The following example case studies show just some of the ways in which we have helped children and their families.
You should not use the case material to 'diagnose' your own child’s needs or assume we will attempt to meet your needs to help your child in the same way as all children are unique in their requirements. This is why we start each new referral with a comprehensive assessment to establish the child's unique needs.
Noah is a 10-year-old boy who was in a car accident that killed his 6 year old brother. Before the accident he had no academic, social, or behavioural problems. He had minor physical injuries in the accident. Six months after the accident his school performance had deteriorated to the point where he was given a diagnosis of attention deficit disorder. A doctor was given the history of distractibility and inattentiveness in school, but the family did not make any connection between these symptoms and the accident. Since Noah never talked about the accident or his brother, the parents felt he "had dealt with it." The doctor, with only the history of attention and behaviour problems, gave the diagnosis of attention deficit hyperactivity disorder (ADHD) and prescribed Ritalin. The medication did not help.
We were able to take a comprehensive history, consider the previous attempts to meet his needs and reformulate the diagnosis to that of a reaction to trauma and to provide an intensive programme of therapy over 3 months to help significantly improve Noah’s emotional health, his school performance and enhance his ability to cope with the loss of his brother and the trauma of the accident. We were also able to help his parents better understand Noah’s needs and how to better communicate with him in a therapeutic way.
When Ayesha was born, she was a beautiful girl and appeared to be developing normally. However, her parents noticed when she was about 4 months of age that she appeared emotionally distant, did not show much interest in their facial games, rarely smiled and was not easily soothed by their calming voice or by their touch.
As Ayesha got older, her lack of social interest became more apparent. Her lack of language development also became noticeable. She was seen in her nursery as not being interested in play and generally lacking in social interest with her peers. She came to see us at 3 and a half years of age.
Again, by taking a comprehensive history and carrying out specific assessment activities we were able to establish that Ayesha was on the autism spectrum and required specialist understanding of her needs and a specialist programme of responsive care. We were able to provide a comprehensive report that enabled her family to request and access special educational services in their home country. In addition, we were able to help her family better understand her needs and engage in a way that was responsive to her communication style.
Adam’s development appeared normal until he was about three years of age. At this point, people started to talk about his difficulties in sitting still and listening. He was also said to be impulsive in his behaviour, and had to be more carefully watched than other children of his age to keep him safe when out of the home or around traffic. If not carefully watched, he seemed to forget who he was with and walk or run off.
His nursery school were critical of his concentration and behaviour and he did not appear to be learning as well as the other children in his class. He was frequently in trouble as he kept fidgeting and did not seem to pay attention to what the teachers were saying.
Adam came to us at 6 years of age. After a comprehensive assessment, we were able to establish that Adam had the characteristics of Attention Deficit with Hyperactivity Disorder (ADHD) and were able to suggest a behaviorally informed parenting programme and to provide guidance on how to better meet his needs in the classroom and community by reducing distraction and enabling Adam to better focus on important aspects of his learning.