Newsletter AUGUST 2006 - SANDTA · [email protected] Professional & Public Relations Committee: Vijaya Francis ... Thinking about quality of life as a theme for the

SOUTH AFRICAN NEURODEVELOPMENTAL THERAPY ASSOCIATION NEWSLETTER 1

SANDTA

SOUTH AFRICAN

NEURODEVELOPMENTAL THERAPY ASSOCIATION

CONTENTS

EDITORIAL……………………………………………….2

FROM THE WEB…………………………………….…..3

WINNERS - Zelda Mycroft ……………………..…….3

A TEENAGE PERSPECTIVE – Natasha Karpul……..7

FROM NEC

SANDTA AGM and WORKSHOP………………….….8

APPLICATION FORM……………….…………….…….9

Proposed changes to SANDTA Constitution…..……10

COURSES……………………………………………....12

APPLICATION FORM………………………………….13

ADDS……………………………………………….……21

BRANCH ACTIVITIES……………..…………………..22

BRANCH CONTACTS………………………………….24

ADD INFO………………………………………………..24

Newsletter AUGUST 2006

076 374 6739

SANDTA CONTACT DETAILS Address: P.O. Box 39976 Queensburgh 4070

Wiseman Makhatini Tel: 031 7081789 Cell: 076 374 6739 email: [email protected]

THE NEC Chairperson: Shelley Broughton (031) 7081785 (W) (031) 7081789 (F) [email protected] Treasurer: Sonja Berry 031 9041593 082 297 1519 [email protected] Newsletter: Eunice König 082 927 7776 [email protected] Secretary: Nina Strydom (031) 2041300 x 361 (W) (031) 5661281 (H) 084 5661281 [email protected]

Professional & Public Relations Committee: Vijaya Francis 082 859 2089 [email protected] Education: Corneli Strydom 082 950 4289 [email protected] Branch Liaison Sonia Swart 082 332 8943 [email protected]


If you were asked whether you were happy with the your life - how would you answer? By what criteria would you measure? Thinking about quality of life as a theme for the newsletter and considering the need for outcome measures ….. Do we know whether our clients feel fulfilled/emotionally satisfied? If not, do we know in which areas and why. Do we assume that they cannot achieve because of physical difficulties? What are the constraints to their achieving better performance?

Health services outcome measures have traditionally included consideration of mortality; and morbidity. Both dimensions of outcome obviously remain important. What has been recognized for a long time however, are the limitations of these health indicators. Increasingly, clinicians and investigators have become interested in evaluating the experiential aspects of an illness or impairment - the so-called "psychosocial" variables. These often include assessments of feelings, self-image, behavioral consequences of illness or treatment, and role functions (as student, worker, spouse, etc.). These dimensions of health and illness are often referred to loosely as aspects of "quality of life" (or more accurately "health-related quality of life", to recognize the relationships between aspects of health or illness and these outcomes). Subjective and abstract concepts like these are increasingly being targeted as outcomes, every bit as important as the standard 'hard' (biological) measures such as blood pressure, serum sodium, or joint range of motion. (Rosenbaum 1993 – Quality of life)

Quality of life (QoL) is the perception of an individual's total existence, but what aspects do we consider and how can we measure these. It is recognized that it is a holistic concept that goes beyond health. The World Health Organization's definition of health is now generally accepted as being more than the absence of disease: rather that it encompasses physical, social and psychological dimensions of health.

A concise definition is offered by Renwick and Brown: “QoL is the degree to which a person enjoys the important possibilities of his or her life.” QoL is multi-dimensional and may include dimensions of physical, emotional, social, productive and material well-being, interpersonal relations, personal development, self-determination, social inclusion, and individual rights.

In the World Health Organization’s ICF (2001), participation is regarded as a chief indicator of (child) health, irrespective of diagnosis or functional ability.

It is during participation in play/games, sporting/leisure, educational/employment activities that we ‘form friendships, develop skills and competencies, express creativity, achieve mental and physical health, and determine meaning and purpose in life’ (Kinney & Coyle, 1992; Lyons, 1993; Brown, Brown, & Bayer, 1994).

Through participation, trial and error, children get to understand the expectations of society and to acquire the competencies needed to function and flourish within their families and communities – sometimes however, they may require a little helping hand or two in achieving this.

Satisfaction with the activities we choose to partake in and satisfactory performance achieved can give one a feeling of well-being - children respond to praise on a job well done but how behaviour can change with negative feedback and frustration ! (Racquet abuse by sports stars!!)

Positive self-esteem is associated with motivation and general satisfaction with one's life while poor self-esteem can lead to depression and anxiety, (Harter, 1986; Rosenberg, 1986).


Some factors such as the child’s cognitive, communicative, and physical functioning; family participation in social and recreational activities; family values related to intellectual and cultural activities and the child’s own preferences can all have a direct impact on participation.

Indirectly, parental perceptions of environmental barriers; family closeness or the lack thereof, supportive relationships for the child; family income; can all have an impact

Making it more possible for children to participate in family and community life should be a key

goal of rehabilitation services.

The above is based on two articles accessed from the CanChild website http://www.canchild.ca/ Go to Document Directory � Keeping Current

Eunice König

Assessing Quality of Life of Children and Youth with Disabilities: A Review of Available Measures

Susanne King, Heidi Schwellnus, Dianne Russell, Laura Shapiro, Omar Aboelele, 2005 Keeping Current #01–2006

There has been a shift from a more biologically-based approach where treatments were focused primarily on changing the child, towards interventions aimed at broader goals such as enhancing community participation and improving a child's QoL The aim of this project was to develop a resource not just of measures' descriptive features, which are essential in selecting a measure, but more importantly to provide an evaluation of these instruments in an easy-to-read tabular format for comparisons across measures. The 33 measures reviewed were primarily focused on aspects of children's lives within the physical, social, emotional/psychological, and school domains with the latter incorporating cognitive and productivity dimensions. The project consisted of several phases including:

• A comprehensive review of the literature; • An in-depth evaluation of selected measures using structured guidelines; and • Input from service providers in the children's treatment centres and agencies.

