Success Stories
Learning and Exam Management therapy

Students and parents had issues like low exam scores, less or no study at home, internet games, and social media than school works, less or no respect to parent commands or advises. According to parents, all were having good intelligence but never want to use it. Some of them received warnings from their school for detaining in the same class if they didn't score at least 30% in the final exam. Different parenting styles; some were too strict, some were too loose and permissive in their parenting. In some cases, kids took advantage of the supportive or lenient parent as both parents had an opposite opinion when disciplining their kids. Kids' intelligence level was ranging from just below average, average, high and over intelligence. Some students were jack of all trades and master of none, few of them had a clear idea about their chosen field and some were not having any particular interest or idea about their learning or career path.

Each student had issues unique to them, their family, school and social circumstances. Some were studying in high-standard schools, and some were in low-standard schools rated by KHDA, Dubai. No one had any issues of lack of resources. All of them had more resources than they required. There were parenting issues, less or no effective discipline, lack of smart goals and over demands from parents. Some of them were suffering from mild to severe obsessive-compulsive disorder, anxiety, stress, overburden, bullying, internet or game addiction, celebrity worship syndrome, laziness, rejection issues, not applying the suitable learning tools, issues of attention and hyperactivity issues, issues of procrastination, application of intelligence issues, exam anxiety, fear of failure, fear of forgetting, fear of running of time, concentration, focus and memory issues, emotional issues especially anger, frustration and fear. Some of them were constantly nagged by their parents and they developed hatred towards studies. All of them were lacking time and task management.

Skills-based therapeutic counselling and best-suited learning strategies were given to understand and manage student life. The best suited learning strategies were developed based on the unique requirement of each student. Identified any defective learning behaviour replaced them with new effective learning behaviour. Learned to make the best suited time structuring pie for a day and made time blocking for each activity and learned to apply the urgency of time principle in life. Created fun-filled study modules for each student so that study was never felt like a boring or painful process. A goal-oriented learning approach was adopted to ensure anticipated results were achieved. Meta-cognition and neuroplasticity techniques were applied to ensure maximum effectiveness in learning. Brain gym exercises were given to boost brain power and energy, self-directed study approach was adopted to develop independence in learning. Parents were given guidance in implementing a flexible discipline and avoid nagging. Also were given guidance in handling any behavioural issues. Memory exercises and techniques relevant to each subject were taught. Different learning techniques such as mind mapping, creating handy notes for revisions, acronyms, formula memory techniques, colour coding were taught. Effective revision strategy developed of each student and follow-ups done to ensure they followed with the plan. They were given training in possibility and solution-focused thinking. Previous question papers were revised many times as preparation leads to confidence. Given mentoring in conceptual learning and application of self-evaluation techniques, the cone of learning and VARK profile was identified, the forgetting curve principle and learning pathway principles applied to make memory level high. Karma and faith counselling, guilt and regret removal therapy, self-confidence building, self-regulation and motivation techniques were applied. Guidance was given in developing a healthy cyber and physical character and personality. Therapies were given in managing impulsivity and hyperactivity. Also provided help in dealing with the fear of failure and attracting peace and success through self-hypnosis, self-suggestions, positive affirmations and self-talk. Emotional intelligence, boundary setting, perception management, towards-thinking and abundance thinking skills were taught. Application of the power of the law of attraction and gratitude helped in developing trust, tolerance, patience, perseverance and maintaining conscientiousness in their studies. Yoga and meditation were practiced by every student. Fine motor skills, hand and eye coordination and writing practices were given to those who had issues with writing: double doodle and pace methods used for whole-brain application.

All students scored marks between 70% - 95% in the final exam. Those who scored below 40% were also scored above 80%. Some of the students become school toppers in one or two subjects in the 12th grade. The duration of the sessions was between 3 months to one year. Student behaviour improved as they learned various behaviour management skills, life skills and emotions management skills. They developed a positive attitude towards themselves and started to own their actions and become responsible for their lives.

The students and parents were extremely happy for the great result each one of them achieved. They said they never thought they could score high marks. Some of them said they want to be in periodic touch with Dr Susan so that they can get good guidance and skills in managing any life situation confidently. The 10th and 12th graders were so happy that they could choose the subject they liked for further studies.