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Introduction
Introduction

I first became interested in teaching children visualisation techniques on a systematic basis when, after teaching what I had then termed a visualisation/meditation workshop (at an off-school residential site for children) a grandparent approached me and said, ‘Thank you for teaching my grandchild meditation and visualisation. She has become a different person now. All she wants to do is go up to her room and do her meditation.’ I received similar enthusiasm from children who persistently asked me when I was going to run another workshop. At that point I decided to run a series of lunchtime sessions which became very popular and well-attended.

I was further inspired when I had successes with children who exhibited challenging behaviour; children who, ordinarily, found it hard to ...

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