12Jan/18Off

Dr Naoise O’Reilly Work and Research Areas

Dr Naoise O'Reilly Work and Research Areas 
12Jan/18Off

How to set goals and intentions with Children

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Setting Goals and Intentions with Children

 

Why is it a good idea to get into the practice of setting goals with children?

 

1: It allows you to feel in control of your life from a young age. Some personalities need to feel in control of their lives more than others. This can be a positive way to give this element to certain children.

 

2: It is good with intentions to learn to believe in something bigger than yourself. Studies have shown that people who have some outside belief in their lives are naturally happier. This can counterbalance the over control aspect of some personalities.

 

3: It reinforces positivity from a young age. Certain personalities more than others need to feel that they are achieving and moving forward. They respond well to benchmarking and having milestones in their lives. This is good to reinforce from an early age.

 

4: It teaches reflection in children. It's good from a young age to learn to think about your whole life. What is good? What do you want to change? What do you want to achieve this year? How?

 

How to go about setting these?

 

Very simply, they need three aspects;

 

1: To make sure they are your intentions or goals. Not what you feel you should be doing. This is vital to teach from a young age. We should be driven by our own standards and internal benchmarks, not the expectations we feel others have of us.

 

2: The difference between intentions and goals. Goals need to have a timeframe and a set ideal point of achievement. I'm going to be able to do this, I'm going to work up to this set point or I'm going to learn this new skill or I'm going to set this new best time for myself and so on.

 

3: Intentions, on the other hand, are more flexible but it's good to learn from young that we can set an intention to bring something into our world and manifest it for ourselves. Personalities that are more intuitive learn sometime too late in life that they are good at manifesting their desires. We don't do enough work with children to positively show what is possible for them with a positive thought.

 

What Matters with these goals or intentions?

 

1: That you are doing them for yourself. That they are inspiring you to be the best of yourself. A good quote for this is; “We are what we repeatedly do. Excellence, then, is not an act, but a habit.” Aristotle

 

2: That they are not all materialistic aspirations. There is more to value in life.

 

3: That they are balanced across your whole life. All too often children feel doing well in school is all that matters. What you do outside, what you achieve, fitness, health, sport, sleep, friends, family, creativity - all of this matter so much. Use this an exercise to make children look at their whole world not just their grades!

 

4: That they are achievable. If the goal is too high it can feel unattainable. It's ok to learn early in life that big goals need to be broken into small steps and conquered gradually. You get to the big goal in the end - just sometimes things need time. This teaches long-term motivation and perseverance rather than failure.

 

 

 

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9Jan/18Off

Signs Your Life is Out of Balance and What To Do About It?

balance

How do you feel when your life is out of balance?


What are the signs of your life being out of Balance? Here are 7 key areas to look for tells in your life. They cross all areas of your life from work to relationships. How do you react to interruptions? How do you benchmark how well you are doing in yourself? How well do you eat? What is your personal self-worth? How many people truly ask these questions of themselves?


1: The control tell: The easiest way to think about how you feel is how little it takes to tip the scales. You feel emotional, stressed, overwhelmed all the time. This can lead to an unhealthy need to control yourself or others in a desperate need to readdress the balance.


2: The interruption tell: You have a lack of tolerance and patience. The smallest things push you over the edge in an unreasonable overreaction for the level of the challenge. You can also have a lack of tolerance for noise and interruptions. Do you lose it with people in your work or home environment easily?


3: Looking outside tell: There is a constant feeling of being overwhelmed and not knowing where or how to start tasks. Do you always feel as if there is a task hanging over you? You can find it very hard to know what others expect from you. You find yourself constantly seeking validation from others to see if you are doing well enough. You can find your perfectionism crippling. Unable to start tasks in case they are not done well enough.


4: Fitness and diet tell: You either don't do enough exercise or become obsessed with too much. You control your food and don't have good sleeping patterns. You are always tired and can't get out of bed in the mornings. You wonder "what does sunrise look like" - you never see it! The alarm goes off 10 times in the mornings.


