The benefits of using traditional martial arts as an intervention programme for children with behavioural, emotional and social difficulties

The aim of this paper is to examine the potential use of a traditional martial arts programme as a form of intervention for children with behavioural, emotional and social difficulties (also known as BESD) and the benefits that such an intervention could offer. As a special education teacher and Karate-Do practitioner, I believe I can present the use of martial arts in the school setting in a different light, explaining their usefulness as a psychotherapeutic tool that promotes inclusion. In this paper the benefits and inclusive characteristics of martial arts will be examined, as well the importance of the instructor as a mentor, therapist and role model. There will also be a brief overview of similar intervention programmes that have already been successfully implemented in schools

Management of Children with Attention Deficit/Hyperactivity Disorder and Learning Disabilities: A Survey of Paediatric Occupational Therapists in the United Kingdom

Attention deficit/hyperactivity disorder (ADHD) is a common complex neuropsychiatric disorder frequently overlapping with learning disabilities (LD) in children with average and above intelligence (Biederman et al 1991). The complex needs of these children could be better addressed in a multidisciplinary context (Foy & Earls 2005) within which paediatric occupational therapists may have a significant role. The aim of this study was to identify the interventions used by occupational therapists in the United Kingdom with these children and explore the rationale for their use. The purpose was to provide baseline data to inform multidisciplinary team approaches for the management of these children. A survey, based on postal questionnaires, was conducted among 100 paediatric occupational therapists in the United Kingdom. The effective rate of response was 42%. Both qualitative and quantitative data were gathered and analysed. The findings suggested that therapists tended to use more than one method/ approach in the rehabilitation of these children. The sensory integration approach and the perceptual-motor training were more popular among therapists. A variety of other approaches, used on an individual needs basis, were reportedly used. Future studies to test the effectiveness of reported practices with children with both ADHD and LD are recommended

Management of children with ADHD and LD: A survey of paediatric occupational therapists in the UK

Copyright @ 2009 The University of HuddersfieldAttention deficit/hyperactivity disorder (ADHD) is a common complex neuropsychiatric disorder frequently overlapping with learning disabilities (LD) in children with average and above intelligence (Biederman et al 1991). The complex needs of these children could be better addressed in a multidisciplinary context (Foy & Earls 2005) within which paediatric occupational therapists may have a significant role. The aim of this study was to identify the interventions used by occupational therapists in the United Kingdom with these children and explore the rationale for their use. The purpose was to provide baseline data to inform multidisciplinary team approaches for the management of these children. A survey, based on postal questionnaires, was conducted among 100 paediatric occupational therapists in the United Kingdom. The effective rate of response was 42%. Both qualitative and quantitative data were gathered and analysed. The findings suggested that therapists tended to use more than one method/ approach in the rehabilitation of these children. The sensory integration approach and the perceptual-motor training were more popular among therapists. A variety of other approaches, used on an individual needs basis, were reportedly used. Future studies to test the effectiveness of reported practices with children with both ADHD and LD are recommended

Web Health Application for ADHD Monitoring (WHAAM): Context-Driven Framework

The Framework (FW) summarizes the experiences and vision of the WHAAM project partners, providing the basis for the development of the WHAAM app and online services. There are many approaches to the treatment of ADHD, with excellent resources available. This FW is a working tool based on partners' experiences, inspiring subsequent project activities. It is divided into three parts: part A explores general issues related to ADHD, focusing on key life contexts such as school, family, and social relationships. Each context is explored in terms of assessment, intervention and support. Part B delves into the relationship between ICT use and ADHD treatment. Finally, Part C briefly explains the main features of the WHAAM app, including functionality and interfaces. The WHAAM project considers the app and online service accessible via PC and mobile devices as a significant advancement in monitoring process management

Evaluation of the Effectiveness of the Childhood Development Initiative's Mate-Tricks Pro-Social Behaviour After-School Programme

Mate-Tricks is an after-school programme designed to promote pro-social behaviour in Tallaght West (Dublin). Tallaght West has been designated as an area of particular social and economic disadvantage with high levels of unemployment. Mate-Tricks is a bespoke intervention that combines elements of two pro-social behaviour programmes: the Strengthening Families Program (SFP) and Coping Power Program (CPP). The programme is a one-year multi-session after-school programme comprising 59 children-only sessions, 6 parent-only sessions and 3 family sessions, with each session lasting 1½ hours.The intended outcomes of this programme are stated as follows in the Mate-Tricks manual: enhance children's pro-social development; reduce children's anti-social behaviour; develop children's confidence and self-esteem; improve children's problem-solving skills; improve child-peer interactions; develop reasoning and empathy skills; improve parenting skills; improve parent/child interaction. This evaluation reports on the pilot of this programme. Of the 21 outcomes investigated, 19 showed no significant differences between the children who attended Mate-Tricks and the control group. However, there were 2 statistically significant effects of the Mate-Tricks programme and 3 other effects that approached significance. The lack of effects and the few negative effects found in this study replicates findings in several recent studies of after-school behaviour programmes