions. These problems show up in

what children pay attention to in a social setting,

what they notice about their friends’ needs and reactions,

how they respond to disappointment or manage other emotions,

how they think about friendship, and

how they react to new or shifting social situations.

Play is the first and most natural environment for all learning. Social behavior, by definition, is best learned in the company of others, where children can experience themselves in the context of spontaneous social activity and relationships, learn how their behavior affects others, practice seeing things from another child’s point of view, and learn how to get along with others. Children used to have more plentiful opportunities to learn these lessons naturally through the trial and error of old-fashioned unstructured play. In recent years, the loss of improvisational playtime has robbed all children of significant “practice time” for learning to get along and make friends. But the impact has been especially significant for those with executive function challenges that make it hard for them to adapt and find ways to socialize. In the world of invitation-only playdates, socially awkward or difficult children get left out and become only more out of step with their peers. As the gap widens, these children often become socially isolated. This play paradox—those with the greatest need getting the least opportunity—only complicates the challenge for those children and for their parents.

Many children with lagging social skills are highly intelligent or talented in other areas, such as athletics, mathematics, or music. Social competency simply is not one of them. Unfortunately, they pay a high cost in childhood, increasingly so in adolescence, and on into adult life, as people skills become essential in personal relationships and the workplace.

The good news is that social skills can be developed just like any other skill. Scientists have discovered that when children with social challenges engage in skill-building activities on a consistent basis, they can learn how to interact effectively with others in a social setting. And this means that, no matter how hopeless the situation may feel now, your child’s friendship challenges are far from insurmountable. With your help, your child can build social awareness, improve executive function skills, and learn how to make and keep friends. This is the heart of social skills coaching and why it is so important for your child and for you.


Coaching is the process of teaching, guiding, showing, and practicing skills with your child. It isn’t helicopter parenting or micromanaging your child’s behavior or relationships. It’s not about protecting them from the normal bumps and bruises that are a healthy part of growing up and taking charge of yourself. Quite the opposite: coaching helps prepare them with the basic skills they need to meet whatever comes their way, notably learning how to see their challenges clearly, strategizing and setting goals, picking themselves up after a failure, and problem-solving so they can stay on their feet the next time.

Children learning to play soccer benefit from having a coach to explain the rules of the game, demonstrate and model the skills needed to play, practice the skills with them, observe them using those skills in action on the field, and give constructive feedback and encouragement after games and scrimmages. If a soccer coach simply told a child, “Go score a goal,” without showing how it’s done, you wouldn’t expect the child to play well. It’s the child who must take the skills onto the playing field, take some spills and get a few bruises, but the coaching and skill-building prepare him to know the rules, hone the skills, and be the best he can be for the game.

Children with social skills weaknesses need help learning those basic skills so they can participate socially—so they aren’t committing fouls constantly or getting sidelined season after season. On the social playing field, if your child is perpetually clueless and clumsy, she’s going to get trounced. Telling a child to “behave” or “get along” on a playdate is just like sending that kid into the soccer game with no training. Skills are the crux of the matter, and coaching and practice develop the skills.

As your child’s coach, you’ll learn to ask, listen, and learn about your child’s experience. You’ll help your child understand the unspoken rules of social behavior, how to watch for cues from other people, and how to adjust their behavior as needed. You’ll cheer small successes as the stepping stones to bigger ones. You’ll work with your child to develop the game plan, the playbook, and the overarching goal: for your child to make friends more easily and “go along and get along” with others.

Here’s what you won’t do as your child’s coach. You won’t assume you know the reasons for your child’s behavior. You won’t criticize, nag, or shame your child or impose your own goals; instead you will partner with him to help him develop his own. You won’t pressure your child or rush the learning process. Most of all, you won’t forget to show confidence in your child’s capacity to learn and grow.

I often say that coaching is parenting with a playbook. In most instances, a child’s social struggle is not for lack of a caring parent. Like many parents, you may have spent years advising, instructing, correcting, or cajoling your child to try harder to get along with other children, but nothing seems to stick. All of that shifts once you begin to use the simple, proven coaching techniques that make you a more effective listener, partner, and problem-solver with your child.

Like any of us, children share more when they feel heard and understood. They can put their guard down, engage more readily in the coaching process, commit to developing their social skills, and invest in their own success. The two-way coaching conversations you’ll learn to have with your child will help her reflect on her behavior and the impact it has on others and the way they treat her. Together, you’ll identify the message her behavior conveys and whether that message helps or hinders the way people understand and respond to her. Together, you’ll use problem-solving steps to generate strategies your child can practice, then try out in playdates. New experiences of success build new self-confidence and ultimately give your child the awareness, motivation, confidence, and skills to be more socially active and at ease.


