Attention, Balance and Coordination
published by Wiley-Blackwell April 2009
This book explores the physical basis for learning. It explains the importance of early reflexes, their functions in early development and their effects on learning and behaviour if retained in later childhood. The author also investigates the possible effects that these early reflexes have on other aspects of development such as posture, balance, motor skills and susceptibility to stress and anxiety in later life.
Attention, Balance and Coordination also includes:
- A review of relevant literature in the field
- A review of the origins of the modern vestibular-cerebellar theory
- The Institute for Neuro-Physiological Psychology’s Developmental Screening Questionnaire together with an explanation of its use and interpretation
- The effects of neuro-developmental immaturity in adolescents and young adults by Dr Lawrence Beuret
- The relationship between vestibular dysfunction and anxiety
- A chapter by Dr Peter Blythe chronicling the history of the development of the INPP Method from its inception in 1969 to the present day.
“Attention, Balance and Coordination is the most up-to-date handbook for professionals involved in education and child development, providing a new understanding of the source of specific educational and behavioural problems.This book is a competent, comprehensive and innovative contribution to the problem of learning disabilities and associated behavioral disorders. The author attempts to clarify this complex and multidimensional issue by pinpointing the core of the pathology - ignored until thirty years ago - which is a specific immaturity of the nervous system, consisting in the failure of the higher integrative centers of the brain to control the “lower” but not less complex mechanisms of postural reflexes and sensory-motor response systems located in the spine, cerebellum and the sub-cortical areas. This basically new approach is skillfully presented and high-lightened from different aspects: A well-documented historical description of the research which has led to the discovery of the said source of the disability. A systematic interdisciplinary analysis the neurological, auditory, visual, somato-sensory, motor, skeletal and hormonal factors involved in the dynamics of the dysfunction. A pragmatic presentation of assessment methods yielding a reliable diagnosis of the individual handicap and last but not least a detailed description of the rehabilitation procedures leading to the restoration of normality [In this context the author stresses the fact that the disability is reversible , but its cure may require the formation of a new specialist, the "neuro-educator".] By virtue of the extensive and fundamental treatment of the topic, this is book is a rich source of innovative information not only to the scientist engaged in basic research, but mainly to the practitioner in the fields of developmental neurology and pediatrics, clinical psychology and special education.”
Prof. Reuven Kohen-Raz, Ph.D. (Emeritus) Former Head, Dep. of Special Education, The Hebrew University of Jerusalem (Israel)
Filed under: Latest News — inpp @ 4:09 pm
The recent report published by the Child Poverty Action group sadly comes as no surprise following on the heels of the UNICEF and Good Childhood Enquiry reports. While these reports rightly highlight failings in Britain,they do not seem to be able to effect positive change.
As long as successive governments continue to pursue policies which view children from the perspective of the selfish adult rather than the biological and developmental needs of the child, I fear that the state of childhood for many (not all) in this country will continue to be a dismal one.
Child well being begins before conception with the health and social stability of both parents. Events in pregnancy, the manner of birth, feeding choices, opportunity for free physical play and conversation in the first 2 years of life all have a significant influence on a child’s social and emotional development.
Physical interaction with the environment and social engagement with parents on a daily basis are as important to a child’s social development as nutrition is for physical growth and well being, but increasingly in the UK we live in society where stressed parents struggle to hold family finances together and “virtual” relationships replace real relationships for several hours of the day. Little wonder that children feel socially and emotionally isolated and are increasingly inept at reading social cues.
Research suggests that regular and prolonged exposure to electronic media affects children’s brain waves, attention, ability to separate fantasy from reality and even levels of neurotransmitters - chemical substances through which the nervous system communicates - as well as affecting the quality of real relationships. While the electronic media can entertain and provide a basic medium of communication, it lacks all of the nuances of non-verbal language - facial expression, tone of voice,gesture eye contact etc. Up to 90% of effective communication is based on non-verbal signals.
While child protection seems to be woefully inadequate at one extreme, at the other, a culture which prevents teachers from having sufficient powers to discipline children effectively, makes heroes of celebrities rather than those who have contributed to society through service and which discourages healthy competition in the pursuit of difficult goals, also does children a disservice. Children need secure boundaries to feel safe; they need to learn through experience that bad behaviour has negative consequences if they are to have the motivation to change. This is just one way in which the weak and timid and society can feel safe and the strong and adventurous learn how to temper and regulate their behaviour. Children need examples of extraordinary achievemen and service in order to believe that maybe, one day they can achieve the same, and contribute something useful to society.
The needs of children and adults are not the same. Children need stable adults to lead them into the world and they need a society that welcomes them and takes them up into their culture and which teaches by example. This means that adults from parents to politicians have a responsibility to teach by example.
Parents are one of the most important ingredients in this process and if we want to start effecting change in the experience of childhood in this country, we can begin by valuing the role of parenting above material well being.
Whether we like it or not, a happy childhood begins with parents and ends as members of the state, not the other way round.
Filed under: Latest News — inpp @ 9:35 am
