CHILD TECHNIQUE Children Having Important Lifestyle Direction technique brochure 23march2009.pdf · 2009-03-24 · reduce stress, improve concentration, restore relationships, and

© Steven Wright Krummeck 7 Michelle Place, Olivedale Ext 8, 2158. P O Box 971, Olivedale, 2158 Tel: (011) 704 -1395, Cell: 0829000679, Fax: 0880117041395 E-mail: [email protected] Internet Site: www.twrcc.co.za

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CHILDTECHNIQUEChildrenHavingImportantLifestyleDirection

“Whatever you are feeling is a perfect reflection of what is in the process of becoming.”

(Esther Hicks)

Courtesy

COPYRIGHT This document, inclusive of all content, processes and methodologies is owned by Steven Wright Krummeck and is protected by copyright laws and international treaty provisions. It should therefore be treated like any other product under copyright. You may not copy, reverse engineer, decompile or disassemble the software or hardcopy versions.


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INDEX

Page1. InsightandOverview 31.1 WhychoosethisProgramme 31.2 BenefitsoftheProgramme 32. ProgrammeOverview 53. AbouttheProgrammesComponents 73.1 DrawaPersonTest 73.2 Coaching 83.3 EFT–EmotionalFreedomTechnique 83.3.1 TheTappyBearTechnique 83.4 ReikiTherapy 93.5 ChakraBalancing 93.6 BodyTalk 9

4. Checklist 9

5. Cost 10

6. AboutSharonJacobs–HolisticHealthPractitioner 11

7. AboutStevenKrummeck–TransformationCoach/

Facilitator 12

8. AboutAnizevanZyl–CounsellingPsychologist 13


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INSIGHTANDOVERVIEW

“Weallknoworhaveheardofchildrenwhocan’torhavedifficultysittingstill,whoneverseemtolisten,whodon’tfollowinstructionsnomatterhowclearlyyoupresentthem,andwhoblurtoutinappropriatecommentsatunsuitabletimes.Sometimesthesechildrenarelabelledastroublemakers,orcriticizedforbeinglazyandundisciplined.However,somehavewhatiscommonlyknownas“AttentionDeficitHyperactivityDisorder(ADHD)or“AttentionDeficitDisorder”(ADD).

Ontheotherhandthereisadistinctpossibilitythatthesechildrenaremerely21stCenturyChildren.Thatis,individualistic,oftennotinagreementwiththerulesandregulationssetbeforethem,andnon‐conformists.Thesechildrenliketoexpresswhatthey‘rethinking,saywhat’sontheirminds,andareoftenbrutallyhonest.Theyoftendisagreewiththewaytheworldisbeingrun,orthewayinwhichtheirworldisbeingrun.

Whychoosethisprogramme:

ChildTechniqueisasafeandeffectivemeansofholisticallyassistingthechildtobalancementalenergy,reducestress,improveconcentration,restorerelationships,andachieveadeeperunderstandingofthemselvesandwhotheyare.Theprogrammehassuccessfullyhelpedtoweanchildrenofftheirmedication,suchasthatmedicationwhichchildrenareoftenputonwhendiagnosedwithADDorADHD.

ChildTechniqueisapersonalisedprogramme.Wetakecognisanceofourclients’beliefsystemsandthereforeONLYusecomponentsoftheChildTechniqueprogrammethatarealignedtotheirbeliefsystems.

BenefitsoftheProgramme:

1. Throughthisharmonising,balancingprogrammechildrenaretaughthowtorelaxandcalmthemselves.

2. Inmostcasesmedicationisreduced(medicationprescribedwhenthechildisdiagnosedwithADDorADHD).

3. Childrenaregenerallyhappier.4. Childrenregaintheirzestforlife.5. Concentrationisgreatlyimproved.6. Childrenhaveanopportunitytodiscovertheirfullpotentialandbecreative.7. Newandbetterdisciplinemethodsareencouragedresultinginimprovedmotivationand

co‐operationfromthechild.8. Improvedrelationshipsarefosteredbetweenthechild,parents,teachersandpeers.9. Childrenfeelmoreunderstoodandaremoretrusting.10. Childrenhaveadeeperunderstandingofself.