A new and exciting aspect in the QoL field is the development of family QoL measures This work is significant because it recognizes the dependency of a child's QoL on the context of his/her experiences with parents and siblings, as well as with others in environments such peer group, school and community (Matza, Swensen, Flood, Secnik & Kline Leidy, 2004; Renwick, Fudge Schormans & Zekovic, 2003).

Patterns and Predictors of Recreational and Leisure Participation for Children with Physical Disabilities

©Law, M., King, G., King, S., Kertoy, M., Hurley, P., Rosenbaum, P., Young, N., Hanna, S., & Petrenchik, T., 2006


Winners by Zelda Mycroft

Erin and Chaeli: our daughters. Erin, as our firstborn is the best gift ever given to parents. The experience of her birth is unique. With Chaeli it was different. I had been there before; there was a lot that was different. That is because she, too, is unique … At eleven months Chaeli was diagnosed as being cerebral palsied and this is the single greatest blessing associated with her disability. I have always been thankful that Chaeli’s disability was not diagnosed at birth as I believe that many newborn parents, when told that their child is disabled, can’t see their child for the disability. We were privileged enough to get to know our child, have her personality impact on us, dream our dreams for her. And when her disability was diagnosed she was already a real person to us – her disability has never defined who she is. And therein lies the blessing. Our greatest focus as parents has been Chaeli’s social inclusion. We have been fortunate enough to have family friends (the Terry family) who have three daughters. Tarryn is two years older than Erin (her best friend despite the age difference), Justine is the same age as Chaeli (and has been her lifelong best bud) and Chelsea who is three years younger than Chaeli. These five girls have been one another’s sisters, playmates, confidantes and sounding boards for their entire lives. What a privilege!

Social interaction and knowing that you belong in a group is an essential human need and Chaeli’s right to belong was of paramount importance to us. Having Erin and the Terry girls as friends made it a lot easier. They were given the choice initially: Do you want to play with Chaeli? Yes. Then these are your responsibilities:

1: Don’t leave her by herself

2. Change your games to include her in your play as much as possible

3. Make it work

And if they didn’t meet these responsibilities? I moaned at them and asked them how they would feel if they were excluded. As her mother, I felt that it was my responsibility to educate Chaeli’s friends about how she should be treated and what their responsibilities were. I persevered in what I instinctively felt was the right thing to do. Chaeli didn’t need to sit in adult company all day counting our teeth. There’s no quality of life in that – just a displaced little person, bored out of her mind. The alternative was placing her in the hands of her peers. They needed to push her wheelchair, create new games, get irritated with her as they learnt the patience to slow down some of their games, and eventually know that they loved Chaeli for who she is just as she loved them as they are.

Of course there was a calculated risk involved. If we made her 4-year old peers her playmates and gave them certain responsibilities for her physical well-being then there was a real chance of her being hurt. How is this different from able-bodied youngsters? They get hurt, scuff knees, fall out of trees and off bicycles. Why should our cerebral palsied child be denied the same growing experiences, especially if it came hand-in-hand with friendship and fun? We thought that it was a risk worth taking. At her fourth birthday party two friends in charge of her wheelchair were clearly dicing for pole position when they tipped her into the rose garden. Fortunately the roses had just been pruned, but she did resemble a tortoise with a wheelchair shell, and she did cry pitifully (along with her two friends!). A few tears, a few scratches, an experience shared. I have also been on top of a fire engine with her riding around the streets of Sedgefield, on the back of a camel in Muizenberg and screaming down Monkey Falls at Ratanga Junction. I have been freed of all kinds of social/age constrictions because I’ve had to experience things with Chaeli in order for her to experience them at all. Aren’t I the lucky one!


We have always believed in compromise. Compromising total physical safety for quality of life. Is this viable? Be unconventional, do the unexpected? Chaeli is a “normal” child (what the heck is that?!) with normal needs. Her wheelchair does not make any of that different. Children are very accepting and very curious and we used this to our advantage from an early age. As a school teacher it was important to me that when children asked questions about Chaeli’s disability, that she and the rest of us were equipped to answer those questions. We have had long conversations with little people, complete strangers, in shopping malls. I have taken Chaeli to schools and chatted to them about what she is physically able/unable to do and her fiercely independent spirit. We have engaged anyone wanting to know more in conversation and the most important part of this is Chaeli seeing her disability as a bridge to communicate with people she might otherwise never have met. She manages to convey to them that her wheelchair limits her physically only – that she has choices in deciding how she lives her life and these choices are as multitudinous as any other “normal” child’s choices.

At the age of six Chaeli was diagnosed as having a degenerative neuropathy as well as being cerebral palsied. There was regression for the first two years and then her OT was stopped at the special needs school which she had attended since the age of three. This happened when she was nine. A series of random events led to my husband, Russell, and I taking matters into our own hands and, in the period of a week, getting her a facilitator and an assessment session at our local mainstream school. We felt that if her body was letting her down, we needed to provide her with the opportunity to fly with what was working perfectly: her bright mind. So … goodbye domestic worker – hello facilitator! And we have never looked back!

Without her mainstream experience I believe that Chaeli would not have been as challenged – intellectually and socially – as she has been. I have formed the opinion, through this experience, that when we pander to our children’s disability we do them a disservice. It’s a form of “spoiling” that they can ill afford. Chaeli has been mainstreamed for three years now and went from a class of 13 to a class of 33. When asked what she enjoyed the most about her new school her answer was: “Sometimes I have to shout to be heard!” In her first three years of formal schooling at the special needs school we were told each year that she was passive in group work. Hmmmm……..

