1. Client Goals: To Overcome Hyperactivity and Learn to Read
An important factor in getting cooperation from a child, as well as the desired results, is the child’s willingness to be better at something.
Matt wasn’t interested in reading or sitting still. In spite of his taking the Ritalin, I had to follow him around the house and yard to get to know him. Matt was climbing a tree and I was sitting on the grass when I asked him what he thought I was there for. He responded with an “I don’t know” shoulder shrug. I told him I was there to help him grow a more powerful brain. Then I asked him what he would like to be better at. He said, “Gymnastics!” and came down to show me how he did cartwheels.
As part of our play, I handed him one of his books and asked him to show me how he reads. He looked at a page, put the book down and proceeded to show me some more of his gymnastics. We took turns doing activities. Mine were all Brain Gym® activities and neurodevelopmental movements. Eventually, he was able to do a Three Dimension Repatterning process with my guidance.
The Results were Remarkable.
Notice the before and after pictures from his journal.
In addition to this remarkable shift from April to June of the same year, the parent reported that she took him off his meds in the summer and never started him back on them. By the time he returned to school he was reading at grade level.
2. Teen Goal: To Pass Junior Year EnglishWhen I first met with this young woman and her mother, the teen insisted that her mother needed a Mind-Body Coaching® balance as much as she did. She was not willing to participate unless her mother did some balancing too. Once the mother had a few balances her daughter was willing to keep her end of the bargain. However, she was more interested in how to hook-up with a boy than to address her grades. We began where she was open.
What were the Balances Like?
This young woman needed to be completely in charge. For the first couple of sessions, all she wanted to do was talk about her mother and boys. All I could do was listen, mirror and reflect. In the third balance, she tried doing the activities. It was about her fourth balance that she opened and shared that her writing was easy until 6th grade when her grandfather died, whom she felt very close to since her father was absent in her life.
When I asked her to write a story, her writing was that of a 5th grader or earlier. Yet, when she told me the story, she would use colorful language and metaphor. In our initial benchmarking, when she picked up the pen to write, those words did not make the page.
In the post-benchmarking time when we repeated the write-a-story activity, her colorful language came through. Following close to this balance, she took and english test in which she was to write an original story. Unlike the past D and F grades she would get, this test sported her first A. Unfortunately the teacher couldn’t believe that she could make that kind of shift and asked her to retake the test, in the classroom where she could be observed telling a different story. She replicated the results.
One of my most memorable life moments was when she stood in front of her graduating class and acknowledged me by name as a special person in her life without whom she never would have graduated — one of the many reasons I love my work.
3. 10-Year-Old and 13-Year-Old Client Goals: To Ride a Bicycle
The 10-year-old child was afraid to get on the bicycle while walking and pushing it.
The 13-year-old was being left out of her friends bicycle riding play because she could not ride.
What were the Balances Like?
The 10-year-old was dealing more with an emotional issue. She related that one of her parents would gasp in fear when she would try to ride without the training wheels.
The 13-year-old was living with a vestibular challenge — a brain integration issue that kept her from being able to balance, no matter what she tried.
In each case, the children brought their bicycles to their session. They benchmarked their balance by unsuccessfully attempting to ride. After completing their first Mind-Body Coaching® balance, in which each chose different activities even though they had a similar challenge, both were able to ride a bit when returning to their benchmark.
Both were instructed to do specific Brain Gym® or other neurodevelopmental homeplay activities before they practiced riding their bicycles at home. Each was able to ride in balance within a couple of weeks following their Mind-Body Coaching® balance.
4. 12-Year-Old “Special Needs” Client Goals: To Improve Posture, Coordination and Communication
This child’s wise parent knew that her child had neurodevelopmental challenges that would always be an issue for him, but she was willing to explore what his unique potential might be by giving him 10 Mind-Body Coaching® balances.
When he came in he was having a challenge with spelling, writing, letter reversals and his little brother was bothering him a lot. He could not sit up straight in the chair and his speech was slurred. His physical education teacher wanted him to be on the special needs basketball team because he was so tall. But, he couldn’t dribble the ball while walking or running.
What was the Balance Like?
This child was very cooperative and eager to do everything I suggested. I approached his balance much as I would an adult. Each week, over 10 weeks, he would create a goal and physically put it into action (benchmark). Then we would do targeted Mind-Body Coaching® activities followed by revisiting the benchmark activities.
Results?In addition to the shift in handwriting and letter reversals, which occurred in his first session, several weeks later his mother reported that he was getting along better with his brother and that his muscle tone had improved.
His biggest accomplishment was not only qualifying for his basketball team, but becoming the star player, making 4 baskets in one game.