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Messages - Charles

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Thought Reform / Re: Carol Menzel "Coercive Psychology, 1974"
« on: November 15, 2011, 03:03:44 AM »
Hmmmm thanks for sharing this guys really like ur posts it was quite helpful quite interesting discussion was quite cool i got so many new things in this post u really have the knowledge thanks.....

Facility Question and Answers / Re: Anneewakee - The Lost Boys of Georgia
« on: November 15, 2011, 03:01:55 AM »
Yes u r right died of cancer in 2010 but so many things are quite unsolved so many things are not here by now so something they described by having guess.........

Yes these kind of things really required so much work because these kids look like rebel they will take a lot of time to be fine but some kind of therapy would also can help.......

The Troubled Teen Industry / Re: Green Chimneys, Maltreatment Center
« on: November 15, 2011, 02:54:53 AM »
Quote from: "MedicalWhistleblower"
This is Green Chimneys Animal Assisted Therapy Program


What’s the differences between Animal Assisted Therapy and Animal Assisted Activities?

Animal Assisted Activities provide opportunities for motivational, educational, recreational, and/or therapeutic benefits to enhance quality of life. AAA are delivered in a variety of environments by specially trained professionals, paraprofessionals, and/or volunteers, in association with animals that meet specific criteria.”

Animal Assisted Therapy is a goal-directed intervention in which an animal that meets specific criteria is an integral part of the treatment process. AAT is directed and/or delivered by a health/human service professional with specialized expertise, and within the scope of practice of his/her profession.

Why does animal assisted therapy work?

Children can respond to animals in ways they often can’t to people. The human-animal contact helps bring out a nurturing instinct.  Learning to care for animals seems to develop a sense of responsibility and caring among children who may not have known that themselves.  Contacts range from children who play with a dog, cat or rabbit during a session with a trained adult, to the more comprehensive approach used by Green Chimneys where children experience an immersion with animals, including therapeutic horseback riding, horticulture therapy including greenhouse and garden work, nature, adventure activities and the training of assistance dogs for people with physical disabilities.  We have found that many of our children come to us unable to trust others due to very difficult situations.  They are often sad or angry.  They are more apt to risk a friendship with an animal because the animal will not ask questions, will not judge them and will not tell their secrets to anyone. The animal then becomes a bridge to the caring adults who are trying to help the child become successful.

Are there clinical benefits to animal-assisted therapy and activities?

•   Caring – to be encouraged to demonstrate and feel care for other living beings
•   Trust – to experience trust toward farm/garden staff and with the animals
•   Emotional Regulation- to develop the ability to function appropriately despite emotional challenges with farm/garden staff, peers and with plants and animals
•   Relationship building – to become part of a greater “we”; that cares for the gardens and animals, to feel a healthy sense of belonging to a group that shares common goals and interests. Learning how to build healthy peer relationships and to relate with adults.
•   Self- Esteem - as competence is experienced and the child feels accepted, self esteem can become strengthened
•   Anxiety Reduction – fears can be mastered and behavior patterns can be learned to cope with anxiety
•   Empathy Development - the ability to gauge and imagine anothers emotional state, both animal and human
•   Task Mastery – to be able to actively participate in caring for animals and plants
•   Conceptual Mastery- to become knowledgeable and competent around plants and animals
•   Vocational responsibility – to experience what a work ethic is and to feel real responsibility
•   Body Localization - Child develops the ability to locate and identify parts of the horse’s/animal’s body.  This activity aids in developing an awareness and understanding of one’s own body.
•   Health and Hygiene - Child develops an understanding of the principals of health & hygiene.  In care for the horses, animals and plants, students are led to understand and utilize good habits.
•   Balance and Rhythm- Child develops the ability to maintain gross and fine motor balance and to move rhythmically while working around animals or riding horses.  Child is continuously involved in interpreting and reacting to the animal’s movements.
•   Directionality and Laterality - Child develops the ability to know and respond to right, left, up, down, forward, backward and directional orientation.  Activities focusing on directing an animal or working in the garden in a specific direction are used to aid the child in developing sensitivity to directionality of his body and space.
•   Time Orientation-  Child develops an awareness of determining feeding time, exercise time, and resting time for the animals, students develop an awareness of the appropriate activities based on the weather and seasonal change.
•   Anticipatory Response-  Child develops the ability to anticipate the probable outcome of his behavior with the animals and plants.  If he yells or acts out, the animal will become frightened and react negatively.  This aids the child in predicting the consequences of his own behavior and that of others in a given situation.
•   Comprehension -Child develops the ability to use judgment and reasoning in riding and working with animals and plants.  This enhances his ability to use judgment and reasoning when interacting with other forces in his environment.
•   Perceptual and Cognitive - Child develops and is stimulated through training in spatial orientation, body image, hand-eye coordination, motor planning and timing, improved attention span, memory and concentration.
•   Physical -Child develops to effectively influence muscular strength and tone.
Academic Impacts: There are three major types of goals commonly focused on in an academic school setting -
1.   Academic goals pertain to schooling. Children attempts to improve competence and knowledge in various subject areas. In the nature-based programs, skills such as reading, writing, mathematical skills, social studies and history can be integrated into “real life” non-academic situations. Reading a book in class may seem too hard, but reading the directions on a sheep feed bag seems important and manageable.
2.   Process goals focus on how you do something. Children learn how to do math problems, how to write, read etc. In learning how to measure animal feed, how to distinguish names of plants on a sign, children can be motivated more easily to attempt the process of learning. Learning to count in school seems uninteresting, but counting the chickens in the coop is a fun challenge.
3.   Character goals describe the attitude with which to approach work. Children learn how to adapt to the demands of school and how to effectively and successfully function in the academic setting. Even students that have a difficult time cooperating with peers in the school, to follow directions from staff, often develop these character skills first in the nature based programs. A child may not want to follow a teachers directions in class, but the same child will learn how to follow the direction of the riding instructor while riding.

The activities and work in the Green Chimneys nature-based programs directly and indirectly translate and “feed back” into the NY state mandated education standards required of Green Chimneys School

Hmmmm thanks for sharing this about physical therapy i really like ur post it was quite helpful quite interesting i got so many new things in this post u really have the knowledge thanks.........

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