Can a disabled child find her place and feel that she belongs in a mainstream environment where she is the only wheelchair bound learner? Here’s a checklist of the various activities Chaeli has done over the past three years at Sweet Valley Primary where she is currently in Grade 6 (she turns 12 in August):

School choir: since Grade 4. Her diction is not always great but she is very musical and loves it!

Brownies: got her Golden Hand in 2005 and is now a Girl Guide

Drama & Chess Club

Extra Maths (her choice – she reckons her Maths sucks!)

Individual Singing Lessons in place of conventional Speech Therapy

Boccia: bowls for the disabled

Ballroom Dancing for the disabled.

Avid supporter of the netball and hockey teams.

This kid has fun and her social programme is a lot fuller than her mother’s! We also manage to fit an hour of private physio into the mix each week. She has a standing frame at school which she uses each day, but now refuses to sit in the special desk we got for her. She doesn’t want to be “different” so another compromise: get the right-sized desk and a footboard that keeps her


feet in the correct place and helps to position her correctly in the two-man desk. Has she fallen out of this desk? Yup – happened two weeks ago. Fortunately Matthew, who sits next to her, is a star athlete and plays rugby for the Under 12A team. His good reflexes made him catch her before she slipped out of her desk completely. I believe that they were writing exams at the time and caused quite a commotion!

Another thing that has happened as a direct result of Chaeli’s mainstreaming is the creation of The Chaeli Campaign by Chaeli, Erin and the Terry girls. Chaeli wanted to be more independent, so these five girls (between the ages of 6 and 12 at the time) raised R20 000 for Chaeli’s motorised wheelchair (in just seven weeks). We then decided that we would form a Non-Profit Organisation (called The Chaeli Campaign, of course!) with its main objective being to mobilise the minds and bodies of children with disabilities. The main proviso in forming this NPO was that the five original members would always be actively involved in the organisation. They founded it and are the spirit of The Chaeli Campaign. The way in which these five girls act as a team forms a fabulous blueprint of how inclusion should work in society at large. The Chaeli Campaign turn two years old on 6 August and in that time we have provided mobility aids for over 100 children; run therapy and outreach programmes at Ocean View, Masiphumelele and Sive Nathi (approximately 80 children) and are supporting one profoundly deaf child in a mainstream environment in East London. The Chaeli Campaign is active in five provinces. I also gave up my teaching post in June 2005 to run The Chaeli Campaign fulltime. Not every mom can say that her young children have created fulltime employment for her! And what is the core motivation behind The Chaeli Campaign? We’re paying forward the blessing of Chaeli in our lives.

Administered by Adults – Powered by Kids is our maxim. We believe that part of our mission is to grow social leaders of the future and our children are involved in the following way:

All five founding members (now aged 8 – 15) attend every Management Committee meeting.

Tarryn (now 15) is our organisation’s official secretary. She takes minutes, writes them up and distributes them.

Tarryn, Erin (13) and Chaeli (11) write the copy for an online newsletter every 3/4 weeks.

Justine (11) and Chaeli visit schools with me to talk about The Chaeli Campaign, Chaeli’s attitude to life and the importance of friendship.

All five girls do presentations to promote The Chaeli Campaign. Even Chelsea (8) is very good at grabbing a microphone and talking to an audience of 200 without flinching.

And would this ever have been possible without Chaeli being disabled? Nope. Blessings come in weird places and we need to claim them when and where we can. The discovery of Chaeli’s degenerative neuropathy is what led to her OT being discontinued and her mainstreaming. Had this not been discovered she would possibly still be a passive group member in a special needs school. Her disability has given her a quality of life and recognition as a young woman of worth (she was the youngest ever finalist – aged 10 - in the Shoprite Checkers / SABC 2 Woman of the Year 2005) that might otherwise not have been possible. Her physical challenges have created qualities of courage and independence that inspire those around her. Her friendships have already lasted a lifetime. She and Justine have started planning the house that they intend sharing “when they grow up”. Her vision for her life is one of independent living and holding down a job (she wants to study zoology – specialising in primates). She has claimed her rightful place in society and has added quality to the lives of the people she has touched. Through The Chaeli Campaign she has become a positive role model for thousands of disabled children who don’t dream of a future in which they fulfil their potential – many of them have been told too often that they have no potential.


So. Where do I stand in this mix as Chaeli and Erin’s mom? Privileged to have been given the awesome task of raising two beautiful daughters. Erin’s part in Chaeli’s success is never acknowledged enough. She is the stabilising force – the sibling who tells Chaeli that she’s “just being lazy!” but who loves her to distraction and helps her more than anyone else in the world. Humbled to have a partner in Russell who puts up with a woman who is always strong-willed and often difficult to live with. Blessed to have been able to love Chaeli for who she is and not to have allowed her disability to shut her out of our lives. Chaeli has been “lucky” to have friends and family who have nurtured her in a very affirming way. But what Chaeli has added to our lives is immense. She has opened our eyes to an otherwise unseen world, taught us lessons that only she can teach and enriched our lives with her feisty spirit. In the grand scheme of things I think we’re all winners …

*****************************

A Teenage Perspective

I have been a mild left hemiplegic since birth and was diagnosed at four months. So even though I haven’t always been aware of the scientific name, it has always been part of my life in some way, shape or form.

