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PSICOMOTRICITÀ & COACHING

     
 

 
PSICOMOTRICITA'

Space control
At the studio
At school

Useful for these kids
psychomotor  education

 

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Psicomotricità AT THE STUDIO

 

Before I start this description I need to tell you that I didn't find the correct translation for “psicomotricità”, so, I will keep the word in italian. With “psicomotricità” I intend a global view of the child.
In psicomotricità therapy I work with children that comunicate a problem in an area of their life and parents spontaneosly or with suggestion of a specialist decide to consult me.
During the first appointment I evaluate and decide with the parents if I could be of any help for their child.
When I meet a child I focus on his abilities, obviously his difficulties emerge during the evaluation, but I prefer to put my attention on his potentialities which become our start point.
Psicomotricità, in the therapeutic context, is adressed to children ( first months of life to 13 years old), that need help to develop their potentialities. Sometimes they have delay psicomotorio, behavioral disorders, lack of communication, learning difficulties, attention deficit or hyperactivity, autism, speech delay, clumsiness.
 

Parh

  • evaluation with texts and definition of the setting

  •  individual and / or group therapy

  • periodic re-evaluation with family, multidisciplinary team and school

  • verification of the resultsti


Tools that I use

  • Space – the studio where I meet the child is furnished and thought to facilitate therapy. There are severeal toys, balls, ropes, big rings, animals, dolls, little caracters, a desk, drawing stuff, castles, pirate boats, puzzles, constructions and lots more. Usually this space becomes a “magic place”, filled up with dreams and wishes of the child, a place where he can experiment new adventures in totally acceptance and fearless

  • Play therapy material (carpet, matress, ball, ropes, specific games, etc)

  • educational objects

  • the bell and the “talking stick”

  • books and booklets

  • theatre, mime and masks

  • graphic arts, painting and creation

  • music and musical instruments

  • me, with all my heart!



THE SESSION

  • welcoming moment – take shoes off, little talk when possible, remembering what we did last time, deciding what to do

  • central moment of the session – games, exercises that either the child or I suggest, using all the space or at the desk. Sometimes, I just observe for a little the dynamics

  • moment of separating from involvement of feelings and tidy up. I usually give the child 10 minutes advice to prepare him. Usually at the end of the session we read a short story and we talk of what happened

  • say good bye and a short verbal exchange with parent


     

In the evening, I dedicate a few minutes to evaluate the session and I note what's important to keep for the following appointement.

Each child has a specific, individual therapeutic project, based on his cognitive aspects and on his personal needs. However I'll write a few aspects that are present very often in different children:
 

  • child's observation – potenziality, capacities and difficulties

  • importance of recognizing the adult as a reference point, that the child can trust, lean on, learn from and ask for help

  • build a good relationship that facilitates therapy with joy, trust and fun.

  • Respect of the time of each session ,space, objects and respect of the other person

  • increasing attention, listening and capacity to wait

  • increase verbal and non-verbal comunication
     

During therapy every child, listening to the messages of his body and of his feelings, has the possibility to express himself in a safe enviroment,. The exploration activity of the environment encourages the sensory-motor, symbolic and functional use of objects, ,he is more autonomous in the space and arrives to construct and organize a game.
Both in individual and in small group sessions I usually support the child to respect the other person and to be able to wait for his turn. When it's possible I ask him to organize a short sequence of a game and to share it. I often work on improvement of mouvement coordination. I usually ask the child to be aware of his way of comunicating his wishes and needs, sometimes if present, stereotypes and problematic behaviours decrease.

* Networking (family - school - health care system) is essential to optimize the achievement of results.

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