A client from long ago told me that one of the most life-changing things I shared with her as I coached her daughter through some early learning and behavioral challenges was to remind herself: “If she could, she would.”

In more than fifteen years as a family coach, this seemingly simple idea—If they could, they would—has unlocked solutions to some of the most stubborn problems children face. This simple distinction can transform your understanding of your child, change the story you may have had for years, and open a dramatically different field of play and growth for your child.

One of the grounding truths that modern psychology and child development research tells us is that, generally speaking, children do not willfully set about to self-sabotage, to fail at being a kid and disappoint their parents. Every child wants to succeed. Every child wants to “grow up” and develop the mastery to be a capable human being. To do that, they must learn to work with their own unique brain wiring—they must learn to figure out what’s holding them back and then how to do something about it.

The idea that a child “would if he could” is important: When you frame the issue that way, you instantly reframe your perspective on the situation, on your child’s behavior, and on his potential for change and positive growth. Once your child begins to develop the executive function skills necessary for effective social interaction, every incremental success will motivate him to continue, and you’ll see the results that wishful thinking could never have delivered.

Sure, if they could, they would asks you to take a little leap of faith. When your child seems oblivious to the feelings of others or to the way her behavior affects how they treat her, it might seem logical to lecture longer and louder until she finally learns the lesson. But popular wisdom applies here. If the definition of insanity is doing the same thing over and over, expecting different results, then if lecturing and disciplining your child hasn’t changed her behavior by this time, where’s the wisdom in continuing to do it over and over and imagine different results?

In many ways, this powerful philosophical shift is easier than you might think. You know your child better than anyone, and you know there is more to her than the behaviors that are holding her back socially. The big truth is that everyone is working on something. That’s a powerful place to start, and a story line that opens a child up to change.


Several years ago, parents and colleagues began urging me to share my Play Better method more broadly. Knowing how parents and kids alike are caught up in hurried lives, I set out to present the Play Better Plan in a book that you would find easy to read and fun to use with your child.

The Play Better lessons, materials, and activities come straight from my own practice, tailored for you, the parent-coach, and your child, to take advantage of everyday moments for practice and discussion. Activities are custom-designed to be fun and rewarding, with incentives to boost motivation. There, snags and missteps can be duly noted, discussed in postplay debriefing, and turned into learning opportunities, with attention to things that went right and to those that can be improved the next time around.

The Play Better Toolbox features engaging hands-on activities—questionnaires, activity sheets, and lessons—that you and your child will use to develop new skills.

Through coaching conversations and practice both at home and away, the Play Better method strengthens the executive function skills children must have to pick up on social cues, anticipate the impact of their behavior in a situation, self-regulate and manage their emotions and responses in social settings, and connect with other children to make friends, play happily, and feel socially confident.

I’ve seen so many children move from feeling socially isolated, miserable, and misunderstood to feeling confident in their own capacity to connect with other kids and learn how to handle social situations that once overwhelmed them. I see parents shift from frustration or worry about their child to optimism they never thought possible. All of this is possible because you work together as your child learns these skills and practices problem-solving her way through new challenges. You’ll learn so much about your child, and yourself, too. The effects of the coaching conversations reverberate in so many beautiful, unexpected ways through your relationships and your family life.


If this coaching gig sounds complicated or hard, I want to assure you: you can do this. Parents tell me that having the plan actually makes it easier to understand their child, talk with their child, and help their child find social strategies that work. And let’s be honest, you’ve already been putting forth huge efforts to improve your child’s social plight.

As a parent, you actually have an advantage over anyone else as a consulting coach. You’re there and you care. You are always on the front lines with your child. It’s those everyday “teachable moments” that make the Play Better Plan so successful.

I think of the mother who told me that the turning point for her six-year-old son came just a few weeks into the program when he turned to her one day and acknowledged, for the first time ever, “I need to listen more.” Or the fifth grader who realized, “I have to talk to other people—they won’t just come to me.” For each child, these were steps in social awareness that they had never expressed before—that they never even had before. It wasn’t that they’d never been told these things. It was that they had never reached these insights on their own. With this awareness came choices to do something a little different, perhaps practice listening when someone spoke or to try saying hello instead of always waiting for others to start a conversation. Every choice they made with this in mind opened new opportunities, new coaching conversations with their parents, and new experiences of success in simple social interactions with other children.

