Magical Change comprises a method of working with children and young people, to help them to change their mindset, so that a range of problems can be improved significantly – and often very quickly.  It is particularly effective for helping to relieve anxiety.
The method works, in partnership with the child, to put the individual in control of his or her own recovery.  The child does not feel like a `case` but as someone who is rising to a challenge.  The results are proving to be long-lasting and the process is easy for parents to support and for schools to initiate. The process is positive and empowers the child, helping to develop resilience for the future.
Magical Change came about almost by accident, but at a time when there was an increasing need for more help for children, particularly in the mental health field. Cases of Depression in young people have doubled since the 1980`s.  An average of three children in every class of schoolchildren will be affected by mental health issues at the current rate of reporting.  Funding cutbacks do little to make people hopeful that the trend will be reversed.  As with most problems that affect children, the earlier the intervention, the better the outcome.
Clients can be seen by private appointment, or blocks of time booked by schools to address several children in tandem.  See below for ways to contact us.

"I didn`t know I could change. I thought I was born like that."   
Jamie aged 11
"What you have done to help J move forwards and improve his behaviour is phenomenal! I choke up every time he comes to see you for his little chat about his week."  
Parent of J (aged 6)

"We now have our little girl back, who is able to enjoy her life in a way a 9 year old should. We thank you from the bottom of our hearts."  
Mum of Amy (aged 9)

"Before I felt like a bubble was growing inside me. Now the bubble has popped" 
Isabella, aged 7

"I cannot actually believe it ...she is talking so confidently about her feelings, assessing situations and actually handling them with confidence rather than withdrawing herself....she is positively `buzzing`. I can't thank you enough for this Trudy....I'm very excited about it."  
Amanda F – Primary Head Teacher
"I can’t tell you how happy I feel to have made a difference to their confidence and attitude.  This is all thanks to you Trudy and I thank you again – it’s a wonderful thing to do for these children."
Sheila Chapman – Magic Change Practictioner and principal

"Thank you so much for all your time and helpfulness, it was like a breath of fresh air to me."  
Mum of Frank (aged 9)

Five years ago,  Amy, a nine year old student was experiencing crippling anxiety problems that were affecting all areas of her life. They had culminated with a visit to  A+E with a full-blown panic attack.  Wanting to help Amy, I adapted a conversation that I had routinely had with new infant starters to our classes, when they found it hard to settle.
And then the Magical Change happened!  Within a week, Amy`s anxious symptoms were receding and after two weeks Amy told me that she thought that she `would never be afraid of anything else again in all her life`. As you might imagine, this was a very pleasing but very shocking outcome and it set me on a journey to pursue the method, research why it might be working, and find out in what other directions it could go.
That journey has taken me into discussions with two different educational psychologists, who helped to tie the results to known psychological research. I was also encouraged and helped to organise my findings by Kim Collins of Teesside University`s Psychology department.
In the meantime, I continued to use the method successfully with other children that I became aware of, who were showing anxious symptoms. Some of these children had been suffering so much that they had been referred via their schools to CAMHS. Some had shown anxiety for most of their lives. I also began to experiment with using an adaptation of the method with other problems that children were facing. So far I have personally worked with over 120 children displaying anxiety, self-esteem issues; lack of focus; poor socialisation; behaviour problems and shyness;  ASD diagnosis; eating or sleeping problems; anger management; compulsions etc etc.  All of the children and young people have improved significantly, and lastingly. Very many of them showing the amazing speed of change demonstrated  by my original success, Amy.
In an effort to find out if Magical Change could work with children who had no previous connection with me, I sought out opportunities to work with children in mainstream schools. This has also been successful, and has encouraged me to feel that every school could benefit from having someone trained in Magical Change methods.
With this in mind, I wanted to confirm that other people, apart from myself, could deliver the Magical Change programme. I trained ten child professionals, who were new to me, in London. All of these ten people have successfully helped children to make the same kinds of changes that I have been able to do - so it seems that now it is time to spread Magical Change to a wider horizon.

2019 will be the year when I start to train other people in the Teesside Area to follow Magical Change methods -  to help the children in their care.  The training would be of interest to headteachers, SENCO teachers, classroom assistants who deal with multiple children with additional needs and primary classroom teachers who want to make a real difference to the lives of the children in their care.



"I  have been a teacher for 42 years. It was all I ever wanted to be.  I started my teaching career, after being trained in Primary Education. However, I ended up starting my career as a teacher in a sixth form setting, teaching English Literature `A` Level.  Further appointments took me through secondary teaching, back to primary education and finally into infant teaching. Eventually, in my final appointment, I was promoted to the senior management team of a large primary school, in Cleveland, and worked as a SENCO there for over ten years. At that time, I devised, set up, and operated a system of individually teaching all the children from 6 years to 11 years, in the school, who were experiencing significant reading difficulties. This one to one contact was significant in developing my approaches within the Magical Change system.

Across the last 20 years,  I have been the founder and principal of several very successful  Performing Arts schools, which I opened in the NE of England in 1997.  We won six awards at local, regional and national level for our work within these schools.  The move to this area of teaching came out of a passion for improving the confidence of  children. Confidence is the keystone to everything a child can achieve.  It has so much to do with academic and personal progress, material success in life and the development of healthy relationships and resilience to life`s problems. Much of the content of the Magical Change concept came into existence during this part of my career."


Get in touch to find out:
  • How Magical Change could help your child
  • How Magical Change could be used in your school

  • Reload

"Well what happened next, I can only describe as magic because all I did was go through the routine that Trudy has suggested and then introduced the magic card. The withdrawn clinging child came to me afterwards and said that he had joined in and enjoyed everything and that he felt it would be alright to get 3 stickers. Mum was totally overwhelmed. Both left very happy and said they can`t wait for next week."
Jenn Roberts – Practictioner and  Principal (London)

"He`s been brilliant.....thank you so much for taking the time to help my son." 
Jamie`s mum (Jamie is aged 7)

"Originally, dealing with J was an almost daily feature of my  life, now I hardly ever have to do that any more.  Given the difficulties in his home life, that J is having to face at the moment, he is coping exceptionally well and much better than he would have been able to do pre-magic card. He has more friends and a greater overall level of acceptance
amongst his peers."
Mr M – Primary Head Teacher