Remedial and revalidation classes
At the beginning:
- Screening diagnosis for speech, eyesight and hearing with the aid of a platform of senses.
- Screening diagnosis for dyscalculia – A functional diagnosis of specific difficulties with regard to learning mathematics – Arithmetic Profile – G – Diagnostic programme for lower-secondary pupils created by Anna Walerzak-Więckowska MA from the Pomeranian Centre for Diagnosis, Therapy and Mathematical Education PROmathematica
The possibility of tests carried out by the Centre for Clinical Psychology and Professional Development CPKiROZ: The Test Battery computer programme for Cognitive Measurement and adaptation is a combination of computer versions of nine questionnaires intended to aid in assessing psychological adaptation and cognitive functions:
- A questionnaire of anxiety as the Current State of the Subject
- A questionnaire of anxiety as a Permanent Characteristic of the Subject
- Psychological anamnesis in order to assess personal history and current problems
- An Eysenck Personal Questionnaire
- A questionnaire about Psychophysiological Disorders and Stress
- A questionnaire about Phobias and Fears
- A questionnaire about Depression
- A questionnaire about Behaviour and Obtrusive Thoughts
- A questionnaire about Anxiety Level.
Team of therapists and teachers strives to provide students of our school with the best conditions for learning and developing skills. We are constantly looking for new forms of comprehensive diagnostics and modern forms of therapy based on reliable scientific therapies.
Our specialists support the development of the student using modern and proven methods and techniques:
AVS – BIOFEEDBACK
is a form of audiovisual stimulation of the brain. The trainee undertakes the procedure while sitting in a chair and using glasses which emit coloured lights, as well as headphones through which sound of a special frequency flows. The combination of light and acoustic waves is determined with reference to the person’s medical records, as well as an interview with and observation of the student, in accordance with accepted therapeutic protocol.
AVS – BIOFEEDBACK is a passive method, used in a complementary way alongside EEG-BIOFEEDBACK and RSA-BIOFEEDBACK. This form of therapy makes use of the ability of the brain to adjust its own bioelectric activity to the light and sound waves emitted in its surroundings. This phenomenon had already been discovered by primitive tribes. With the aid of drumbeats, a shaman induced an ill person into a trance so that they could be healed, while snare and pipe sounds were for fighting – singing or listening to music allows the community of people to experience a strong bond. The influence that coloured lights can have on the well-being of large groups and individuals is made use of by decorators of concert halls and marketplaces, firework specialists and even in the world of home lighting.
AVS – BIOFEEDBACK training follows the same procedures as those of BIOFEEDBACK, namely an EEG test, a neurological consultation, an interview and observation (EEG test – link to medical advice – we recommend this).
Cases in which AVS – BIOFEEDBACK might not be suitable are epilepsy or objections from the doctor who conducts the basic therapy.
Biofeedback – (EEG – Biofeedback is modern medical equipment that makes it possible to train the brain to improve its efficiency and gain control over the body’s physiological processes, which are usually inaccessible to our consciousness.) By using biofeedback we can improve the bioelectric activity of the brain. The aim of EEG Biofeedback training is achievement a state of the brain that allows the creation of a well-established appropriate response pattern – to optimize the brain’s performance so that it is fully able to concentrate while simultaneously remaining relaxed. The principle of biofeedback is based on computer analysis of the patient’s EEG record, while the patient is connected to the system via electrodes.)
RSA – BIOFEEDBACK – often known as breathing-training, is one of the instrumental methods within neurotherapy that makes use of the bioregulatory breathing functions. The goal of this form of training is to improve the cerebral function of the brain by synchronizing breathing with the heart rate. In this way, the body’s immunological abilities, the inhibition of excessive arousal or the excessive inhibition of mental activity are obtained. This improvement especially concerns the cognitive functions such as: attention, ability to plan and complete activities, ability of the patient to predict their reactions and self-control.
Applications for RSA Biofeedback training:
- relaxation,
- psychosomatic disorders such as asthma, allergies and sleep disorders,
- inattention and learning-process disorders.
Neuro Set is our new device for conducting Biofeedback training, recommended by the EEG Institute in Warsaw, who our school has been working in cooperation with since 2011.
It enables the improving of the brain’s bioelectrical activity through play: role-playing games, arcade games, logic games and relaxation games, with pleasantly designed graphics.
In their own special way, they activate the left and central frontal areas, positively affecting mood, stress-resistance, memory and psychophysical efficiency.
Cameras are especially recommended for people with dyslexia, as well as those suffering from ADHD and ADD.
For more information on this topic, please visit: www.avsy.pl
Ladies and gentlemen! Our team of therapists and teachers at “Amigo” strives to provide our pupils with the best possible learning conditions and skill development. We are constantly on the lookout for new forms of comprehensive diagnostics and modern forms of therapy with a solid scientific basis. This year we decided to introduce Fred Warnke’s method of automating the function of stimulus-processing at the brain-structure level. This method, which is successfully being used in 2,500 treatment centres, kindergartens and schools throughout the country, is intended for people with speech and language problems, impaired visual and auditory perception and impaired motor skills.
A device called ‚Brain-Boy Universal’ looks something like a mobile phone. It is equipped with sound and light signals as well as a set of training games to improve functions such as distinguishing the order of visual and auditory stimuli, directional hearing, and differentiation of tones, rhythms, frequencies and tone lengths.
Diagnosis and therapy for neurological speech disorders (therapy for disorders where speech has been partially or completely lost due to damage to the parts of the brain responsible for reception and creation of speech), care and therapy for students with speech disabilities, as well as speech therapy using EEG Biofeedback methods.
A therapeutic method which uses music in, for example, rehabilitation, psychotherapy and special-needs teaching. The person listening to the music, as a consequence of the playing of the simplest elements of rhythm, melody, tempo and movement, or through what is called ‚Passive reception’ of music, can potentially:
- release negative emotions,
- liberate their need for expression,
- lower their level of anxiety,
- improve their ability to communicate,
- gain a basic level of musical knowledge,
- expand their music interests,
- experience stimulation of psychomotor development,
- benefit from relaxation, reduction of fatigue and improved well-being,
- and improve their respiratory and circulatory fitness.
This is a contemporary, attractive, therapeutic treatment that is concerned with the healing properties of dance. Thanks to the use of movement and dance, a person can engage creatively in the process of integration at the level of the emotions of the mind, spirit and social relations. Benefits of choreotherapy include:
- It raises self-awareness, self-esteem and personal autonomy.
- It integrates on the level of the body, spirit and mind.
- It enhances communication and social behaviour.
- It gives confidence in relationships with others.
- It allows a person to express their feelings and thoughts.
- It develops creativity.
- It helps in dealing with difficult situations.
This is a therapeutic process which consists of psychological and physical improvement, conducted based on the specific problems the child has. Occupational therapy uses various forms of activity as a therapeutic agent:
- Therapy with the use of manual classes (hand-eye coordination exercises);
- Sociotherapy – the therapy of behavioural disorders and emotional disorders in the course of working with a group (including strengthening self-esteem, and educating social and interpersonal skills).
- Art therapy – art therapy, therapy through creativity (developing creativity)
Colours are a powerful tool which are useful in the treatment of a number of diseases, ranging from minor ailments, such as headaches and listlessness, to chronic disorders. They restore balance and revitalization of the body. Colourful light can bring significant benefits for harmonizing, strengthening and healing the human body. Light can stimulate the body’s immune system, regenerate it and weaken symptoms and prevent the causes of illnesses. For example, the colour blue, which is generally associated with spiritual freshness and mental balance, has a calming, relaxing and sedative effect, a positive effect on the eyes, and it relieves pain, migraines, nervous anxiety and allergies. In combination with relational music and positive affirmations, colour therapy helps to reduce the stress of school.
This is a type of therapy that involves a child playing various social roles in improvised situations. Using their natural ability to enter such roles, drama is an effective educational method.
Drama engages the participant on three levels:
- physical (the involvement of movement: the body during improvisation)
- emotional (the involvement of emotion: the body entering roles)
- intellectual (discussion and reflection after improvisation)
Drama contributes in a number of ways, including:
- training in the area of social skills,
- practising appropriate behaviour in specific situations (including conflicts),
- the easier acquisition of knowledge,
- developing flexibility,
- developing creativity,
- and developing self-confidence.
This is a therapeutic activity, using books and contact with the words that are written and read so as to support children and young people in their development. Bibliotherapy uses the therapeutic values of literature:
- It motivates dyslexic students to read and write.
- It shows new ways of behaviour and new attitudes for difficult situations.
- It supports the student emotionally (including building faith in their own strength).
- It expands the student’s range of insights and concepts.
Classes are held in a special room, equipped with multimedia equipment, an excellent sound system and relaxation equipment. Students have a choice of sleeping poufs (something like a giant beanbag), mattresses or mats, and the topic is adapted to the current psychophysical needs of the student on a given day. The lessons are primarily aimed at pupils with dysfunctions of the motor system, but not exclusively.
During these classes, students are subjected to relaxation techniques.
These include, among others, the Progressive Relaxation Technique of Edmund Jacobson. This training takes place while lying on the back and consists of learning the to control the gradual tightening and loosening of particular muscle groups. The benefits of Jacobson’s training include counteracting anxiety, improving sleep and improving the functioning of internal organs.
The authors of this method are Marianna and Christopher Knill. One advantage of this method is undoubtedly the use of play in combination with music and movement. The child learns to combine the sounds they have heard with specific activities. This not only gives the joy of properly performed exercises, but it also provides them with the appropriate level of security necessary to make contact with others. This means, as a result, increased attention and memory, and it improves the coordination between the nervous system and the muscular system.
“Touch and Communication” is the result of several years of experience in working with children and adults who possessed limited expressive skills, or negative relations with the surrounding world. The book emphasizes the importance of touch in the development of interpersonal awareness, sensitivity and communication. The most sensitive sensory channel is the skin, so therefore the stimulation we experience during massage is particularly important for human development.
The basic assumption of “Activity Programs” is the notion that human development depends on the ability to acquire, organize and use knowledge about oneself. The activity programmes of Marianna and Christopher Knill are music-and-movement games along with ready-made suggestions for therapeutic treatment with a person whose normal development has been disturbed or inhibited for some reason. These games help to experience the body as a whole and they support the development of body image when the person is unable to use their body actively. They teach them to use their senses when their functioning has been disturbed due to brain damage. They are the starting point for the development of an understanding and use of language. They are applicable to therapy for children, adolescents and adults with serious disorders regarding motor, cognitive and social development, and they are necessary in cases of mental disability, cerebral palsy, speech impairment etc.
this is a therapeutic process which consists of psychological and physical improvement, conducted based on the specific problems the child has. Occupational therapy uses various forms of activity as a therapeutic agent:
- Therapy with the use of manual classes (hand-eye coordination exercises);
- Sociotherapy – the therapy of behavioural disorders and emotional disorders in the course of working with a group (including strengthening self-esteem, and educating social and interpersonal skills).
- Art therapy – art therapy, therapy through creativity (developing creativity)
A programme of re-education of children and young people with dyslexia in their later school years – an original programme developed by Dr Maria Grygier-Frąckiewicz, Małgorzata Kurtok and Alicja Marszałek.
The systemic approach to family therapy comes from the general theory of systems and communication. According to the general theory of systems, any change in a part of the system affects the other parts of the system, and the elements that form the whole interact with each other, remaining in a dynamic balance. In systemic therapy, the family is treated as a self-regulating system, and behaviour is communication. The therapist is primarily interested in the laws governing the characteristics of communication and behaviour characteristic of a given family, and the path to eliminating the symptoms lies in the change of these rights. The therapist is looking for a “nodal point” in the system, with the expectation that the change within it will lead to changes in the whole family system.
Mandala – an Old Indian term meaning circle or centre. We use mandala in art, music, maths, biology and therapeutic classes.
The advantages of working with mandala are:
- the ability to quieten down and calm down,
- facilitating – supporting concentration, perseverance and consistency skills,
- the possibility of increasing the activity of shy children,
- the ability to relieve tension and peer aggression,
- discovering art through workshops,
- training in manual skills and drawing techniques – teaching colours, shapes, lines and, consequently, developing your own style,
- and the ability to improve the dexterity.
The creator of the method, Weronika Sherborne (1943-1990), was a physiotherapist, PE teacher and academic lecturer. The method, called “Developing Movement”, is based on the theory of the interaction of the physical and psychomotor spheres – stimulating one activates the other. Traffic here is used as a tool. The purpose of the method is to support natural development and therapy for its disorders. This method is close to everyone, natural and requires no special skills. It teaches control over the body, giving it a name, moving freely in space and establishing satisfying contact with a partner and a group. It allows the expression of emotions and creative activities. It has been successfully used for groups as well as for the individual. It does not require any equipment and it has a wide range of applications in education and therapy.
Interdisciplinary classes in the field of global education. The goal of these classes is to promote values such as intercultural dialogue, human rights, and the creation of a global society. This makes us aware of the necessity to undertake actions for greater social justice and sustainable development in the world.
In addition we also conduct:
Individual and group psychological therapy
Workshops developing the social competences of young people
Remedial classes
Possibility of tests from the Psychiatric and Pedagogical Testing Laboratory, PTPiP
- Symptomatic scales of disorders in adolescence (behavioural disorders, oppositional defiant disorder, psychomotor-hyperactivity disorder, depression, suicide-attempt risk, eating disorders), Urszula Sajewicz-Radtke, Bartosz M. Radtke,
- Youth aggression, emotional reactivity, Urszula Sajewicz-Radtke, Bartosz M. Radtke, Dorota Kalka.