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JanToberandLeeCarrolllistedthefollowingtenmostcommontraitsofThese“NewAgeChildren”.

1. Theycomeintotheworldwithafeelingofroyalty(andoftenactlikeit).2. Theyhaveafeelingof“deservingtobehere”andaresurprisedwhenothersdon’t

sharethat.3. Self‐worthisnotabigissue.Theyoftentelltheirparents“whotheyare”.4. Theyhavedifficultywithabsoluteauthority.(Authoritywithoutexplanationor

choice).5. Theysimplywillnotdocertainthings.Forexample,waitinginlineisdifficultforthem.6. Theygetfrustratedwithsystemsthatareritual‐orientatedanddon’trequirecreative

thought.7. Theyoftenseebetterwaysofdoingthings,bothathomeandinschool,whichmakes

themseemlike“systembusters”.(Non‐conformingtoanysystem).8. Theyseemanti‐socialunlesstheyarewiththeirownkind.Iftherearenoothersof

likeconsciousnessaroundthem,theyoftenturninward;feelinglikenootherhumanunderstandsthem.Schoolisoftenextremelydifficultforthemsocially.

9. Theywillnotrespondto“guilt”ordiscipline(“Waituntilyourfathergetshomeandfindsoutwhatyoudid”).

10. Theyarenotshyinlettingyouknowwhattheyneed.

Thesechildrenalsoneedexplanationsfromadultsiftheywantadultstobeheardbythem.Thisiswheretheproblemwithdisciplineinthesechildrenbegins.

Societycreatesboxesandconformitythroughmethodsof‘control’.Themethodof‘control’forthesechildrenisoftensomeformof‘drug’.Let’sfaceit;it’stheeasywayoutto‘drug’thesechildrenintoco‐operation.Sometimesparentsaretrulydesperate.Innowayarewejudgingthemintheirtimeofdesperationasitisoftenaccompaniedbyalackofunderstanding.Weneedtoaskyouatwhatexpensethough?

Weoftengosofarastotellthesechildrenthattheyarenotgoodenough.Wesendamessagethatitisnotokayforthemtobewhotheyare.Weteachthemconformity,togoagainstcreativity.

Weinsulttheirunderstandingofwhotheyarebycontrollingtheirbeingsintoastateofconfusion.Thesechildrenoftenloserespectforadultsandthemselves.Onoccasiontheylosetheiridentities,losetheirself‐confidence,andbeliefinthemselves.Webrand,labelandpigeonholethem.Insteadofcelebratingthemfortheirownuniquenesswetryandturntheminto“disciplinedzombies”.Theyareoftenawareofthe‘drugs’theyareonandtheirownpersonalitychanges.

BynomeansareweimplyingthatthatallchildrenaremisdiagnosedasADD/ADHD.Furthermore,wearenotimplyingthatallchildrenwhohavebeenprescribedsomeformof‘drug’,shouldnotbetakingit.

Howeverwearesayingthatnomatterwhatthediagnosis,therearealternativeeffectivemeans(otherthan‘drugs’)eitherfirstorconcurrently.Ultimately,throughourprogramme,thegoalistoweanthechildoffthemedication(prescribedtothemasaconsequenceofbeingdiagnosedwithADDorADHD)inthelongtermandcreatemoreofaninnerbalance,betterconcentrationlevelsandacalmermoreemotionallysettledchild.


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Thesechildrencouldbestbecategorisedasbelongingtooneoffourpersonalitytypes:

1. TheHumanist2. TheConceptual3. TheArtist4. TheInterdimensional

Eachcategorydemandsadifferentapproachtothedisciplineandtreatmentofthesechildren.

ThefollowingreporthasbeenextractedfromthePhysician’sDeskreference.Itmakesafrighteningread.TheentryissuppliedbythemanufacturerofRitalin,CibaGeigyasrequiredbylaw.Theinformationwasobtainedfromthebook,“TheIndigoChildren,”byLeeCarrollandJanTober.