When I was younger, I was told I had a weak arm and leg and sent to Vista Nova School. This was easy for me. At Vista Nova everyone was physically disadvantaged in some way, so it was a natural step for a preschooler to assume that this was a universal truth. My mother eventually decided that the road of easy wasn’t academically viable for me, so I was sent to a mainstream preschool every Friday to see how I would cope. This lasted for six months after which I was placed there permanently. I was four so I continued to presume that this was the natural progression of things and my mother was the smartest woman in the world so she wouldn’t be doing anything silly. My placement at this school was only to last six months. This school never had a structured physical routine so at playtime there wasn’t much actual comparison going on in my mind. As a side effect of leaving Vista Nova, I spent my after school hours at physio, occupational and speech therapy. I left this school at the age of five to spend a year at another preschool before I started grade one. At this preschool the structured physical education shattered the truth I had come to believe. I also faced alienation as I and the other children started to become

aware of ourselves and each other. I became alienated by others and myself. Here began the suspicion that something was afoot. I didn’t know exactly what was wrong with me until the fourth grade, and then it was only a label, nothing more than words covering my original beliefs. I went to primary school in 1994. No one was sure how to deal with me as mainstreaming only became common practice in 1997/8. I was unsure of other children and maybe eve a bit frightened of them. Even today I find it hard to make friends and sustain long-lasting relationships with people my own age. In the lower grades I cemented myself as an introvert and developed a love of language and knowledge more as a refuge from reality than anything else. I don’t know if my disability played a role in the creation of my anxiety disorder (which would in later years lead to depression) or not. I learnt to develop friendships one on one throughout the years. In high school I developed depression ending up taking anti-depressants and doing matric over two years. I believe this had very little to do with the cerebral palsy, even though it was always a factor in my view of myself. I’m fine enough now to go to university on my own next year. I’m off the medication and even though people will always frighten me, I like to blow them away one at a time……. Natasha Karpul


AGM and Workshops 16th September 2006

PROGRAMME

9:00 – 12:00 "Giving them voice!" - A multidisciplinary approach to problems

of voicing in children with CP.

Rina van der Walt: Senior SANDTA Speech Therapy

Instructor Estelle Brown: Senior SANDTA Co-ordinator

Instructor (Physio)

This 3 hour workshop will focus on providing physiological

support for speech production. Two brief lectures will be

followed by a video and in-depth analysis and problem-solving.

Treatment strategies will be discussed.

12:00 – 13:00 SANDTA AGM

13:00 – 13:45 Lunch

13:45 – 15:15 “Neuroplasticity”: - Feedback from the III Step Conference

in Salt Lake City (Including, the effects of Constraint

Induced Therapy).

Mary Riley: MCSP MSc Physio (Neurology), Basic Course

Instructor – BOBATH : IBITA

Costs: R 200.00

Venue: 58 First Ave

Dunvegan

JHB

________________________________________

CPD points will be applied for.

REGISTER IMMEDIATELY TO AVOID DISAPPOINTMENT

Limited places.

SANDTA

SOUTH AFRICAN


SANDTA 0763746739 P.O. Box 39976 QUEENSBURGH 4070

“Tea Break”


Workshops and AGM

16th September 2006

REGISTRATION FORM

NAME POSTAL ADDRESS

CONTACT NUMBERS

(H)

(W)

(CELL) FAX NO. E-MAIL ADDRESS HPCSA REGISTRATION NO.

SANDTA REGISTRATION NO.

FOOD PREFERENCE STANDARD � VEGETARIAN � Special diet:

______________________________

Please deposit total registration fee into the following account by

no later than 1st September 2006. Account: SANDTA

Standard Bank, Westville 045426 Acc.No.: 053103130

AND

Fax your deposit confirmation together with this registration form

to

Wiseman Makhatini at 031 7081789.

Please ensure that your name is clearly printed on the

deposit slip as a reference.

SANDTA

SOUTH AFRICAN



From the NEC Proposed changes to the SANDTA Constitution

As a result of a number of technical, administrative and management problems within the NEC in recent years, the current committee would like to propose changes to the Constitution, which we believe may alleviate these difficulties in the future. We have in addition recommended that the NEC does not need to consist of members within one province. We are hoping that the proposed changes may facilitate national representation on the NEC and continuity of leadership. It has been proposed that the Vice-Chairperson (Elect) should be “trained” to succeed the Chairperson, which will facilitate carryover of policies and SANDTA management. To ensure constitutional correctness, the proposed changes have to be published and voted on by all members. The NEC hereby announces that these changes will be voted on at the AGM on 16th September 2006. Any members who would like to vote by proxy may do so by completing the attached proxy voting form. Current relevant constitution points, as per the 2002 amendments:

8. ADMINISTRATION AND OFFICERS: 8.1 The administration of the Association shall be vested in the office bearers. 8.2 The Office Bearers of the Association shall consist of:

- The Chairperson - The Vice-Chairperson - The Secretary - The Editor of the Newsletter - The Chairperson of the Educational Committee or Alternate

8.3 Election of Office Bearers: 8.3.1 All full members of the Association are entitled to nominate Office Bearers who shall be

elected at the Annual General meeting. These nominations shall be submitted in writing before the Annual General Meeting.

8.3.2 The Office Bearers shall constitute the Executive Committee of the Association and shall remain in office from the date of election until the election of new Office Bearers at the next Annual General Meeting.

8.3.3 The NEC may be enlarged as needed and vacancies among Office Bearers shall be filled by co-option at the discretion of the remaining members of the Executive Committee.

8.4 Formation of Sub-Committees: 8.4.1 Standing Committees - The Editor of the Journal is the Chairperson of the Editorial Board and shall be

nominated and elected in terms of 8.3


Proposed changes (2006):

8. ADMINISTRATION AND OFFICERS: 8.1 The administration of the Association shall be vested in the Office Bearers. 8.2 The Office Bearers of the Association shall consist of:

- The Chairperson - The Vice-Chairperson (Chairperson Elect) - Secretary - The Treasurer - The Chairperson of the Professional and Public Relations Committee - The Chairperson of the Educational Committee or Alternate

8.3 Election of Office Bearers: 8.3.1 All full members of the Association are entitled to nominate the Chairperson, the

Vice-Chairperson (Chairperson Elect) and the Treasurer who shall be elected at the Annual General meeting. These nominations shall be submitted in writing before the Annual General Meeting.

