(√) Give me an example of what happens in a child’s body with ADHD.
Children we have worked with who have attention challenges do not feel their feet on the ground. Andrew was a good example. However, after changing his movement patterns to ground his lower body, Andrew’s attention improved. Every time (30-50 times) we integrated the movement patterns related to a child’s behavior, within 48 hours the child’s behavior improved. (See Science or Methodology pages to learn more)
Andrew, a kindergartner, was unable to listen, focus, follow directions or share his feelings. Just before the eighth lesson of the Wellness Through Movement program, Andrew came into the classroom and started talking for the first time. He looked into my eyes and shared about a personal trauma at the beginning of the school year. He spoke for almost fifteen minutes until I had to end the conversation and start class.
That day, Andrew became more focused, listened to instructions, and even asked questions! These results occurred when awkwardness in a child’s lower body was re-educated. Cognitive functioning improved.
With all the children we worked with having ADHD symptoms, there was an awkward movement in their bodies from the waist down. The movement lessons that reeducate patterns is based on the Feldenkrais® Method.
When the behavior of motion changed, so did the child’s character. They became aware of themselves and their surroundings. They became considerate and engaged with their peers. Andrew went through a series of eleven movement lessons in Part II with the Wellness Through Movement program. These lessons will be posted as soon as possible. If you would like to get an announcement of when the lessons are ready, please sign up on the contact form below.
Movement lessons used in the program are in the book:
For more information on the Feldenkrais Work
After testing and revising strategies for eight years, children with ADHD symptoms all improved, DRASTICALLY. Out of the 500 children tested, 25- 50 had symptoms of ADHD, and attention span, listening skills, executive functioning, and empathy all improved. The focus of the strategies is to help elementary school children, and especially children with mental or physical challenges, without drugs or routine techniques but instead develop a sense that links motor patterns to cognitive skills. Come hear how movement can develop a sixth sense that can feel the body (body ownership) influences on the brain and improve the functions of wellbeing for both the brain and body. CHILDREN GET IT! To help them learn how to become fully alive and conscious in body and mind, we are looking for researchers using movement for ADHD symptoms to test the strategies. Can the reeducation of motor patterns change the symptoms of ADHD? If this is tested and proven valuable, it could change our understanding of how movement, cognition, and health work in relationship with each other.