Who can be helped

Though I work primarily with children with learning difficulties the work I do can be useful in other situations. The basic premise of treatment being the same:

  • With the under 4’s as part of a programme of normal development.
    By knowing the types of movements that promote nerve cell growth I can teach parents and carers to potentiate child development. Babies are born with many millions of cells, many more than survive to adult life. At birth, many of these cells, especially in the higher brain, are not connected into pathways or circuits. The connections are made by “using” each individual nerve cell, as with other tissues the cell fibres grow through stimulation. At about two years of age many these nerve cells die through lack of use, or involvement into useful circuits or pathways. The greater the constructive stimulation the greater the number of cells will form useful circuits. Babies who lack a stimulating environment will lose more nerve cells than those born into a stimulating environment, therefore, by using simple movement techniques early enough this can be redressed.
  • Children with specific learning difficulties.
    As described in the section Neuro-Developmental Delay (NDD), children with Specific Learning Difficulty (SLD) frequently do not develop specific circuits within the brain as part of normal childhood development. This is sometimes due to an extreme lack of specific movements at vital stages of development, caused by physical disability or gross deprivation. More usually it is to do with inherent problems within the brain growth pattern. By using a specifically constructed programme of exercises, individually tailored for each child, the brain is given a second chance to wire itself in a more useful pattern. Failure of the development of normal circuits within the brain is called Neuro-Developmental Delay (NDD). Teachers, and many medical practitioners, may describe such difficulties as ADD/ADHD, Dyslexia, Dyspraxia, depending upon the primary difficulty experienced, or Pervasive Developmental Disorder (PDD) if the difficulties are wide spread.
  • As a reflex modification programme with Adults, who may present with either learning or emotional difficulties.
    Children with specific learning or co-ordination difficulties grow up and although many learn useful compensatory mechanisms the underlying cause, which is not self righting, remains. There is no age limit to the efficiency of the correcting exercise programme, but the effects of the programme are different for adults, in whom the personality has become established. It is for this reason that instigation of treatment is used cautiously and only when deemed necessary due to the amount of consistent distress experienced. Consistent employment of compensatory mechanisms takes it’s toll and many find that the stress becomes too much for their bodies or minds to cope with. Symptoms that may be accounted for by NDD are: frequency of infections, allergy related symptoms, a variety of phobias and anxiety states. It must be appreciated that NDD is not the only cause of these conditions; but when these conditions have consistently failed to be redressed by other more conventional treatment NDD may be a cause or contributory factor. When treating adults I frequently recommend that they should simultaneously see a counsellor.
  • Allergy Testing, Nutritional advice and Sound Therapy does not have the same limitations and can be used for all.
    Sound Therapy can also be used for people who have a special interest in singing, in learning foreign languages, who are experiencing hearing deficits, trying to offset the effect of exposure to very loud noise (pop music, workplace noise) or simply trying to preserve good hearing for as long as possible.

When working with people with disabilities, whether adult or child, physical or learning, the aim is always directed toward alleviating the problem, not simply to provide coping strategies and is on the whole physically based.