Success Stories – How an Holistic Approach Supports Learning

Rear view of multi ethnic group of school kids playing tug of war in playground

Behaviours are what we see on the surface. They are our children’s way of letting us know they are struggling.

When we look beneath the behaviours we see learning difficulties and gaps in early stages of development.

The solution is to address the “why”. We can do this by going back and “filling in the gaps”, strengthening the foundations for lifelong learning.

An Holistic Approach to Healing

As an Holistic Counsellor and Psychotherapist I offer an holistic approach to healing since 2005. This approach addresses learning and behaviour by looking at the “why”, or  underlying issues, incorporating:

  • Counselling
  • Development Movement Program
  • Therapeutic Listening Program

Case Studies

These case studies have been prepared following regular weekly visits with a practitioner for up to 12 months, with a short home exercise program. Some also included a program of listening therapy to address auditory processing difficulties.

These weekly sessions incorporated activities designed to build strong foundations to support lifelong learning, by addressing gaps in early sensory and motor development. 

Please Note: 

  • None of these children had any tutoring other than standard in-class support.
  • These case studies are typical children that I have worked with, but are not meant to represent anyone in particular

Developmental Movement Program

Boy Aged 9

Presenting Issues

  • Meltdowns, yelling abuse at home
  • Aggressive, unhappy with himself
  • Anxiety at school increasing
  • Lethargic, trouble sleeping
  • Signs of depression
  • Reading 18 months below age level, which took intense concentration
  • Frustration, aware that other children were performing better than him in class

After 12 Months

  • Loves to read, mum can’t keep the books up to him
  • Happy, settled at school
  • No more meltdowns
  • Sleeping well, more energy
  • Other parents commented on his improved soccer skills
  • School report showed gains in all areas, emotional, social, mental and physical
 
Girl Aged 12

Presenting Issues

  • Social issues
  • Performing below age level academically
  • Trouble focussing and paying attention

After 7 Months

  • Reading accuracy up 1 year 8 months (Neale Analysis)
  • Comprehension up 11 months (Neale Analysis)
 
Boy Aged 10

Presenting Issues

  • Temper
  • Lacked social skills
  • Below age level academically
  • Clumsy, easily distracted

After 7 Months

  • Reading accuracy up 2 years ( Neale Analysis)
  • Reading comprehension up 4 years (Neale Analysis)
 
Boy Aged 8

Presenting Issues

  • Diagnosis of Autism/Asperger’s syndrome
  • Anxiety at school
  • Tears, crying, meltdowns
  • No social interaction at school

After 9 Months

  • No more meltdowns at school
  • Has friends
  • Happy, confident
  • Reading confidently

 

Developmental Movement Program Combined with Listening Therapy

Boy Aged 13

Presenting Issues

  • Diagnosed with dyslexia, struggling academically
  • Reading, spelling and number skills below age level
  • Signs of auditory problems – poor articulation, use of incorrect/inappropriate words out of context, bizarre spelling, slow processing of verbal information
  • Trouble concentrating, easily distracted
  • Poor self esteem, low confidence

After 6 Months

  • Reading Accuracy up 2 years (Neale Analysis)
  • Reading comprehension up over 2 years (Neale Analysis)
  • Spelling within normal range for his age (Westwood)
  • Listening Scores at age level (Scan-C)
  • Improved conversation skills
  • Upright stance (no more stooping)
  • New girlfriend, improved social and relationship skills
  • Gains in self confidence
 
Boy Aged 12

Presenting Issues

  • Shy, bullied
  • Performing poorly at school
  • Restless, disorganised in class

After 14 Months

  • Reading Accuracy up almost 3 years, to age level (Neale Analysis)
  • Reading Comprehension up 3.7 years (Neale Analysis)
  • Improvements in organisation in class were noted by the school almost immediately
  • No longer being bullied
  • Looks out for younger children in the school
  • “Now I can block out the background noise and focus on the teacher’s voice”

 

What The Parents Have Said

“Kevin’s teacher rang to say how much more organised he is in the classroom. He gets his work out and gets on with it. No more messing around, no more annoying his classmates”.

“My family have all noticed the change, not just in his behaviour, but he has also learnt empathy which is one thing that has always been hard for him to understand.”

“I would highly recommend the (Extra Lesson) program (with Rosalind) to any parent looking to put the whole puzzle together for their child. It is remarkable to see the results”.

About Rosalind

Since 2005 I have been helping children with learning and behavioural challenges such as autism, dyslexia, ADHD and other sensory processing difficulties. I use an holistic, or whole child approach combining counselling with a development movement program, known as The Extra Lesson. This program addresses underlying immaturities in early development that are contributing to their learning and behavioural challenges. Sessions are available online and at Moruya South Head.

Share this post

LATEST NEWS

More Updates

Learning and Behaviour

Learning difficulties – is a diagnosis really necessary?

Is your child struggling to focus and pay attention at school? Maybe they are delayed in learning to read, and …

Read Full Post
Learning and Behaviour

Understanding ADD/ADHD – an Holistic Approach to Healing

Picture this – your child is struggling at school, talkative and disruptive, and their teacher asks you to have them …

Read Full Post
Child Development

Midlines – What are they and how do they Affect Learning?

Despite being the “right” age, and appearing to be “ready for school”, children with retained midlines often struggle to keep …

Read Full Post