Most Educationists take the summer off. We use this time to refine and develop what we have learned in the last few Academic years. Like our students, we are always moving forward and learning. I will talk about this new Method in more detail over the coming weeks. But needless to say, I'm excited! I think the results we have had contradict everything that has been understood about empathy. In particular, I see this as a way for students to grow and develop their personalities without social anxieties and labels such as Asperger's Syndrome. I would predict that cases will never in future be given a diagnosis of Asperger's. I never set out to "fix" people. It has always been about creating the best versions of themselves but in recent years I have seen that our results mean that students no longer exhibit classically labeled conditions such as Dyslexia, Dyscalculia, ADHD, Asperger's Syndrome or a whole host of other challenges. They move beyond these labels and recognizable challenges.
Purple Integration Programmes® – Methods to improve the lives of People living with Dyspraxia & Dyscalculia.
Since the beginning with The Homework Club we have worked very successfully with people with both of these conditions. But like everything else we have continued to refine and prefect our methods. Always striving to incorporate in the personality factors. We now have a very refined and successful formula to achieve results across the lives of these students, beyond just their academic results.
Myers-Briggs to Fit Our Expectations & Needs – Not Just Understanding Who You Are But What You Need to Succeed
The founder of personality understanding was Carl Jung who first wrote about his findings in 1921. However, his work had one serious limitation. As he was a trained psychologist he mainly had access to people that were perceived to have serious psychosis problems. His work was based on finding a new balance for these people rather than a balance for the everyday person who doesn’t find their way to a psychotherapist.
Isabel Myers took up the challenge in 1942 to help “ordinary, healthy, normal people understand that it is alright to be unique individuals.” She could see the implications in everyday life, careers and relationships with those around you. Her daughter, Isabel Briggs Myers, wrote in 1980 - “I hope parents, teachers, students, counsellors, clinicians, clergy - and all others who are concerned with the realization of human potential - may find a rationale for many of the personality differences they encounter in their work or must deal with in their private lives.”
Nowadays, the test is used by a vast array of big corporations to fit you into a box and try to predict how well you will do a particular job. This was not the purpose of the empowerment and awareness test. It was not to determine your path in life or what box you go into. In the same way Alfred Binet created the I.Q. Test to help see how to better accommodate students - not to determine their capabilities for life.
We have gone beyond the simple factors that people have obsessed over who you should be but rather than the factors that help people to be the most balanced form of themselves. Which, ironically, is what Jung was striving for when he first worked with his patients in the 1920‘s. This balanced form of yourself allows you to be successful at everything in record breaking times.
We firstly started off applying our new methods to students with learning difficulties - why are no two dyslexic children able to get the same results? Why does one find the whole school experience so difficult and not the other? Why are so many people of a particular personality type diagnosed with Asperger’s Syndrome? Why do some people with written expression issues bully others? Why do some students need all the steps explained while others find their own ways?
We now have a more extensive profiling method, Purple Profiling, that takes more factors into account including the ways in which we process information. Another area that Katherine Briggs was keen for people to have an understanding and realization of. We understand the developmental time scale and how generational factors affect long term patterns. We have ended up with a system that is like psychoanalysis and counselling on speed. The results are not only rapid, but more importantly, sustainable. They have been described as ‘flicking a switch.’ We are not changing people. I don’t need anyone to be less dyslexic or more sociable for success.
The methods have now been applied to all areas of life, business and sports as well as education. Across a span of ages, backgrounds, sports and industry sectors.
It has been so important to continue to build on the foundations of this work, especially as we have been continually written off by people in life. My own psychologist report at 16 told me that “it was beyond my status to go to college” because of my severe dyslexia. Interestingly, all of the people who have seriously added to this method, and not in a way to just be used by corporations to fit people into boxes, have themselves all been INFJ. The rarest MBTI personality type. It is as if in being so different from others that they have strove to add to the understanding of that difference in the world around them.
Dr. Naoisé O’Reilly,
February 3rd 2015.
This is why when I now do Psychological Assessments of young children I am very focused on a fun enjoyable experience - a trauma free zone if you like.
I was 8 when I had my second Psychological Assessment and 16 when I had my third. I have lived with hereditary Profound Dyslexic Spectrum Disorder since birth and it still impacts of every aspect of my daily life - but I developed ways to cope.
I remember there were pages and pages of how I did not measure up to other children my age. There was never help given to my parents and I to assist me in working the way I needed to work. The only focus was on what I could not do.
Hence, this is why I started to develop my own methods of learning from 4. I was also acutely aware at 4 that I was completely incapable of doing what the School and Government Shrinks wanted me to so.
These days, I set children and families up for success no matter how “behind” the rest of the world perceives a child’s cognitive development and behaviors.
Every family I have dealt with personally, and that is thousands of people at this stage, are set up to succeed in the precise ways that their child is capable of learning and developing.
Personality is a massive factor in development. Some people are more independent that others. They may walk faster, they may be quieter. Some people are born chatterboxes and others do not speak until much later on. Some will not play by themselves others are loners. No one can be put on a scale and expected to fit.
Even children who have hearing impairments and a great big long list of conditions I deal with can develop better and learn faster with the right interventions. It does not matter what it is - no two children can rise to their challenges in the same ways.