Every child is different, and the program timeline will be different for each one. I’ve designed the Play Better Plan so you can adjust it to match your child’s pace, whatever it may be. In the coaching process, some new skills may develop more quickly than others for your child. Generally, though, within a month of starting the plan, most children make noticeable progress in their social awareness.


Why Will No One Play with Me? is presented in four parts.

Part I (Chapters 1–4) explains in simple terms the brain science and behavioral factors that cause kids to be left out, the science of behavioral change, how social skills coaching works, and how the Play Better Plan specifically, with you as your child’s social skills coach, can launch a remarkable turnaround. These chapters help jump-start your understanding of the ideas that are woven throughout the Play Better Plan coaching plan, lessons, and activities. If you’re in a hurry to get started, you can move ahead to Part II and return to Part I anytime you want to read more about the ideas.

Part II (Chapters 5–10) covers the hands-on, how-to Play Better Plan coaching principles that make the coach approach user-friendly for you and your child. I’ll teach you the coaching strategies and skills to engage and guide your child and will give you the “game plan” you’ll use to coach your child at home and in real-time social activities. Other features include

tips and scripts with simple questions, icebreaker comments, and coaching language to jump-start any conversation;

the How Will You Know? timeline tool, which shows you how to tell when your child has progressed in a skill area, how much, and when he or she is ready to advance to the next level; and

questionnaires and other coaching materials, including lesson plans, activity worksheets, logs, and other how-to tools so that you and your child can easily complete tasks and chart your child’s progress.

Coaching tools include the Executive Function Questionnaire, the Interactive Conversation Guide, and other guides and materials to help you identify your child’s personal strengths and specific social skills challenges. Once you complete them for your child, these tools also help you prioritize behaviors to target for coaching, engage your child in the planning goals and strategies for practice, and respond effectively to new challenges or setbacks. You’ll find a guide for using incentives and rewards to make the program more fun for your child and that show how to follow through to continue to build and maintain results. You’ll learn how to tell when your child is ready to shift from home practice to a playdate “mission,” the goal of which is to use a specific skill that’s been practiced in a real-life play situation. Whatever else may go on in the playdate, every time your child uses the positive behavior highlighted for the mission, that’s a win: mission accomplished.

Part III (Chapters 11–19) includes the Executive Function Questionnaire Lesson Tracks and step-by-step skill-building activities. You’ll use these lessons and activities to help your child plan, practice, and build new skills. Child-centered activities and lessons include the Social Spy, Mind Your PEAS and Cues, Never Let Them See You Sweat, Flexible Me, and other lessons designed and illustrated to appeal to kids.


