Tuesday, March 24, 2009

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rehabilitative therapy through horse

Hello everyone!
Today I discovered that in addition to multi-systemic therapy in water, there is another type of therapy, in my opinion, unique and efficient, which could help an autistic child to improve their situation, this equestrian education. I've known through the Internet, particularly from the site www.sportmedicina.com / equitazione_autismo.htm . I will give you a brief explanation of how is this type of therapy.


The autistic disorder is complex and certainly deserves a multipurpose clinical approach, but also the Equestrian Rehabilitation can play its part in improving the quality of life of these subjects. The
promote contact between the autistic and the horse can just work on this aspect: learning to know and to manage even a simple shake of the manes or movement of the ears will be a time to de-tension that will promote openness to the outside world.
In addition, the serial nature of "rules" of shooting a horse: grooming the horse out of the box, mounted work, return to the team, will have a strategic role in reassuring and even though initially it will be difficult to understand and accept, in the long run, at least for some patients, will be transformed into a phase of structures and relationships of one's self with the world around them.
is important in the rehabilitation program is to set goals Equestrian clear, concrete and achievable, even if minimal.
not forget that for these patients, any change can be traumatic and a source of great suffering: being able to accept it easily even a fraction would be a great success.
The main goals on which it would be appropriate to construct the therapeutic process are:
DEVELOPMENT COMUNICAZIONE
SVILUPPO DELLA SOCIALITA'
FLESSIBILITà DEI COMPORTAMENTI
Certamente tutto questo non risolve i problemi dell'autismo; inoltre la gestione di questi pazienti e la loro terapia riabilitativa non possono essere improvvisate: la malattia è un disturbo molto complesso, che va conosciuto profondamente ed adeguatamente trattato, anche in relazione al paziente che ci si trova di fronte.
Ma ciò non toglie che in tanti casi il cavallo può darci una grosso aiuto a rompere quel fronte di chiusura, silenzio e disperazione che molto spesso è il mondo autistico.

(Tratto da www.sportmedicina.com/equitazione_autismo.htm ).

Se siete interessati magari contattate il sito for more information, such as about the places where the therapy can be made.
soon.

Wednesday, March 18, 2009

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How to conclude a CCF



the CCF concludes with a summary and identification of new solutions to the situation. first of all, the adult and the student summarize the situation by reviewing the shape of their conversation, beginning with the events before and proceeding in sequence. At this point the procedure reserves a short time, identifying the most relevant aspects of the situation and encouraging the students to see "the whole picture." Some students have a tendency to repeat the whole conversation word for word while tracing all the designs one by one. If this happens, the adult numbers the most important elements and asks the student to review the situation by limiting the feedback to the parties. The synthesis of visual prominence to the most relevant facts of a sitazione and "puts things together" before identify new solutions to the problem. With a visual representation of the difficult situation in front of the eyes, "take out" new behaviors that potrabbero be implemented. The fact that we design new ways to handle a difficult situation helps the student to become familiar with a new skill before you use it and put at its disposal an image to which it may refer in the future. The ideas they can also be entered under a list, in which case you check solutions are not feasible and will prepare a plan for the next time the situation arises. If the student fails to come up with effective solutions independently, the parent / teacher offers some hypotheses and explains how, by applying them, the situation could change. In some cases it is not possible to list or draw new solutions and is more useful that the parent or teacher to write a social history for the student on the basis of information from the CCF. Sometimes it requires attention to some solution, so that it becomes inadvisable or unnecessary conversation and go over the list of new solutions.

Designs can be stored in a notebook staff or as illustrations to accompany the social stories, creating an encyclopedia of personal information important social.

Tuesday, March 17, 2009

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Monday, March 16, 2009

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I stand here, I do not go away. I have so many stories tied to this place, like a thousand hugs framed. The construction my life has seen these campaigns, these roads, the seasons of the sky and all eyes and smiles that have accompanied me.
I'm staying here, I do not go away. I shake my head who pushes me, who invites me to extend the step, as I was the inhabitant of a cave forgotten by the world. I understand the love, I understand the friendship, I know my hands shake, and each fresh sheet on his back.
But I stay here, do not go away. I do not deserve this ticket, despite my discomfort. I am not the bad mistakes in this show. Not me.
I look out, I count the cars, use your shoes over my neighborhood, call home, so good, waiting for tomorrow, ladle coins in his pocket.
Now I'm here, with what I have as I can. My roots are suffering, but not death. My mood is trembling, but I'm not dead.
I'm a fool, yes, but I'm staying here and not going away.

