My main goal of writing the books has always been the opportunity of sharing content with others like family, teachers, coaches or best friends.
This book is written for pupils who ‘block’ unnecessarily in or outside of school, in a cognitive or social setting, and for whom this becomes a pattern. They feel more and more frustrated, suffer from mental and physical complaints, lose their motivation, and sometimes get depressed. They need help to regain better results and their self-confidence and motivation. When parents read along, they can play a big role in the recovery of their child.
A new life has begun: you have started your degree. Your high school days with all their uncertainties are behind you. Everyone expects you to stand on your own two feet and know how to handle your studies and your life. So many new things are thrown at you that you cannot manage it all at once. How do you handle disappointing results? How do you cope with high expectations? How do you handle procrastination? How do you maintain your effort and motivation when it suddenly depends more on your self-discipline than before? This method attends to all these issues in a clear way that quickly leads to recovery and success.
When I guide young people in a training, I always ask their parents to read along in the book because it gives them a clear insight about their child’s blockade. When teenagers suffer from mental blocks, there is no point in telling them to work harder. Working harder won’t make them feel understood at all and this will have the opposite effect. Maybe they suffer from blockade-stress because they fear disappointing their parents. Or they haven’t learned how to cope with making mistakes. Parents play an important role in helping to reset the emotional pattern of thoughts by discussing it in an open and safe way, and this method offers them a clear structure.
When pupils or students are underachieving and losing their motivation more and more, it is worthwhile to examine the true causes, because it might be fear of failure or blockade-stress. Teachers often are warning their students a lot to work harder, and are underlining good results, which unintentionally could lead to developing too much stress. But especially teachers could prevent this by using other ways of communicating. And counsellors who have the task to guide and take care of the mental health of students could very well reinforce this recovery method. On this picture you see one of the many groups I educated in the last 4 years to become a trainer according to my method.
This method offers:
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