celebrating success with HET
INCLUSION SUPPORT TEAM - CHILDREN'S SERVICES
||This is a
quote from Debs Key, a member of the SIPS
team from one of her case studies:
also reported a marked change in behaviour with a
noticeable decrease in confrontation with staff and also,
most importantly, no fighting with his peers!
Unfortunately there was a gap in S’s drop provision of
only a few days but during this time the school noticed a
dramatic deterioration in his behaviour, this improving
only when back on the drops. This was the first time a
school had called actually asking for the drops!
success fired my enthusiasm for the programme as a whole.
CENTRE PUPIL REFERRAL UNIT, WOLVERHAMPTON
quotation was taken form the recent OFSTED
report at Kingston Centre:
They ( the
children) talk appreciatively about the positive
relationships that they have with staff and the
focused individual help that they receive
through the IMPRESSIVE HOLISTIC EDUCATIONAL
THERAPY PROGRAMME. THIS PROGRAMME ALSO
CONTRIBUTES SIGNIFICANTLY TO THEIR HEALTH AND
CASE STUDY - J
from Head teacher's log:
to take his medication
in corridor and is rude to staff
children, tries to get them into trouble
life a misery
O W ( AFTER 4 MONTHS ON HET):
/ asks for
friendly towards and helps other children
‘well done’ messages home, to
please his mother
PRIMARY SCHOOL BILSTON
||M is very withdrawn this
seems to have been his pattern since he started at
Greenacres. he suffers from uncontrollable outbursts of
anger and aggressive physical outbursts. he is extremely
violent to whoever is closest. Over the past few months he
has become very distressed during assembly, crying and
walking out. Due to this he no longer comes into
assembly. I have spoken to M about this but he doesn't
know why he feels so upset.
By 10.10.05 M's behaviour has become
much more settled in school. He is
much more relaxed and id smiling much more as
previously, he was very solemn. He is interacting with his
peer group and actively joining in with class discussions,
offering answers and opinions. No more violent outbursts!
Kate Deeming - HET - Greenacres
HET from Bantock Primary School quotes from her current
case load :
"One of my case
studies has behavioural difficulties and has been a
problem at home and at school for some years. He is on
School action plus for his behaviour. He has been
attending child and family service and occupational
health. The main issues were verbal and physical
aggression, disobedience and temper tantrums.
To date I have introduced
the Bach Flower, Phytobiophysics, and the protein drinks.
There has been a noticeable improvement in his behaviour
at home to the extent where Mum says he is no longer a
problem for her and she has cancelled future appointments
at Chid and Family. His behaviour has improved at school
also. There are fewer incidents of aggressive behaviour
and he is not so quick to fly into a temper or cry if
being told off."
B... is very outgoing and very hyper, she was having great
difficulties in terms of concentration. This was affecting
both her schoolwork and personal development, in fact I
would say she was a very unhappy and unconfident young
lady. Tina her mentor suggested Holistic Education Therapy
in the form of the Bach programme along with small changes
to her diet and Hopi ear. Two months down the road and B...
has made enormous progress she is a lot calmer, her
concentration has improved with marked improvements with
her school work, she shows a lot more confidence and has a
much more positive self image”
HILL PRIMARY SCHOOL
from HET practitioner Suki Jandu:
"The first day
when 'A' had his drops, he was more alert and not in a
dream world. He had finished one task and asked for more,
the class teacher was amazed with him and asked what I had
put in the drops and I just replied Bach Flower Essence.
His teacher has commented that 'A' is more alert,
motivated and beginning to contribute to class discussion.
'A' has gone up a ;eve; of attainment in an unaided
piece of work. 'A' is more focused on his work. His
teacher has noticed that he is more motivated and
enthusiastic about his work. He contributes to class
discussion and is able to concentrate for a longer period.
In his unaided piece of work
for his narrative content he has gone up s level
and in his science, he has done very well.' A' confidence
is growing day by day as he is participating
in class assembly and is singing solo."