Psychomotricity for emotional-behavioural disorders

Educate the boys with the game so you’ll be better able to discover the natural inclination– PLATO
WHY PSYCHOMOTRICITY WITH CHILDREN WITH BEHAVIOURAL, COMMUNICATION AND RELATIONAL DISORDERS?

It refers to situations of unease in which communication and relational modes become dysfunctional with respect to behaviour, communication, relations with the environment and with people. The child shows a fragility in the regulation of emotional and behaviour, with psychomotor inhibition or hyperactivity, or with opposition and aggressive behaviour.

Psychomotor therapy within a setting characterized by a climate of welcome, trust, lack of judgement, through the body and the tonic-relational and sensory dimension, is intended to stimulate experiences aimed at better integrating the body’s self with the emotional and cognitive dimension. In Imparole, psychomotor therapy chooses various techniques and instruments, developing a more flexible approach as is the very nature of its intervention, aimed at respecting the uniqueness and comprehensiveness of the child. There are visual supports with the possibilities offered by the CAA, the tools of Cognitive-Affective Therapy and Cat – Tony Attwood’s Kit or functional approaches to enhance praxic skills and autonomies, relaxation and art therapy tools.

 

HOW MANY TIMES A WEEK DOES THE NEURO AND PSYCHOMOTOR THERAPIST SEE THE CHILD?

The therapy for relational disorders is either one-weekly or biweekly.

 

HOW CAN THE PARENT HELP THE CHILD EVERY DAY?

Parents are involved in various ways depending on the therapeutic project with the aim of ensuring a dialogue between the therapy room and the home to make the intervention more effective. The therapist accompanies parents to share objectives and tools, suggesting activities to be included in their daily life, but also helping to broaden their gaze on their parental and educational competence.

 

HOW DOES THE NEURO AND PSYCHOMOTOR THERAPIST WORK WITH THE TEACHER?

The therapist meets with teachers to understand how the child experiences his or her difficulties in managing emotions at school and tries to understand even if they can affect relationships with peers and teachers. They will then be proposed strategies in order to help the child to manage their emotions effectively also in the school context.

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