Improved Parenting with Autism Life coaching https://www.lifecoachhub.com/coach/michelle-hatcher MICHELLE HATCHER Down to Earth, compassionate, friendly, non hurried, qualified coaching. https://www.lifecoachhub.com/img/uploads/coaches/thumbs/MICHELLE-HATCHER.jpg
MICHELLE HATCHER shop-family-coaching Improved Parenting with Autism TWO MONTH COURSE DESIGNED FOR U.K RESIDENTS Goals: • Defining Autism • Understanding the needs of the child • Create active goals for long term improvement • Creating a safe and secure environment to grow • Avoiding triggers • We will also discuss support services in your area, what to expect with working with your local authority and your entitlements in terms of benefits, support systems for both your child and you. What the parent needs to be open for is a wide range of tools and tactics that can be used to help strengthen the bond between the parent/carer and the child. In my experience of parenting a child on the spectrum, this course is made up of these understandings and tools I have generated which have progressed into a more socially and capable child. This course is designed to help and support those with a child on the spectrum from toddler to teenager. Much of the tools and advice discussed in this course will be more beneficial for those living in England. What the client will receive over the two month course: 1. Week one will include an aim to insure the specific diagnosis of the child, although the child does not have to have had a diagnosis for the parent/carer to benefit from this course. We will talk through the definitions of the symptoms/daily life with the child and set in place an understanding between parent and child as a grounding process in order to progress through the course. 2. Week two: defining the problems. This week will constructed around the initial worries of the parent/carer and understand the nature of these problems. What are the triggers? Is there a pattern in behaviour from good to volatile? Is the child expressing a need for something else? What are the connections for the child and the triggers? Is the parent/carer focusing on an alternative human need that is not in line with the child? How is school? Homework, fitting in, social interaction. What are the strengths of the child? Hobbies and past times. What is the relationship between the parent/carer and the child? Is it strong? 3. Week three reviews the progression so far. Advice on local authority, social services and benefits can also be given as I have professional working experience and qualifications in these fields. We focus on anything that has changed since starting the course. Does the parent feel more confident? Are triggers being read and avoided? We will also discuss reasons behind meltdowns. What they really mean for the child, and how best to control outbursts and the feelings that are left between both child and parent afterwards. 4. Week’s four to six will focus on specific issues which are the concern of the parent/carer. Schooling: what is the relationship between parent and school? Is there sufficient support in place for the parent? We will also discuss agency support and help groups in the resident area for the family. 5. Week’s six to eight will talk about future plans for the relationship. Is there anything in place for the child leaving school and beyond? Again. This will be mush about research on what support services are available in the resident area as well as how outside friends and family can support. We also look at the relationship now at the end of the course between the parent/carer and the child. Is it stronger? Are there any barriers that still need to be defined? How does the parent/carer feel about the family now? Is there confidence in the future where there might not have been in the past? Much of this course will supporting the parent as much as possible in terms of finding out what resources are in the area for the family. So fair amount of time and effort will be needed to research these external services. One hour long session over the telephone/Skype or face to face meeting if desired each week for eight weeks, plus written summaries on research found, actions to take, goal tracking and further reading. There will be 3 of these summaries at 3 intervals during the course. https://www.lifecoachhub.com/img/uploads/coachings/thumbs/1295_1455827623.jpg
Improved Parenting with Autism TWO MONTH COURSE DESIGNED FOR U.K RESIDENTS Goals: • Defining Autism • Understanding the needs of the child • Create active goals for long term improvement • Creating a safe and secure environment to grow • Avoiding triggers • We will also discuss support services in your area, what to expect with working with your local authority and your entitlements in terms of benefits, support systems for both your child and you. What the parent needs to be open for is a wide range of tools and tactics that can be used to help strengthen the bond between the parent/carer and the child. In my experience of parenting a child on the spectrum, this course is made up of these understandings and tools I have generated which have progressed into a more socially and capable child. This course is designed to help and support those with a child on the spectrum from toddler to teenager. Much of the tools and advice discussed in this course will be more beneficial for those living in England. What the client will receive over the two month course: 1. Week one will include an aim to insure the specific diagnosis of the child, although the child does not have to have had a diagnosis for the parent/carer to benefit from this course. We will talk through the definitions of the symptoms/daily life with the child and set in place an understanding between parent and child as a grounding process in order to progress through the course. 2. Week two: defining the problems. This week will constructed around the initial worries of the parent/carer and understand the nature of these problems. What are the triggers? Is there a pattern in behaviour from good to volatile? Is the child expressing a need for something else? What are the connections for the child and the triggers? Is the parent/carer focusing on an alternative human need that is not in line with the child? How is school? Homework, fitting in, social interaction. What are the strengths of the child? Hobbies and past times. What is the relationship between the parent/carer and the child? Is it strong? 3. Week three reviews the progression so far. Advice on local authority, social services and benefits can also be given as I have professional working experience and qualifications in these fields. We focus on anything that has changed since starting the course. Does the parent feel more confident? Are triggers being read and avoided? We will also discuss reasons behind meltdowns. What they really mean for the child, and how best to control outbursts and the feelings that are left between both child and parent afterwards. 4. Week’s four to six will focus on specific issues which are the concern of the parent/carer. Schooling: what is the relationship between parent and school? Is there sufficient support in place for the parent? We will also discuss agency support and help groups in the resident area for the family. 5. Week’s six to eight will talk about future plans for the relationship. Is there anything in place for the child leaving school and beyond? Again. This will be mush about research on what support services are available in the resident area as well as how outside friends and family can support. We also look at the relationship now at the end of the course between the parent/carer and the child. Is it stronger? Are there any barriers that still need to be defined? How does the parent/carer feel about the family now? Is there confidence in the future where there might not have been in the past? Much of this course will supporting the parent as much as possible in terms of finding out what resources are in the area for the family. So fair amount of time and effort will be needed to research these external services. One hour long session over the telephone/Skype or face to face meeting if desired each week for eight weeks, plus written summaries on research found, actions to take, goal tracking and further reading. There will be 3 of these summaries at 3 intervals during the course. https://www.lifecoachhub.com/img/uploads/coachings/thumbs/1295_1455827623.jpg