“NervousnessandInsomniaarethemostcommonadversereactionsbutareusuallycontrolledbyreducingdosageandomittingthedrugintheafternoonandtheevening.OtherreactionsincludeHypersensitivity(includingskinrash),urticaria(swollen,itchingpatchesofskin),fever,arthralgia,exfoliativedermatitis(scalypatchesofskin),erythemamultiforme(anacuteinflammatoryskindisease),withhistopathologicalfindingsofnecrotizingvasculitis(destructionofthebloodvessels)andthrombocytopenicpurpura(aseriousbloodclottingdisorder),anorexia,nausea,dizziness,palpitations,headache,dyskinesia(impairmentofvoluntarymusclemovement),drowsiness,bloodpressureandpulsechangesbothupanddown,tachycardina(rapidheartbeat),angina(spasmodicattacksofintenseheartpain);cardiacarrhythmia(irregularheartbeat);abdominalpain,weightlossduringprolongedtherapy.”

TherehaveevenbeenrarereportsofTourette’ssyndrome.ToxicPsychosishasbeenreportedinpatientstakingthisdrug.Lukopenia(reductioninwhitebloodcells)and/oranaemia,afewinstancesofscalphairloss.Inchildren,abdominalpainandweightlossduringtimesofprolongedtherapy,insomniaandtachycardiamayoccurmorefrequently,however,anyoftheotheradversereactionslistedabovemayoccur.”

SharonJacobshasdevisedaprogrammewiththeaimofrestoringthebalanceinthesewonderfullygiftedchildren,toallowthemthefreedomofexpressionwiththeabilitytoremaingrounded.

PROGAMMEOVERVIEW:

1. Parentscompletethequestionnairebelow.2. Ananalysisbasedonthequestionnaireisthenconductedunderthesupervisionofa

trainedpsychologist.3. AmeetingbetweentheparentsSharonJacobs,SteveKrummeck(aprofessional

TransformationCoach),andAnizeVanZyl(CounsellingPsychologist)takesplacetodiscussallconcerns,treatmentmethodsandthebestwayforwardforthechild.

4. Ameetingwiththechild,Sharon,Steve,andAnize,takesplace,affordinganopportunitytogainadeeperunderstandingofthesituation.Thismeetingalsoservesasanopportunityforthechildtoexpressthemselves,theirneeds,concerns,challenges,fearsandanxieties,andwishesgoingforward.

5. Aftertheanalysisandmeetingssessionstakeplacewiththechild.Theywillinitiallytakeplacetwotothreetimesperweekdependingoneachindividualcase.


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6. Sessionswiththechildareonehourinlengthandinvolvecoaching,arelaxinghealingtreatmenttomusicwhichincorporatesvariousholisticmodalitiesrangingfromReiki–ChakraBalancing,BodyTalkandEmotionalFreedomTechniques(EFT).

7. Duringthesessionmostchildrengointodeepsleepduringtreatmentandoncetheyawake,areencouragedtodrawthatwhichtheyfeel,thatwhichcomestomindorwasdreamedabout.

8. Drawingsarethendiscussed–thisallowsthechildfreedomofexpressionandacreativeoutletandhelpstobuildtrust.

9. Thesedrawingsarethenanalyzedbyapsychologistasaprogressiontool.Feedbackisthengiventothechildandparents.

10. Afortnightlymeetingtakesplacewithparentstodiscusstheprogressofthesessions.11. Whereappropriateandagreedtobytheparents,familycoachingisprovidedtothe

parentseverytwoweeks.Coachingsessionsareoneandahalfhoursinlength.CoachingisprovidedbySteveKrummeckandorAnizeVanZyl.

12. A‘closingout’meetingisheldbetweenSharon,thechild,andtheparents.13. OnemonthlateraprogressmeetingisheldbetweenSharon,thechild,andthe

parents(freeofcharge).

Ascanbedeterminedfromtheforegoing,healingmodalitiesareconductedsimultaneouslywithscientificvalidation.


