12Nov/14Off

Why Hollywood’s Celebrity Babies Have Car Crash Written All Over Them


Hollywood.009Why Hollywood’s Celebrity Babies Have Car Crash Written All Over Them

How Hollywood’s Celebrity Children Can Avoid Train Wreck Lives.

“All of the money, fame and recognition in the World cannot buy you parenting skills.  The hardcore life threatening habits of serious celebrity child addicts form around 23.  That is 23 years of Hollywood parents being oblivious to the real needs of their children,” according to Dr. Naoisé O’Reilly, an International Psychological Profiler and Expression Expert.

Dr. O’Reilly believes the pressure associated with having famous parents sets children up for failure from birth plus having to endure the additional burden, heartache and increased likelihood of losing all of the family’s generational wealth within a very short space of time.

She says, “if your parents are famous, connected and super wealthy everything should be possible.  The world is your oyster.  You even have access to the best education and the people to kickstart your career.  Yet, so few of the kids of Hollywood stars reach their full potential.  Instead, it is like they just fall off of the train tracks.  There are pivotal ages where the correct type of intervention can really turnaround lives fast.”

Dr. O’Reilly feels that there is real hope.  “These children of celebrities could discover how to fire their shrink forever, live a life of greatness and emerge from the shadows of their high profile parents.  How can we save Hollywood from itself?  The psychological methods we use help people to destroy failure patterns with positive generational consequences.  We have achieved results within four to eight hours where traditional therapists had tried for years without success.”

She concluded that, “celebrities have the means to help their kids do anything and having busy schedules is no excuse for failing to create proper support mechanisms in the home, even if it is a mansion.  The bottom line is that problems can be fixed when you can help someone become and feel more successful.  We do not firefight.  We solve major life problems before they even start.”

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Dr. Naoisé O’Reilly is an Expression Developist™, Mentor & Psychological Profiler working with some of the most successful people and companies in the World.  She has dedicated her life to scientific research and the development of new methods in the areas of the psychology of success and educational development across all spectrums.

17Apr/14Off

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

School AlarmHillary 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

 

20Mar/14Off

5 Years of The Homework Club

10Feb/14Off

The fundamental differences between self harm & eating disorders – vital in helping students with these conditions

 

This may seem a slightly depressing topic for me to write about but I'd like to focus on the ways we can achieve successful outcomes with students who suffer from these conditions.

One of the keys to helping in any situation is awareness and understanding. So what is it about when someone chooses to harm themselves? This can be through starvation, cutting themselves or purposely making themselves sick. All of these behaviours can seem extreme and difficult to relate to for many parents, teachers or friends.

 

All of these actions are firstly about control. You have lost control in some way in your life. Everything just seems to be out of your grasp and you need something to focus your attention on and have control over. Eating, food, routines and exercise are all very easy to control. There are no external factors and so these become the focus for you. The first time I ever came across Anorexia was when I was still in school myself. Oddly there were a number of female students in the same year who were all experiencing eating disorders. Their behaviour stuck in my head and when I later started university I was exposed once again to people around me with the condition, especially through my work in the students union. All of the people either controlled how much they ate, over exercised compulsively or took some sort of solace in making themselves ill after eating.

I wasn't exposed to self harm until much later when I became an educational mentor and education administrator. From a distance this looks to be a very different condition and in the same way as my school days I saw there was a tendency for there to appear to be groups of students with the same behaviour patterns. This made me ask is it fashionable? Is it something you do because others around you do it? What are the reasons and the triggers? How different are these actions? Is cutting yourself the same as starving yourself and most importantly what are the keys to helping someone?

So aside from control or loss of it what else do these conditions have in common? The simple answer is self image. But the self image is not created in the same way and this is vital to understanding the difference in helping people with eating disorders and self harm.

The classic picture of self image for a person with an eating disorder is that they will stand in front a mirror and see a much fatter, heavier and unpretty image of themselves. This can be very hard to understand from the outside. How can they see something that is so distorted?

This important point is that the "self image" they have of themselves is created from inside. My experience has always been that they have developed an image of themselves that is untrue and doesn't easily seem to have stemmed from anyone else. There may in fact be a deep trauma or experience that has happened to them that has led them to think very badly of themselves and hence see themselves in a very negative way and especially in a very physically unattractive way. Getting to the route of this trigger that has lead to their own self image is key to solving the condition.