How can a professional determine if a 4-year is up to task with cognitive development?
Most professionals rely on standardized test. Personally, I do a session with the child using my “toolbox.” This involves a whole series of games with everything from Playdoh to magnets. This allows me and my Team to test abilities across a whole spectrum without the child even being aware of it. All the testing is completed without the child feeling like they are being examined.
What if the 4-year old cannot do all the cognitive skills for his/her age?
Should a parent worry?
I do not deem tasks age appropriate. I strongly believe development is a little bit more complex and I think it is unfortunate that a lot of learning difficulties are determined on an age scale. This ends up making parents feel very bad about their child’s development. During my initial assessments, yes sure it is always very obvious to me what people cannot do, but it is equally obvious if they have fantastic visual pattern recognition or memory association skills. These can be used to develop the areas that are lacking. Just the same ways I achieved a First Class Honors Degree followed by a Doctorate when told as a teenager that University was “beyond my status.”
I think the system sets up parents to worry. But one of my key tasks in taking on any new case is to put everyone’s mind at ease and make everything doable. Families always walk out the door with a way, structure, plan an if necessary Team support to do everything.
How can a parent help a child develop these skills?
I set up programs for parents to use the everyday in their own home to help their children. I think one of the disadvantages of our technological world is that it is very removed from other people and parents. Yes, I do like to use some Apps but I like to develop skills using less remote games. Child cookery, for example, builds time management skills and the use of a radio in the background helps children filter information.
Dr. Naoisé O'Reilly Expression Developist™
Understanding the Individual Learning Styles and how they work in different situations. Understanding why People fall apart while under pressure... Which has lead on to another new Theory, The Pressure Cooker Effect™. This has been particularly significant when working with Individual Clients to help them fulfill long terms aspirations.
I have had a gut feeling over the last number of years that it makes no sense to me when I am contacted to take on cases with both a diagnosis of A.S. and A.D.H.D. For me it has felt like 'oil and water don’t mix.'
Over the last 6 years I have evaluated all the new students and clients of all ages spanning 5 to 75 years. I now see many strikingly clear patterns that explain my earlier feelings logically.
The first important point is that all A.D.H.D. students, regardless of age, exhibit what I see as multiplicity. This is the ability to take in information in all 4 learning styles. I wrote an article on this in 2012 when I first saw clearly why so many of the students who come to us struggle in conventional school. They simply don’t get to learn the material in enough different ways simultaneously and they get bored! It’s worth noting that we have never had a diagnosis of A.D.H.D. in any of our learning environments and that we don’t ever see the tell tale effects of A.D.H.D. behaviour. Another scary fact is that in conventional education we start to lose multiplicity from the age of 10 and in many cases it is gone completely by 15 - without intervention. We become the linear thinking people the system has created.
I recorded a short video introduction to A.D.H.D. and behavioural effects we see including Diffuse Focus™ where our attention is always being dragged away to hide what we can and cannot really do.
So, where A.D.H.D. students show multiplicity - A.S. students are slightly more linear and show a very different set of Purple Processing Scales™. These are the scales I have developed to understand how we take in information from our world and how we process the information to retain it.
There are marked differences in the visual and auditory Purple Processing Scales™ for Dyslexia Spectrum, A.D.H.D., A.S. and so on.
I have always felt that there is a 'lost in translation' element to A.S. You ask a question and get a very different answer from the one you are expecting because the question has been interpreted completed differently.
You have never met a quiet A.D.H.D. student and you seldom meet what is viewed as a disruptive A.S. one. A.D.H.D. students tend to be remarkably good at presentation and general chat, whereas A.S. students tend to be very quiet and reserved - until they find their confidence or their subject.
Auditory learners don’t just need to learn by listening - they also have to talk out the ideas and ask endless questions - hence they are often seen as chatterboxes in school.
This means that A.D.H.D. students naturally have a form of self-expression. Whereas A.S. students, with their different Auditory profile, can lack self-expression. This is why it is so important for us to help these students to write their inner thoughts and ideas. A.S. students can be seen to have such whacky ideas that their writing is not always received well in response to conventional school work and they can lack structure. Also, A.S. students, before they gain confidence, can appear to give you the answer in the shortest number of words - which matches their confidence in speech. We have developed ways to overcome these traits very quickly. Ironically, A.S. people can go on to be amazing writers - and with certain use of their Purple Processing Profile they can learn to spell much easier than people on a pure Dyslexic spectrum! Of course, there are many people coming to us that have an Auditory Processing Disorder (A.P.D.) who are wrongly diagnosed altogether. Understanding personality of course plays a vital role in all of my work. I don't think it is possible to separate out understanding of personality and understanding of processing. You have to look at both together. This is why at all of my initial sessions I am creating a profile for both, Purple Profiling™.
So, I was correct 6 years ago - there is a world of difference between an A.S. and A.D.H.D. diagnosis and they don't have the same Purple Processing Scales™ - which I have now proven! Expression is key to all of our successes.
Dr. Naoisé O'Reilly, Expression Developist™.
P.S. For the record, I don't even believe that Aspergers and A.D.H.D. exist in the ways the establishment view them. My new challenge is to start debunking these areas in 2015!