From an early age, children learn about themselves and their interactions with their environment through the feedback they receive from those around them. They very quickly pick up on which things they are judged to be ‘good’ at, and in which areas they are found wanting. All too often, this judgement, made by others, becomes a child’s reality, and they come to see themselves the same way that they believe others perceive them – that they are stuck with particular struggles (‘I’m rubbish at maths’) from which they can never escape.
However, when students experience their mind as being more like a muscle, which they have the capacity to develop and improve, they can begin to challenge these beliefs as they experience themselves making progress. They learn to self-determine, rather than be limited by the expectations of others, and self-identify what they can do to responsibly develop, both academically and socially.
Following a highly-individualised approach to problem-solving and building intrinsic motivation, we can enable each child to find their unique ‘key’ to become successful in school, with their friends and, as they grow, in their adult life.
- Support for students at individual and institutional levels.
- Promoting academic & social progress
- Developing intrinsic motivation and self-competence
For schools and institutions:
- Staff training, consultations and advice
- Classroom observations
- Lesson differentiation, enabling access to learning material
- Syllabus differentiation
- Alternative life skills syllabus development for SEN students unable to access mainstream learning
For individual students:
- Metacognitive development; Executive functioning, Organisation, Flexible thinking, Logic & reasoning skills, Planning behaviours, Working Memory, Goal setting
- Emotional Self Regulation, Self Care and Compassion
- Self Competence, Self Esteem & Self Acceptance
- Intrinsic motivation, and Self Determination
How it works:
- Use of physical and mental exercises to identify key areas of weakness
- Creative interventions to develop the necessary skills to overcome these difficulties
- Plan how newly acquired executive functioning is bridged back into schoolwork & everyday social life