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SESSIONS

Opening Hours
Monday to Friday: 8 am - 7 pm
Saturday: 9 am - 5 pm


Child & Adolescent Guidance

° First contact - 20min phone or Skype call - Free


° In-Office or Home Session: First session 1 hour 30 min - 1h session for the followings.

° Based on individual circumstances, price can decrease.

*Catch-Up Sessions with parents may be scheduled when needed.

Cancellation: Please notify Serengaï of any changes or cancellations 48 hours in advance.


Institutional Guidance

First contact: Phone or Skype call - Free

Each project is unique; an estimate will be provided after the first consultation.

Payment

Cash on the day or via bank transfer (proof of payment required two days before).

Opening Hours
Monday to Friday:
8 pm - 7 pm

Saturday:
9 am - 5 pm

Fees

Child & Adolescent Guidance

° First contact - 20min phone or Skype call - Free

In-Office or Home Session: First session 1 hour 30 min - 1h session for the followings (Switzerland)

° France: Based on individual circumstances

*Catch-Up Sessions with parents may be scheduled when needed.

Cancellation: Please notify Serengaï of any changes or cancellations 48 hours in advance.


Institutional Guidance

First contact: Phone or Skype call - Free

Each project is unique; an estimate will be provided after the first consultation.

Payment

Cash on the day or via bank transfer (proof of payment required two days before).

CONNECT

Other Types of Neurodevelopmental Divergence

At Serengaï, we are open and eager to meet all children and adolescents as they are. We assess each individual’s challenges and work together to improve their long-term situation, even if the condition is uncommon.



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Intellectual Differences
(ID)

Intellectual Differences (known as Intellectual Disability) involves challenges with cognitive functioning and adaptive skills, including conceptual, social, and practical abilities.

Potential co-occurring conditions:

- Autism spectrum disorder (ASD)
- Cerebral palsy
- Down syndrome
- Rett syndrome
- …



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Tourette Syndrome
(TS)

Tourette syndrome is a condition that leads to involuntary movements and vocal sounds, known as tics.

Potential co-occurring conditions:

- Attention-deficit / hyperactivity disorder (ADHD)
- Obsessive-compulsive disorder (OCD)
- Autism spectrum disorder (ASD)
- …



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DYS

Dyslexia

Dylexia is a challenge in the automation of grapheme-phoneme recognition and reading comprehension. Can be only one challenge or both.

Potential co-occurring conditions: 

- Attention deficit / hyperactivity disorder (ADHD)
- Dysgraphia
- Dyscalculia
- Speech/language challenges
- Executive functioning challenges
- Anxiety
- …


Dysorthography

Dysorthography is a challenge in the automation of the phoneme-grapheme, leading to challenges in spelling 
and writing.

Potential co-occurring conditions: 

- Attention deficit / hyperactivity disorder (ADHD)
- Learning disabilities (LD)
- Speech-language delays
- Emotional and behavioural challenges
- …


Dysgraphia

Dysgraphia is a challenge in the automation of writing gestures and spatial management on paper.

Potential co-occurring conditions: 

- Attention deficit / hyperactivity disorder (ADHD)
- Selective language impairment (SLI)
- Autism spectrum disorder (ASD)
- …


Dyscalculia

Dyscalculia is a challenge in the automation of mathematical procedures and spatial recognition.

Potential co-occurring conditions: 

- Attention deficit / hyperactivity disorder (ADHD)
- Dyslexia
- …


Dysphasia

Dysphasia is a neurodevelopmental divergence of speech,
caused by differences in the brain structures responsible for
language processing.

Potential co-occurring conditions: 

- Dyslexia
- Dysgraphia
- Dyscalculia
- …

There are five types of dysphasia:

- Expressive Phonological Dysphasia: challenge with word and phoneme distortion, in sequencing gestures, actions and so on. However, written and oral comprehension, as well as syntax, are correct.

- Phonological-Syntactic Dysphasia: challenge in pronouncing words and sounds, in associating words, limited vocabulary, significant spelling challenges, and mixed sentence construction (words are jumbled, syntax is altered).

- Lexical-Semantic Syntactic Dysphasia: challenge in finding words, in understanding written and spoken language, hard time learning to write, and syntax may be altered.

- Semantic-Pragmatic Dysphasia: challenge where speech can be unadapted to context, language is either uninformative or unusual, challenge in understanding the conversation partner, and incongruent syntax choices.