With self harm there is also a poor self image but this has been created in a slightly different way. There is always an external pain that the student is trying to drain away very literally. There will be someone in the background who is making them feel very bad about themselves. They will be bullied either directly by someone or through an indirect way. I have seen a huge correlation between academic achievement and self harm. If there is a sense that you are doing very poorly in school or not keeping up with others expectations of you this can make you feel very bad about yourself. I have seen that students with learning difficulties very often don't feel they are good enough in school. There can be a huge pressure that builds up. There is a great fictional example of this in the book Casual Vacancy by J.K Rowling. Parminder Jawanda is in a very high achieving family and as a culture educational achievement is given a huge priority and status. As she is dyslexic and misunderstood in the family she never feels that she comes up to the mark. This in itself would probably not be enough for her to resort to self harming but as she is being anonymously cyber bullied it's all too much! She doesn't have a way to express all that is happening to her and so she finds control in cutting the pain away. I have seen many examples where people self harm because they don't feel they come up to other peoples mark or expectations coupled with an inability to express what is happening in their world. 

If we go back to one of my earlier questions - why is there a tendency for groups of students to self harm in the same schools? Well one of the correlations that I have seen is that schools that are not seen as centers of excellence but would like to be higher on the league tables put their students under enormous pressure to achieve academically. Schools that are consistently doing well have an expectation but it's almost taken for granted that a certain type of student is going to do very well. So there is often not the same pressure as a whole on the class. Schools from disadvantaged areas unfortunately often behave as if they don't have any great expectations. So schools that are middle ground and striving to be better are the ones where students often feel under huge pressure - I have even seen this from the time of the entrance exams. In these schools I have seen pockets of self harm. It's like it is a way to alleviate the pressure cooker effect and yes of course when one person does it then others follow.

So in summary - understanding that these actions are about control and expression is vital. There is always a trigger for poor self image which is key. In the case of eating disorders this can be hard to trace back as it is a very internal bench mark of self image that the person has created for themselves. With self harming the self image is created externally by someone else making us feel like we are not good enough or causing us to feel a pain that we need to get out of our systems.

Finally the key to all of this is expression. Being able to unravel the triggers. When you can truly create your own self image and feel good about yourself you will no longer have the need to cause yourself pain in any way. This is the process I have taken many people through.

 

Dr. Naoisé O'Reilly, Expression Developist.™

 


19Aug/13Off

Leaving Cert results 2013, A year later – the transformation of The Homework Club to Confidence Club

So it is one year on - our first state exams results since transforming The Homework Club into Confidence Club and I have been asking myself what are the real results?

In the past I found myself dancing around the real issues with students - as parents and students alike thought they were attending some form of "grind school" we spent more time by stealth in the background getting to the real reasons behind what was going on ... it was often a case of me waiting for an opportunity in the hall to chat casually to a student or waiting for the chance when a parent collected their charge.

Now it is all a lot more straight forward and upfront - which means less time waiting for the chance to talk about what is really happening. All too often the maths result or other challenge is just a factor in what is really happening in a young persons life.

This means a year later I can say that we have worked with real people, real problems and in record time. Many of the students I have met have required no more help from me or my team after the initial hour and a half meeting. Their whole lives have improved not just the "maths problem" or the "english essay rows". The time my team have spent in peoples house has been less that we would have needed in the school for greater return.

All round as what we do is not conventional in anyway it didn't make sense to continue with a conventional school model. I felt often that we had a revolving door as we got results too quickly and now we get them even quicker with a wider spectrum of people.

Another change for me is that I have often felt that we work with students that everyone else has washed their hands of - now we work with the really outside the box stories that no one has thought of! I truly enjoy the challenge and nothing has ever shocked me. I think there is no way now we can be seen as a simple "grind school".

I'm looking forward to what this year brings and all the amazing young people I will meet along the way.

Dr. Naoisé

Expression Developist™

8Jan/13Off

Irish school system fails 75% of People. Why?

Why does the school system work for so few people? Since the beginning in setting up The Homework Club there was a clear pattern. One third of the students were drawn to us by having a recognised learning difficulty such as my own dyslexia, another third had an un-diagnosed condition such as specific comprehension difficulties which are not easily seen and the last third were made up of all the auditory and kinaesthetic learners who just couldn't fit in or relate to the school material! They are always seen as the disruptive chatter boxes and great on the sports field and not academic.

 

18Dec/12Off

Who bullied me most in school?

I'm now 36 and I remember school like it was yesterday. Everyone has a school story and for this reason even though I hated school I now work in education passionately to change it for the better. For everyone.

I spent most of my time between 5 to 7 standing outside the classroom because as a profound dyslexic I could not write or read at all. One day having stood outside the class all day I was sent to the head teacher as I had pointed out that I then couldn't do the homework. As I had not been in class all day whatever hope had I anyway. I had chairs thrown at me ... I was Isolated at a desk on my own with 2 feet all round so I couldn't communicate with anyone to ask for help as my teacher realised I had one friend in the class who would spell for me on the quiet. No one else in the whole class ever spoke to me.

