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Craniosacral therapy description
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Eight year old, Jenny has tantrums over every little thing, she refuses to cooperate with her parents and she barely talks. Jenny was diagnosed with a learning and behavioral disorder when she was two. Since then, her parents have struggled to cope with her condition. Every day is a battle to get her to go to school, behave appropriately and not hit other children, and cooperate with what they tell her to do. Her parents have tried to put her on medication, taken her to speech therapy, and sent her to a lot of different doctors. Nothing has helped make their lives any easier. Desperate to try anything that could possibly help; they decide to learn more about an alternative healing method, called craniosacral therapy, they heard about from a friend. Jenny attends one session for an hour and another session the following week. After just two weeks, her parents see changes in her behavior. Her tantrums have decreased and she is starting to show behavioral improvements in school. Many people have never heard of this type of treatment and know nothing about its amazing effects. Craniosacral therapy is a gentle and safe method of touch therapy used to reduce the symptoms and improve the behavior of those with autism, ADD, ADHD and other learning disabilities.
During the early 1900’s, William Sutherland, became fascinated with the design of the human skull. He believed that the bones in the cranium move in relation to each other. Through self-experiment, he was able to feel a certain rhythmic motion of the cerebrospinal fluid, which he called the craniosacral rhythm. (1) Based off of Sutherland’s work, John Upledger, an osteopathic physician, studied the craniosacral rhythm in depth. During 1975-1983, he continued to s...
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... towards a large variety of mental, physical and behavioral disorders. It is done by a trained profession who uses a light touch to locate the craniosacral rhythm and create more motion in areas of the body with restrictions. This can increase the functioning of the central nervous system. With autistic people, craniosacral therapy does not cure the disorder, but it can reduce the symptoms and behavioral problems that it is associated with. This therapy can completely alleviate the symptoms of a person with ADHD, ridding the person of the entire disorder, in most cases. In order to further prove the effectiveness of craniosacral therapy, there needs to be more large scale researches and studies. By educating people about the effectiveness about this therapy, it could be used to help many people reduce the symptoms of their disorder and improve their lives.
In the United States, mistreating a child is extremely looked down upon. Many people reason that children are incapable of caring for themselves, and as such, it is a moral responsibility for adults to care for them. Sadly, this sense of moral obligation does not protect children from being maltreated. Child maltreatment is a term that encapsulates both child abuse and neglect. Child neglect accounts for 49% of all reported cases of maltreatment and is the most common form of child maltreatment (McCoy & Keen, 2009, p. 77). Neglect leads to detrimental effects in both the short and the long-term. Until recently, treatment for neglect was minimally efficacious; however, with advances in technology and research, a new model of treatment has emerged. The Neurosequential Model of Therapeutics (NMT) is a holistic intervention that seems to combat the long-term effects of physical neglect, providing hope for those maltreated in early childhood. In order to understand the efficacy and research behind implementing a NMT guided treatment for these children, it is imperative to differentiate between the various subtypes of neglect while looking into the extensive consequences of withholding care.
The magnetic pulses easily pass through the skull and causes small electrical currents that stimulate nerve cells in the targeted brain region. The magnetic field that is produced lasts 100 to 200 microseconds, and the procedure is less invasive than the ECT. rTMS may increase blood flow and the metabolism of glucose in the prefrontal cortex. It like ECT can additionally be a treatment option for mania but continues to be
Case History: T.C. is a 13 year old, 2 month old girl in the seventh grade. T.C. lives with her parents and she is the oldest of three children. T.C.’s prenatal and birth history was unremarkable. T.C. was normal developing until 18 months old. By 18 months old it was apparent that T.C. was delayed in speech. In addition, she walked on her toes, did not make eye contact with others, had a terrible fear of loud sounds, cried frequently, and was a poor sleeper. She was evaluated before her second birthday and was diagnosed with Asperger’s Syndrome or related pervasion developmental disorders and has profound difficulty with social interaction. She has received speech therapy, with an emphasis on social skills training, intense therapeutic therapy, and occupational therapy. T.C. is in a regular seventh grade classroom with an aide to assist her throughout her day.
Fonagy, P. (1999). Relation of theory and practice in psychodynamic therapy. Journal Of Clinical Child Psychology, 28(4), 513--520.
Yes, the stimulations did help me get a better understanding of each disability that is affected by that area. I cannot imagine going through this. The attention section was very hard, especially the visual activity. The stimulations helped to better under how difficult it is for people with disabilities to focus, decode words, try and remember what they read, and even how to put ideas into sequence.