5: The wrong key tell: You feel displaced and opportunities don't seem to arrive or never quite fit to work out. You are always blaming fate. The wrong set of circumstances for you. Besides not being promoted in jobs you can find that you are endlessly looking for a new fit, you never quite settle anywhere. You are constantly upskilling to feel whole. Will the next course fill the void?


6: Relationship tell: You can suddenly withdraw from people and relationships. Ending relationships suddenly without clear thought. Have you stopped talking to your family? Do you seem to have displaced friends from your life recently? Do you just feel disconnected from everyone around you?


7: The searching tell: You are constantly searching to fit in and belong somewhere. Never found anyone that truly gets you. This can lead to an obsession in self-analysis. What's wrong with me? This can become a serial self-help or development search. Do you join many different groups and never stick at any one of them for any length of time?


If these are the tells what are the fixes? How do you counterbalance yourself? There are three simple factors;


1: You need to understand your strengths and weaknesses.


2: You need to find a way to express what it really is you want to achieve in life. Set goals.


3: You need to know how to fulfill your dreams or the steps to make them happen. Try to create a roadmap of realistic steps to these goals for yourself.


Why do the people who come to me crave more balance in their lives? Many people would assume that the aspirations are materialistic. The goals of a new car, a bigger house or to earn more money. It's not that many of these achievements do not happen with greater balance but generally there are 7 key mindsets that people seek.


These are;


1: Happiness is the most important element.


2: Confidence is also a top priority.


3: People strive for self-worth.


4: Respect is huge, both at home and in the workplace.


5: Greater work-life balance. To not always feel tired and jaded.


6: Quality time to spend with the people who matter in their lives and for the other interests in life.


7: Better relationships with partners, children, family and work colleagues.


Everyone that comes to me uses the phrase to me that "they are at crossroads in their life". They want me to siphon their dreams out of them, that have often been forgotten along the way. But most importantly they want a roadmap of how to get to where they want to be, "I now have a way of moving forward to achieve what I am capable of in life and doing what will make me happier". I always say start with steps. No matter how small they are steps in the right direction. Take control in a positive way. I don't ever tell anyone anything that they don't tell me already knew inside themselves, "Dr. O'Reilly has helped to bring together feelings, thoughts, and plans that have been floating around in my head for some time".


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16Oct/17Off

What does Dr Naoisé O’Reilly do?

What does Dr Naoise O'Reilly do? 
Recently I asked a series of people who have worked with me what do I do? Here are some of the answers, including the humorous!
10Mar/15Off

Personality & School

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4Feb/15Off

INFJ’s As Young People

 

INFJ’s feel very misunderstood growing up. In fact, it is as if you don’t grow out of that teenage phase. The language patterns of INFJ children tend to stand out from the crowd. They talk about goals. They use phrases such as legacy and infinity. It’s a little like listening to a buzz light year.

They are often mistrusted by their peers due to their vast insights and how much they can see is going on with the people around them. They can be seen to be too serious, intense and wishing to get to close to people. Others around them lack the adult maturity to want to know people as deeply. Often the actions of INFJ people are misinterpreted as more than friendship.

path less takenINFJ’s want to do more in the world. They find it very hard to pick a job. They just know they want to make changes wherever they go. I’m reminded of the career advice in Harry Potter’s Hogwarts. Hermione can’t find a “job” she wants amongst all the leaflets. She wants to do more such as taking her elf welfare  rights further.

All this not fitting in leaves INFJ’s open to being bullied, not only by their peers, but by those adults that should be helping them to develop. To be bullied is a common theme amongst INFJ’s.

InFJ search

I think many find solace in some books. I found this hard personally because I didn’t read at an early age and couldn’t read books to match my age.

 

Many INFJ’s have been leant a book by someone and that turns out to be a profound turning point or they finally meet someone else such as themselves. It’s like a massive eureka moment.

It’s always been a big question as to why those who should be helping us to grow end up thwarting us instead. I thought first of all that this was just my misfortune as a result of my dyslexia. It was often felt that I was trying to do more and go beyond where I should be. For example, my memory of my first day of secondary school was a public row in front of my whole English class with the remedial teacher as I refused to leave honours English for “veggie” English class. But by then I had decided I was going to university and honours English was a requirement.Personally, the two things I always gravitate back to are Fannie Flagg books and Harry Potter. Harry Potter is one of the few fictional stories that contains INFJ characters.

