Testimonials
Circle of Security Parenting Program
“We definitely recommend this course to everyone and anyone.”
“It has been helping us heaps.”
“We’re definitely seeing changes in our daughter’s behaviour.”
“Every parent should do this.”
“Thank you for changing our lives.”
“When I completed the course today, I realised that my relationship with my son would forever be closer than it was before I started. Kids needs are truly universal, they all need to feel safe. The Circle of Security course has taught me how to help my child achieve this feeling of security. Every parent wants an enduring understanding with their child. Every parent should do this course. “
“Rosalind is an excellent educator and I found it very helpful at such a hard period in my life. Rosalind was able to show compassion without judgement and has definitely helped me with my parenting skills with my children. I would highly recommend the Circle of Security to other parents who may be struggling or just need some extra support.”
The Extra Lesson Program
“My son is having the best year, thanks to Rosalind”.
“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.”
“I have an 18 year old son with Asperger’s and ADHD. I have tried a lot of different treatments to help with his concentration along with his social skill developments but I haven’t really had a lot of success until I was introduced to Extra Lesson with Rosalind”.
“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 feel Rosalind’s caring passion and devotion to John has also allowed him to feel like he could be himself without being judged.”
“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”.
Case Studies from The Extra Lesson Program
ADHD, Dyslexia, Meltdowns and signs of Depression
Sally, aged 9, was described as being overly sensitive. She was having meltdowns and yelling abuse at home, particularly after school. She was also showing signs of depression and having trouble sleeping. Her reading level was two years behind her chronological age. Aware of her struggle, she would say “mum, why can’t I read like the other kids in my class?” and “why does it take me so long to get things done?”
Sally benefitted from an individualised sensory integration and movement approach. She visited weekly for about 12 months, and her mother supported these visits with a short daily home exercise program, designed to address gaps in her early development.
After 12 months, Sally’s mother reported that Sally “loved to read” and she “couldn’t keep the books up to her” . Sally was now settled and happy at school, was sleeping well, and had more energy. Other parents commented on her improved soccer skills, and her school report noted improvements in all areas. – emotional, physical and academic.
ADD, Bullied, Trouble Concentrating in Class
Bobby, aged 12, was shy, sensitive, disorganised in class, behind academically and was constantly getting into trouble. He was also being bullied.
Bobby started with weekly sensory development sessions. He subsequently attended three times a week for a program of therapeutic listening. Bobby benefited from the 1:1 support and was able to relax, develop social skills and gradually build his confidence and self esteem.
After 14 months his reading had increased by almost 3 years. His teacher commented that he was more organised in class, and was able to get on with his work. He was no longer being bullied, rather, he was more likely to be protecting younger students from being bullied.
Bobby proudly said “Ros, I can block out the background noise and focus on the teacher’s voice now”.
Autism, Anxiety, No Friends, Academic Delay, Meltdowns
Kevin, aged 8, was struggling with tears, crying, meltdowns and anxiety at school. His parents reported that he was often angry and frustrated and was unable to interact socially. He was also behind academically.
The gentle, no-pressure approach during Kevin’s weekly visits allowed him to gradually develop social and communication skills, to relax and self-regulate his anxious behaviour.
After 9 months his parents reported that there were no more meltdowns at school, he was much happier and more confident, and he had made a friend. He was also performing well academically.