Про перекрест и ABM The following example clarifies how this limited experience can manifest in a child with CP. Let’s consider a child with CP whose legs are often scissored (crossed). For this child Anat Baniel may say that the child’s neutral position is scissoring, in contrast to the typical child whose legs would
uncrossed in a neutral position.
That missing information—about what is a neutral position for the legs— may
a problem for the child with CP. First, because the child’s brain probably does not know that the legs are crossed and what this means, the child cannot learn to uncross her legs (the child does not know where she can go because she does not know where she is). The
second problem is that the brain is actively sending signals for the child to cross her legs, even though it is dysfunctional for any organized or comfortable movement. This means that the child is not in control of the movement.
When presented with scissoring of the legs, a physical therapist may work on stretching and pulling apart the leg muscles (manually and/or with equipment) to uncross the child’s legs. This is contrary to the way
an ABM practitioner would approach the child. He would look
the child and ask himself, “What is the brain doing right now?” and try to meet the child in the moment (an important element of ABM). The ABM practitioner would try to find a way to engage the child’s brain and bring awareness to the child that she has two legs that can move
independently from one another
well
together. Starting from the child’s perspective is completely different from starting from the idea of “This is where I am taking you”. If you start from considering what
the muscles are doing rather than what the brain knows, the child’s brain may not have enough information to get from crossing to uncrossing.
How does an ABM practitioner make sure the child gets the information she needs? Basically, (very basically) the practitioner gently moves the child in ways that offer hints or clues about body movements that the child may not
aware of presently. The practitioner might ask the child to do more intense scissoring and then less so that the child’s
brain can identify degrees of scissoring (more and less and none).
Communicating with the brain about what it is doing in the present moment, along with offering clues about new ways the child may move with ease, allows the brain to create the pathways that hold the intermediary steps. Lots of these steps, gradually assembled
the child herself, lead to new and more efficient movements.
When this is done something wonderful starts to happen. The brain, and hence the child, becomes aware of new possibilities. Now there is a point of reference or a “You are here” pin to let the child know not only where they are starting on the map, but also where they may wish to go from here. I am not a neurologist and I don’t study brain plasticity, but I have my child transformed through the application of these principles. As the child becomes internally more organized, their world does also because they see, feel and relate to it differently.
Why is the physical therapist less successful through stretching or forcing the legs apart? I think it is because the physical therapist is not focusing on communicating with “Mission Control” (the brain) efficiently. Therefore, his interventions may send only tangential information or a muddled signal to the brain. The brain is already signaling for the scissoring pattern to continue.
When someone tries to force the child’s limbs apart it adds an additional signal on top of it. This is akin to having someone pull your arms in two directions
once. You end up going nowhere and you feel a lot of pain in the process. The child cannot feel new possibilities of movement because the brain is already putting out a stronger signal. It’s like trying to stop a train going full speed ahead and telling it to also go the other direction all
the same time.One of the ways an ABM practitioner will get the brain’s attention is through very slow gentle movements. When you approach movement very slowly, the brain notices and processes information it was not aware of before. If you are in your car speeding
75 miles an hour and you suddenly decide to go 20 mph many things will look and feel different
and
interpreted differently.
When an ABM practitioner guides the child’s movements, he allows the child to lead
exploring alternate movements that come with ease rather than force. Without pain and repetitive signaling to scissor, a brief window emerges that allows the brain to sense and perceive new information.
отсюда
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