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AbouttheProgramme’sComponents

NOTE–ChildTechniqueisanon‐denominationalintervention.ThereforeweemphasiseagainthatChildTechniqueisapersonalisedprogramme.Wetakecognisanceofourclients’beliefsystemsandthereforeONLYusecomponentsoftheChildTechniqueprogrammethatarealignedtothesebeliefsystems.

DrawaPersonTest(DAP)

DefinitionFiguredrawingsareprojectivediagnostictechniquesinwhichanindividualisinstructedtodrawaperson,anobject,orasituationsothatcognitive,interpersonal,orpsychologicalfunctioningcanbeassessed.PurposeAprojectivetestisoneinwhichatesttakerrespondstoorprovidesambiguous,abstract,orunstructuredstimuli,oftenintheformofpicturesordrawings.Inmostcases,figuredrawingtestsaregiventochildren.Thisisbecauseitisasimple,manageabletaskthatchildrencanrelatetoandenjoy.

Somefiguredrawingtestsareprimarilymeasuresofcognitiveabilitiesorcognitivedevelopment.Inthesetests,thereisaconsiderationofhowwellachilddrawsandthecontentofachild'sdrawing.Insometests,thechild'sself‐imageisconsideredthroughtheuseofthedrawings.Inotherfiguredrawingtests,interpersonalrelationshipsareassessedbyhavingthechilddrawafamilyorsomeothersituationinwhichmorethanonepersonispresent.Testsinvolvepersonalityinterpretationthroughdrawingsofobjects,suchasatreeorahouse,aswellaspeople.Somefiguredrawingtestsareusedaspartofthediagnosticprocedureforspecifictypesofpsychologicalorneuropsychologicalimpairment.

Description TheDraw‐A‐Persontest(DAP)wasdevelopedbyMachoverin1948andusedfiguredrawingsinaprojectiveway,focusingonhowthedrawingsreflectedtheanxieties,impulses,self‐esteem,andpersonalityofthetesttaker.Inthistest,childrenarefirstaskedtodrawapictureofaperson.Then,theyareaskedtodrawapictureofapersonofthesexoppositeofthefirstdrawing.Sometimes,childrenarealsoaskedtodrawapictureoftheselfand/orfamilymembers.Then,theyareaskedaseriesofquestionsaboutthemselvesandthedrawings.Thesequestionscanbeaboutthemood,theambitions,andthegoodandbadqualitiesofthepeopleinthedrawings.ThepicturesandthequestionsontheDAParemeanttoelicitinformationaboutthechild'sanxieties,impulses,andoverallpersonality.TheDAPisthemostfrequentlyusedfiguredrawingtesttoday.

Resources:(DAP)

Books:

Groth‐Marnat,Gary.HandbookofPsychologicalAssessment3rdedition.NewYork:JohnWileyandSons,1997.

Kline,Paul.TheHandbookofPsychologicalTesting.NewYork:Routledge,1999.


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Reynolds,CecilR.ComprehensiveClinicalPsychology,Volume4:Assessment.Amsterdam:Elsevier,1998.

AliFahmy,Ph.D.

CoachingTheInternationalCoachFederation(ICF)PhilosophyofCoaching:‐TheICFadherestoaformofcoachingthathonourstheclient(coachee)astheexpertinhis/herlifeandwork,andbelievesthateveryclientiscreative,resourcefulandwhole.Standingonthisfoundation,thecoach'sresponsibilityisto:‐

• Discover,clarify,andalignwithwhattheclientwantstoachieve;• Encourageclientself‐discovery;• Elicitclient‐generatedsolutionsandstrategies;and• Holdtheclientresponsibleandaccountable.

