F A Q

 How does your method support young adults with a developmental disability in reducing anxiety and building self esteem while learning new coping strategies?

"Whole Brain Teaching" that is, active learning in which the learner makes connections that tap the brain's left and right hemispheres:
 

• Accepts, the capacity to learn at any given moment, is determined by internal rhythms; as our bodies, our minds, move through predictable rhythms driven by powerful physiological processes
• Understands and accepts a learner’s receptivity shifts throughout the day
• Provides a facilitator/teacher attuned to each learners' individual rhythm, strengths and struggles with socio-emotional literacy 
• Requires being open and receptive to the rhythms and adjusting time, place and space to the learner
• Manages the emotional climate to reduce the “downshifting” or primal thinking that occurs during distress

Therapist//facilitator may enhance the learning experience with music or soothing colours, sensory based exploration including art, movement, champissage, and occasionally the Wilbarger protocol

• Learners are encouraged to practice a number of breathing methods as a way to enter self awareness; be present in the moment; and sense a relationship to their own body
• A range of drama, art, music and movement related routines are developed to enhance the integration of learning experiences

What is Champissage ?

• A relaxing treatment to relieve stress and tension
• The massage is performed over clothes, while the client sits comfortably in a chair
• The treatment begins on the upper back moving to shoulders, neck, hair/scalp, head and face
• Clients with particular sensitivities proceed with what can be comfortably tolerated
• Feedback suggests parents find this treatment particularly beneficial 

 

How does your curriculum assist the challenge in transitions for every day routines?

A transition is a very real phenomena...it is something you can't always see or point to, but is felt in real time. It can be distruptive and undesireble, as well as pleasureable and desireable. A transition is inbetween a change from one routine with its own cognitive, emotional and somatic state  to a different cognitive, emotional, and somatic state. This "inbetween" state is often the antecedent to challenging behaviours.

• A change in routine means a demand has been placed on the individual’s physiological rhythm  (bio-energetic state) and the body and mind may not be ready to move in tandem
• This can result in anxiety, emotional outbursts and non-compliance
• Sometimes we motivate the individual through an experience which is uncomfortable and frightening with cognitive behavioral programming
• Sometimes we engage the learner in developing new neural pathways that engage more adaptive coping skills through other methods
• Ultimately, the art is in facilitating the process for the learner to become aware of their own feeling state, identifying the sensations with language and being supported by their community in the process
• It is a life long process
• This is the core belief system at “Teaching Hands.”