Case Histories
"It feels strange thinking back to pre Edutherapy days! Frankly once on the system things gradually improve and then we take all the changes for granted.
Henry was a very angry little boy. He had lots of problems being understood and I used my intuition with him most of the time as I coul
d not understand him at all well, speaking was just so hard for him. Now, two years into Edutherapy, he has been discharged by his speech therapist as he has jumped leaps and bounds back into his year group. He is altogether a much happier and more friendly little lovebug! A few recent successes for Henry are that his art teacher has mentioned to him that she thinks he should go for an art scholarship and he was the tennis champion in his year group this summer. He is a very sporty child and gets lots of success now on the field, a great team player.
Ollie was born a very happy little boy. He went to school and gradually his happiness changed. He used to come back from school totally exhausted and on his knees. It was a real problem to get him to focus on his homework after a long day. I had to be very gentle and coach him every evening. Today Ollie is doing really well. He just came top in science again. His maths is way above average and he loves history and geography (we still have some way to go on French and English). Also he has just been made rugby captain partly I am sure because of his great social skills.
As for me, I went onto the programme with Ollie frankly to see if I could understand what Ollie was experiencing. For me Edutherapy has helped me to be more present and more in line with what makes me tick." GD
"I simply must share with you the experience I had at Christopher's Parent's Evening at school last Friday. I came away from it floating on cloud nine. Christopher has never had reviews like it!
Every teacher had a little story to tell about him and they all had very positive things to say. Christopher's science teacher told me that she'd had a difficult meeting and had gone back into class trying to hide her feelings. Christopher had gone up to her and had asked her if she was ok because he felt she wasn't her normal self. That had instantly made her feel better - this teacher said she loves teaching him and that he is adorable. She also told me that the staff had had a big meeting about Christopher before he arrived in school and she couldn't now understand why!
Christopher's Drama teacher told him that he was 'awesome' describing a play he'd performed on stage in assembly one morning. Apparently he stole the show - a few teachers mentioned this to me. His Art teacher showed me some fantastic work that he had done and said that he has a fantastic eye for shape and colour. I would have been proud of it, it was so good. He has made real progress in Maths, so much so that they think his support should be reduced. His PE teacher has told me that his fitness has improved and that he is improving in team games. Every single teacher told me that they love teaching him, that he is adorable, he tries so hard, he has so much knowledge in his head, he's happy to share in class, he's delightful.
Christopher's English teacher asked me why he was in the lower set for English because she thought he should be in the top set because his vocabulary and his creativity are on a par with the kids who are there! She feels he no longer needs the support he gets for English and that he can cope without. His English teacher loves his poetry and creativity. She made me cry - she told me Christopher was very perceptive and self-aware. He had said about himself that "he had made a long and difficult journey to get where he was today.
It was almost as if someone has sprinkled magic dust over Christopher and they are all breathing it in! I don't know what the teachers are taking but I want some! It was all so positive that I still can't quite believe it. When you think back to where Christopher was when we first came to see you, it really is miraculous." AL
"In April 2006 I approached Jane Lloyd to see if she could help my son Joseph. Joseph suffered from the most appalling hay fever. His nose would become completely blocked and his eyes were so swollen he could hardly open them. I was giving Joseph daily doses of anti histamine, which I hated doing as this did not help with his general well-being and alertness, and often the anti histamines were not strong enough to "dampen down" his symptoms. Jane put him on the Edutherapy programme, this entailed Joseph sleeping with a metal capsule in his pillow. This was non intrusive so it was no problem at all. Jane explained that the weekly programme which interacted with Joseph and the e-capsule should in time get at the stresses that caused him to over-react, but we might not see any benefit that particular year.
2006 remained unchanged for his hay fever symptoms. In 2007, however, there was a vast improvement. Joseph was still getting his hay fever; however, it only affected one eye. This was very promising. In 2008, the benefits of the programme really began to show. Hardly any episodes of hay fever, maybe the odd day here and there.
Early in April 2009 I took Joseph to see Jane Lloyd at her offices for an educational assessment. I had been very happy with Joseph's progress at school, although he was in lower sets. Now I thought there was something "not quite right". Jane found that Joseph's IQ, which had been assessed twice in the past with almost identical scores, had improved by 25 points - the difference between an average performance and sailing into grammar school! She felt that he now needed to be stretched. She told me that an improvement in hay fever symptoms was a common "side effect" of the Edutherapy programme. In this case an improvement in IQ seemed to be a side effect of helping with Joseph's hay fever!
During the assessment I also mentioned to Jane that Joseph was severely allergic to cats, where he suffers exactly as he did with hay fever. I also mentioned that my youngest son, Harry, aged 11, suffered from mild hay fever and also OCD, and my husband, Robert, suffered with hay fever. Jane suggested that we should now have a family "membership" on the Edutherapy programme. Joseph would no longer have the capsule under his pillow. The capsule would be placed in a docking station and positioned in a "heavy traffic" area of our home. I also took Harry for an assessment in late April 2009.