Coachingisanongoingprofessionalrelationshipthathelpspeopleproduceextraordinaryresultsintheirlives.Throughtheprocessofcoaching,clientsdeepentheirlearning,improvetheirperformance,andenhancetheirqualityoflife.Ineachmeeting,thecoacheecanchoosethefocusofconversation,whilethecoachlistensandcontributesobservationsandquestions.Thisinteractioncreatesclarityandmovestheclientintoaction.Coachingacceleratesthecoachee'sprogressbyprovidinggreaterfocusandawarenessofchoice.Coachingconcentratesonwhereclientsarenowandwhattheyarewillingtodotogetwheretheywanttobeinthefuture,recognizingthatresultsareamatteroftheclient’sintentions,choicesandactions,supportedbythecoach’seffortsandapplicationofthecoachingprocess.EFT‐EmotionalFreedomTechniqueThisisasimpleandeffectiveformofmeridianenergytherapy.Somecallit“emotionalacupuncture”butwithouttheneedles.Thetappingprocessimproves,andinsomecaseseradicatesissuesthatbothchildrenandadultsfacerelatingtoADD/ADHD,weightloss,anorexia/bulimia,abuse,addictions,allergies,asthmaanddyslexiaaswellaspanic/anxiety/fears/phobiasandpain.TheTappyBeartechniqueisusedonchildren.TappyBearisalittleinteractivebeardesignedtohelpyoungchildrentobetterunderstandandworkwiththeprinciplesofEFT.TrustinthemethodalongwithabetterunderstandingisdevelopedthroughtheuseofTappyBear.TappyBearcanbeusedinmanyways.Oneofthemethodsusedisthe“mirrorimage”,wherethechildrentaponTappyto“helphim".KidsHelpThemselvesbyHelpingTappy.Thechildthinks:“Ofcourse,it’sTappythatactuallyhas

the‘problem’…it’scertainlynotme.Yet,Iamagoodchild,soI‘dlovetohelpTappy.”Soultimately,Tappyistheonewhoisafraidof(whateverthefearis)...........“let’stapforhim.”ChildrenlovethiswayofparticipatingandreallyenjoyhelpingTappywhilsttheyareinactuallyhelpingthemselvesbydrawingfromtheirownpersonalexperiencewiththematterathand(Whatacoincidenceright?).


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Thismagicalprocessbringscompassion,especiallycompassionwithone’sself.ThechangeswithinthechildafterafewsessionsofworkingwiththeTappyBearareprofound.ReikiTherapyReikiisaJapanesetreatmenttobalancethebodyandmindonalllevels.Reikichannelsenergyinaparticularpatterntohealandharmonize.Unlikeotherhealingtherapiesbasedonthepremiseofahumanenergyfield,Reikiseekstorestoreordertothebodywhosevitalenergyhasbecomeunbalanced.

Reikienergyhasseveralbasiceffects.Itprovidesalevelofdeeprelaxation,destroysenergyblockages,detoxifiestheentiresystem,providesnewvitalityintheformofhealinguniversallifeenergy,andincreasesthevibrationalfrequencyofthebody.

ChakraBalancingChakrabalancingisanimportantcomponentinthehealingsessions.Itisbelievedthatwehavesevenmainchakracentresandthateachmaincentreisconnectedtoourbeingonseveraldifferentlevels:physical,emotional,mentalandspiritual.Onthephysicalleveleachchakragovernsamainorganorgland,whichisthenconnectedtootherbodypartsthatresonateatthesamefrequencycausingvariousemotionalorphysicalsymptoms,ailmentsorillnesses.BodyTalkBodyTalkhelpstoestablishtheencodedreasonsforcertainbehaviour.“BodyTalkisarevolutionaryformofalternatehealthcare,encompassing;Westernmedicalexpertise,EnergydynamicsofAcupuncture,OsteopathicandChiropracticphilosophy,ClinicalfindingsofAppliedKinesiology,andInsightofmodernphysicsandmathematics.Inspiteofsoundingcomplicated,BodyTalkisanastonishinglysimpleandeffectiveformoftherapythatallowsthebody’senergysystemstobere‐synchronisedsotheycanoperateasnatureintended”.‐TheBodyTalkSystem–aquickinterview(February2005).ChecklistParentscompletethefollowingchecklist.Thischecklistwillhelpintheanalysisofthe‘category'yourchildmayfallintoinordertoestablishthebestcourseoftreatment.