8.3.2 The National Executive Committee (NEC) should consist of at least the Office Bearers and a representative for the SANDTA Branches.

8.3.3 The Office Bearers shall remain in office from the date of election until the election of new Office Bearers at the next Annual General Meeting. The Chairperson may consent to re-election, but may not remain in office for a consecutive period exceeding four years.

8.3.4 The Vice-Chairperson shall be considered the Chairperson Elect and shall be trained during the term of office to succeed the Chairperson.

8.3.5 The NEC may be enlarged by co-option, as needed and vacancies among Office Bearers shall be filled by co-option at the discretion of the remaining members of the Executive Committee.

8.4 Formation of Sub-Committees: 8.4.1 Standing Committees

- The Editor of the Journal is the Chairperson of the Editorial Board and shall be appointed by the Ed Comm.

Proxy Voting Form I, _____________________________, a full member of SANDTA, would like to exercise my right to vote on the proposed constitutional changes by proxy. I vote as indicated in the following table (� relevant block):

Signature 8.2 YES NO 8.3.1 8.3.2 8.3.3 8.3.4 8.4.1

Please fax voting slips to Shelley Broughton (Chairperson) on 031 7081789.


BASIC 8 WEEK BOBATH / NDT PAEDIATRIC COURSE 2007

This course is open to physiotherapists, occupational therapists and speech

therapists who work with children with cerebral palsy.

Dates : 12 February – 6 April 2007

Course leader : Gillian Saloojee B.Sc (Physio), M.Sc (Med), MCSP

Senior SANDTA Co-ordinator Instructor; Bobath tutor (EBTA)

Venue : Cerebral Palsy Clinic, Chris Hani Baragwanath Hospital,

Johannesburg, South Africa

Cost : R8875 / £770

20% discount for South African registered therapists

working in Africa (R7100)

Enquiries : Mary Murray (Course Administrator)

Tel : (--27) 11 917-5747 Fax : (011) 892-3893

e-mail : [email protected] Address: P. O. Box 2159, Boksburg, 1459

Closing date for applications: 15 September 2006

Send completed application form to Mary Murray

SANDTA

SOUTH AFRICAN


Support your Association – It’s the right thing to do!

Participate!!! Encourage new members.

Organise, Question, Contribute.

Lets hear what you want and need.

SUBSCRIPTIONS NOW DUE.


SOUTH AFRICAN NEURODEVELOPMENTAL

THERAPY ASSOCIATION

APPLICATION FORM

WHICH COURSE ARE YOU APPLYING FOR ? …………………………………………....

NAME : ...........................................................................................................……………........

POSTAL ADDRESS : ...........................................................................................………….....

......................................................................................................................……………...........

TELEPHONE (H) ...........................................……..(W)..................……................................

FAX : ........................................ E-MAIL ADDRESS : ..............................……..............

CURRENT EMPLOYMENT:

Name of facility, location : …………………………………………………………………

CP case load: ……………………………………………………………………………

PROFESSION: .................……............... TRAINING INSTITUTION : .......................

DATE OF QUALIFICATION : ........…...... HPCSA REG. NUMBER: ….........…..........….

SANDTA MEMBERSHIP NO.: (for Basic and Advanced Courses only) ……………..………….

YOUR NAME AS YOU WANT IT PRINTED ON THE CERTIFICATE:

.

………………………………………………………………………………………………….

DETAILS OF BASIC 8 WEEK COURSE (Name of Co-ordinator Instructor, where and when course

was completed) :

……………………………………………………………………………………………………

…………………………………………………………………………………………………

Details of post-basic NDT courses (Advanced / Refresher) already completed

:…………………………………..………………………………………………………………

………………………………………………………………………………………………….


ADVANCED LEVEL II COURSE

FACILITATION : “LESS IS MORE”

GOES TO CAPE TOWN IN 2007 COURSE LEADER : Jean-Pierre Maes, Senior Bobath tutor (London), assisted by Gillian

Saloojee, Senior NDT Co-ordinator Instructor

LENGTH : 6 days

DATE : 15 – 20 January 2007

VENUE : CAPE TOWN (Venue to be confirmed)

This is a very practical course with the emphasis on improving participants’ clinical

handling skills. The format includes clinical practical sessions, demonstrations, practical

sessions and lectures.

Aims and objectives :

- to demonstrate how the more specific our handling is, the less we do and

the more the child does

- to demonstrate the link between facilitation and child development

- to link facilitation to the different classifications/types of cerebral palsy

- to improve participant’s analysis and problem skills in relation to movement

and facilitation

- to improve participant’s clinical handling skills

Cost: R2900

CLOSING DATE FOR APPLICATIONS: 15 September 2006

Due to the very practical nature of the course, places are limited to 20 participants. To avoid disappointment, please send in your application form as soon as possible. If there are insufficient applicants, the course will be cancelled. Enquiries : Mary Murray (Course Administrator)

Tel : (--27) 11 917-5747 Fax : (011) 892-3893

e-mail : [email protected] Address: P. O. Box 2159, Boksburg, 1459

Send completed application form to Mary Murray


FACILITATION COURSE FEEDBACK I am thankful for the opportunity of participating in the Facilitation Course in Johannesburg. I learned many interesting things that have already impacted my life and practice. The course was an opportunity of learning, thinking and reflecting profoundly about the responsibility of facilitating and nurturing a formative phase of the children’s lives. I understand the importance of commitment, renovation and adaptation of a complete analysis of primary and secondary problems, compensatory strategies and implications and the way I need to put into practice the NDT/ Bobath problem solving approach, in order to support the individuality, learning process, the well being of the child and the family within their environment, culture and resources.

