‘Movement Analysis & Education Strategies for the Treatment of Children
with Cerebral Palsy and similar neuro-developmental conditions’
A specialist Post-Graduate course designed for Paediatric Therapists to specialise or to further specialise in the treatment of children with Cerebral Palsy and similar neuro-developmental conditions and who want to gain deeper knowledge and expert skills.
Based upon 25 years experience, a new and different dimension to the treatment and management of Children with Cerebral Palsy and similar neuro-developmental conditions.
Length of Course: 4-Weeks ( 20 Days) course, in two parts of two weeks.
Each week is 5 Days, Monday to Friday.
Part-One 5-16 September 2016
Part-Two 10 -21 October 2016
The period between Parts 1 and 2 is to ensure participants put into practice the knowledge and skills gained in Part 1, before returning for Part 2.
In central Budapest:
Nemzetközi Gyermekmentő Szolgálat Rendelője
(Outpatient Clinic of “International Children’s Safety Service”)
Teréz körút 24 I./1, Budapest H-1066
Develop creative thinking
Learn to treat dynamically
Gain new ways to inform and guide parents
Acquire new observation and analytical skills
Develop an extensive repertoire of new treatment strategies:
Unique of its kind, this course has a strong emphasis on high-level clinical skills, with an unusually high level of supervised practical sessions (almost 50% of time), with a wide variety of case presentations, giving depth and breadth to the learning experience.
The course is specially designed to give participants time to translate theory into clinical practice and become expert in handling and managing their clients with neuro-developmental conditions.
Following successful completion of this course, therapists will be able to provide an expert, individualised ‘hands-on’ treatment to promote the development of skills in terms of mobility, hand function, constructive play, interaction and communication, for each child with CP.
“ I would recommend this MAES Therapy Course to all therapists.”
Mihaela Grubišić, Physiotherapist, Occupational Therapist
Head of Department Sensory Integration Therapy
Special Hospital for Children with neurodevelopmental and motor disorders
“The MAES Therapy Course has given me new depth to my understanding of children with cerebral palsy”
Nikki Kennedy, Bobath-NDT Physiotherapist,
“ “MAES Therapy has given me a completely new outlook and approach. My analysis skills have grown exponentially, with further growth to come I am sure ! It has given me a perspective that not only makes sense, but makes changes where previously I thought you could not make changes.”
Anita Hains, Physiotherapist
Course Leader: Jean-Pierre Maes MCSP, Director MAES Therapy International
Jean-Pierre is an expert in the field of Cerebral Palsy and similar neuro-developmental conditions, with over 25 years experience of treating babies, children and adults. He is renowned internationally for both his excellent clinical skills and teaching skills.
For over 20 years he has been teaching and treating in different cultures worldwide (over 35 countries), giving him unparalleled experience and insight into neuro-paediatrics and movement disorders.
This certified course is very ‘hands-on’. The format will include theoretical lectures, treatment demonstrations, workshops, case presentations and supervised daily practical sessions with patients during weeks 2, 3 and 4.
Local Organiser: Dr.György Büki E: firstname.lastname@example.org
Registration: for an Application Form, contact: Dr.György Büki or Jonathan Salsbury at MAES Therapy E: email@example.com
Course Participants: 10, up to 14 max.
Course Participant’s criteria:
Participants must be experienced Paediatric Therapists (Physiotherapists, Occupational Therapists, Speech Therapists) or medical Doctors (paediatricians, neurologists), with at least two years experience in treating children with Cerebral Palsy and similar neurological conditions. The course will appeal to therapists who are about to take their first postgraduate course in the field of Cerebral Palsy as well as to very experienced therapists who have already taken several specialist courses (e.g. Conductive Education, Vojta, NDT-Bobath, Sensory Integration, Halliwick, etc.).
This course aims to:
• Provide a ‘Framework’ for an effective assessment and better understanding of the challenges and needs of children with Cerebral Palsy (CP) and similar neurodevelopmental conditions
• Gain expertise in analysis of coordination and effective and structured clinical reasoning skills.
• Analyse Tasks in term of fine and gross motor, sensory, perceptual, biomechanical and cognitive components.
• Relate the quality of execution of given tasks to the specific skills that the child has been able to develop and use to accomplish these tasks.
• Predict motor behaviour (prognosis) based upon an in-depth analysis of typical presentations associated to spastic hypertonia, dyskinetic CP, ataxia, hypotonia and CP associated with preterm birth.
• Understand the short and long-term consequences for the child to engage in complex activities, when the skills available are missing and consequently for therapists to establish priorities and short and long-term treatment plans to change the child’s natural course of development.
• Develop high-level problem-solving skills to provide each child with specific sensory-motor experiences to make best use of their own potential for improvement.
• Prioritise and identify which specific skills a child is missing and that need to be promoted and at the same time discouraging the compensatory strategies this child is over-relying upon and which prevents the development of more advanced skills.
• Expand creative thinking and develop an extensive repertoire of treatment strategies and skills, which can then be applied more confidently in a range of situations to enable the child to learn new ways that he would have difficulty or not be able to develop on his own.
• Effectively inform and guide parents during treatment sessions, including the use of toys for play and advise them how to best interact with their child during activities of daily living in a home environment.