QUESTION YES NO1.Yourchildcameintotheworldwithafeelingofroyalty? 2.He/shecomesacrossasfeelingasifhe/she“Deserves”tobehere? 3.Selfworthisnotanissueforyourchild? 4.Difficultywithauthoritywhenthereisnoexplanationorchoice? 5.Simplywon’tdocertainthingswhenasked? 6.Getfrustratedwithritualorientatedtasksorsystems? 7.Needtasksinvolvingcreativethoughtandprocesses? 8.Canoftenfindanddevisebetterwaysofdoingthings? 9.Seemanti‐socialunlesswiththeirownkindorthosethat“understand”them?

10.Donotrespondto“guilt”Discipline? 11.Shortconcentrationspan–boreseasilyandquickly? 12.HighoraboveaverageI.Q.? 13.LazyandDaydreamer?


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14.Highlysensitivechild? 15.Excessivelyenergetic? 16.Needsemotionallystableandsecureparentoradultaroundconsistently? 17.Haspreferredwaysoflearning,particularlyinreadingandmaths? 18.HasbigideasandsufferfrustrationandnotbeingassistedtocarrythemOut.

19.Learnseasierfromanexploratorylevel,resistingrotememoryorjustBeingalistener.

20.Restlessunlessabsorbedbyataskwhichinterestthechild? 21.Isacompassionatechildwithmanyfearssuchasdeathoflovedones? 22.Hasexperiencedfailureearlyandnowgivesupontaskseasily? 23.Haslearningblocks? 24.Incrediblyfriendlychattychild? 25.Stronglyopinionatedchild? 26.Awkwardinhis/herbody? 27.Hasatendencytobringoutalltoysoractivitiesatonce? 28.Getsdistractedeasily,needsconstantreminders? 29.Lovestoread? 30.Moreintoprojectsthanpeople? 31.Athleticchild? 32.Controlissues–usuallytrytocontroltheirmother’s(boys)fathers(girls)? 33.Canbedeceitfulandtelllies? 34.Sensitivechild? 35.Smallerinsize? 36.VeryCreative? 37.Artisticchild? 38.Startanartformonlytodropitandtakeupanother? 39.Largerinsize? 40.Stubbornchildcan’tbetoldanythingandclaimtoknowtheanswers? 41.Bullyingbehaviour?

Wedon’tadviseparentstostopmedicationcoldturkeybuttoratherweanthemoffgently,littlebylittleduringtheprogrammeandovertheweeksoftreatment.Whatdoestheparenthavetolose?Whatdoesthechildhavetogain?

Cost:

• Firstmeetingbetweentheparents,SharonJacobs,SteveKrummeck,andAnizeVanZyl–R750.

• Pricesforfurtherconsultationswillvaryfromcasetocase.


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AboutSharonJacobs:

