Difficulties to stay on task
Easily distracted, disorganized
Poor task management

Sean's classmates and peers know that he can be brilliant. They also know that it is hard for Sean to get in a state of mind where he is focussed and attentive. Most of the time he would just stay on his work for minutes before either a new idea is surfacing in his mind or his attention is attracted by something that is going on in his environment.

In consequence, Sean comes over as a bit chaotic. His interest and his attention is everywhere, his performance is suffering from it. He can be forgetful, not because of a bad memory but because he is so unfocused.

His performance suffers under this lack of focus and attention. He does much better in an environment without any distraction than in the classroom or university environment with lots of interaction ongoing.

Mathematics is like a foreign language
A hard time to understand the problems
Concepts in science do not come easy

Thea is good in language. She is able to present herself well. Her speaking, reading and writing is excellent.

Her weak point is mathematics. She realizes that she has to rely on her memory a lot. It is hard for her, at times impossible, to deduct a result in relating to other similar tasks or problems performed before.

Numbers just do not make sense for her. The forms and shapes in Geometry and the equations in Algebra are even worse.

Science is very similar. She is brilliant when she can work from her memory. She is weak when a conclusion, an analysis or a scientific comparison is required. She has yet to develop the global understanding whether a concept in science or physics can work or not.

In younger age (6 - 11) problems with literacy and reading may be related to single skills sets such as focus and attention and the ability to sequence. Additional, the skill of literacy and reading requires the integration of both hemispheres, bilateral integration but also elements of multi tasking.

If problems with the literacy and reading still persists at the age of 12 or later, a consultation with Samonas is required to create to childs/your personal listening plan.

To initiate this, please select a SecretCode or GeniusPlan and Samonas will prompt you for more details. The Samonas FastLane Intensives offer an Active-Reading-Module that has proved to be hightly effective. This Module is available for all age groups.

Literacy and reading for the age group 12 to 16 and 17+ is not available as LifeBreeze listening plan.

Having a hard time to come up with own ideas.
Lack of creativity.
Good in copying but never going beyond

Arts and creativity is not one of the strengths of Norbert. As long as logic and analyzing is required he is good. As long as he can reproduce what he knows Norbert is a top performer. The moment creativity and inspiration is required, however, Norbert's performance sharply drops. Often he finds himself in the situation that he does not know what to do, how to start. Because this happens repeatedly he has learned to avoid this situations.

Since he is a good organizer he rather arranges for somebody else to be in-charged of the elements in his life that require creativity and inspiration.

If he is forced to be creative he will run out of ideas quickly and most likely he will revert to what he has done before or what he has seen before. He is good in memorizing things. That is at least a bit of a compensation.

Few friends only or no friends
Difficulties to read body language, intentions and emotions of others
Does not integrate in a group
Rather playing solitary than teaming up with peers

Sarah knows about her strengths. She realizes that her mind is powerful in reasoning, and its ability to understand logical sequences. In consequence she is top of her class in many subjects. But she has difficulties to connect socially. She ends up to be alone frequently. A part of her does not mind and feels well with this, but there is the other side feeling lonely and left behind. She feels that she has difficulties to read body language and facial expressions of others. At times she ends up to not understand what her peer wants, creating an awkward situation for both of them.

Shy, low self esteem,
insecure, soft voice.
Avoiding social contacts
Will give up a task easily and prematurely

Annabelle is about to complete school and start her study at a renown university. Her shyness appears to be the biggest obstacle for a further career advance.

In written examination she achieves excellent results. In an oral examination she is barely able to open her mouth. Only few examiners will recognize her potential and build bridges for her.

The more likely scenario is that she is given poor scores because she is too shy and tends to withdraw.

Her parents are worried that she will present herself grocely under value in future job interviews or at the initial symposium of the university.

Amanda is on the verge of moving out from home to start university in a big city. She feels that it is hard for her to get organized.

When teachers, parents or the university present a plan or requirement she needs to bring up all her energy to understand it and following up on it. Nothing appears to stick to her memory without writing it down step-by-step.

She is impressed that her peers are able to come up with a plan at the blink of an eye and would be able to flawlessly implemented that plan exactly as planned afterwards.