Improved Parenting with Autism

kind

Private

main Category

Family coaching

$800.00 USD
RRP $950.00 USD save 16%
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Description:

TWO MONTH COURSE DESIGNED FOR U.K RESIDENTS

Goals:
• Defining Autism
• Understanding the needs of the child
• Create active goals for long term improvement
• Creating a safe and secure environment to grow
• Avoiding triggers

• We will also discuss support services in your area, what to expect with working with your local authority and your entitlements in terms of benefits, support systems for both your child and you.

What the parent needs to be open for is a wide range of tools and tactics  that can be used to help strengthen the bond between the parent/carer and the child. In my experience of parenting a child on the spectrum, this course is made up of these understandings and tools I have generated which have progressed into a more socially and capable child.

This course is designed to help and support those with a child on the spectrum from toddler to teenager. Much of the tools and advice discussed in this course will be more beneficial for those living in England.

What the client will receive over the two month course:

1. Week one will include an aim to insure the specific diagnosis of the child, although the child does not have to have had a diagnosis for the parent/carer to benefit from this course. We will talk through the definitions of the symptoms/daily life with the child and set in place an understanding between parent and child as a grounding process in order to progress through the course.

2. Week two: defining the problems. This week will constructed around the initial worries of the parent/carer and understand the nature of these problems. What are the triggers? Is there a pattern in behaviour from good to volatile? Is the child expressing a need for something else? What are the connections for the child and the triggers? Is the parent/carer focusing on an alternative human need that is not in line with the child? How is school? Homework, fitting in, social interaction. What are the strengths of the child? Hobbies and past times. What is the relationship between the parent/carer and the child? Is it strong?

3. Week three reviews the progression so far. Advice on local authority, social services and benefits can also be given as I have professional working experience and qualifications in these fields. We focus on anything that has changed since starting the course. Does the parent feel more confident? Are triggers being read and avoided? We will also discuss reasons behind meltdowns. What they really mean for the child, and how best to control outbursts and the feelings that are left between both child and parent afterwards.

4. Week’s four to six will focus on specific issues which are the concern of the parent/carer. Schooling: what is the relationship between parent and school? Is there sufficient support in place for the parent? We will also discuss agency support and help groups in the resident area for the family.

5. Week’s six to eight will talk about future plans for the relationship. Is there anything in place for the child leaving school and beyond? Again. This will be mush about research on what support services are available in the resident area as well as how outside friends and family can support. We also look at the relationship now at the end of the course between the parent/carer and the child. Is it stronger? Are there any barriers that still need to be defined? How does the parent/carer feel about the family now? Is there confidence in the future where there might not have been in the past?

Much of this course will supporting the parent as much as possible in terms of finding out what resources are in the area for the family. So fair amount of time and effort will be needed to research these external services.

One hour long session over the telephone/Skype or face to face meeting if desired each week for eight weeks, plus written summaries on research found, actions to take, goal tracking and further reading. There will be 3 of these summaries at 3 intervals during the course.
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categories

Family coaching, Life coaching, Wellness coaching, Confidence coaching, Communication coaching

TAGS

parenting a child with autism, parenting, special needs, learning difficulties, ASD, ADHD, school issues, parents, children issues, family issues,

Duration

2 months

Subscription

No

resources included:

  • Summary of social groups and services specific to your area
  • Summary of goal tracking and action points for the family to aim for
  • List of further and suggested reading, courses in your area for parents and support services for your child including advice on child minding and activities for scholl holidays designed for your child and his/her needs

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MICHELLE HATCHER

CBT (Dip) LC (Dip) NLP IANLPC IAH

Down to Earth, compassionate, friendly, non hurried, qualified coaching.

Coach MICHELLE HATCHER


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