° PRACTITIONER

From a very young age,
I have wanted to help children with learning differences.

My name is Blandine Oller Perret. I have always been interested in communications and in how each word we use matters in defining how we see ourselves and the world.

Being neurodivergent myself, I quickly became aware of the differences between what I was seeing, thinking, and feeling, compared to the societal norms expected of us, and how those expectations could affect each child, neurodivergent or not.

° FUN FACT

I firmly believe that everyone has the skills they need to understand their Ikigai and align with their purpose.

° PRACTITIONER

From a very young age, I have wanted to help children with learning differences.

My name is Blandine Oller Perret. I have always been interested in communications and in how each word we use matters in defining how we see ourselves and the world.

Being neurodivergent myself, I quickly became aware of the differences between what I was seeing, thinking, and feeling, compared to the societal norms expected of us, and how those expectations could affect each child, neurodivergent or not.

° FUN FACT

I firmly believe that everyone has the skills they need to understand their Ikigai and align with their purpose.

MY MISSION

Regain 0 your confidence
with guidance 0

I aspire for Serengaï to become a community where children, adolescents, parents, caregivers, institutions, and more are connected and aligned with one another’s needs.

I envisioned that with guidance and specific neurological tools, children and adolescents would regain their confidence and prove to themselves that they possess all the keys and elements needed to understand themselves, secure in their alignment and how they can achieve it in their lives.

For this purpose, as a young adult, I initially explored and implemented equine therapy with children. I was already connected at the time with the notion that the body and mind are in synergy and both must find the right tempo to attain a certain stability amidst life's challenges. Incredible results were observed: an increase in general well-being, alongside significant improvements in body awareness, psychomotility, and sensory functions.

Yet, I began to feel that there were other elements I wanted to address with the children. As amazing as equine therapy is, certain aspects such as academic skills were not part of the equation, yet they remained central to their lives.

I envisioned that with guidance and specific neurological tools, children and adolescents would regain their confidence and prove to themselves that they possess all the keys and elements needed to understand themselves, secure in their alignment and how they can achieve it in their lives.

My work experiences in various sectors such as marketing, communication, and public relations, unbeknownst to me at the time, were aligned with what I would need to achieve my Ikigai.

After several years of self-discovery and worldly exploration, during which I studied different fields such as communication and marketing at Strathclyde University in Glasgow, followed by a master's degree, I began to reconnect with my purpose and how to achieve it, whilst learning more about Neuro-Linguistic Programming (NLP).

I envisioned that with guidance and specific neurological tools, children and adolescents would regain their confidence and prove to themselves that they possess all the keys and elements needed to understand themselves, secure in their alignment and how they can achieve it in their lives.

For this purpose, as a young adult, I initially explored and implemented equine therapy with children. I was already connected at the time with the notion that the body and mind are in synergy and both must find the right tempo to attain a certain stability amidst life's challenges. Incredible results were observed: an increase in general well-being, alongside significant improvements in body awareness, psychomotility, and sensory functions.

Yet, I began to feel that there were other elements I wanted to address with the children. As amazing as equine therapy is, certain aspects such as academic skills were not part of the equation, yet they remained central to their lives.

Reconnected with my Ikigai,
I pursued further training in NLP with its two founders, Richard Bandler and John Grinder.

Around the same time, I qualified as a psychopedagogue with Louis-Adrien Eynard at the PsychoPedia Training Center.

A pivotal moment in my self-awareness journey was the opportunity to participate in the Ivy House programme, which enabled me to truly tap into resources I had always possessed but had not fully acknowledged. I shared the vision of the founder, Elke Edwards, who believes that the tools to empower people to make the most of their lives are often delivered too late, and by providing them at an early stage, it can transform the next generation (in her case, in leadership; in mine, in children and adolescents with learning differences).

Qualifications

In 2019, I trained in London with Richard Bandler, one of the founders of Neuro-Linguistic Programming (NLP). A few years later, I completed additional training with the other founder of NLP, John Grinder, and qualified as a Psychopedagogue under Louis-Adrien Eynard. Louis-Adrien is a psychologist and astounding psychopedagogue, Instructor in psychology and psychopedagogy. HAS expert on learning disorders, specialized in neuropsychological examination with children and neurodevelopmental differentiations.

I have also received education in different fields such as Emotional Regulation, Positive Parenting Solutions, and Resolving Conflicts Respectfully and Productively.

Serengaï is committed to staying up-to-date with international methods related to learning differences, ensuring that our community is informed and supported with the latest research.

Psychopedagogue

Engaging in an educational process that reverses learning challenges, supports the inclusion of children with special needs, and improves social integration within their environment.

NLP Practitioner

Teaching and empowering children and adolescents to identify, challenge, and adjust their beliefs and behaviours, while also recognising and responding constructively to others' beliefs and behaviours.

