“He rarely makes sounds, looks in my eyes, or uses his words. He seems easily excited and hyper!” ( Age 2 years)
When a child appears dysregulated (lacking organization of self in his environment or with another person-displaying low energy or intense hyperactivity) using sensory movement based activities will support the child to increase communication and have meaningful connections. The child will then integrate his senses for making eye contact, repeating movements, regulating his body and finally communicating with gestures and words.
“I NEED A BREAK FROM THIS HOLIDAY BREAK” (MOM OF 3)
AFTER 3 WEEKS OF HOLIDAY VACATION, PARENTS AGREE THAT PARENTING IS A REAL JOB. ENDLESS DAYS OF GETTING OUR KIDS FROM ONE PLACE TO THE NEXT AND PROVIDING THEM WITH IMMEDIATE RESPONSES TO THEIR SEEMINGLY ENDLESS REQUESTS. WHILE, I LOVE HAVING THIS TIME WITH MY CHILDREN AND MAYBE YOU DO TOO…THE TRUTH IS IT WOULD BE HELPFUL TO HAVE SOME HELPFUL HANDS. THIS MONTH LETS REVISIT AN OLDER POST FROM A FEW YEARS AGO..
RACHEL WONDERED HOW TO TEACH HER CHILDREN TO HELP AROUND THE HOUSE. TO STOP REQUESTING EVERYTHING FROM HER AND INSTEAD TO HELP TO GET THEIR OWN FOOD, THEIR OWN CLOTHES, THEIR OWN DISHES, ETC.
SHE WOULD TELL THEM WITH HER WORDS, THROUGH SMILING TEETH, WITH TENSE SHOULDERS OR WITH A SCREAMING VOICE. HOWEVER, SHE CONTINUED TO EXPRESS THAT HER CHILDREN DID NOT RESPOND.
BY ADOPTING METHODS THAT SUPPORT UTILIZING THE WHOLE BODY – EMBODYING CHANGE – THE FAMILY ALL STARTED TO WORK TOGETHER. INSTEAD OF REQUESTING A TASK, RACHEL WOULD STATE WHAT SHE SAW WITH HER EYES. “I SEE YOU ARE SITTING AT THE TABLE WITH YOUR DIRTY PLATE. NOW WE WILL PUT OUR PLATES IN THE SINK.” TOGETHER THE ENTIRE FAMILY STOOD UP, MOVED TO THE SINK AND MOVED ONTO THE FAMILY ROOM. RACHEL ACKNOWLEDGED THAT VERBALLY STATING THE MOVEMENT PATTERNS, THE VISUAL ASPECT OF THE SITUATIONS AND THEN ACTIVELY MOVING THROUGH THE PROCESS CREATED EASE AND ACCEPTANCE. SHE STARTED INITIATING GAMES; LET’S SEE HOW FAST WE CAN PICK UP THE BLUE BLOCKS, HOW SLOWLY WE CAN BRUSH OUR TEETH, HOW TALL WE CAN WALK TO THE DOOR, HOW HEAVY WE CAN PUSH OUR BODIES INTO BED.
THE USE OF MOVEMENT PHRASES AND ACTIONS CREATE EXPLORATION, PLAYFULNESS, AND LEARNING! HER CHILDREN SAW THE TASKS AS MEANINGFUL AND AN OPPORTUNITY TO ENGAGE WITH THEIR MOM AND CONNECT. INSTEAD OF ONLY CONNECTING WITH A DEMAND THEY NOW HAD OPTIONS OF WAYS TO BE TOGETHER.
DO YOU WANT YOUR KIDS TO SHARE IN THE WORKLOAD AND COOPERATE? EVERYDAY I WORK WITH CHILDREN OF ALL AGES AND THEIR FAMILIES TO SUPPORT LEARNING AND CONNECTION. EMAIL ME AT THERAPY@DRLORIBAUDINO.COM OR CALL ME AT (310) 966-0700 TO SCHEDULE YOUR TIME.
Please Note: These stories are based on real moments but all names, ages, and identifying information has been changed to ensure confidentiality and safety for all individuals involved. The events are a composite of related scenarios used to illustrate the work; bringing understanding to the benefits of supporting children through a mind/body connection.
Special Thanks to The Andrea Rizzo Foundation. Dreasdream.org