17Oct/19Off

Parents have become obsessed with labels, not solutions

fragile-label-1-600x573-600x573Parents have become obsessed with labels, not solutions

 

There is nothing like working on a passion for a decade to give you perspective, mine is literacy. Besides how much I've learnt since those early days, 10 years ago last month, when I got the keys to my own school. I've seen a frightening trend developing over the last five years in particular. I've been trying to chart the reasons as to why I now work with increasingly traumatised souls younger and younger. In the beginning, I felt I was a victim of my own success. I wondered did I attract these situations others had struggled to find solutions for simply as my own reputation grew? Sure, there was an aspect of this as I became known for being an expert in reuniting the world with teens who'd been trapped in their bedrooms for years. But this doesn't explain the 6 and 7-year-olds I am meeting regularly. Why has not being able to read, write or pronounce a few words become such an issue? When did this become the end of the world? Why does this shatter their confidence so much? Why is everything from anxiety to bed wetting or not sleeping now in the mix? Why have they all been for so many assessments or "interventions" before I meet them? Why has so little helped them? They are all in learning support.

 

The answers? I realised that parents have been sucked into a vortex of feeling that a label, not a solution will give their children the "edge" in life, especially in the education system. The only reason we do assessments is to provide schools with a branded identity for our children to have resource time that very often doesn't help them at all. I know this sounds harsh but it's the truth that I've seen on a repeat loop for a decade. A loop that is becoming increasingly more traumatising for the children involved. Now it has become so skewed that parents feel they must label their children before even entering the system in order to provide a survival net. Yet teachers complain to me their classes are filled with excessively labelled students. But often it is the schools insisting on these assessments or even taking the power to do them without the inclusion of the parents. A label means money for a school. Not a solution to the problem or tailor made help for your child to learn differently. It doesn't provide them with coping strategies for life. As a by-product of the label, I listen to parents every day tell me what their child will never be able to do well. As I've done and succeeded at it all despite these claims, I feel qualified to say this is utter rubbish. In fact, I only went to college to do a degree and later a PhD in order to be a qualified voice on what you can achieve with a severe dyslexia label. It's why I'm now a writer too.

 

It's time parents took their power back and stopped feeling forced to label their child as a solution to often very insignificant challenges. So what if they take 6 months longer to talk? So what if they are quiet? So what if they fidget? So what if phonics don't teach them to read? So what if they use their fingers to count? Or mix up their b's and d's. Does it matter if they don't ace the spelling tests? Who cares if you get your pen pass first or last? Who invented the pen pass? Your child's happiness is so much more important than these educational milestones. Life doesn't have to be such a competitive race.

 

In the long run, It's better energy spent If you start to look online for solutions for ways to support rather than brand your child. Your child will not grow up to feel there is something fundamentally wrong with them. We need a change of mindset to readdress the power dynamics currently being played out at younger and younger ages in schools not just across this country but the world. Daily, I deal with the same problems, the same trauma created across 6 countries globally. The same problems in mindset in contrasting cultures with parents all seeking the "edge" for their child. A very important part of being a parent is to be an educator yourself. No one else is going to fix your child's challenges better than you.

 

Parents seem shocked initially when I set them 6 weeks of work for them to do with their child at home. Yes, you can take the power back. Yes, you can help. And yes, in a very short few weeks they are all reading, writing or speaking better. No therapists. No labels. There is a whole world of internet material on various platforms to help you. I personally record a podcast for this very purpose, Purple Psychology. But there are endless resources out there on Pinterest or Youtube and so on to help you.

 

The biggest part of my work is not the help or program to learn differently. It's the rebuilding of confidence of little damaged souls and the encouragement of parents to trust their guts. You do know your child better than anyone else. Don't listen to any therapist or psychologist who tells you differently. You know the days to push. You know the days to back off. The times to hug. You have all the encouragement inside in you. Just stop the labels, please. Stop racing to some universal "average" someone else dreamed up for your child. We need to embrace difference again and parents need to be the ones to decide this shift. Years ago, I wrote, "It doesn't matter what you can't do, only what you can."

 

Naoisé O'Reilly reflections February 2019

 

12Jan/18Off

Dr Naoise O’Reilly Work and Research Areas

Dr Naoise O'Reilly Work and Research Areas 
26Feb/17Off

Dr Naoisé O’Reilly Speaking at the ASPIRE (Asperger Syndrome Association of Ireland) conference 2016

14Oct/15Off

Purple Learning Project – What we do in 12 slides

(Scroll Presentation) 
12Mar/15Off

Response to Highly Damaging TEDx “No Learning Styles” Talk

 

I am genuinely horrified at the support this recent TEDx talk has received.  I feel it is the biggest regression in education in 100 years.  As someone who has successfully worked with thousands of students internationally, and got them all to high achieving results and a sense of belonging in academia, I cannot stand the idea that education is becoming elitist again.  I have received Ability Company Status for making education accessible to all.tedx-black-square-simple-315x315

 

Academics make too many assumptions - which I have had my own personal battles with over the years.  Despite it all, I have earned a Ph.D. and a First Class Honours degree.  My students are always heartened by the fact that if I could do it - so can they.