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Emotionally I want to be the butcher of myself. Have the power to remove every piece of me stay alive, starting perhaps from an ear for every sentence that I wanted to forget.
And so on to the stripping. Stay naked, standing in my bones, hear the wind pass by each rib, between clenched teeth, clinging to the vertebrae in the neck. Stand for a long time to contemplate the remains of my flesh like little red carpet. One last caress the skin of the face, the capelli. Porterei con me solo un occhio, per continuare a vedere, a vigilare. Tutto il resto rimarrebbe lì ad alimentare i miei amici cani ed insetti. Neppure il cervello mi farebbe compagnia. Nessuna memoria....niente.
Questo vorrei essere nella maggior parte del mio tempo. Uno scheletro senza ricordi, senza ambizioni, senza identità.
Senza freddo e fame.

Saturday, March 14, 2009

Nasal Aspiration Sinusitis

Conversations with comic group


CCf The group is used in a structured context that usually includes several students with AHF / SA and a teacher acting as guide. Students graphically represent some choices interactions that occur during a group discussion. Each participant is represented on a board with a stylized human figure standing next to his name, a comic for the speech and one for the thoughts. Students are encouraged to use the human figures and colored chalk to illustrate what their stati d'animo quando vengono fatte certe affermazioni.
Le CCf di gruppo richiedono che tutti i partecipanti concordino su una tabella dei colori comune, facendo poi disegni che ritraggono una varietà di interazioni scelte.

Monday, March 9, 2009

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Tanto per mantenermi in esercizio e ricordare a me stesso qual'è il mio mestiere...

Sunday, March 8, 2009

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Monster 'fees ....

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privatized water ... without boundaries

Saturday, March 7, 2009

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But damn it!

Dal sito Tgcom:
7/3/2009

Bancomat mad, money for all

Bari, delivers 12 hours of surplus money

of an ATM cash machine is jammed in Bari, and for 12 hours, has provided money in excess of customer demand. So, who typed 50 €, you could leave notes for greater amount, and often twice. The fact was reported to the 113 only when a customer is seen delivering less than the desired figure. The police immediately contacted the director of the subsidiary finding that the malfunction.

The office manager was unable however to estimate how much more money has been paid by Friday. For a precise calculation will have to wait for Monday, the reopening of the offices.

The news of the failure of the machine, however, soon spread among the population and it seems that many customers have benefited from the error. If the machine will be able to recognize their generality, the bank should be able to go back to customers that have grossed more than required to obtain a refund of amounts paid in excess or scale the figures in more from their bank account.

But I say, not in Palermo, eh? Marina Square door maybe ...

Friday, March 6, 2009

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Italy


Zoom in and watch. Italy is like this picture: it seems to move, but it is still.

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The structuring of a CCF.

I genitori o gli insegnanti guidano le CCF e le organizzano senza assumerne completamente il controllo. A differenza di una storia sociale, che può essere scritta e ripassata diverse volte, una CCF è un'interazione dinamica. Benchè il metodo sia stato inizialmente sviluppato per dare un feedback visivo agli allievi nel corso di una discussione importante, i disegni rivelano spesso informazioni sorprendenti e inattese, che è molto importante inserire nella conversazione. L'arte di una CCF sta nel riconoscere quando è più opportuno fornire una struttura e una guida e quando e quando invece è più conveniente seguire la strada tracciata dall'allievo.

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The occasion of Silvio

From the website of "La Stampa " .
... the party of the Knight was 42% (the prime minister has an approval rating of 64%), that of Franceschini is 22%. If the PDL is increased by one and the Democratic Party will lose another half, the latter, to use the automotive jargon, would be "doubled". The interesting, then, is that the operation Franceschini, despite all the appeal of television to verify that someone assigns, has not stopped the exodus ....




Sunday, March 1, 2009

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The use of color in a CCF


L'uso dei colori in una CCF, serve ad indicare il contenuto emozionale o la motivazione sottostante ad un'affermazione, un pensiero o una domanda. Per decisdere il colore con cui scrivere le parole di una storia, l'allievo deve riflettere sulla figura cogliendo l'importanza dei pensieri, degli stati d'animo e della motivazione nella comunicazione verbale.
L'impiego dei colori in una CCF è attentamente strutturato.
Eg. red indicates anger, harassment, hostile tone in a statement or a bad idea. The green is a good idea, a smile or friendly statement. The student chooses a color from the list before you write what people say or think. When you have the pupil color to the conversation, we need to explain just what are the contexts of their application. Without this distinction, the meanings associated with them could cause confusion in contexts unrelated to the CCF. To avoid unnecessary confusion is now well established rules and limitations on the use of color for the conversation.