I guess it is odd for a 12-year-old to know what they want to do and to stand up for it? Or to know what the university requirements were, especially since I would be the first in my family to continue in education. Or maybe to feel that even though I had not read a book yet by myself that I didn’t feel that still nothing was beyond me?

I guess INFJ’s suffer from the idea that the pupil has grown bigger than the teacher. Hence, it is very important to me that you can never grow to “big” or too successful in all the people that we mentor.

Jealousy seems to be a feature that is directed towards INFJ people.  This is very hard to comprehend as it is not an element that we ever posses ourselves. But all of the INFJ people that I know suffer from large quantities of jealousy and bullying from other people, especially earlier in life before they learn to pick their friends more carefully. We tend to be so accommodating to other people and have the ability to step into their shoes and show such empathy that we can be left feeling when we are younger that we are at fault. We learn to be more self-preserving as we grow older. It’s like we learn that we can’t fix or save everyone.

We have boundless energy which can either set people off seeming too intense and hyper. Where many others will walk across the room to find out what it is that is drawing them to you. Many of our clients talk about our energy. When other INFJ people find each other it tends to be a little like a honing beacon. We also seem to posses piercing eyes. Often blue in colour.

22 seems to be a very pivotal age for us. I’ve come to imagine it as not a butterfly but a rather energetic creature emerges in full to take on the world and make our unique impact.

 

Dr. Naoisé O’Reilly,

February 2015.

15Jan/15Off

Why a Diagnosis of A.S. (Aspergers) & A.D.H.D. Doesn’t Seem Right

brain-listeningI 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.

https://www.purplelearning.ie/news/multiplicity-do-we-lose-it-in-the-school-system/

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.

https://www.purplelearning.ie/news/what-add-adhd-are-really-all-about-explained-by-dr-naoise-oreilly/

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!

16Nov/14Off

100 Years of Psychology Redefined by European Scientific Doctor

Psychology-Image100 Years of Psychology Redefined by European Scientific Doctor

(Extracts from Dr. O’Reilly In Conversation with Marie O’Riordan - November 14th 2014).

Opening with “My dream is to make the world a better place which means embracing academia and scientific research,” Dr. Naoisé O’Reilly outlined how she is doing just that.

“In 6 years spent in a vacuum quietly developing psychological success systems, I took the chalice of work by Carl Jung, Isabel Briggs Myers/Katharine Cook Briggs, David Keirsey and Maria Montessori, further developing it into the ground breaking system, Purple Success®, I have categorized people in new ways, not simply based on who they are and their temperaments.  Jung and Myers/Briggs obsessed over who we are.  I, on the other hand, obsess over who people need to be - the best of themselves for the betterment of all mankind - categorizing them based on how quickly they can obtain their desired results and the environment needed to achieve this.

“Surprisingly, Marie O’Riordan and I are only the 4th group to impact specific areas of psychology in a century which makes it very difficult to explain exactly what we do as we have rewritten a hundred years of psychology”, Dr. O’Reilly added.

“My aim when we started was to take literacy and intelligence out of the same sentence.  You see, people can’t believe that, although I couldn’t stand up and read aloud to you, I have attained the academic results I have.  This is why I call myself an Expression Developist™, having discovered a way to express myself so the world finally takes me seriously.  Thankfully, Marie can read and talk for days!”

“I’m often asked how our work differs from that of other pioneers.  Simply put, our methods produce results fast, we concentrate on each client’s individuality rather than them functioning as a cog in a system and we build up each person to work at higher levels than they imagined possible, usually independent of large organizations.”

“Our aim for our clients is ‘superhero’ levels of success, becoming top in their fields at rocket speed.  We are totally inclusive, our clients ranging in age from babies to those in their 70s and we don’t care whether someone’s had several marriages or careers, or never been able to read, write or even talk.  Our methods work with everyone.”

“When asked what I do, I worry my answer might sound portentous but, although I’m not one to dominate conversations, when I answer there’s always a genuine interest in finding out even more about psychology.”

