One-to-one support for children and teenagers
Some difficulties cannot be reduced to a lack of willpower: not managing to start a task, forgetting one's belongings or giving up very quickly can reflect a need for landmarks, security or better-suited support.
One-to-one support, at home or in nature, gives your child a space to better understand what they are going through, identify their resources and build suitable strategies, so they can rebuild confidence and move forward with more autonomy.
Who is this support for?
This support may be worth considering if your child:
- puts in a great deal of effort without showing their abilities;
- struggles to start, organise or finish a task;
- finds transitions, changes or unexpected events hard to handle;
- is quickly overwhelmed by frustration or anxiety;
- withdraws, loses confidence or disengages;
- faces real difficulties, with or without a diagnosis.
A diagnosis is not a requirement: support starts from the observed needs. When difficulties are significant or persistent, it can complement specialist care, without replacing it.
What can be worked on
The objectives are defined with you and your child, few in number and concrete.
Understanding themselves and rebuilding confidence
Identifying what supports them and regaining a sense of competence, without being reduced to their difficulties.
Getting organised and taking action
Starting a task, breaking it down, picturing time, with concrete and genuinely useful supports.
Recognising emotions and expressing needs
Spotting the signs of tension before things boil over and finding suitable ways to ask for help.
Adapting the situation and the environment
Adjusting an instruction, anticipating a transition, making a routine more visible: the difficulty does not rest on them alone.
An approach built with your child
Your child takes part in the objectives, the choice of tools and the evaluation of their effects. The approach involves:
- starting from a situation that has genuinely been experienced;
- understanding what happens before, during and after;
- spotting the resources and successes already present;
- choosing a simple strategy and trying it out;
- observing its effects and adjusting it.
How does the support work?
- 1
A first conversation with the parents
Understanding your request and checking that the support matches the needs.
- 2
A meeting with your child
I come to your home, into your child's everyday environment, to gather their point of view and begin to build trust.
- 3
Shared objectives
One or two priority objectives, linked to a concrete situation.
- 4
Sessions rooted in everyday life
A strategy is prepared, tried out, then tested between meetings.
- 5
Progress reviews
We review together and adjust according to the changes observed.
Support that complements other care
Educational support works alongside the school, medical or therapeutic follow-up already in place. It is not a treatment for anxiety or depression: significant distress falls to a health professional, and a crisis to the emergency services.
Support that can also take place in nature
Depending on the needs and wishes of your child, some sessions can take place outdoors. The natural setting does not make difficulties disappear, but it helps to release tension, regain availability and connect more easily.
When it makes sense, a session can also include an encounter with a horse, always on foot. Sensitive to posture, pace and intention, the horse invites us to slow down and adjust the way we relate, a fine support for confidence, attention and communication. Never imposed: neither horse-riding nor therapy.
The route and activities are adapted to the child's age, health and possibilities at the time. Nature-based support remains educational and individualised, complementing, never replacing, any necessary care.
Request a first conversation
A first contact lets us clarify your request, understand the needs of your child and determine whether one-to-one support might suit them.
Request a first conversation