Then there was the endless humiliation of the spelling tests ...

At 7 I was told by a teacher in front of the whole class having struggled to read a story aloud that "I was too stupid to be in the school and should be in the school down the road for the mentally retarded".

I was moved to a new school. The whole time I so excelled at maths I could do the 6th class maths in 1st class. In the new school I was motivated to finally do well by an amazing teacher who saved my life. I had him for two wonderful years. Then it took a wobble with the next teacher as I was now on the road to doing everything brilliantly, when I asked what I had done wrong in a test I was mocked in front of the whole class for being an annoying perfectionist. Somehow I had the strength to ignore this blip and keep going.

In that year of that school I was also accused of doing something I didn't and had my honesty questioned in front of the whole class till I had melt down again and the equally amazing head came in and sorted it all out and I was never picked on again. I left that school to read my first book.

On my first day of secondary school I had to defend my right to stay in mainstream English class. There was no way in this world I was going to "veggie" English! I had decided I was going to university and I was aware I needed honours English for my course. I was staying. But it was a humiliating battle that took place in front of the whole class and set the tone for my next six years.

By my final year in school the same remedial teacher met the department of education official to tell them I didn't deserve support as I didn't have a "real problem", I had done too well in school in all honours subjects including English. She discussed my "case" openly with me in the school corridor for all to hear.

At the same time when I was desperately looking for someone to read my exam papers to me, my other teachers were openly humiliating me in class for my writing, spelling, reading and most ridiculously not correcting my mock papers because I hadn't spelt their names right. I was stopped in the corridor in front of other students to complain about how hard it was to correct my exams.

Then there are all the teachers who continually for 6 years made me read out loud in class - what's in paragraph  blah Naoisé? I didn't know what page we were on never mind where we were on the page! I had panic attacks in certain classes for years.  Teachers asked me to read off the board and then spoke to me in pigeon English when I got it wrong.

The gap, transition year was the worst as every day was new and I never knew what was waiting at school for me. I had to read Shakespeare aloud amongst other awfulness and everyone had so much more time on their hands to bully me.

I'd love to say it's all different now but my students are always surprised I understand them so well - I see the humiliation in them like tattoos and many cry at our meetings as I'm the first person who has been able to understand then. It's overwhelming for them.

When will adults realise the importance of their behaviour? You set up how everyone else will treat that person, that child. Whatever you say and do in public sets the ground rules for the environment and what can and cannot be done to that person.

After my first day in English where I needed to defend my right to be in the same class as everyone else I spent years picking my books out of the bin in every class I went into, because I was rubbish. I spent years been used as target practice to have objects thrown at me repeatedly in the locker room. No one wanted to be my friend. Every table I went to sit at was "full" - and worse that I will not talk about. Teachers were often deaf, dumb and blind to what happened to me.

It's called respect. It's a two way process. You earn it. It's not assumed  and it doesn't correlate with your title or how many letters there are before or after your name.

The first thing I do with every new student I meet is to shake their hand.  They are my equal.

What you do in public sets the private behaviour FOREVER, not just that one moment in class.

 

Dr. Naoisé  Expression Developist™

4Sep/12Off

Book Your Appointment Now!

One of the many reasons why Students attending The Homework Club become so successful is because of the awareness they have of their own Potential, Personality and Learning Style and how these effect their own educational success. Every Student at The Homework Club is set-up to work to their best abilities within the environment through an initial interview.

The Confidence Club now offers this service to everybody, especially those restricted through distance and who aren't able to attend our classes at The Homework Club.

€277 Consultation investment for a comprehensive one and half hour session.
You will leave with a full profile of individual learning style plus a devised education plan for all future educational study together. There is a full report with an outline of steps to follow for success! We like to stay in touch with all our students and support them along their future paths.

We have now been successfully offering this service in a number of environments including; businesses, sports mentoring, workshop consultation and of course for students of all ages 5 - 65 (so Far!)

Simply fill in the form below & choose the time of your appointment & we'll be delighted to guide you through your steps to success...

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Introduction

Welcome to the Confidence Club

One step closer to fulfilling a personal dream of mine - "to make school a happier, creative, more successful and enjoyable place for all students, regardless of their differences"... Dr. Naoisé O'Reilly

There is always a balance between making long term changes in education and supporting those people currently in the system!

One of the many reasons why Students attending The Homework Club become so successful is because of the awareness they have of their own Potential, Personality and Learning Style and how these effect their own educational success. Every Student at The Homework Club is set-up to work to their best abilities within the environment through an initial interview.

The Confidence Club now offers this service to everybody, especially those restricted through distance and who aren't able to attend our classes at The Homework Club.

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