Treatments of CP and Motor Delay

"Physiotherapists, occupational therapists, speech therapists, teachers, and nursery nurses welcome indisciplinary groups as they can then see the total child and the relationship of their speciality to those of the others in total function. On planning and using structured group session the different disciplines are enabled to share their knowledge with one other so that practical integrated group activities can be created. Different disciplines have then to clarify their main aims with each child and make certain they are understood by everyone in the planning of the programme and in its execution. It is not possible for each professional to convey all her expertise to the other different disciplines, but rather to learn how to discover the overlap of her particular discipline with others. In this way the overlap becomes a practical achievement and enriches the teamwork."

Written by Sophie Levitt in Treatment of Cerebral Palsy and Motor Delay, (p. 268-269) Blackwell, Fourth edition, 2004

....and how lucky to be trained as a Conductive Education Teacher. You do not necessarily need the time to discuss main aims and share those knowledge before puting structured group into action. You are able to see the "total child"....so on

Comment

I have found this in between the comments, so I thought to make it more public to put it as a post.


Dear László,

Is it right to regard it merely as a (suspicious) business enterprise when someone tries to help people deal with real problems? As well known to you, the Pető Institute has achieved great success in adopting conductive education for adults, especially those with Parkinsonism and MS. Probably due to our results, the interest has grown considerably in the UK as well.
Thus we would like to provide the opportunity for those interested, rather than learning about our work from hearsay, to make an organised, active “visit” to Budapest and apart from getting information on conductive education and the related options on the spot, see the beauty and visit the baths of our capital.
For the time being, there has only been some conversation about this possibility. We certainly seem to interfere with business interests if concerning the “talks” which in fact was only a lunch among friends, we have to encounter presumptions of shady ideas with miss-spelt names.

What do you think?

Interesting

Regarding to the "advertisement of the Able magazine" issue, here is what I have found:

First, I made a phone call using the given number 07968598281.
Surprisingly, there was a Hungarian young lady on the other side of the line, called Timea Zuranyi. She is not a CE professional but wants to create a business through Conductive Education. She is a representative of the New Start Employment Agency UK, as she has described to me, and tries to set up as a travel agency adult CP, Head injury Parkinson or MS groups to visit Budapest & have Conductive Education during the summer school holiday period in Hungary. She has just returned from Budapest. She visited Villanyi ut, Budapest on Friday and talked about the possible business with Tunde Krokko (??), Laszlo Onodi and Andras Krokovai (??) - sorry I am not sure about the spelling of the names.
So, this is all, just an other business who would like to live on CE on its own way.
What do you think?

I was told to look up some information on the website for csci under directory of care services.

http://www.csci.org.uk

Here is the comment...

I will keep very short this comment since I have very limited time to spend by my computer this evening but I really wanted to express couple of my thoughts regarding that advertisement.


It seems that the author has not got a clue at all what he/she is writing about. He/she must have heard only recently about “the world famous”. - Ok, that is not unique in the media.
It depicts as adult conductive education would not have known at all in UK and people have never had any experience of “highly skilled and experienced staff” of conductive education having “cerebral palsy, and other muscular weaknesses”. In fact, they have. I think adult conductive education is a boosting area of CE in the UK recently as after a long lonely work of NICE new services can be found throughout the country offering the possibility of CE in Britain for adults, too. Beside NICE’s great approach Percy Hedley, New Castle, Magan Baker House, Moreton Eye, or Independent Conductive Education Services in the North West area just launched (in the last two years) their services for Parkinson diseased, head injured, MS conditioned adult people.

Visit:
http://www.i-ce-s.com/
http://www.meganbakerhouse.org.uk/
http://www.percyhedley.org.uk/
http://www.conductive-education.org.uk/

ABLE news

I have just come across with this little advertisement in the January - February issue of the
“ABLE”
magazine.


"Do you want to visit PETO Institute?

The famous Peto Institute in Hungary, which has provided conductive education for children with Cerebral palsy, and other muscular weaknesses for more than 60 years, is looking to welcome its first adult guests from the UK this summer.
Hundreds of British children have already enjoyed the services of the institute, located near Budapest, but this will be the first time adults will be able to benefit from the care and support on offer from its highly skilled and experienced staff".