- Receptive Dysphasia: challenge in understanding what others are explaining (recognizing sounds and words), understanding verbal instructions without context or concrete support, absence of oral communication (communication through gestures, onomatopoeia...), challenges in learning to write, and sometimes anxiety about communicating may develop.


Dyspraxia

Challenge in the automation of gestural sequences (involving the mouth, legs, hands, and/or eyes)

Visuo-Spatial Dyspraxia have challenges in automating gestures, impairment in visuo-motor coordination and potential difficulty in constructing spatial components.

Potential co-occurring conditions:

- Attention deficit / hyperactivity disorder (ADHD)
- Autism spectrum disorder (ASD)
- Dyslexia
- Dysgraphia
- Social and emotional challenges
- …


Other Dys…

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Hight Intellectual Potential
(HIP)

High Intellectual Potential refers to significantly above-average cognitive abilities, often accompanied by unique ways of perceiving and processing information.

Potential co-occurring conditions:

- Autism spectrum disorder (ASD)
- Attention-deficit / hyperactivity disorder (ADHD)
- Social and emotional challenges
- …



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Attention-deficit/hyperactivity disorder
(ADHD)

ADHD with a unique set of strengths has a challenge affecting the automation of time tracking. This affects executive functions such as planning, prioritisation, and emotion regulation, often leading to spontaneous, disorganised, and inappropriate activities.

Potential co-occurring conditions:

- Obsessive-compulsive disorder (OCD)
- Depression
- Anxiety
- …


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Autism Spectrum Disorder
(ASD)

Autism manifests differently in each individual, with a unique set of strengths and challenges. It encompasses a broad range of conditions characterised by challenges with social skills, repetitive behaviours, and verbal and nonverbal communication.

Potential co-occurring conditions:

- Attention-deficit / hyperactivity disorder (ADHD)
- Anxiety and depression,
- Gastrointestinal (GI) disorders
- Seizures and sleep challenges…
- …



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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.

NLP

NLP was developed by John Grinder and Richard Bandler in the 1970s, inspired by their work studying the strategies of eminent therapists such as Fritz Perls, Virginia Satir, and Milton Erickson. It involves coding how individuals organise their thinking, feelings, language, and behaviour to achieve their results.

NLP provides a methodology to model the exceptional performances of leaders and experts in their fields. It helps individuals reframe their mental maps and acquire new experiences by altering their internal representations.

NLP can greatly help children and adolescents by giving them access to different kinds of resources and behaviors when their current ones aren't efficient.

Neuro: Each person has a unique mental filtering system that processes sensory information, forming their initial mental map through internal images, sounds, tactile sensations, and other sensory inputs.


Linguistic: Personal meanings are assigned to this information through language, creating a second mental map that reflects everyday conscious awareness.


Programming: The behavioural responses resulting from these neurological filtering processes and the subsequent linguistic maps.

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° 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.

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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.



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Guidance for Institutions

We recognise the challenges of implementing new initiatives within an institutional framework. Serengaï provides tailored training and strategies that offer long-term benefits for educational structures, educators, and students.

A learning sanctuary where the needs of educators, children and parents are being heard and respected mutually.

Our approach includes

Student, Parent, and Institutional Collaboration: Working together to improve educational experiences, facilities, and outcomes.

Professional Development: Ensuring staff understand neurodiversity and are equipped with effective assessment and support strategies for neurodiverse children and adolescents.

Individualised Education Plans: Tailored plans to ensure progress for all children, including those with ADHD, ASD, Dyspraxia, Dyslexia, and other learning differences.

Our aim is to create a balanced, harmonious learning environment where children with special needs and educators achieve academically, socially, and emotionally while fully integrating into their school / community.

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Guidance for Children & Adolescents
(Ages 6+)

A panoramic approach adapted to each child or adolescent that has learning challenges, as everyone is unique. An integrative approach encompassing all aspects of a child’s life, including education, sleep, anxiety, self esteem, physical activity, and so on.

The course of action followed will be tailored for each individual, in order to analyse and see where learning challenges impact their personal life.

We will walk through four steps to support this journey.



Quantitative Analysis

- Academic level



Qualitative Analysis

- Emotional dimensions

- Learning challenges



Behavioural Analysis



Assessment of Proximal Development Zones



Bringing to light the factors affecting a child's ability to learn—whether biological, psychological, or environmental—is the starting point of our journey.

We aim to rebuild confidence, well-being, and personal success, using a customized set of academic and behavioural tools to begin remediation.

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.


DEEP DIVE

NLP

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.

DEEP DIVE
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“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.

Serengai icon

“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.

Serengai icon