° Psychopedagogy

Engaging in an educational process that reverses learning challenges, supports the inclusion of children with special needs, and improves social integration within their environment.

Psychopedagogy is an educational approach developed in the 1910s, integrating concepts from psychoanalytic, neurobiological, neuroscientific, and neuroeducational
fields. It encompasses multiple dimensions, including cognitive, psychological, mental, neurological, psychoanalytic, and pedagogical aspects.

PSYCHOPEDAGOGUE

Reverse 0 learning challenges 0

The mission of psychopedagogy is to address specific learning challenges and cognitive processes involved in learning.

It considers Learning Differenciations (TDs) as the interaction between genetic predispositions and the environment, which either fosters or hinders these predispositions.

The intervention model in psychopedagogy is built on three pillars designed to tackle learning challenges. This model enables over 80% of children to catch up at the first stage, with an additional 15% achieving progress by the second stage.

If remediation persists for at least six months with minimal progress, this resistance may indicate the need for specialised intervention. This model serves as a valuable tool to determine whether a genuine "disorder" exists or if the learning methods are simply misaligned with the child's or adolescent's way of functioning.

It considers Learning Differenciations (TDs) as the interaction between genetic predispositions and the environment, which either fosters or hinders these predispositions.

The intervention model in psychopedagogy is built on three pillars designed to tackle learning challenges. This model enables over 80% of children to catch up at the first stage, with an additional 15% achieving progress by the second stage.

If remediation persists for at least six months with minimal progress, this resistance may indicate the need for specialised intervention. This model serves as a valuable tool to determine whether a genuine "disorder" exists or if the learning methods are simply misaligned with the child's or adolescent's way of functioning.

“Meaningful life is not a destination you have to get to. Your meaningful is something you can enjoy right now and anytime you want to”
Tim Tamashiro

The first part of our name comes from “Serendipity”: the occurrence of finding interesting or valuable things by chance. However, At Serengaï we believe that when we are aligned, these moments of serendipity are guided by what we might call instinct, gut feeling, or the unconscious—signs that we are on the right path.

The second part comes from “Ikigai”, a concept Blandine encountered shortly after completing the transformative Ivy House programme. Ikigai, a Japanese term, combines "Iki" (to live) and "Gai" (reason), embodying the idea of discovering one's “reason to live”. At Serengaï we found great inspiration in how this concept is understood and lived in other parts of the world.

We redefine certain terms to eliminate their negative, pessimistic connotations, offering instead a lighter and fresher perspective.

The “Rosenthal effect” or “Pygmalion effect” illustrates that individuals, particularly children but also adults, tend to meet the expectations set for them. They perform better when treated as if they are capable of success. Conversely, Jane Elliott’s Discrimination experiment and R.C. Rist’s research on self-fulfilling prophecies have shown that beliefs and expectations significantly influence academic and life success.

At Serengaï, words matter. We work as a team to demonstrate how the simple yet strategic implementation of certain phrases can significantly enhance and rejuvenate the self-esteem of children and adolescents with learning differences.

Everything 0 can be undone 0

the notion that "a label will stay true" does not resonate with Serengaï. As these experiments and numerous success stories of individuals overcoming adversity have demonstrated, with guidance and kindness, behaviours and beliefs can change, creating new perspectives for tomorrow.

“Meaningful life is not a destination you have to get to. Your meaningful is something you can enjoy right now and anytime you want to”
Tim Tamashiro

The first part of our name comes from “Serendipity”: the occurrence of finding interesting or valuable things by chance. However, At Serengaï we believe that when we are aligned, these moments of serendipity are guided by what we might call instinct, gut feeling, or the unconscious—signs that we are on the right path.

The second part comes from “Ikigai”, a concept Blandine encountered shortly after completing the transformative Ivy House programme. Ikigai, a Japanese term, combines "Iki" (to live) and "Gai" (reason), embodying the idea of discovering one's “reason to live”. At Serengaï we found great inspiration in how this concept is understood and lived in other parts of the world.

We redefine certain terms to eliminate their negative, pessimistic connotations, offering instead a lighter and fresher perspective.

The “Rosenthal effect” or “Pygmalion effect” illustrates that individuals, particularly children but also adults, tend to meet the expectations set for them. They perform better when treated as if they are capable of success. Conversely, Jane Elliott’s Discrimination experiment and R.C. Rist’s research on self-fulfilling prophecies have shown that beliefs and expectations significantly influence academic and life success.

At Serengaï, words matter. We work as a team to demonstrate how the simple yet strategic implementation of certain phrases can significantly enhance and rejuvenate the self-esteem of children and adolescents with learning differences.

Everything 0 can be undone 0

the notion that "a label will stay true" does not resonate with Serengaï. As these experiments and numerous success stories of individuals overcoming adversity have demonstrated, with guidance and kindness, behaviours and beliefs can change, creating new perspectives for tomorrow.