The Edutherapy program has helped our family over and above expectations. This year Joseph and Harry have been absolutely clear of any symptoms whatsoever, hay fever no long exists….it is no longer in our vocabulary. We are so, so pleased, jubilant in fact! Robert's hay fever symptoms have also decreased markedly; this is a huge relief for him. Joseph's allergy to cats is almost completely gone, which in itself is a miracle as he has only been on the programme for a few months for this particular problem. Harry's OCD has also completely disappeared; it's only times of heavy stress, such as starting secondary school, that it re-appeared for a fleeting moment. Joseph is doing his GCSE's and is doing really well, achieving "A's" in his essays.
My children no longer have to deal with the problems that are associated with hay fever, they can go to the park in the summer, they are free, and they can be children again. This is all thanks to Jane, and the Edutherapy programme, which is giving both my children confidence in their school work.
The Edutherapy programme WORKS. I can't thank Jane Lloyd enough. I am a firm believer in the programme and would recommend it to anyone whose children may be suffering." DS
"Stay with it! This is not an overnight cure for children with developmental challenges but for my son and nephew perseverance and patience have paid off. The Edutherapy programme has given them futures and possibilities that we could only have dreamt of before. I thoroughly recommend it.
I knew that something was wrong when my son was 4, showing no interest in other children and with a hyperactive and disruptive streak.
At age 5, after evaluation, he was given a diagnosis of "Atypical Autism" and it took us a further 2 years to hear about the Edutherapy programme. At the beginning there was a question mark over whether he could attend a regular school. He additionally suffered from a variety of food sensitivities and asthma. An expert doctor did an evaluation and sent us a report that made for depressing reading. It seemed that there was little hope for our son.
We do not live in England and so have attended the Edutherapy centre in Kent when we visited family in England but apart from that signed up for distance treatment. At the beginning it felt strange paying for something that we could not see or totally understand. To be honest I am not interested in understanding the theory, only the results! These have to date been impressive. Our son is now 11 and attends a regular school. His marks are above average for languages and maths, he still struggles with creative and unstructured tasks but even that is improving. He has a good sense or right and wrong, is very loving and his understanding of social and emotional issues has come on in leaps and bounds.
He hardly has to use his asthma medicine and his food sensitivities have gone.
Hyperactivity is a thing of the past; he is quiet, calm and diligent at school. Socially things are not yet perfect but much better than before.
His gross and fine motor skills have really improved demonstrated in things like writing, playing tennis and golf.
What has been great is that even when things looked far from sure Jane supported us to see a positive future and this belief becomes a self fulfilling prophecy. I like the fact that if I have any doubts, problems or questions, I can always turn to Jane and she helps either by running a special programme for our son or by giving me sound advice.
I will certainly stay with this programme for the next few years. When I think that my son might have been consigned to a special needs school a few years ago and now is enjoying a normal education, I feel so grateful to Jane and the Edutherapy programme. A big thank you to you from the bottom of our hearts!" RB
”The family therapy at Edutherapy started off with our oldest son Maximilian. Maximilian came to Edutherapy with several problems which meant he was underachieving at school and had very low self esteem. Maximilian went from not reading properly at the age of 13 to becoming a bookworm. We have since sent our other children Vita, Louis and Henry. When Louis' problems at school became apparent Edutherapy confirmed him to being very bright with all sorts of weaknesses which would prevent him from doing well at school and in life.
He has changed in the space of a year from being a fidgety non reader and non writer and has become a focused, calm worker who enjoys learning. He has an inquisitive mind and loves engaging with people. His wonderful sensitivity towards life has not been dampened but has become easier for him to channel positively.
When Louis started becoming angry and frustrated at his own weaknesses he was at times erratic and difficult to be around and certainly to teach. The most important thing to me as his mother is that now people see Louis the way I see him as a friendly, kind hearted and gifted boy. This means more to me than anything else really.” CH
“My son has hemiplegia which has resulted in delayed fine motor development on his left side. He had limited stamina with walking and physical activity. He was anxious and often moody. In school there were problems with sitting still and making friends and difficulty with literacy skills, particularly writing and reading comprehension. He suffered from epileptic fits.
Since he has been on the Edutherapy programme there has been a remarkable improvement in his physique, stamina and fitness. He is less anxious and has far fewer problems with anger management. There has been a massive improvement in his IQ (25 standard points) and reading comprehension. Academic success is mixed, depending on his relationship with the teacher – he shines particularly in Spanish. He copes much better socially and is far more confident, although there can still be some issues with his peer group.
Before meeting Jane our son had undergone a barrage of medical tests to assess the extent of the damage to his brain which caused his hemiplegia and its impact on his capabilities. However, many of our questions about his behaviour, his restlessness, his ablity to listen and poor handwriting for instance, were often dismissed, as was the question whether we could do anything to help in these areas.
Jane's analysis of his abilities was extremely thorough and like nothing we had experienced with the doctors. She tested all of his senses but was also looking at how they integrated as a whole. With each score Jane explained the impact on him in everyday activities. At the end of the process we came away with guidance on things as diverse as where he should sit in a classroom to what he should avoid eating and drinking.
He has been on the programme for three and a half years now and every time he is tested there's an improvement in his scores. As he has grown older he's also began to understand the hemiplegia and how it affects him. This has given him the resolve to overcome his challenges.” IG