I will always remember the eyes of the mothers and grandmothers as a reflection of their souls in need, the way they communicate their expectations about their most precious and valuable child, concerns about therapy and hope from us. It touched me deeply how parents felt after a child reached a goal, but was even more impacting the way the child changed their state, mood and motivation after feeling a new physical movement for the first time and after participating and enjoying a structured and challenging activity. It was very important to recognize how after a very specific handling and anticipation, the child was able to understand, feel, do more and obtain a new repertoire of functional movements. New aspects that certainly I will follow is to allow time to understand parents’ concerns, invest quality time during the assessment in order to observe, analyze, understand, interpret non-verbal responses and classify the child appropriately. I will also put in to practice knowledge of the normal development as a link of activities to follow during handling and very importantly to be patient, prepare and ready for change myself to explore new ways of facilitating by doing less in order to gain more. I would like to thank and express my admiration to Jean Pierre Maes, Gillian Saloojee, and all the people involved who made this course possible within a special, beautiful and pleasing atmosphere. We learned about their vision, leadership and their proactive attitude in order to expand and share their knowledge with us, for the benefit of the families and children in need, working together as a team without boundaries of culture, background or skills. I strongly recommend a visit South Africa to do this course. Dr. Adriana Garcia, paediatrician from Mexico.

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I for one was very excited to do this advanced level II course – how can less facilitation do more for the child? It does not make any sense. Having done my basic NDT course with Jean-Pierre Maes, I thought that I had seen everything that facilitation had to offer. Boy was I so totally wrong. For a start, it gave me a new way of analysing and assessing the child within their environment and from there working out where they needed my hands the most in order to achieve their functional goals. The course was a lovely mix of theory, workshops, group work and patient treatments. Each day was focused on one aspect of a child with cerebral palsy e.g. Spastic hypertonus, severe prematurity, athetosis, ataxia and finally the adolescent with CP. It was really nice to go back and review all the different classifications and definitions and to thrash out the current thoughts on these topics. This course has definitely made me rethink how much I tend to put hands on the child without really reading what they need. It has taught me to take a step back, analyse and then think


carefully where to put my hands to gain the maximum response from the child. I now feel that it is okay to spend a long time in working towards one small goal as long as what I am doing is actually achieving it. One day I hope to be able to read a child, facilitate and make a difference with such effective hands-on work as Jean-Pierre does. He truly is inspiring!!!! Claire Hochfeld (June 2006)

************************************** The course Facilitation: Less is More with Jean Pierre Maes and Gillian Saloojee was a wonderful opportunity to reflect on the way that I treat my patients. Working in a State hospital with a large patient load I find that I often do not have time for an adequate assessment. Jean Pierre reviewed the main problems, primary patterns, secondary problems and compensatory strategies of each type of C.P. This has enabled me to identify and focus on the problem areas more effectively.

In treating the children I have become aware of the need to allow the child to initiate the movement while guiding them. Previously I was inclined to give the child too much support and did not give them the opportunity to “problem solve” and to be active. The majority of the children who attend our hospital are financially unable to attend more than once a month so advising the caregivers is vital. These concepts are not easy to pass on to the care-givers. So far I have found it most effective to show them ways in which to alter the base of support while they do activities with their children and to encourage them to decrease the amount of support, which they give, so that the children are not fixating against the external support.

I would recommend this course to all therapists. Jean Pierre has a wonderful way of explaining concepts and, as I watched him treat the children, I realized that, even with the most severely affected children it is possible to make a difference to their patterns of movement.

Cathy Paterson

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SANDTA GOES INTERNATIONAL

For the first time, SANDTA-certificated Introductory Courses have

been held outside of South Africa. Both courses were run by Gillian

Saloojee, Senior SANDTA Co-ordinator Instructor during June this

year. The first was in Riyadh, Saudi Arabia and the second was in

Kigali, Rwanda. Both courses were the first Bobath/NDT courses to

have been held in each country. The Rwandan course was made

possible through funds raised by Malamulele Onwards.

See the next SANDTA newsletter for a report on these two courses

in two very different and contrasting environments.


NEW ADVANCED LEVEL II COURSE !!

Advanced Early Assessment and Intervention

with Babies and Young Children

Jean Pierre Maes and Betty Hutchon

What is it? The emphasis of this course is to further develop course participants’ knowledge and

understanding of the Bobath Concept and how it can be combined with standardised

assessments to promote more in-depth analysis using the Bobath framework with babies

from preterm age to 18 months.

Who is the course for? The course is suitable for Bobath trained paediatric physiotherapists, speech therapists

and occupational therapists

Aims: • To further develop the participants ability to identify babies who need

intervention, to carry out such an intervention and to identify specific short and

long term goals through using assessment and problem solving skills.

• To relate the role of the NDT therapist to working in NICU.

Objectives By the end of the course the participants should be able to:

• Use in-depth clinical reasoning skills to apply appropriately the Bobath concept in

early assessment and intervention to include current views on early treatment and

management

• Further develop facilitation and handling skills through problem solving

• Demonstrate in depth understanding of normal, abnormal and atypical

development for preterm and term babies in the first year of life

• Document in depth observations of normally developing babies

• Use in-depth analysis, observation and clinical reasoning skills to identify infant’s

main problems and possible pathology.

• Demonstrate a greater understanding of the neurological and developmental

assessment tools / methods available to therapists in NICU and early intervention

• Demonstrate an in depth knowledge and understanding of early patterns of brain

damage, investigation methods, medication and medical intervention


How will the course be taught? The format will include lectures on neurological and developmental assessment with video

analysis, as well as daily treatment sessions followed by case presentations and practical

demonstrations by a Senior Bobath tutor.

COURSE LEADERS :

Jean-Pierre Maes, Senior Bobath tutor (London). Jean Pierre needs no

introduction to South African therapists He has led several Advanced Courses here

already.