SharoncouldbestbedescribedasanenergetichealerwithheranchorinspiritualityandMetaphysics.Hermainfocushasbeenonhelpingthosewhohavesimply“forgotten”howtohelpthemselvesintimeswherelifehasplaced“blindfolds”ontheirabilitytofindsolutions.Sheisintheprocessofwritingabook,whichcanbestbedescribedasabookofinspirationandsharesherownlifejourneyaswellasthoseofothersandhighlightsthemysteries,synchronicitiesandchallengesthatpeoplehavewitnessed,beenandlivedthrough.Theideabehindthebookistobringhope,inspirationandlovetoallthatreadit.SheisaqualifiedBodyTalkPractitioner,Reiki,SynergeticHealerandSpiritualistwithapassionforhelping“ADD/ADHD”Children.Herprocessesinvolvesuccessfullyhelpingthesechildrentobeweanedofforattheveryleastreducethedosageoftheirunnecessarymedicationandfindthemselvesagain.Thesechildrenarethenhelpedtore‐ignitetheirpassionandzestforlife,tobelievetheyareindividualistsinsocietyandnotproblems,toexpresstheiruniquenessandembracetheirownamazingenergy!Theprocessalsoincludeshelpingparentstounderstandandworkwiththeirchildreninsteadofagainstthemassooftenisthecase.SharonwithherpassionforhelpingothersisalsoaqualifiedPersonalFitnessTrainer,Pilates,Spinning,AerobicsandKarateInstructor.ShebelievesthatahealthybodycreatesahealthymindandviceversaasourphysiologyandpsychologyarebeautifullylinkedThisbeliefhasleadhertostudyAyurveda(LifeScience)andTranscendentalMeditation(TM)whichshepractisesdaily.ShehasalsospentanumberofyearsinthecorporateworldasherqualificationalsoincludesaNationalDiplomainPublicRelationsandCommunication.ShehasworkedinthefieldofPublicRelationsandheldpositionssuchasEventsManagerandCorporateEventMC,wasCo‐DirectorofaSportsPromotionalAgency,inSalesandMarketing‐NationalSalesManager,andhadabrieftimeasaTelevisionPresenterandFreelanceSportsJournalist.ShehasalsoworkedasaPre‐PrimarySchoolTeacher.Herjourneythroughherlifethusfarhashadherexperiencevariousindustriesandhasextractedthemostfundamentalprinciplesandskillsfromthesedifferentpositionsaswellasbeingblessedwithmeetinganarrayofinterestingpeoplewithuniquevaluesystemsandmindsetsalongtheway.Sharonconsidersherselftobeasuccessfulpersonwholivesherlifeonthebasisthattherereallyarenoobstaclesinlifeonlyopportunitieswaitingtobeseized.Sheistrulyinlovewithlifeandfeelsthatitiseveryone’srightandprivilegetobehappyyetwatchesdailyasmostpeopledenythemselvesofthisveryright.Tohelpothersexaminetheirbeliefsystems,torealisetheytoodeserve,topractisegratitude,liveinthenowandabovealltofindfaith.ItisherdesiretohelpcreatehopeinthelivesofothersintimesofchallengesandtoshowpeoplethattheirlivesaretrulywhattheycreateittobethatBELIEVINGISINFACTSEEING!


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AboutSteveKrummeckStevespecialisesinpersonalandbusiness/organisationTransformationCoaching,focusingoninterventionssuchasone‐on‐oneorgroupcoachingandcustomisedtransformationworkshops.ThisincludesworkshopsonhisE‐Book,TheKeysToPersonalTransformation&Happiness(personalmastery/transformationforindividuals,groups,andcompanies/organisations),andTheHappinessProgramme.HeisaprofessionalcertifiedTransformationCoach/facilitator(Executive,Career,Life,andRelationshipCoaching),whichcertificationwasobtainedthroughtheUniversityofStellenbosch‐ExecutiveDevelopmentLtd(inSouthAfrica)andtheI‐CoachAcademywhichisbasedintheUnitedKingdomwithbranchesinNewYorkandSouthAfrica.Hecoachedindividualsinformallyforovertenyearsandhasbeencoachingprofessionallyforthreeyears.Hehasextensiveexperienceinimplementingandmanagingmentorshipprogrammes.Stevealsomentorsindividualsacrossalllevelsofbusinessandorganisations.Steveworkedinthecorporateworldfrom1987to2005andamassedawealthofknowledge,experience,skills,andcontinuedonapathofselfdevelopmentandpersonalgrowth.Stevehasworkedacrossalllevelsinthecorporateworld,fromthemostjuniorstaffmembers,uptobusinessownersandChiefExecutive’s.Heisahighlyeffectivecommunicatoratalllevelswithincompaniesandorganisations.Heoftenspokeatconferences(locallyandinternationally)onthesubjectoffraudprevention,ethics,andtotalethicsmanagement.SomeofSteve’sexperienceisinthefieldofadministrationmanagement,salesmanagement,marketingmanagement,traininganddevelopment(suchasinductiontraining,computerbasedtraining,etc),communicationprogrammes,publicrelations,investigations,auditing,totalethicsmanagement,projectmanagement,coaching,speakingatconferences(includinginternational–Madrid,Spain),corporatevaluesprogramme’s,crimepreventionprogramme’sandcrimepreventionincentiveschemes,re‐engineering,andmore.Hehasanarrayofskillsrangingfromprojectmanagement,marketingmanagement,humanresourcemanagement,businessmanagement,totalethicsmanagement,publicrelations,reengineering,andcommunications.Steveisalsoahigheffectivepublicspeaker,workshopfacilitator,andtrainer.Steve’sskillsarebackedbyvariousqualificationswhichincludeaNationalDiplomainPublicRelations,BusinessManagement,MarketingManagement,ProjectManagement,andHumanResourceManagement.SteveisacertifiedEthicsOfficerwhichcertificationwasobtainedthroughtheEthicsInstituteofSouthAfrica.Throughcoachingandhispassionanddedicationtomakeapositivedifferencetoindividuals,companies,andthevariousorganisationswherehehasworked,Stevehasbuiltupastringofsuccesses.Hisapproachbroughtaboutempowered,highlyproductive,balancedindividuals;Thisinturnresultedineffective,inspired,value‐addteams;abletousetheirinitiativeandfeelhappyintheirworkenvironment.Amongstamultitudeofcoachingprocessesandmethodologies,Steveusesthefollowingmodalities,whereappropriate,withhisclients‐Psychoneuroimmunology(PNI),NeuralLinguistic


