What I offer
The same apparent difficulty can have very different causes: a child who does not start their work may not have understood the instruction, may fear failure or may not know how to get organised. That is why I do not offer a standardised solution: support begins by understanding the situation, then builds around concrete objectives that can be evaluated day to day.
Children and teenagers
One-to-one support
A space to understand how your child functions, let them be heard and develop, with them, strategies that suit them: attention, organisation, managing emotions, getting started on a task, homework, autonomy or self-confidence. The tools are chosen with them and tested in real situations. Depending on the needs, some sessions can also take place in nature, sometimes with an educational mediation involving a horse, always on foot.
Learn more →Observation in the everyday environment
Some difficulties are better understood where they appear. An observation at home makes it possible to analyse a routine, the environment or a moment of transition, then to identify directly applicable ideas. It is neither a medical assessment nor a diagnosis.
Learn more →Parents and families
Understanding your child does not mean accepting everything, nor having an immediate answer. This support offers a space to step back, put words on what is exhausting the family and rebuild clearer educational landmarks: framework, routines, transitions, communication. The aim is not an ideal parenting model, but adjustments that fit your reality.
Learn more →Schools and institutions
Liaison with the school and coordination of the network
The administrative jargon of school (ordinary measures, reinforced measures, networks) is hard to decode, and many parents simply do not have the time to handle this follow-up on top of everything else. I help you understand where your child stands in the system, I prepare the necessary documents with you, and, with your agreement, I can relay your requests, take part in a network meeting and quickly suggest concrete adjustments.
Learn more →Support for schools and institutionsat the management's request
At the management's request, I work with a team facing a complex situation: through reflective work with the professionals, but also through a concrete presence with a pupil, in or out of the classroom, at the moments identified as difficult. The aim is to support the team and help the pupil rebuild their bearings. In a state school, any intervention is organised with the management; a project involving a third party also requires authorisation from the DGEO.
Learn more →Time-out stay in Laos
Offered directly to families, this 2-to-4-week stay is aimed at children aged 15 to 20 who are disengaging, in a very small group. Designed in partnership with the Terre des Sourires association and its team in Laos, it combines enhanced educational support, intercultural discovery and mutual-aid actions defined from the real needs of the local projects.
Discover the time-out stay in Laos →How does support work?
- 1
A first conversation
This first contact makes it possible to briefly understand your request and check whether it matches my field of intervention.
- 2
A meeting to analyse the situation
We go over the history of the situation, the resources of the child and their family, and your priorities. The child is involved according to their age.
- 3
Shared objectives
We define a limited number of concrete objectives, with one or two ideas to try out quickly.
- 4
Flexible support
The support can be occasional or regular. Progress reviews make it possible to check what genuinely helps and adjust if needed.
- 5
Coordination with your agreement
When several professionals are already involved with the child, exchanges take place with your agreement and in respect of confidentiality.
The possible formats
Understanding my role clearly
My support is socio-educational and pedagogical. It does not replace the work of a doctor, a psychologist, a neuropsychologist, a speech therapist, a psychomotor therapist or another health professional.
I do not make medical or psychological diagnoses. When a situation requires an assessment or care that goes beyond my field of competence, I invite you to turn to the appropriate professional or service.
My services can complement the measures or care already in place, in a logic of coordination. They do not guarantee that a school measure will be granted, nor any particular decision by an authority.
Canton of Vaud and, depending on the service, French-speaking Switzerland.