  • "This thoughtful, compassionate primer to helping children overcome social challenges from Maguire, a coach for children with ADHD and their families, puts a full roster of tools, along with some encouragement, into the hands of parents...breaks down an issue that can seem overwhelming into practical, bite-size chunks...comprehensive and usable."—Publishers Weekly
  • "So many parents have shared with me their pain and confusion watching their child struggle socially. Caroline Maguire, in her masterful book Why Will No One Play With Me? does an outstanding job of giving parents just the right research, examples, and advice that will be truly helpful for any parent. You will recognize so many common situations in this book and with Maguire's wisdom and expertise you, and your children, will know you are in the right hands and can get the help you need."—Rosalind Wiseman, bestselling author of Queenbees and Wannabes and Mastermindsand Wingmen, founder of Culture of Dignity
  • "This book is a game changer; it is going to transform the lives of so many children (and parents) for the better. Caroline Maguire's passion and knowledge to help parents find real-life, functional solutions to their children's social skills are showcased front and center with this book. WhyWillNoOnePlaywithMe?is a reader-friendly, practical guide, a beacon of hope and actionable help for a problem parents too often think they'll have to live with for life. Once you read this book, you'll see why you'll never have to hear your child ask that heartbreaking question again.—Dr. Ned Hallowell, bestselling author of Driven to Distraction
  • "If your child is lonely at school, if your child cannot make a friend, if, as a parent, you are feeling at a loss to help, then Caroline Maguire's groundbreaking Why Will No One Play With Me? is the book you have been waiting for. Caroline provides a wise, tested, and detailed plan for helping your child to develop social skills and open up the pathways to friendship. Even the most experienced counselors and teachers can learn from her experience. I certainly did."—Michael G. Thompson,Ph.D., co-author of Best Friends, Worst Enemies: Understanding theSocial Lives of Children
  • "Parents worry when their kids struggle academically, but they lose sleep when their kids don't have friends. This is the book that will teach those parents how to help their child be more socially successful, happier, and more confident. For the families who need it, this book will be a great relief."—Dr. Ari Tuckman, PsyD, MBA, Psychologistand Author
  • "Over the past two decades, I have seen thousands of children in my practice with impaired social skills that have had significant negative effects on their lives, and ability to function in the world. In addition to the biomedical treatments I provide, social skills training is an essential part of their treatment programs. This book offers parents a practical approach to children's social isolation and awkwardness that could help so many of them lead more functional, harmonious, and fulfilling lives."—Kenneth Bock, author of Healing The NewChildhood Epidemics Autism, ADHD, Asthma And Allergies
  • "This book provides tested and proven tools for consciously creating effective playdates for children with ADD/ADHD or other social skills deficits who struggle socially and don't know how to integrate their special, unique gifts more effectively so that they don't get buried and lost, damaging their self-esteem. This exceptional, life-changing book is a foundational piece essential for parents, enabling them to support their children by helping them improve and maintain important relationships with their friends and feeling good about themselves!!!"—David Giwerc, Master Certified ADHDCoach, MCAC, MCC, BCC, Founder/President, ADD Coach Academy
  • "One of the more helpless and powerless feelings of parenthood is watching your child struggle to make friends and navigate the social world. While most children find their way through, many children need targeted support and help to handle this important domain of life. Caroline Maguire's excellent book provides all the ingredients needed for parents and other caregivers to guide their children to develop the essential social skills and to put them to use. One of those rare books that turns understanding into action. Well done."—J. Russell Ramsay, Ph.D., AssociateProfessor of Clinical Psychology, University of Pennsylvania Perelman School ofMedicine, co-director and co-founder of the Adult ADHD Treatment and ResearchProgram, and author of The Adult ADHD Tool Kit
  • "Wow! Put this book into the hands of every parent who has tried controlling and counseling their isolated or lonely child to no avail and now is ready to learn how to operationally COACH their daughter or son in specific social skills that will open up more satisfying relationships with peers. Let's clone Maguire and put her into every elementary and middle school in the land!"—Carl Pickhardt, PhD, author of Who Stole My Child
  • "It can break your heart to watch your child struggle to make friends or be made fun of. This book provides parents a concrete 'play better plan' to coach their child to develop social skills and confidence. Thank you, Caroline Maguire, for providing a path through this difficult terrain!"—MelissaOrlov, founder of ADHDmarriage.com
  • "The coaching program saved us. It literally saved us. I learned that I wasn't alone-that other parents were going through the same issues. I learned so much about my daughter-all her many, beautiful layers. And even more importantly, I was given the tools and strategies I needed to help Sonya gain self-confidence again and make real friends."—Maria B, Mother, Play Better Coaching Graduate
  • "The biggest gift the coaching program gave all of us is that of recognizing Olivia's strengths and uniqueness, and helping us to acknowledge and accept that her ways of moving through the world are always going to be different. Caroline helped us figure out which battles were worth fighting, and where I (in particular) could ease up... I only wish that there was enough of Caroline to go around to all of the other moms, kids, and families who struggle with this same stuff."—Gretchen A., Mother, Play Better Coaching Graduate

On Sale
Sep 24, 2019
Page Count
384 pages

Caroline Maguire

About the Author

Caroline Maguire, M. Ed., earned her undergraduate degree at Trinity College and her Masters of Education and Early Childhood Development at Lesley University with a specialization in social emotional learning (SEL). Caroline is the author of Why Will No One Play With Me?, the winner of 3 awards including the Best Parenting and Family Book 2020 as awarded by American Book Fest. She is the founder of a comprehensive SEL training methodology for parents, clinicians and academic professionals on how to cultivate emotional regulation, emotional intelligence, social-awareness and responsible decision-making skills. Caroline is the founder and director of The Fundamentals of ADHD Coaching for Families training curriculum at ADD Coach Academy (ADDCA) – the only Coach Training program accredited by the International Coach Federation (ICF). After several years as a highly respected social skills clinician at the Hallowell Center Boston MetroWest, Ms. Maguire formed her own private practice. She is a permanent columnist on social skills in CHADD’s Attention Magazine, a favored contributor to U.S. News & World Report, Mind Body Green, Salon, Huffington Post, Today Parenting, ADDitude and WebMD. Learn more at https://www.carolinemaguireauthor.com, or follow her on Twitter at @AuthorCarolineM. 

Learn more about this author