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Clinically Based & Outcome Driven
|Brendon, an ordinary little boy who had never been heard
|All of these programs are my own work, and have been developed from over 20 years of exploration into the world of perceptual performance, and how this allows us to act in and on the world. This work has allowed me to look beneath the surface of human performance and to actually see how we do what we do, along with what can and does go wrong and how to fix this; without the months or years typically involved with contemporary approaches.
To date, I don't seem to have found anyone who fell down the same rabbit hole as I did. I'm often recommended different books or programs to look at, either because people think I might be interested, or they want to know if it is in any way similar to what I do; but they are all pretty much more of the same old, same old that we have been doing for a long, long time.
One of the things this body of work does is challenge those historic practices, as well as most of the information that is freely available about neuro-cognitive issues and disorders. It quickly becomes very obvious to most, that the contemporary information doesn't actually relate to what we find when we look at the core of anyone's performance. Most of it is derived from what various people think is going on; and, unfortunately for us all, this thinking is the same as imagining what is going on. Sure, some people do make progress with those contemporary approaches, but the reality is that they had to have a certain capacity or level of performance for this to happen, and if we don't have that, we don't make progress. Unfortunately for most, they either don't have this, or their progress only goes so far and then stops; or in the case of children who struggle in school, the system working with them has no real understanding of the tasks they require kids to perform, or how any of us perform them.Ultimately, the proof of any program or intervention is in the outcomes it attains and how quickly it achieves them. Contemporary programs continue to have people attending therapy for months or even years; often exposing children to harmful educational practices, and adults to impossible ones, all whilst attaining limited outcomes. This occurs because we professionals have failed to question these practices and to acknowledge their limitations, which leaves the general public with no other options but continue to accept and engage in questionable practices. Often the apparent imbalance of power, between the general public and the professionals, goes unacknowledged as well; where the public has to accept on face value, what they are told, because they find themselves in a position of not being able to truly question the services they receive.
One of the core things I wanted to do, was bring a simplicity into our understanding human performance, allowing my clients to understand the services they are receiving, and enabling them to question them, along with information they receive. I continue to get feedback from my clients that this process allows them to understand the practicalities of performance by way of their experience in the sessions, and the information they receive
The process used in both the Visual Perceptual Therapy Program and the Advanced VP Program, reveals just about everything we ever wanted to know about anyone's performance and it does so in a way that is impossible to ignore. It doesn't matter who the client is: the child struggling school, the adult with the stroke or traumatic brain injury, or the athlete wanting to refine their performance; we get to see what is going on at the core of performance, with a clarity that was just not possible before. And, most of us realise that what is going on the sessions is exactly the same as what is going on in that everyday performance we can all observe. It is as though we put the client's performance under a microscope, because we can suddenly see it in a way that was previously not possible.
We also get to see that client making very clear progress, right from the very start of this process. Success is the name of the game here, and there is nothing more enjoyable than watching a client complete a task that knew they could not have performed before; or to hear the stories of children who are suddenly performing at a level that no one thought possible; or the athlete that now knows what effortless high level performance is all about.
None of this needs to be complex or complicated, although I would be the first to admit that there is a world of difference between having a discussion about what we are observing a specific client doing and reading more technical articles on the topic of visual perceptual performance in general. Let's face it, most of us have no idea how we do what we do; we can observe ourselves performing all manner of tasks, and yet, it is still a mystery how we are actually doing them. Stepping into the world of Visual Perceptual Performance is a giant step into the unknown, so of course it is easier to talk about our loved ones and what they are doing and leave the explanations of why, up to someone such as myself. And most parents do exactly this; they go home and attempt to tell their partner about what they have observed and end up telling them that they need to come to a session and see for themselves.
For most of us, the visual perceptual performance 303 course is not a necessary class to take, but you will find that I am very much in the game of speaking to all comers, and doing so at a level and in a way that makes sense to them. So if you read something on this site that does challenge your current understanding, don't be put off; you may well be surprised at how many everyday parents quickly see the relationship between what their child has been doing, and what other kids in that child's class are doing, and how this new understanding informs their actions as a parent and a member of society at large. Suddenly, so much of life becomes crystal clear, and what I say about education, amongst other things, just seems so darn obvious. Honestly, none of it is rocket science.
These programs are very different because they address the core breakdowns in a client's performance. I have long said that literacy and numeracy are not the problem for kids who struggle in school; and the same can be said for adults who are struggling with walking, talking or anything else, following a stroke or brain injury. However, most therapies and interventions continue to treat these everyday struggles as though they were the issue; and I see absolutely no difference between doing this, and diagnosing a broken leg as a 'problem with walking,' and referring the person on to someone who will work with on the walking, without ever having addressed the fracture. We treat most people with neurological cognitive based disorders incredibly harshly, and it is no wonder that so many of them do not make progress in therapy or school.For too long we have been led astray by what is thought about these struggles, rather than discovering the reality of what going on at the depths of their performance, for these people. These programs are 'game changers', facilitating rapid and permanent improvements in performance, with far less effort and input. I typically see my clients only once every two weeks, with a change in performance being apparent in their very first session. Ultimately, it doesn't matter who the client is or what we may think has gone wrong for them, this process reveals the truth of their situation and does so simply and quickly.
I work with many different people:
All of my clients have one thing in common, they want to improve upon the way they do things and experience a better quality of life. And this is what I give them this.
|These programs are ground-breaking in how they improve upon performance.
They are also available via Skype, meaning that it doesn’t matter where in the world you are, you can work with me.
|Providing practical ways of
improving upon performance
|All programs are available via Skype meaning that it doesn't matter where in the world you are, you can work with me.|
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The information provided on this website is for educational purposes only. It should not to be used as a substitute for professional advice about any person’s specific circumstances, nor should it be used to diagnose or treat any person or condition.
The services described on this site, along with outcomes attained and time frames required to attain them, should not be equated with any other person, service or organisation; nor should it be assumed or understood that the services, therapy or programs outlined on this website are in any way similar to those offered or provided by any other person or organisation.
The information and resources provided on this website are for personal use only. If you wish to use them in any other way, express written consent from the author is required.
© Natoya Rose 2017