She is highly motivated to learn this as well, but she does need support for it.

Untidy handwriting
Inappropriate size of letters and spaces
Excessive mistakes, careless writing

Henry is a good performer at school. He scores well in all subjects across the board and does not appear to have any difficulties.

There is just one big problem: His handwriting! Henry knows it and he is suffering from it. His environment knows it because everyone has difficulties reading his handwriting, including Henry himself.

Henry also has difficulties to stay on the lines. If there are no lines his writing moves up and down like a train in a hilly environment.

He tends to forget the space between the words, sometimes between the letters. Converting reading to a puzzle game. He has difficulties to estimate the size of a word on paper. He will start a new word at the end of the line squeezing the letters in until they form an unreadable cluster.

It is a big problem for Henry to do a presentation because despite of his excellent perfomance his writing looks like the writing of a 10 year old and his letters and words just never fit into the available space.

Henry has started to avoid activities that are related to writing and presentations that involve writing. He shifts to typing on the computer in an increasing way.

With drawing it is similar. To draw an accurate square, triangle or circle is a big challenge for him. He feels that the lines move everywhere and refuse to converge into a concrete shape.

Difficulties finding an appropriate solution.
Poor strategizing.
Too detail-oriented or to global, not seeing the details

Problem solving is a higher level skill, that requires the integration of the systems.

Successful problem solving requires focus and present attention, detail orientation on one side and big picture thinking and creativity on the other side. It is supported by confidence and the ability to sequence.

Once these skills are established system integration is achieved with bilateral integration training.

To prepare your child look into programs listed in the first two rows.
Focus & Attention, Maths & Science, Literacy & Reading, Arts & Creativity
Social Skills, Confidence, Following Instructions, Handwriting & Fine-Motor

In order to integrate skills a period of bilateral integration training is required. Bilateral integration is only successful after the foundational mentioned above are established.

For this reason the program problem solving is only offered as SecretCode and GeniusPlan since it requires the input of an expert to evaluate the listening needs of the individual and design your childs/your individual listening plan.

Presentation skills are higher level skills, that require system integration. System integration can only be successfully achieved when the components to be integrated - single skills and functions - are already established and readily available for use.

In order to provide a successful presentation a number of skills is required such as focus and attention, confidence, social skills, sequencing, multi-tasking and others.

The program Presentation Skills is only offered as SecretCode, GeniusPlan and FastLane since it requires the input of an expert to evalaute the listening needs of the individual and design your childs/your individual listening plan. This evaluation will also assess which skills of the individual are already established and where more support is needed.

The primary target of the program presentation skills is the group 17 and above.

If difficulties in multi-tasking and shifting attention still persist at the age of 17 and older the input of an expert is strongly recommended.

Likely elements of poor bilateral integration as a higher level development and possibly additional components on the foundational level are interfering with personal performance.

For this reason we strongly recommend to commit to a SecretCode, GeniusPlan or FastLane plan, where a competent Samonas-trained professional will design your childs/your personal listening plan.

For the age group 17+ the program multitasking is not available as LifeBreeze implementation.

Team skill is a higher level skill, that requires solid system integration. System integration can only be successfully achieved when the components to be integrated - single skills and functions - are already established and readily available for use.

It requires multiple skills to become a successful and efficient team leader or even a competent member of a team. Task-related skills such as problem solving, multi-tasking, focus and attention are required to create factual competence. Social skills, presentation skills and also creativity and motivation need to be present to create social and inter-personal competence.

Team skills is only offered as SecretCode, GeniusPlan or FastLane.

The primary target of the program leadership is the group 17 and above. The program leadership is also offered for the age groups 12 - 16, but not for the age group 6 - 11

Leadership is the highest level of personal competence. It requires almost all of the higher level skills such as problem solving, presentation skills, multi-tasking and team skills to become a successful and convincing leader. Please refer to the details in the respective programs.

Leadership is only offered as SecretCode, GeniusPlan or FastLane. In order to achieve a substantial change in leadership skill a FastLane Intensives with coaching is required.

The primary target of the program leadership is the group 17 and above. The program leadership is not offered for the age groups 7 - 11 and 12 - 16