Betty Hutchon, occupational therapist. Betty has been Head of Children’s

Occupational Therapy for the Royal Free Hampstead NHS Trust since 1984, and has

been a Lecturer in Child Development in the University College London (UCL) Medical

School for several years.

Betty is the national trainer for the Bayley Scales of Infant Development and is

currently leading a project collecting British Norms for the Bayley Scales of Infant

Development III. She is one of two trainers in the UK for the Brazelton Neonatal

Behavioural Assessment Scale, as well as being a founder member of the Brazelton

Centre in Great Britain. Betty is ‘NIDCAP’ certified as well as holding the Advanced

Prechtl Certificate. Her publications include a chapter on Occupational Therapy in NICU

in “Occupational Therapy in Childhood”. Clinically, Betty currently leads the

Neurodevelopmental Follow-up programme in the Royal Free Hospital.

Betty has spoken on several television programmes and featured in newspaper articles in

relation to her work with infants. Most recently, she featured in two BBC 1 Scientific

Programmes with Professor Lord Winston on the developmental abilities of two year olds.

Betty is highly committed to transdisciplinary working and teaching and devotes many

hours to the teaching of paediatricians and nurses, as well as therapists.

LENGTH : 6 days

DATE : 8 - 13 January 2007

VENUE : Chris Hani Baragwanath Hospital, Gauteng

COST : R3400

CLOSING DATE FOR APPLICATIONS: 15 September 2006

For further information, contact the Course Administrator, Mary Murray

at (011) 917-5747 or by e-mail at [email protected]


THE FIRST COURSE ORGANISED BY OUR NEW EASTERN CAPE BRANCH!!!!!!

ONE-WEEK SANDTA COURSE

The course is aimed at therapists working with cerebral palsy in clinics, service hospitals or institutions. It will especially benefit community service therapists and junior therapists. The course will help therapists to effectively assess and manage children with cerebral palsy within a busy public service setting. Date: 20 – 25 November 2006

Presenter: Estelle Brown (Senior SANDTA Co-ordinator Instructor)

Venue: Cape Recife School, Admiralty Way, Port Elizabeth

Cost: R1200 Closing date for applications: 10 September 2006

Enquiries:

ADVANCED COURSE ON THE EVALUATION AND TREATMENT OF ADULTS WITH NEUROLOGICAL LESIONS

(THE BOBATH CONCEPT) THEME:

Internationally recognised IBITA Advanced Course

(CPD accreditation applied for with University of Stellenbosch) Participants must have completed a recognised IBITA Basic (3-week) course in the assessment and treatment of adults with neurological lesions at least six (6) months prior to the date of the Advanced Course. Senior Instructor: Gerlinde Haase, Germany Senior Instructor: Sheena Irwin-Carruthers Dates: 27 November – 1 December 2006

Venue: Western Cape Rehabilitation Centre Mitchells Plain, Cape Town

Cost: R2 000

Applications: Applications can only be made from 2 October 2006. Closing date: 6 November 2006. Send email to Mavis Gidigidi at [email protected] Telephone: 021 370 2463 On receipt of your email, an application form, payment details and a programme will be e-mailed to you.

INTRODUCTION TO THE ASSESSMENT AND

TREATMENT OF CHILDREN WITH CEREBRAL PALSY

Estelle Brown OR Clare Hubbard Tel: (011) 674-5272 / 073 1482178 Tel: (041)3733780 [email protected] [email protected]


Adult Basic Bobath Course on the Evaluation and Treatment of Adults with Neurological Lesions

Senior Instructor: Mary Riley Assistant: Estelle Buys Dates: 6 November 2006 – 24 November 2006 Venue: Life Rehabilitation Unit at Entabeni Hospital, Berea, Durban Cost: R3000 Applications can be e-mailed to [email protected] or faxed to 031 2613439

There are a limited number of places available. Applicants must attach a short CV with their application forms.

Closing date for applications is 20 September 2006. Applications

For further information contact Estelle on 031-2041300 ext 362 or 082 8014227

CPD accreditation has been applied for

COURSE APPLICATION FORM

NAME: …………………………………………………………………..............………….

(As it must appear on the certificate)

POSTAL ADDRESS: …………………………………………………..............……………

………………………………………………………………………....................………….

WORK ADDRESS:……………………………………………………………....…………

………………………………………………………………………....................…………

TELEPHONE(H)……….……………………(W)……………………...............………….

CEL:……..………………FAX:………………….EMAIL…………...................…………

PROFESSION: ………..………………………….HPCSA REG.NR………………..........

Own accommodation must be arranged.


COURSE FEEDBACK: Advanced Level 2

Early Evaluation and Treatment of Infants with Cerebral Motor Disturbances.

This 2-week course was held at the Occupational Therapy department of Kalafong Hospital, Pretoria from the 24th April – 5th May 2006. Estelle Brown was the course co-ordinator and instructor, while Karien Marais handled the speech section and Christa Scholtz the occupational therapy section. 26 participants attended. The venue was probably the best at which I ever presented a course, and the Kalafong OTs really excelled in their organizational abilities. Our heartfelt thanks to you all. Apart from having some very interesting and appropriate babies to treat, we also visited the NICU and Kangaroo Care section and had a stimulating talk by the head of NICU, Prof. Delport. It was a lively and participating course, and as always after such an intense block of intervention, the babies all showed improvement. The following therapists completed the course: PHYSIOTHERAPISTS: Sarah Jenkins, Tineke Vermeulen, Josephine Mare, Kerry Clack, Reinet Barnard, Marlene Steyn, Daleen Mare, Marna Nel, Elmarie Snyman, Sonja Botha

Vanessa Rademeyer.