Field T., Hernandez-Reif M., Diego M., et al, Massage therapy by parents improves early growth and development. Infant Behav Deve, 2004; 27, 435-442.
The case study analyzed is about Korean boy, David, who is five years and ten months old with Asperger’s syndrome and lives with his family in the United States. His grandmother, Mrs. Soon, is the main caregiver and she is in denial as she does not want to accept the fact that her grandson has developmental issue. According to her, David is just a very talented boy and he does not need any help. David’s parents have a different point of view and want to find ways to persuade Mrs. Soon to allow their son to have services advised by
Velasco-Suarez, M., Bautista Martinez, J., Garcia Oliveros, R., & Weinstein, P. R. (1992). Archaeological origins of cranial surgery: trephination in Mexico. Neurosurgery, 31, 313–318; discussion 318–319. doi:10.1227/00006123-199208000-00017
Temple Grandin, a doctor in the field of animal sciences who suffers from Autism, once said, “People are always looking for that single magic bullet that will totally change everything. There is no single magic bullet.” Autism Spectrum Disorder (ASD) is a general term for a group of complex disorders of brain development. The Autism Spectrum can be split into many subtypes, including Childhood Disintegrative Disorder, Asperger’s Syndrome, and Pervasive Development Disorder- Not Otherwise Specified (PDD-NOS). Starting from an age as young as infancy, symptoms of Autism may be conveyed. Repetitive behavior, any loss of speech or social skills, and attachment to parents are three of the many symptoms expressed by children with Autism (“What is Autism?”). In order to improve theses symptoms, many types of treatments have been established. First are the Behavior and Communication Approaches, which include Applied Behavior Analysis (ABA), the Early Start Denver Model (ESDM), and different sorts of therapy. Other treatments include dietary approaches, medication, and Complimentary and Alternative treatments. Based on the developed treatments, the early intervention Behavior and Communication Approaches exhibit the most benefits to children diagnosed with autism.
Although some dietary treatments have been developed by therapists, many are not supported scientifically due to this treatment possibly affecting a child positively but then having no effect on another. Dietary treatments are used to take certain ingredients out or input them into a child’s diet in order to make a difference to their child’s autistic behaviour.
...e to communicate with the people that have supported her throughout the whole process and others that she will meet in years to come. She is happy, intelligent, and is open to new foods and learning new things at an accelerating rate. Nicholas used to be antisocial and quiet around the other kids at his daycare. However, now has the confidence to make friends at daycare, interact with them, play with them and have the courage ride his new tricycle. His parents describe him as a “speed demon.” Music has helped him improve on skills he was lagging and has essentially built up his self-esteem. He has improved overall and completely changed. Music is extremely beneficial since it has helped expand therapeutic purposes for autistic patients like Ashley and Nicholas, but others that have been through severe trauma, a heart attack and patients suffering from cancer too.
Perry, M.D., Ph.D., B. D. (2002). Helping traumatized children [Issue Brief]. Retrieved from The child trauma academy: www.childtrauma.org
This realization and knowledge has presented itself in the most realistic way just within the past three years, while I continually helped disabled children learn various life skills. In these three years, my attention was unforgivably snagged by one child, Damion, who seemed to have an unfathomable web of trials and difficulties in his fragile little life. On an undying attempt to learn more about this child, I started working with him one-on-one and with his therapists and teachers. I soon came to realize that Damion had moderate to severe learning disabilities, speech impediments, fine (small muscles) and gross (large muscles) motor problems and sensory difficulties. His previous doctors considered Kabuki Syndrome, an extremely rare disease that is terribly difficult to diagnose, as a possible diagnosis.
I believe that my relationship with the child must be warm and supportive (Axline, 2013: 23-35). Whilst my sessions are taking place, the girl must feel safe in order to ensure progress. If she feels comfortable in her surroundings she will be more willing to share he thoughts and opinions with me. It is very important for me that she unconditionally accepts me and that I unconditionally accept her (Axline, 2013: 23-35). This is where I must gain her trust. The first session consisted of an assessment, the second session is where I engage in play therapy. Here I need to build a consistent relationship with her using toys and verbal communication. I will also allow her to freely express her emotions during the sessions (Axline, 2013: 23-35). Whilst she’s playing with the sand and figures, I will encourage any emotions (as long as it stays safe). For me to be able to help her I need to assess her different emotions surrounding different situations.
could be used to help autistic children. However the appeal of the device, both to the children