 

TED and TEDx talks generally enhance our World and make everything possible for people.  I am horrified over this talk because it is so small minded and exclusive in its nature.

 

Not everyone can pick up a book and read it to learn.  Not everyone can see the book.  Not everyone can spell to write or hold the pen.  Do not be presumptive in thinking all visual impaired people are not visual learners.  Many of them are!  All of us who work with students on the autism spectrum know that they process the World very differently to other students.  Their visual and auditory processing has marked differences.

 

My success stories with students have been down pure and simply to the fact that I encourage them to work in the learning style that suits them - despite whatever perceived disabilities they might have.

 

I myself am still very much unable to distinguished phonic sound frequencies and never learned to spell in the way it is predominately taught in school.  I have learned to read and write through purely visual techniques.  I have brought this gift to many others who are now avid readers - despite years of torture in school and feeling inadequate.  I get excited when parents tell me their children will not sleep because they are reading too much or now teaching their siblings to read their way.

 

I hate the idea that kinesthetic learners can be great at sports in school and rubbish at everything else.  This is not acceptable and even our most successful sports heroes still anguish over how badly they did in school.

Practical people are great at the practicals in school but only get half the marks in the subject because the theory defeats them.  Our auditory learners are in constant trouble for talking and often labeled as disruptive chatter boxes.  The number of students labelled as ADHD seems to be growing annually as these students struggle to fit into the constraints of school and find it excessively boring. I certainly do not feel we need to blame our parents for our genes or feel that education is unattainable in any way.

 

We have a duty to understand, care and incorporate these learners into our education systems - not blankly dismiss them all as not existing.  These are many of the reasons why students with learning difficulties and impairments have been marginalised for decades.

 

A better outlook for me has always been that if we get it right for these people we get it right for everyone.  I hope people will start to stop and think before they blankly share this very irresponsible TEDx talk.  I have not even touched on the personality factors involved in education. Most enlightened Educationalists agree that one size does not fit all.  TED is supposed to make us think about our fellow people we share the Planet with.

Dr. Naoisé O'Reilly

15Jan/15Off

What ADD & ADHD are really all about explained by Dr. Naoisé O’Reilly

I always see ADD and ADHD as an affect of what is really going on with the students who come to me looking for help and support with their school work. This has helped me to coin a term over the last 4 years called "Diffuse Focus™" to describe what is really happening for them. I equally see these patterns of behaviour carried through to adult life with our business clients!

Dr. Naoisé (Expression Developist™)

 

15Jul/14Off

Supporting University Level Repeats, Fails & Assignments

University Level Student Support
University Level Student Support

From my experiences as a University Level student myself, my role as mentor and my various positions within a 3rd level University including MBA Faculty Manager, Acting Registrar and Masters Coordinator I know what it takes to get through college!

Surprisingly the endless swatting of the course material is a very small part of the road to success...

25Jun/14Off

Dr Naoise O’Reilly Methods Development and Purple Success:™

1 (1)In February 2009 I started a school, The Homework Club® as what I saw as my lab space in order to develop new teaching methods and understanding of learning. Since then through a number of projects these are the methods and theories that I have developed:

Purple Learning Project®: Understanding of setting up educational environments for all and working simultaneously with all learning styles, difficulties and conditions in the same room.

Purple Profiling™: Unique profiling methods to understand all learners and work effectively with them in the shortest time possible. Now expanded to all business employees and business situations. Focus is on success for each person.

Purple Development™: New development theory to understand patterns in education and to change the Educational Blueprint™. From this a new approach to education and a new focus on expression was developed, Expression Developist™.

The Periodic Table of the Development of Results™, Purple Success™: New unique method and theory to understand the individual elements to get successful results with all ages and individuals in the shortest time possible. Applied at all levels in education and all sized companies, situations and individuals globally.

Purple Processing Scales™: Understanding the individual learning styles and how they work in different situations. Which has lead on to a theory, The Pressure Cooker Effect™.

Purple Success Timescale™: Theory of the development moments in individuals from Child to Adult and their significance in dealing with situations. How Successful You Feel for Life™.

Diffuse Focus™: A new theory on the reasons behind ADD and ADHD. How to develop a new learning approach to accommodate these.

Forget Phonics Reading Method™: A new approach to teaching reading specifically for individuals with dyslexic spectrum reading difficulties. Typically a student can now learn to read and write in 4 weeks.