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Programming(NLP),QuantumPhysics,Metaphysics,PositivePsychology,SolutionsFocusedTherapy,andCognitiveBehaviouralTherapy(CBT).Steveisahighlymotivated,energetic,positive,andinspirationalindividualwhothrivesonchallengeandchange,anddelightsinseekingnewandinterestingexperiences.Hefeelsastrongimpulsetoigniteindividuals'andteams’inherentinnerstrengthsandabilities.Wherethisisachieved,anew‐foundpassiontoreachpreviouslyunimaginedsuccess,happinessandfulfilmentenergisestheindividualand/ortheteams’.It’sthroughthisbeliefandvaluesystemthat,whileinthecorporateworldforovertwentyyears,heconsistentlyledteamsthatstoodoutaboveallothers,producingunmatchedresults.Stevecanbecontactedon:Telephone:+27117041395(International),or0117041395(SouthAfrica).Cellphone:+27829000679(International),or0829000679(SouthAfrica).E‐mail‐[email protected]’sserviceoffering,pleasevisitThe(W)RightCoachingCompanywebsite:www.twrcc.co.za


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AboutAnizevanZylAnizeisaregisteredCounsellingPsychologistandcompletedherMastersin2005.Sheworkedasaschoolpsychologistfortwoyearsandfromthereexpandedherhorizonsintoprivatepracticeandindustrialpsychology.DuringthisperiodshealsocompletedathesisonPeerSupportinSchoolsandalsopublishedanacademicarticleonthissubject.Workingwithchildrenisherpassionasherbeliefandfocushasalwaysbeenonidentifyingdifficultiesearlyoninordertopreventfutureimbalance.Theearlieronecanidentifycertainissuesthemoremeaningfulandlastingthetransformation.SheutilizesaneclecticapproachtotherapyandespeciallymakesuseoftechniquessuchasEriksonianHypnosis,NarrativeTherapy,CognitiveBehaviouralTherapy(CBT),ImpactTherapyaswellasEgoStateTherapy.Anizehasexperienceinworkingwithchildren,teenagersaswellasadultsandenjoysthevarietyandchallengesthattranspireinthedifferentagegroups.Shederivesherenergyfromworkingwithpeopleandfrombeingpartofarelationshipthatcreatestransformation.Shedoesnotseeherselfasanexpertbutratherasacollaboratorinthesearchforeachindividual’sownuniquetruth.

Documents

CHILD TECHNIQUE Children Having Important Lifestyle Direction technique brochure 23march2009.pdf · 2009-03-24 · reduce stress, improve concentration, restore relationships, and