'Simply misunderstood'... statements I hear all to often:

"She just explodes as soon as she comes in from school, yet at school they say there are no problems."

"If they mention it’s a parenting issue one more time!!! My other children are great."

"I feel like I have no control in my home anymore, the stricter I get the worse it gets."

"No one is doing anything and it looks like my child may need to go to residential, I’m fed up of being hit, not sleeping, a constant battle to do simple things, yet he can be so loving – it breaks my heart to see my child so upset."

"The parents are struggling, the child won’t come in to school, we seem to be in conflict with the family and we are at a loss of how to help."

"The more structure and boundaries we put in the worse it gets, autism techniques just don’t seem to be working and reward charts get torn up."

"The staff team really wants to help this person, but this person’s level of anxiety just stops us making any progress – we can’t even get them to activities they used to enjoy."

"It’s a game of ping pong were no one will help."

"Services say he isn’t autistic, he’s complex – but how does that help us?"

"How do I get the team to realise that the way they deal with a situation actually disempowers the person."

If these statements sound familiar welcome and please read on.

‘Simply misunderstood’ is about enabling others to understand and deal with people with a learning disability or autism/pathological demand avoidance (PDA). At times a diagnosis may seem as the only way to understand and get results but after diagnosis does it actually teach you how to deal with the individual?

What I provide has been shaped and moulded to give a personalised, comprehensive report that captures more depth and understanding than a diagnosis will. It has been guided by feedback from parents/professionals who have told me what they need and the difficulties they have, in today’s climate of cutbacks and tightened criteria’s it is important to ensure the work is comprehensive and quality.

In some instances our lack of understanding can impact on the child/person with a learning disability meaning they have to use other means to make themselves understood. The solution is to gain a greater understanding of the person, to really understand why that behaviour works for them. Despite the usefulness of books and global training nothing can beat a bespoke, individualised, person centred approach that captures the real person in a way others can understand, this could be via specialised assessments, tailored training, focussed supervision by an expert or a combination of these.

Children/people with a learning disability or autism are frequently misunderstood as other professionals try fit these unique children/people in to tick boxes that simply don’t have the capacity to capture the individuality of these children/ people. This lack of understanding often results in the person not fulfilling their potential, needing to displaying challenging behaviour resulting in being stigmatised; labelled as problematic, naughty, complex or badly behaved, when in fact they are ‘simply misunderstood’. Often parents are made to feel inadequate or blamed for their child’s behaviour when in fact all they need is to understand their own child. By bringing together expertise and the parents knowledge of the child the two can be moulded in to a holistic approach. This also works within the school environment or with other professionals; it is about me acting as a catalyst to change.

Why me?

1. Obtain highly specialised and expert input from someone who cares

2. No criteria – only issue is do I feel I can I help?

3. Interventions that alter behaviours that you can understand and adapt

4. This is not a tick box exercise but looking at the whole child

5. No preconceived ideas

6. Analysis of what purpose the behaviour serves and how to teach them new and more effective ways to meet their needs

7. Helping you and the professionals understand the child

9. Expansion on a diagnosis, how it really impacts on the individual and those surrounding them

10. Excellent reports that can be used at Tribunals as comprehensive support or ways others can get to know your child

11. Economically priced and exceptional value for money

12. Comprehensive evidence to support access to services or development of support packages

13. Recommended by North West NAS and commended on quality of my reports

14. Assessments and advice that take on the individuality of your child

15. Family centred approach

16. Extended support beyond simply an assessment

17. The opportunity to learn and understand your child more

18. A professional that does understand your situation and can make the difference

19. New approaches and understanding which are realistic to your situation

20. Gain self-empowerment through information

21. A tailored service to assist in a family centred approach

22. Support at meetings

23. Insight in to the workings of other professionals that will enable you to effectively use the services

24. A way to gain over 25 years of experience, research and best practice in a way that suits everyone regardless of background or profession

  It was so lovely to meet you and receive so much help and advice. Considering you have never met my son you seemed to have grasped and understood him very well.  The taster plate is working really well and he has finally made his worry box, although he is yet to put anything in it. Thanks again for you help and advice it’s been great. - Dawn - feedback after one consultation