One common difficulty for many 2e children is their low-academic self-concept. As a result of repeated academic or social failures, they are often prone to experiencing feelings of fear, self-doubt, or chronic worry. They may become easily discouraged and reluctant to persevere through difficult or unfamiliar tasks, oftentimes rendering them more vulnerable to behavior challenges, negative mindsets, and inaccurate beliefs about their abilities.
Some gifted and 2e children fall through the cracks in the education system because their exceptionalities mask each other. Others do their best to compensate for their weaknesses throughout elementary school but begin to struggle with the increasing demands of middle school or high school. Others do well academically but struggle with important interpersonal, coping, or communication skills. These skills are not present at birth. Just like arithmetic and reading skills, we have to provide explicit instruction and multiple opportunities for children to practice and master social-emotional skills and improve their social and emotional intelligence. Unfortunately, we cannot rely on schools to do this! Parents play an invaluable role in the development of these and other essential skills that gifted and 2e children require to navigate the social and academic world.
As a social and emotional intelligence coach and facilitator, I collaborate with parents to guide gifted, twice-exceptional, and highly sensitive children in rewiring their brain for positive mindsets, developing positive behaviors, and building important habits and skills so they can experience success, improve their self-esteem and confidence, and explore their gifts and talents. In addition, I show you practical ways to support and empower your child on a daily basis.
Your vision of a thriving and successful child living up to his potential is a real possibility.
My approach incorporates the latest research on positive psychology, neuroscience, social and emotional learning, cognitive behavioral techniques, and a variety of evidence-based strategies designed to promote overall well-being and a lifelong love of learning.
I offer coaching sessions via Zoom video conferencing and in-person sessions for families living in New York /New Jersey. The frequency and duration of sessions vary based on the main areas of concern and specific needs of each family. Coaching and consulting services range from one-time guidance and strategy sessions to long-term ongoing family support with unlimited email support between sessions.
I offer varying levels of support to assist children with:
- Social skills and communication difficulties
- Internalizing behaviors
- Self-regulation skills and emotional regulation
- Executive function deficits
- Unique sensory needs
- High sensitivities
- Energy management
- Low academic self-concept and low self-esteem
- Adjusting to change and life transitions
- Spiritual sensitivities and intuitive gifts
- Coping with spiritual awakening
- Coping with stress and overwhelm
- Ecological grief and ecological anxiety
- Activist burnout
More details about my services here.
While each coaching program is customized and designed around the unique needs of each family, my practice is anchored on 5 pillars:
An essential aspect of my work is to create a positive, strong, and supportive coaching relationship with my clients in order to establish and maintain open lines of communication and expect positive results. Although some initial resistance may be a natural reaction from some children when working with a new person, my experience working with hundreds of children from all walks of life and with all kinds of personalities has allowed me to get creative with strategies to build rapport quickly and effectively. However, some children may exhibit excessive resistance or may not have the necessary skills to engage in 1:1 coaching. When this is the case, I do not extend an invitation for coaching but will gladly recommend other available resources to the family.
Strength-Based Individualized Strategies:
My work focuses on identifying the learning, social-emotional, and personal strengths of the child as well as the strengths of the family, the learning environment, and the child’s support system in general. This allows me to determine the best plan of action and the strategies to be implemented during each coaching session. In addition to customizing the program based on strengths, strategies are individually tailored to the needs, interests, and processing styles of each child. Each strategy is monitored, evaluated, and adjusted based on the child’s response and progress.
Promoting Social and Emotional Intelligence and Character Development:
Through the application of mindfulness-based strategies, embodied practices, and emotional literacy training, I work 1:1 with the child to foster emotional self-awareness and increase their ability to recognize, understand, label, regulate, manage, and express their emotions. I also work with the parents to improve their abilities to support the continued development of these competencies. We work as a team to provide the child with multiple opportunities to practice the skills they are working on. My work with the parents also enhances their ability to recognize the way their emotions, words, and actions impact their child’s progress and how to maximize positive results.
Building Knowledge of Neuroscience:
Through the use of short and fun lessons adapted based on developmental level and specific areas of need, I introduce important brain science concepts relevant to laying strong foundations for increased emotional intelligence and neuroplasticity. Neuroplasticity is just a fancy word to describe our brain’s ability to change and create new neural pathways in response to new information. As children begin to discover how their brain works and how their thoughts, words, and emotions influence their feelings, habits, and actions on a daily basis, we begin to rewire negative mindsets and create new, healthier thought and behavioral patterns.
Goal Setting and Accountability:
Positive coaching outcomes require effort, commitment, and willingness to change behaviors and attitudes that are negatively affecting learning or social-emotional progress. During the initial stages of coaching, my focus is on helping children and families set realistic and achievable goals that can translate into small, quick successes. As children gain skills and self-confidence, I gradually fade support and encourage them to take ownership of their progress by assisting them in setting new, more challenging goals while maintaining accountability and promoting independence. Parents also play an essential role in fostering accountability and independence. I provide supportive feedback and troubleshooting to guide parents in this complex task. I also provide an online system of communication with the parents to monitor progress and adjust strategies as needed.
I work with a small number of families to provide support to: