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Sensory Ladders in TBI and Neuro-Rehab

Talking about Sensory Ladders & TBI with presentations from special guests working in the field of traumatic brain injury and neuro rehab. Come and listen to practicing therapists explore how they use Sensory Ladders, drawing on the theory and practice of Ayres’ Sensory Integration. Please post any questions before the session to the ASI in Practice Telegram Group.

Book Here: https://www.eventbrite.co.uk/e/asi-wise-coffee-chat-sensory-ladders-for-self-regulation-tickets-168410276671

This is an open evening session to bring any questions or talk about anything related to ASI.

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Join the Conversation: “BPD” is a term that we agree needs to change – here is more why…

trauma workshop shop

Great listening about trauma and those conversation about the “BPD” and “EUPD” terms used as part of the diagnosis.

In the study we did, Brown, Shanker and Smith 2009, we were keen to make the links between early trauma and sensory integration and processing difficulties that could explain the reasons many people’s lived experiences are so often misunderstood, and care is without focus on the early trauma, and ignorant to changes to the way the body and brain are wired, that so many of us OT’s recognise underpin this tricky diagnosis. Their attempts to cope with extreme distress and discomfort from sensations that don’t trouble people without a trauma history, completely misunderstood and often judged.

Read more here:

Sensory Ladders and Self Regulation

Early trauma is stored in the body via the senses, this is why therapy through the senses is effective

OT News Article

Learn more with our online recommendations about trauma in our bookshop.

Listen to a young lady describe her sensory overload.

Listen to OT Kier Harding in this video.

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Why our offer is an MSc in Advancing Practice

Why is our new offer of an MSc in Advancing Practice important?

We have aligned the MSc In Advancing Practice pathway we are now delivering in partnership with Ulster University to the requirements of the four pillars of advanced practice; Clinical Practice, Leadership, Education, and Research.

The internationally recognised ASI Wise CLASI Modules are integrated into the first three modules of this MSc in Advancing Practice;

Learning outcomes address the fundamentals of advancing practice, and our modules learning outcomes are aligned to the Advancing Practice Agenda. Learning on this pathway includes critical analysis, evaluation, and research methodologies.

Read more here about skills for advancing practice relevant to many AHP’s:

Advanced Clinical Practice: Capabilities framework when working with people who have a learning disability and/or autism

Advanced Practice Mental Health Curriculum and Capabilities Framework

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Learn about Sensory Ladders Free | anyone | anywhere | anytime

https://ww.sensoryladders.org/courses
https://www.sensoryladders.org/courses
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Communication and sensory integration.

OT’s have long recognised the links between spoken language (and non-verbal communication) and why communication may be tricky for children and adults with poor sensory registration.

The article (see extract below) summaries supporting literature about language development and extends on those ideas and considers how development of more abstract language may happen; exploring how language development is multi-modal.

Anecdotally many OT’s describe how some children speak spontaneously for the first time during or once sensory integration intervention starts. The evidence for the importance of the senses and higher order function and behaviours are increasingly easier to evidence in neuroscience and beyond – making the critical importance of sensory integration easier to explain.

The embodied account of word meaning proposes that children’s concepts emerge out of sensorimotor interactions (Glenberg and Gallese, 2012; Glenberg, 2015) and there is considerable evidence, particularly for concrete concepts, that this is the case (Smith et al., 2007). However, a challenge for the embodied account of word meaning, and particularly for strong accounts of embodiment, is to explain the acquisition of words that refer to abstract concepts (Borghi et al., 2017; Pexman, 2017). Specifically, if abstract word meanings are not experienced through the senses, how can children acquire them? In spite of the absence of a physical referent, children do learn the meanings of abstract words like love and help. According to a multimodal approach to word meaning, words can be learned in multiple ways, including sensory, motor, emotion, social, and linguistic information associated with the referent (Kousta et al., 2011; Borghi et al., 2019)

https://www.frontiersin.org/articles/10.3389/fpsyg.2021.686478/full