Our therapies
1. Personalized One-on-one Planned Sensory Motor Trainings (PSMT-I)
A movement therapy programme comprising more than 1000 exercises, which families can carry out at home with the child. Regular follow-up sessions are necessary to monitor the child's progress. The programme is always personalized to the child's needs, based on the anamnesis, the symptoms and the results of the BHRG assessment test.
For whom: the programme is recommended for children who are not cooperative and who have some serious catching-up to do (struggling with movement, cognitive, speech, behavioural or attention deficit issues) and who are not fit for group therapy yet.
Our aim: to launch certain maturation processes in the brain that the child is still lacking, to promote cooperation, to diminish disturbing symptoms, to help the child perform age-appropriately in the motor, psycho-cognitive and social areas, to integrate the infant/primitive reflex profile, to synchronize speech and movement, to help the child catch up with peers in order to be able to join a group as soon as possible.
2. Planned Sensory Motor Trainings in Groups (PSMT-II)
PSMT-II has the same theoretical basis as PSMT-I, but it can be applied for more mature groups of children. In order for the training course to be successful, a lot of special equipment is necessary. Besides enhancing gross motor perception in the concrete operational stage, focusing attention, sensory motor synchronization, praxis, body scheme, spatial orientation, laterality and maturing dominance, PSMT-II exercises also develop seriality, the sense of rhythm and motor creativity, improve multiple simultaneous attention and integrate the so-called primitive / infant reflex profile. These skills and abilities are indispensible for a successful school performance.
For whom: the programme is recommended for rather 'clumsy' and hyperactive children who have skill disorders, low self-esteem and spectrum disorders.
Our aim: to develop skills and abilities that are necessary for a successful school performance (imitation, multiple simultaneous attention, memory, seriality, sense of rhythm, synchronized movement and speech, inner control, etc.). We also develop the child's ability to recognize situations, solve problems and to have varied movement experiences.
3. Hydrotherapeutic Rehabilitational Gymnastics (HRG)
This swimming pool therapy can effectively complement any of our room therapies, but can act as a separate therapy in itself for children struggling with excessive fear of water, bonding disorders, coordination or balance problems. It can help further develop the subcortical functions of the nervous system.
For whom: the HRG therapy can be very effective for children with delayed psycho-motor development, as well as for 'clumsy' and hyperactive children who have skill disorders, low self-esteem and spectrum disorders.
Our aim: to strengthen and enhance the effects of room therapies; to build and strengthen the parent-child bond of trust, to make the child easier to control and more ready to cooperate, to develop his/her movement coordination, sense of rhythm, attention, self-control and self-esteem; to make the child like water activities.
4. One-on-one baby bathtub programme for prematurely born babies and/or babies with developmental delays (baby HRG)
A complex therapy for infants with developmental delays (prematurely born babies, babies with developmental deficiencies for foetal or maternal reasons, damaged during birth or with adaptation difficulties after birth), carried out in a baby bathtub. This special early HRG therapy is also recommended for babies whose parents notice that the child is not paying attention well or does not seem to move enough.
If necessary, we can add to the HRG therapeutic movement exercises a complex, intensive, personalized sensory stimulus programme for 1-2-3 weeks (even 5 times a week, a so-called 'shock therapy').
For whom: for prematurely born babies and/or babies with developmental deficiencies until the age of 6 months.
Our aim: to provide preventive/corrective help in the case of developmental deficiencies, to enhance visual and auditive attention, to develop sense of balance and normal muscle tone.
5. One-on-one cognitive trainings
For whom:recommended for children who are lagging behind more significantly, or who are not cooperative in small groups yet, or for those who easily lose focus in group situations.
Our aim: to make up for lacking skills and abilities with the help of some varied developmental equipment; to provide a solid base for school readiness; to prevent dyslexia, dyscalculia and to provide graphomotor development.
6. Cognitive trainings in small groups
For whom: recommended for children who are lagging behind, but not so significantly, and for those who can already cooperate in small groups; for children who are about to start school and who need some support to perform more successfully at school.
Our aim: to provide a good basis for skills necessary for school (reading, writing, counting), with the help of some varied developmental equipment; to prevent dyslexia, dyscalculia and to provide graphomotor development.