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 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

 

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.

2Apr/14Off

Business People & Students Have More in Common Than You Think

You may be under the impression that there is not a lot in common between business people and students.  So, compare a 10-year-old dyslexic student who has specific failing points in school to a company about to close.  One of the first things they have in common is that they feel blocked in and the world is telling them everything they are doing wrong.  They both have lousy reports, feel like they are running out of time and they appear to be putting in huge amounts of effort for very little results.

Now compare a 13-year-old student enjoying new life experiences and demands to a business also having a sudden growth spurt.  The teenager is suddenly part of a much bigger organization of sorts.  They have many skills to learn and new teachers to understand.  We can easily compare this to a business that has abruptly grown with new employees, new products, new research and a lot more people to manage.

Also compare a 15-year-old exam student who has done great and is heading for the final stages of school to a multi million dollar project that needs a very targeted strategy.  You are swiftly deciding what skills you need for your career, which subjects you are going to take forward and how you are going to get there.  With a multi million dollar project you are effectively making all of the same decisions.

You could start to compare a 17-year-old exam student’s overwhelming workload and study schedule to a company that dramatically finds itself in the media spotlight in a positive manner.  Both can quite easily start to hyper ventilate and panic.  We have worked with companies whose telephone lines melted down under the strain and staff were not able to get an available line out of their offices for over a week.

At this stage we wish to point out why life coaching is a waste of time.  Life coaching does not work, cram schools are a waste of money and 99% of private tuition is a very short term solution.  Continuity is vital to sustainability and you must pick up the juggling balls and be prepared to help directly long term when needed, not just at the start.

We profile the elements that matter and create methods around them.  Like how people tick, what they need now and how they need it.  But what is more vital is the strategy that goes with it.  We work with a cross section of people aged from 18 month old toddlers to 72 year olds.  They are from hundreds of different backgrounds worldwide, stages in life and business varieties.

We are strange in that we take on clients for life.  It is very rewarding to start working with people when they are 10 and now I am introducing them to their first real world business internships at 16.  Our stories are no less dramatic in the business world.  When we have gone in to restructure companies that were about to close the doors we still support their growth several years later.  They got out of the red but went through growing pains and we are still needed as a safety net.

Many people say things like “with success comes new challenges and with age comes new issues” but life coaching, cram schools and most private tuition is just short term crisis management that never sticks around long enough to help long term.

Much of our success is down to developing methods that allow us to profile people. Take the 5-year-old with language development issues, the 15-year-old with asperger’s syndrome and the 45-year-old’s business and family issues.  In all of these types of cases we get sonic speed results because we focus on what they need right there and then.  There’s a development path so it is a combination of understanding timescales and our Purple Success™ methods.

Here is a limitation that we have found with traditional education system teachers around the world.  All of our team have been on specific career paths so they can actually write a letter of introduction for a job or a course for a student but most teachers have never done this and most career guidance teachers do not actually have business careers.  Also, schools do not teach goals and goal setting and you are not going anywhere unless you have a goal to achieve.  The real golden nugget is to continually set new goals.

 

Dr. Naoisé O'Reilly & 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™

13May/13Off

Purple Success™ as featured in The Irish Examiner

Large article & photo in Irish Examiner national newspaper with the headline “Helping Others Realise Their Dreams”

“Working apart they are successful; together they are pure dynamo.” Irish Examiner

Link to Full Online Version of the article

15Apr/13Off

ADHD Treatments

I was delighted that the kindle version of the ADHD book I'm part of was launched last week in the US - according to them, I'm one of the experts with proven results they searched the planet for!

Kindle edition link:
https://www.amazon.com/ADHD-Treatments-Remedies-Experts-ebook/dp/B00C90GGOS/ref=sr_1_6?ie=UTF8&qid=1365692615&sr=8-6&keywords=adhd+treatments+and+remedies



A good article on alternatives to traditional ADHD medication:
12 Best Adderall Alternatives: Natural Over the Counter ADHD Substitutes
https://www.cognitune.com/best-natural-adderall-alternatives/



4Jan/13Off

Working with students with Asperger’s Syndrome

Video to discuss my work with Asperger's Syndrome prompted after some of the recent appalling media coverage of the condition. I currently work with a spectrum of students from the age of 5 to 18

 

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.

Pages

Categories

Posts

Archives