Our Teaching Approach

-positive outcomes-

  • GROW SELF-AWARENESS

    We designed the materials to have a positive and therapeutic effect, so that you could learn life skills, but also learn more about yourself in the process.

  • SUPPORT WEAKNESSES

    Our work helps you identify your weak points and challenges, allowing you to learn how to manage better and get support with these struggles.

  • BUILD STRENGTHS

    To be your best self and shine in the world, you need to recognize, accept and use your strengths. Our curriculum helps you do just that!



More about our approach:


We understand that most teaching programs and resources available to neurodiverse populations are designed by well-meaning psychologists and teachers who have no lived experience of the conditions they wish to assist.  While we are aware that a person does not need to experience all aspects of life in order to help others through those challenges, we also reflect that for far too long, assistance for neurodiverse individuals has tended to rely on medical-model approaches that view neurodiversity as dysfunctional.  We need only reflect on the words used to describe our some of conditions: Autism Spectrum Disorder, Attention Deficit Disorder, Tourette Syndrome, Dyslexia, Dysgraphia, Dyscalculia, to name a few.  The words or prefixes note our weaknesses, not our strengths… and while we may be different, and we may struggle at times to understand something or to do something, this should not mean we are less than.  We write this program with the knowledge that we are all different, and that our differences should be celebrated.  

Yes, we wrote this program to teach you life skills, but this program has not been written in such a way to denote you as incapable.  We are certain you already have some skills and abilities that help you lead a powerful life.  If any remedies, strategies, and examples provided in this program seem ‘obvious’ or ‘piecemeal’ for you, remember that this program seeks to support a wide group of adult learners, those starting along the path, and those further along. Take what good you can from the program. See the positives, what things you are doing right and, if things feel frustrating at times, perhaps reflect on how you might be able to develop your skills in patience, mindfulness, and perspective. This program aims to inspire you and assist with new perspectives and options to reflect on your ability, to be the best YOU can be.  


A Therapeutic Model

If you are planning to complete any of our courses, you will find that your mental, physical and emotional self will grow so much!   This is because we have therapeutic aims.  The courses are designed to help you uncover unconscious elements that influence your thoughts, feelings, and behaviour regarding life skills development; and help support your weaknesses and build on your strengths, so that you can create the life you want most. 

We highly recommend you continue seeing your psychologist/ counsellor/ therapist/ pastor whilst undertaking this program as we foresee some elements of the program may bring up difficult things for you.   If you do not have a health professional in your life, you may lean on a community leader or trusted friend.   Certainly, we have treaded lightly here because we understand triggers and emotional difficulty around learning new things, but we also want to challenge you.  It deeply matters to us that you have more opportunity to be truly seen, and we think this program can help with that. 

  

 "Homework is Good work"

At the end of each course, we provide ‘homework’, following the therapeutic model of learning (Kazantzis, Deane & Ronan, 2000).  The homework is a task offered to further solidify learning concepts and offer deeper opportunities for reflection.  While doing homework may fill you with dread, we found: in a study into depression and anxiety, Rees, McEvoy & Nathan (2005) discovered, even if completed homework lacks accuracy, when clients attempt the work and give their time to it, the outcomes are far more positive than when it is not undertaken.  As such, we see the benefit in doing your homework!  

Also, in Cognitive Behavioural Therapy and other evidence-based modalities, homework also plays an important part to client growth.   Homework helps clients teach new skills, rehearse and reflect on those skills, cathartically release emotions, note things that are challenging to them, and/or restructure their ‘unfavourable’ beliefs (Mausbach, Moore, Roesch, Cardenas, & Patterson, 2010; Freeman & Rosenfield, 2002). Without therapeutic homework, clients may struggle to put their reflections into practice, making talk therapy seem ‘useless’.  Further, research into homework in therapy shows meaningful results, with clients who complete homework alongside their therapy being more stable in their emotional space, more confident and happier (Kazantzis et al., 2016; Mausbach et al., 2010).  As we have taken a therapeutic model and imbued it into our teaching, we hope homework has positive effects for you!

We have also tried really hard to write in a way that feels as if your trusted friend or trusted therapist is talking to you.  Thus, the homework builds upon this notion. 

Homework is optional, but we really encourage you to participate so that you might gain more positives from the whole learning experience.  We are committed to bringing the best homework activities to this program; to develop self-awareness, solidify learning and help participants of this program to reach their fullest potential—plus, some of these activities are just FUN!

We believe if you follow along with the activities and homework provided in this program, you will become more confident in managing yourself and managing your life, no matter what changes life may throw you.  Although neurodiverse individuals may experience setbacks to learning and challenges that can affect their ability to be in the world, we believe life skills are SKILLS you can not only achieve, but master.

  

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References

Freeman, A., & Rosenfield, B. (2002). Modifying therapeutic homework for patients with personality disorders. Journal of clinical psychology, 58(5), 513-524.

  

Kazantzis, N., Deane, F. P., & Ronan, K. R. (2000). Homework assignments in cognitive and behavioural therapy: A meta‐analysis. Clinical Psychology: Science and Practice, 7(2), 189-202.

 

Kazantzis, N., Whittington, C., Zelencich, L., Kyrios, M., Norton, P. J., & Hofmann, S. G. (2016). Quantity and quality of homework compliance: a meta-analysis of relations with outcome in cognitive behavior therapy. Behavior therapy, 47(5), 755-772.

 

Mausbach, B. T., Moore, R., Roesch, S., Cardenas, V., & Patterson, T. L. (2010). The relationship between homework compliance and therapy outcomes: An updated meta-analysis. Cognitive Therapy and Research, 34(5), 429-438.

 

Rees, C. S., McEvoy, P., & Nathan, P. R. (2005). Relationship between homework completion and outcome in cognitive behaviour therapy. Cognitive Behaviour Therapy, 34(4), 242-247.