Comment later.

Source: ABLE magazine, Issue January - February 2009, page: 10

By the way, in contrast of Susie, This is my first post with image. :)

Goals

Happy new year to everyone!
Sorry about the longer pause I had some difficulties around…

GOALS

By the start of a new year many people set their “goals” either for the near future or longer term. Also, we set goals for ourselves in different levels.
Can you remember when you were a child, and thinking about what you wanted to be when you grow up? What occupation attracted you?
Whatever you answer, the appeal of a particular type of adult work is, for many of us, our first hint of the power of goals. Perhaps it is this vision of future outcomes that filled your daydreams, kept you awake during all-nighters in college, or helped you persevere when there were troubles. Goals – whether they are occupational, material, relational, or personal – are the natural motivators of life. Further, many positive psychology researchers have found a direct link between goals pursuit and happiness.
It has been always much emphasis placed on goals by conductors. Most of us have at least an intuitive grasp of their importance: Goals are vital to people because they help them organize their lives to meet crucial existential, social, personal and psychological needs. What’s more, goals are very important to the conductive endeavour because they provide a direction for our work and a baseline for evaluating the effectiveness of our service. Personal goals, those wished or attractive future outcomes we all strive for, have long been the Holy Grail of Conductive Education. Chances are, our clients love working on and toward goals and have an understanding of their motivational power. Likewise, “seasoned conductors”, “family conductors” tend to focus heavily on goals, establishing aims for individual tasks, helping clients to clearly articulate goals, and conducting visioning exercises in which clients set long-term goals. The profession of Conductive Education has, to a large degree, been built around goal setting, and for a good reason. Goals are both functional and important. They give us direction, they motivate us, and they structure our time, actions, and decisions. Working toward goals gives us a sense of accomplishment. Personal and social aspirations are the yardsticks by which each of us can chart a course and measure success.

Goal orientation is the way in which individuals think and talk about their goals. The goal orientation that has received the most research support for being important to happiness is the degree to which people strive for positive goals or strive to avoid negative goals. This dichotomy is commonly referred to as “approach” and “avoidance”. Approach goals are the positive outcomes that clients strive for such as “spend more time with the kids”. Avoidant goals, by contrast, are those negative outcomes that individuals work to avoid or prevent like “avoid gaining weight this winter”. There is a preponderance of research evidence linking avoidant goals to increased distress and anxiety, decreased levels of happiness, lower level of social satisfaction, and poorer perceptions of health.
We all have heard about the glass which is half empty or half full judged by the negative or the positive thinkers. Here is an explanation through parents whom watching their child play in the yard. The approach-oriented parent allows his child to climb a tree because he values exploration, balance, physical strength, or excitement. The avoidant parent, by contrast, tells his child not to climb the tree because there is a legitimate risk of the child getting hurt, and the parent values health and safety. Both parents have a valid set of values, and both have a fine argument backing their respective decisions.
The avoidant orientation is a slightly more negative way to look at the world. As conductors we (should) tuned to listen approach- and avoidance related language of our colleagues and clients, too and make the “magic transformation” (pull the angel out from the people) by reframe negative and work towards success. Conductive Education, as a whole, is based on to avoid of avoidance and “health and safety” employs a higher standard of understanding by CE which allows the child to climb the tree.

Intruduction from basic

It is so strange that I need ( have) to write things like this when I try to introduce CE. The general medical public still has to be introduced, as I formulated in CE paradox, from a very basic. I thought to share some of my writings:

In research of rehabilitation, an increasing interest can be detected towards group community intervention programs in different rehabilitation areas having results feasible, acceptable, achieving provable improvements and enhance quality of life (Elsie, Lap, 2006) In practice and in some pilot studies we have been introduced, for instance, the efficacy of an outpatient cognitive behavioral group program for the rehabilitation of adult patients with chronic pain. Significant improvements in mood, coping skills, physical disability were found. (Skinner, Erskine, et al 1990). An other investigation proved the efficiency of aqua-aerobic programs in Multiple Sclerosis which are carried out in group situation for physically disabled (Pérez, et al, 2007). However, less emphasis has been laid specifically on the relationship between social, emotional and physical dimensions of the development within group setting but some scholars have already expressed that the motivational aspect provides evidence for the use of groups in physical rehabilitation. (Lawson, Sonja Kristi, 2006).

