- Courses & lectures for schools, colleges, institutions and parents
- Supervision for professionals - live and via Skype
- Parental counseling and coaching
- Study support for high school students with ADHD, Aspergers' etc.
- Communication, conflict management and mediation

Courses and lectures for professionals, institutions and parents

All courses will contain a presentation of the individual elements of Inclusive Communication / Collaborative Problem Solving:

• A tool to identify what it is that triggers a child's "explosions", to understand what it is that the child is not capable of and thus what skills the child needs to learn and train in order to be able to react with greater flexibility and tolerance.
• A way to listen to and understand a child when he reacts with great anger and frustration.
• A help for greater clarity about my own way of communicating as a help to create contact with a child for whom communication is a big challenge and perhaps a big stress factor.
• A tool for processing the adult's own reactions of e.g. irritation, anger, frustration and powerlessness in connection with being a teacher for or having a child who functions with different prerequisites than most.

What is it in our usual way of thinking and speaking that stands in the way of empathic contact? How can I listen with empathy to a child or young person who reacts with anger and frustration and help her put into words what she wants to achieve?

What are my own wants and needs in the situation: what is the common problem?

And how can I remain in empathetic contact with myself and the child/student, so that we end up finding a solution to the situation? will all be topics and questions that we will look at in more detail on the courses.

About training and teaching in Inclusive Communication / Collaborative Problem Solving, duration and expectations

At first glance, the communication model appears simple. Upon closer acquaintance, most course participants learn that to really be able to practice it, training and continuous practice is needed. One challenge is about what Ross Greene refers to as the individual child's “learning paths: what is the individual child's unique challenge that is due to that dysfunction? The second challenge for the adult is that our way of thinking and expressing ourselves is supported by a certain set of values, and these values ​​are deeply ingrained in us and therefore slow to influence.