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FAMILY SYSTEMIC CONSTELLATIONS

Educare

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Services

Karena offers support for people engaging with children in teaching and caring professions. Combinbing the principles of Occupational Therpay and Family Systemic experiential practice, Karena guides you through processes that enhance and empower you and the children in your care. 


In a consultation we consider, how can we best walk beside a child as their parent, caregiver, therapist, teacher or learning support?

Parents and Caregivers

It is a privilege to lead and care for young ones. Children belong firstly in their family system and are sometimes cared for by others. How do we communicate respect for the family system,  stay connected, and enable interdependence in a community of care?

Teachers and Learning Support

Observant and aware learning supporters in schools often develop a unique relationship with a student that enhances their How do we honour a child's expression, see their needs and potential and co-regulate? How do we engage effectively with a child who is struggling?

Teachers and children coexist and learn together during a school day. How do we  communicate respect for both differences and similarities of an educational system and a child's family system, maintain a safe learning space and promote communication and unity of purpose for learning and growth?

Therapists

Therapists are invited into a child's and family life for a time. How do we relate well and work inclusively with a child, family members, and acknowledge their unique family system strengths, and keep perspective whilst focusing on our areas of scope and communication within a care team?

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About Systemic Pedagogy

In a Family Systemic Constellation Work we put away our laptop and pen and paper and bring our whole selves and your heartfelt issue to the table. Together, we can explore what is going on, where to find reconciliation in the situation with this issue and what is your role in this situation?

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Each issue and situation is unique, because we are all each unique. Our family and school systems have their own rules, hierarchy, expectations, patterns and dynamics. Courageously looking at how a child, parent, carer, teacher or aide may experience an issue, often will show us just how creative and loving a child really is, how much they want to belong, to learn and to be a part of their home or classroom. This can unfold into a sense of ease, respect and joy for both child and teacher.   

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Marianne Franke-Griksch, a teacher and psychotherapist who also trained in Family Systemic Constellations pioneered bringing the principles of family systemic constellations to the classroom. She experienced greater success in children's learning and observing less bullying amongst students and a greater capacity for restorative practice. Also, she herself experienced an increased ability to maintain her own sense of calling to be a teacher, with less frustration, stress and burnout. When children can be children, when their parents are acknowledged as their primary caregivers and when teachers can teach, there is more peace. She called this Systemic Pedagogy. With this applied perspective family and school systems relaxed. There was capacity for learning and socialising inclusively and peacefully. 

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This work can be experienced in individual sessions or small group workshops for your school, residential care or support care team.

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I am the mother of four adult children. I have worked closely with children with disabilities and their teachers in mainstream classrooms for over 15 years and have seen the effects of struggles, learning difficulties and responses to stress for child and adult. I believe there is another way to understand our roles so that all can belong to their family and school systems with more ease. Since working in learning support, I have trained in occupational therapy and family systemic constellation work and I have personally experienced healing, peace and joy of transformation in relational dynamics and interactions through this phenomenological approach. 

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I feel joy to bring this peaceful, gentle and respectful way of understanding ourselves in order to clear obstacles and enhance flow in our lives and our work and in the lives of children in our care.

 

Karena J Coller 

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