“I have developed unique new profiling methods, applicable not just to personality types but also to differing learning styles, to understand how people process information from the world around them and how they need to think.  These are distinct ways of viewing life events and timelines in order to break negative patterns, not just in their lifetime, but right across generational blueprints, which is another reason why this body of research is unparalleled.”

Dr. O’Reilly continued, “I now fully understand how humans develop as people.  Interestingly, our work over the last 6 years has freed clients from the stifling structure and behaviour patterns of others, enabling them to grow and build on what has happened in their families and environments before them.”

Continuing the conversation, Dr. O’Reilly added, “I was obsessed with taking an individual to success not only by understanding the individual but also the effects of everyone else around them, teaching them how to cope and succeed regardless of internal and external factors.”

“The wonderful fact is that no challenge is too great.  My team and I can now teach completely illiterate children to read and write in just 4 hours.  I have lost count of the number of ‘A’s that have been achieved by students who, just like me, were written-off.  We flicked a switch in their heads enabling sustainable success for all.”

“Marie and I create environments where everyone succeeds, whether they’re teams, companies, students or teachers.  With our help, sports people have won the ultimate ‘gold’ at World Championships in record time, along with many more sporting titles.  Family businesses have gone from bust to making millions of dollars within days.  It doesn’t matter what the goal is, it can be achieved fastest using our psychological methods.”

“We have worked with thousands of people both within our custom-built facilities and all around the world.  We don’t see dyslexia, ADD, ADHD, Asperger’s Syndrome, audio processing disorders and so on as barriers because, with us, everyone works in their own individual optimum way.  This simply does not happen in regular systems and this is the reason why our results are truly outstanding.  We’ve proved our theories by discovering the keys and methods needed for individual success.”

Dr. O’Reilly concluded by saying, “I see endless possibilities for the world with these methods.”

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™

 

17Apr/14Off

Hillary Clinton Informed of New Anti School Shooting and Stabbing School Alarm Prevention System Following Pittsburg Attacks

School Alarm

School Alarm

Hillary Clinton has today been contacted about a simple means to help prevent further school shootings and school stabbings in the United States and around the world by education expert Dr. Naoisé O’Reilly Ph.D. an Expression Developist.

In the aftermath of this weeks latest American school stabbings at Franklin Regional High School in Murrayville near Pittsburgh, Pennsylvania the recurring theme amongst convicted perpetrators of similar offenses is that everyone afterwards describes these people as loners.  Dr. O’Reilly said, “there is no safe and fool proof mechanism in place right now and this is what School Alarm fixes.”

She added that, “I’m sick of hearing information after the fact.  If I met one of these students I would instantly know there was something drastically wrong.  If I had walked into a class beforehand I would have sensed that something was brewing.  Somebody always knows deep down that there’s an issue but because of the current system, repercussions and the fear of saying something, especially if you are a teacher, nothing is done.  The fact remains that after these atrocities have happened somebody always comes forward and says the killer was a loner, they were weird, they were being bullied, they never spoke to anyone, they never looked happy.  There’s always oceans of information divulged afterwards - when it is too late.”

There are an unacceptable number of school shootings and school stabbings across the United States, Canada, Mexico, Russia, Finland, Norway, Scotland, Germany, Croatia, Sweden, The Netherlands, Greece, Hungary, France, Argentina, Brazil, Israel, Yemen, The Philippines, China, Thailand, Lebanon, India, Azerbaijan, Australia, New Zealand, Nigeria and so on.  That’s 294 lives lost worldwide in school shootings by bullet injuries alone.  This is not just an American phenomenon.

Dr. Naoisé continued by saying, “I’m not talking about arresting people or locking them away in a psychiatric ward.  It is about somebody non-judgmentally coming along and talking with them, sitting down and listening to them, asking if everything is alright.  There could be an undiagnosed mental condition that can be treated before a violent escalation.  Or perhaps they have a learning difficulty and they have been really struggling in school.  It is usually all down to the fact that they cannot express themselves.  If this was dealt with in an effective way they wouldn’t need to feel that the only way out was to shoot and stab the people around them.”

Dr Naoisé (Expression Developist™) & 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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