Success Stories

School-based Anxiety

Client:  Family

The Challenge

We were contacted by a family because their child was struggling to attend school and it was impacting on their academic progress.  This young person was studying for their GCSEs and attendance was vital to the final grade.

The Young Person’s Goals/Voice:

  • To be able to cope going into school
  • To be able to mange their emotions in class
  • To be able to sleep better
  • To be able to regulate their emotions after school, when they got home

The Approach

The most important part of the initial process was building a relationship focused on trust.  Patterns of thoughts, actions, and behaviour will never change if the brain doesn’t trust the process (me).

Once this was established, the next stage was finding what the emotional triggers were, that caused this young person’s nervous system to be overwhelmed.

Once trust was established and the belief system was focused on empowerment.  We began working through independent therapeutic strategies – to find ‘the one’ that they could feel worked for them.  The one strategy that they could use independently, whenever they needed it.

Now, we all know there isn’t just one approach – as emotional overwhelm builds up and therefore, awareness of this is also vital.  However, this was really important to the process of belief and empowerment.  The young person didn’t need 10 different ways to cope – that in itself would have been an overwhelm!

The End Results

The Impact – Young Person

  • They have found effective strategies that work for them and are able to use them independently at school and home
  • Their attendance is 100% for the GCSE subjects they are sitting for exams
  • They are sleeping better
  • They are happier, because they understand their nervous system and how it is triggered by their environment
  • They are now able to sit the GCSE exams to get a place in college

The Impact – Family

  • The family unit is happier, their child isn’t overwhelmed and this makes life at home so much better
  • The relationship with their child is better
  • They are able to return to work

Separation Anxiety/Sleep

Client:  Family

The Challenge

We were contacted by a family because their child wasn’t able to go to sleep, without being in the parent’s bed – with the parent present.  Therefore, the parents were unable to go out for the evening, or away for a night.  They had to take turns in going to bed early, so that their child could get a good amount of sleep for school.

The Child’s Goals/Voice:

  • They liked going in their parent’s bed
  • They wanted to sleep in their own bed
  • They wanted to have a sleepover

The Approach

The first stage in the process, was understanding the ‘why’ behind the pattern of behaviour.  Why was the child going into the parent’s bed and why do they need to do that to fall asleep?

Once we have found the root cause to the patterns of behaviour – we then made the subconscious brain aware of it and began to change the patterns.

It was a systematic approach of changing patterns and showing the child that they can feel safe anywhere.  We focused on calming the nervous system, through a few different techniques, and this alongside a belief that they can achieve this goal – therefore they did!

The End Results

The Impact – Child

  • The child is now able to sleep in their own bed
  • The child is able to have a sleepover at a family member’s house
  • The child feels safe without an adult to sooth them to sleep

The Impact – Family

  • The parents are now able to go out for an evening
  • The parents are planning a night away

Aggressive Outbursts

Client:  Family

The Challenge

We were contacted by a family because their child was having extreme aggressive meltdowns after school and this was causing distress to the whole family.  The parents felt they were treading on eggshells waiting for them to say or do something wrong – to cause their child to lash out at them, verbally and physically.

The Child’s Goal/Voice:

  • Everything was too much and they didn’t want that anymore
  • They were sad that they were so angry all the time
  • They were sad that they broke things
  • People didn’t listen and they wanted people to listen

The Approach

The first stage in the process was to begin to educate the whole family on understanding the Bounce Emotional Scale™.   The whole family was involved in this process – because unless they were emotionally regulated – they couldn’t regulate their child.

Once the whole family were able to recognise where they are on the Bounce Emotional Scale™, we worked together on effective practical ways to calm their nervous system down.  This was a process of small changes, over time, so that their subconscious patterns could cope (our brain hate change!).

Over a short period of time, the whole family were aware of their emotional states and how to regulate their internal system to a calmer place.  This resulted in less emotional triggers and reduced meltdowns at home.

The final objective for the child was to feel heard, this was not focused on verbal communication – instead an attachment-based approach, alongside some NLP strategies, that helped adults to mirror how they were connecting to their child.

The End Results

The Impact – Child

  • The child felt heard by their parents
  • The child was happier
  • The child didn’t have as many melt-downs
  • The child didn’t break their things

The Impact – Family

  • The parents are re-connecting with their child
  • The parents don’t fear their child coming home from school
  • The parents feel more aware of their own reactions to their child
  • The home is a safer place

Parent Overwhelm

Client:  Family

The Challenge

We were contacted by a parent, because they were feeling detached from their child and struggling to cope with the child’s increasingly demanding behaviour.  They were struggling to connect emotionally with them, as they didn’t know how.  It resulted in an authoritative control based approach to behaviour management – which caused more friction in the home.  The school were involved, as the child’s behaviour was becoming aggressive in the classroom.

The Goals:

  • To be able to manage their child’s behaviour
  • To have more energy to cope with the demands of their child
  • To be able to connect with their child
  • To build a relationship with their child
  • For their child to cope better at school

The Approach

The first stage in the process, was focusing on the emotional triggers that were causing the parent to be physically exhausted throughout the day and unable to connect emotionally with their child after school.

Once we identified the internal and external emotional drains – we created a plan of awareness.   We focused on past triggers, removing those through effective strategies, and replaced them with positive belief systems.

Each day, we worked on changing negative patterns of behaviour, actions, and thoughts – replacing these with healthy responses.

The End Results

The Impact – Parent

  • They have more energy each day, to achieve new things
  • They have a happy and healthy bond with their child
  • They are aware of their emotional triggers and how to regulate their system down
  • They are able to regulate their child’s emotional states

The Impact – Child

  • They were able to communicate their emotions at home and school
  • Aggressive outbursts at school stopped

School-based Anxiety

Client: SENDCo, School

The Challenge

We were approached by a school to support a pupil that was struggling to attend the setting, due to high anxiety.  The pupil was on a reduced timetable and when in school, were often unable to settle in class and needed to go into the nurture room with a member of staff.

As the child was unable to attend school, this was impacting on the parent’s ability to work.

The Goals:

  • Increase school attendance
  • Increase classroom attendance
  • Improve academic progress
  • Reduce need for 1:1 support

The Approach

The first stage was to assess need, to identify the barriers – the areas of development, this child had that was preventing them from going into school and thereafter, the classroom.

Once we found the areas of development – we created a plan, involving:

  • Training key staff members
  • Providing objective orientated digital resources
  • Coaching staff throughout the process and adapting provision to ensure success towards set criteria

The End Results

The Impact – Pupil

  • Happier pupil who is making more friends
  • More engaged pupil who is making academic progress

The Impact – Family

  • Parent has increased their hours at work
  • The parent is happy because their child is receiving an education

The Impact – School

  • Improved school attendance data
  • Improved academic progress data
  • Ability to deploy staff member in other interventions

What People Say

“How lucky was I to come across your page on Facebook? I can not recommend you’re services enough.
My daughter instantly felt safe with you and I could see just after the consultation session that she trusted you, which I believe is the first and most important step to seeking help.  You have not only helped my daughter come through what was a very very rough patch but the whole family have reaped the benefits from the therapy provided.
You’re kind, caring and professional skills really shone through and my daughter after only 3 weeks is now on her way back to her bubbly, confident, gorgeous teenage self.
Not only has her mood shot up but her self esteem, school work and family relationships have greatly improved. The skills you have taught her I hope she will use for the rest of her life not just her teen years! I may also use a few of them too.
We really are truly appreciative of everything you have done in such a short space of time.
Now it’s time to enjoy, live in the moment & breathe”

Families

Professionals

Schools/Organisations