OCCUPATIONAL THERAPISTS: Annelize van Rooyen, Marisia Koch, Cornell Beukes, Frane du Toit, Rina van Zyl, Faatima Ebrahim, Susan Volschenk, Maryna Rosenstrauch, Loulette Schieke Sonia Swart.

SPEECH THERAPISTS: Vijaya Francis, Elmien van den Heever, Naomi Smith, Carol Brenner Sakkiya Patel

Estelle Brown

Locum Physiotherapist needed from

6 November – 1 December 2006 at Entabeni Rehabilitation Unit-

Durban.

Neuro experience will be an advantage

Contact: Fiona Heinold on 031- 2041300 ext 398 or

[email protected]

DISABILITY 2006 CONFERENCE -

MAINSTREAMING DISABILITY IN

SOCIETY

Gallagher Estate Midrand, Johannesburg

Wed 1 - Sat 4 Nov 2006

Additional Information Project Director: Bette McNaughton,

Tel: 2721 713 3360 Fax: 2721 713 3366 Email: [email protected]


SANDTA branch - Eastern Cape

One-day Workshop by Elsje Scheffler, Physiotherapist, Western

Cape Rehabilitation Centre

Core stability and the Trunk

How this affects upper and lower limb function

Date: Wednesday 6 September 2006

Time : 8.30pm to 4.30pm

Venue: Aurora Hospital, Physio Department, Alan Drive, Walmer Downs, Port

Elizabeth

Cost: R300.00 payable by 30 August 2006;

numbers are limited to 30; bring HPCSA number for CPD purposes.

For application forms and payment details please email [email protected]

or fax (041) 3733781

For more information contact Clare Hubbard, OT (041) 3733780 or 082 5822008

or Ansie van Zyl, OT Aurora Hospital, (041) 3687235

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SG NDT ASSOCIATION NEWS

COURSE GIVEN:

Pam Hansford came up from CT in July to give two fantastic three day workshops

and how NDT can be linked to OBE. It was a wonderful few days, reinforcing old

skills, acquiring new ideas and sharing information. It was fantastic watching and

learning from Pam on how our therapy has the capacity of changing the child’s

drawing and/or reading in one season and giving us ideas on how our therapy can

allow a child with problems, or any child, to reach their full potential. It was a

great few days and I am sorry for all those who missed.

COURSES AND EVENTS COMING UP………

September: A talk, open to the public, on Post-Natal depression

September: SG hosting the SANDTA AGM in September


NORTHERN GAUTENG BRANCH

Workshop and AGM

Join us on 17 October 2006 at 14h00 to 16h00 for a workshop on Medication and

CP. We will cover the side effects and reasons for administering medication to

children with CP. The workshop will be presented by Dr. Izelle Smuts at New

Hope School. Cost R 50-00 including tea. Please let Karien now if you will attend

at. [email protected] or fax 012 567 4912.

During the AGM we will elect a new branch committee. Please send nominations

to Karien at [email protected] or fax 012-567-4912

Karien Marais

012-567-4912

Malamulele Onward

CALLING FOR VOLUNTEERSCALLING FOR VOLUNTEERSCALLING FOR VOLUNTEERSCALLING FOR VOLUNTEERS

Following the highly successful outreach project to Malamulele Hospital last year and the launch of Malamulele Onwards, further outreach projects are planned and we are calling for more volunteers to join us. The success of these outreach projects is dependent on therapists volunteering their time – we need you to make this happen again! We will be returning to Malamulele Hospital for a follow-up five day visit – Monday 30 October to Friday 3 November. All we need is your time, your skills and your enthusiasm. Your transport and accommodation costs will be covered by Malamulele Onwards. Next year, we are planning an outreach project to the Eastern Cape and if there are enough volunteers, we hope to go to another site in Limpopo. If you are interested in joining us, please do let me know. You can e-mail me at [email protected] or phone me on 072 483-5766 or (011) 726-1555. Gillian Saloojee Project leader


BRANCH INFORMATION SOUTHERN GAUTENG: Mindy Silva: [email protected] Clair Hochfeld: [email protected]

0834065017

011 7262227 NORTHERN GAUTENG: Karien Marais: [email protected]

KZN Gwen Reddy: [email protected] PO Box 9

Luxmi, 3207

MOBILE: 083 338 3899 HOME; 033-387 3815

OFFICE: 033-345 4686 FAX: 033-3945839 WESTERN PROVINCE: Jennifer Bradshaw: [email protected] Tel: (021) EASTERN CAPE (New Group) Clare Hubbard [email protected]

TEL. (041) 3733780 FAX (041) 3733781 CE Mobility 80 Cape Road Mill Park 6001

OFS Corina Botha: [email protected] Tel: 082 2025952 051-5201234 (W) 051-5201231(F)

Submission of material for inclusion in body of newsletter:

To simplify editing, please use Word

documents or plain text Paper size – A5.

Font: Ariel Font size: Titles 14 pt.

Body of document 11 pt. Any photos/pictures to be sent separate from text with a labelled text box in the

document at insertion point.

Rates for advertising:

In body of Newsletter Full A4 page - R 200 Textbox A5 size - R 100 Textbox ½ A5 size R 50

Scanning if not in electronic format R 50/page. Inclusion of flyers (postal & electronic)

R 100/page – to be supplied ready for inclusion - Printed and Electronic form (PDF).

NO CHARGE FOR SANDTA RELATED

COURSE ADDS

Schools/Centres/Clinics catering for people with cerebral palsy will be charged a nominal amount (R50) to help cover printing and postage.

To negotiate rates please contact the editor. e-mail: [email protected] tel: 021 794 6903 (preferable ) or cell: 082 9277776

Newsletter deadline Submissions for the newsletter

must reach the editor before

13th

October 2006

Documents

Newsletter AUGUST 2006 - SANDTA · [email protected] Professional & Public Relations Committee: Vijaya Francis ... Thinking about quality of life as a theme for the