The successful management of physical disabilities is critical to successful healthcare delivery. The development of practice and approaches are the most important factors in this field. Contributions from a range of experienced researchers and practitioners associated with the rehabilitation and treatment of people with a range of physical disabilities are mostly based on the traditional point of view of delivery; carried out person to person, in the way of individualized therapy. In relation to recent researches, however, the greater significance of development of practice and approaches of physical disabilities is when emotional, social aspects are also involved and psychological management takes great place. (Kennedy & Paul 2007).
“The assets of the person must receive considerable attention in the rehabilitation effort. A person’s healthy physical and mental attributes can become a basis for alleviating as well as providing a source of gratification and enhancement of life. The active participation of a client in the planning and execution of the rehabilitation program is to be sought as fully as possible.” (Beatrice Wright, 2005) In this respect, and critique of traditional point of view of delivery, the predictive quality of practice alternatively could be increased by changing contribution from person to person to group setting in certain areas (such as Parkinson disease, Head injury, Stroke - Aphasia, Ataxia, MS, CP, Ageing).
The implication of emotional, social aspects in the management of physical disabilities shed light upon the links between health science, social psychology, pedagogy, sport science and it seems to be drawing a more holistic contribution. The link between rehabilitation and education, the adult education point of view shell introduce accordingly a ‘new’ possible way of rehabilitation of motor-disabled, the group setting, and the possibility of community intervention programs. (Szogeczki L 2008) “Human beings are group beings” (R. Brown, 2000) “physical disabled are humans, so physical disabled, should be group beings, too and everything what was studied and discovered on group approach for healthy people or people with behavioral, emotional and social difficulties should related to group of people with physical difficulties as well. Group processes is deepen our understanding of relationships within and between groups of motor-disabled and should conduct the successful healthcare delivery.” (Szogeczki L 2008) From generous educational point of view there is no question about the possibility and the success of group setting. Conceptions of adult transformative learning of Mezirow and the most recent alternative perspectives in contrast to Mezirow’s psycho-critical perspective lead us to the psychoanalytic, psycho-developmental and social-emancipatory views of transformative learning. The mentioned teaching approaches could be considered to work in the process of tackling the problems of the adult physical disabled. A forth perspective however, seems to be of crucial importance: the neurobiological perspective of transformative learning (Janik 2005).
This “brain-based” theory was discovered by clinicians using medical imaging techniques to study brain functions of patient who were recovering from psychological trauma. What these researchers determined was that a neurobiological transformation seen as invoking “the parasympathetic branch of the autonomic nervous system, and the hypothalamic-pituitary pitocin secreting endocrine system to alter learning during periods of search and discovery.”(Janik, 2007, p.12) In simpler terms the findings suggest that the brain structure actually changes during the learning process. These findings turn bring into question of traditional models of learning…and instead offer a distinctive neurobiological, physically based pathway to transformative learning. (Taylor, 2008, p.8)

Psychotherapy is an interpersonal, relational intervention to aid clients in problems of living. This includes increasing individual sense of well-being and reducing subjective discomforting experience. Psychotherapists employ a range of techniques based on experiential relationship building, dialogue, communication and behavior change and that are designed to improve the mental health of a client or patient, or to improve group relationships (such as in a family). Gestalt therapy is an existential and experiential psychotherapy that focuses on the individual's experience, the environmental and social contexts in which these things take place, and the self-regulating adjustments people make as a result of the overall situation. It emphasizes personal responsibility. (Masquelier, 2006).
Meaningful living however, is a central focus of several humanistic theories as well. The rationale for the use of logotherapy is introduced. Somov and Pavel G. review group applications of logotheraphy and offer a clinical curriculum for a group application. They provide a discussion of the specifics of the group format and role induction to the "Meaning of Life" group (Journal for Specialists in Group Work, Oct. 2007).