I have also put significant work in to developing specific programs to get successful results with students with Aspergers. I have developed a number of new programs for specific school issues such as the Primary to Secondary school Transition, Expression Club™ for dyslexic learners to keep them on top over summer months, Dyslexia organisation workshop, Maths Orientation studies for Dyscalculia, Supporting students at home with Aspergers through homework and a Purple Pre-School Success™ program to start dyslexic spectrum students ahead in reading and writing before school. I have currently been putting a lot of work into developing new theories for working with students with Auditory Processing Disorders and Dysgraphia.

Dr. Naoisé O'Reilly Expression Developist™

 

24Jun/14Off

Purple Pre-School Success™

Purple Pre-School Success

Many People did lousy in School & discovered years later they were Dyslexic. (Sound familiar?) Purple Pre-School Success® is a special Programme from Dr. Naoisé O’Reilly Ph.D. the World’s only Expression Developist®. Her educational results with Children & Adults plus Her own academic milestones despite Profound Dyslexia are documented across the Globe. Purple Pre-School Success® is aimed specifically at Parents who found School difficult themselves & have Hereditary Dyslexic Spectrum Conditions they have automatically passed onto their Children. If they found School difficult - their Children will too. Dr. Naoisé picks up the pieces for Children from age 3 NOW instead of being drafted in by Parents, Schools, Teachers & Medical / Psychological Professionals Worldwide when Children are 7 after problems were picked up on too late. Parents can do just 10 minutes a day with their Child of Dr. Naoisé’s Educational Programming Through Play & Children can start at the top in School instead of being way behind. Next step:http://www.confidenceclub.ie/book-appointments/

6Apr/14Off

Divergent Movie Demystified for Real World by Doctor’s Psychological Profiling

Divergent is making waves in popular culture with the release of part one of the hollywood movie trilogy inspired by Veronica Roth’s books.  This follows the mammoth success of The Hunger Games starring academy award winning actress Jennifer Lawrence.

There are two main themes in Divergent.  The first is that it is bad and possibly even fatal to fit into more than one aptitude.  The second major theme relates to growing away from your parents. 

In Divergent’s futuristic world it is seen as threatening to fit into more than one faction made up of five temperaments which are selfless, peaceful, honest, brave and knowledgeable.  It is difficult to compare this directly to personality theory as it is generally regarded that there are in fact sixteen types of people in the real world.

However, this does compare to our four defined learning styles which are the ways that people take in information from the world.  Our four categories of psychological profiling methods include auditory, visual, practical and kinesthetic.

All of the students we work with that do not fit in a box and struggle in school have what we call multiplicity.  This means, like in Divergent, they have all four aptitudes.  They are quite often overwhelmed by the amount of information they absorb from all environments.  Multiplicity is what people commonly see as “clever” and “intelligent.”  All of our ideas of cleverness and intelligence come from people who can absorb ideas quickly and have a multitude of interests.  This is where we break away from the norm.

Multiplicity is drilled out of children in school by age fifteen.  Only a very small percentage of the older students we meet have still retained their natural multiplicity.  They are quite often seen as “freaks.”  Some of them were very heavily medicated before working with us for just having too much energy or being too “distracted.”

In the film Divergent the main character takes an aptitude test at the age of sixteen.  This is true to school life.  There have been some pretty hilarious conversations within our team about what they were told at sixteen.  The Senior D.N.A. Geneticist on our team was told at sixteen that he would never be any good a science.

This brings us to the second main theme in the film and the challenges the main character experiences when she realizes that she cannot follow her family.  She does not easily fit into their faction and this is a real life experience for many of our students.  Children really struggle when in their teenage years they appear to have nothing in common with their family and parents don’t understand them.

In many cases the students we work with have just simply skipped a generation in aptitudes and personality.  It is quite often revealed that they are much more like their grandparents and great grandparents.  A mother or father can feel that their children have nothing in common with them and this can also be the case in partnerships where there are children from different relationships.

We work with adult clients in the business world in their late thirties too who had struggled to find their path in life.  Having attempted the career path of their parents they have not fitted in.  They quite often do not feel any real support or understanding from home about who they really are.

The good news is that it is perfectly alright to be divergent and movies like this can only help to shine a positive light on psychological profiling and our ongoing research in the area of personality types and achievement.  Anyone who works in personality theory does so because they have an overwhelming desire to help people find out who they really are and wish to help them to succeed.

 

Dr. Naoisé O'Reilly & Marie O'Riordan

Introduction

Welcome to the Purple Learning Project.

The aim of the Purple Learning Project Foundation is to create a legacy of the methods which Dr Naoisé O’Reilly has developed since 2009.

The methods in learning and personality theory have been developed while working with people of a variety of ages, backgrounds, and cultures. The methods have been applied to the education, business and sporting environments. The ages are in the spectrum of 4 to 70's. The methods include: Purple Profiling, Purple Processing Scales, The Periodic Table of the Development of Results, Forget Phonics Reading Method, Purple Pre-School Success and so on...

There has always been a clear distinction for Dr Naosié in working with people who currently need help within the system and leaving behind something of integrity for the future generations.

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