Spotting a Need and Rolling with the Waves

As I sat there looking at the children with complex and different needs, I thought, "How can I use my skills to make a real difference?"

The Initial Idea

After the successful release of 'My Changing Emotions' which imparts my comprehensive knowledge of trauma, neurodiversity and practical strategies (CBT, DBT, Acceptance Theory and mindfulness) that can assist individuals for a lifetime, I felt the need to share with the world a couple of hyper-fixations that were lingering in my mind.

The Importance of Maslow's Hierarchy of Needs

'Turn it upside-down!'

The first of my intense thoughts was to create a morning check-in that genuinely connects with children, obtains really important prompts and satisfies their needs.

Many posts highlighted at the time the significance of 'You can't Bloom until you Maslow,' but weren't supportive because they didn't provide any practical solutions that could be used in a school setting.

I closely looked at Maslow's Hierarchy of Needs and thought to myself, 'Turn it upside down!'

If I turned the triangle on its head and added conversation starters, it would provide a perfect morning conversation for children in need.

I was going to publish the concept myself, but the opportunity to distribute across the world to thousands of teachers/parents/children though an international educational publisher outweighed my desire to be acknowledged as the creator.

How do we provide opportunities that generate lasting self esteem, confidence and belonging?

My next hyper-fixation was then to think of a way that I could use my skills as a teacher/educator/parent and an author to empower children who needed some additional guidance and support in a school setting.

Whilst I was helping as a parent with a school's reading intervention program, I arranged an opportunity to engage two students and assist them to create their own book.

Initially, I provided them with the scaffolding to plan a narrative arc for a 15 spread picture book. The collaboration between the participants was extraordinary. I sat back in awe facilitating the process and ensuring smooth transitions. I rolled with the waves of emotion when students started to doubt their ability and true capacity. I managed to pivot, adjust tasks and reassure the students that I believe in them and what they can achieve.

In a short amount of time, they had illustrated their own picture book and it was sent off to the publisher (Littlescribe!).

The immense amount of pride and belonging was evident in their eyes and interactions.

Finally, I understood how BookEsteem could change lives.