The rewards of using homeopathy with Autism Spectrum Disorder

Andrews_Homeopathy-and_978-1-84819-168-6_colourjpg-printThe rewards of using homeopathy with Autism Spectrum Disorder – by Mike Andrews

I have been practicing as a professional homeopath since 1990. I have an open door policy to referrals and most clients self refer to me. In the past I have had a special interest in working with clients with fertility problems, skin conditions and asthma.

I have over the years worked with many children, and their parents, with ADD, ADHD and Autism Spectrum Disorder. I find working with ASD children particularly rewarding as the changes that I have seen homeopathy bring about in their and their parents lives is immensely heart-warming.

As is common in the Autism community when parents find something that benefits their child they tell other parents about it. This is how my Autism practice has grown. The changes can be so obvious that other parents will ask ‘What you have been doing to help your child so much?’

The changes can be most observable in social skills in public, the changes that go on ‘behind closed doors’ are often dramatic in terms of improved family relationships, eating a wider range of foods and less repetitive or aggressive behaviour.

In my book Homeopathy and Autism Spectrum Disorder I wanted to look at the types of results homeopaths around the world were achieving and to see how they compared with my experience. Many positive small cohort studies have been published. I refer to these studies in the book and also chose to interviewed colleagues from around the world.  Homeopaths working in Australia, the US, Israel, India and the UK contributed generously to the publication.

Nutritional approaches or biomedicine are often the first step that parents take in to non-conventional medicine when they are dissatisfied by state provision of services. Myself, and other homeopaths, have found that significant further gains can be made even for those children that have been following a dietary regime and supplementation program for some time. Observing a seven year old boy, who had been on a nutritional program for a year when his parents first consulted me, significant cognitive and motor skill improvements followed the introduction of a homeopathic remedy. His nutritionist then suggested stopping the old program, and various tests, before starting a new revised program; at this point the child’s tantrums increased although other gains were maintained. He was then prescribed a different homeopathic medication which helped him greatly even before he started the new nutritional supplements.

Homeopathy is very much an individualised treatment modality which is both its strength and its weakness. Being so individualised it is hard to fit homeopathic treatment into conventional research protocols and it is difficult to give advice for self treatment. However with a choice of over 3500 homeopathic medicines to choose from the child, or indeed adult, with ASD can receive a remedy which takes full account of their individual characteristics and symptoms. Homeopathic treatment is not about de-toxing, although that can be part of the treatment plan, but more a holistic treatment. Homeopathy views everyone’s symptoms, whether autistic or not, as a dynamic whole mind-body disturbance and they are treated with a dynamic homeopathic remedy. Homeopathy works with the ‘vital’ force’, Chinese traditional medicine with the ‘chi’. The exact mechanism of homeopathy is still not fully understood, although it probably lies in the realms of quantum physics. Reading my book will give you as a parent or career for someone with autism, or a professional working with families, a good understanding of homeopathy and the results that have been achieved if you work with a properly qualified and registered Homeopath.

Mike Andrews DSH RSHom graduated from Misha Norland’s School of Homeopathy (UK) in 1990. He has taught at many UK homeopathic colleges: London College of Classical Homeopathy, Purton House School of Homeopathy and on the BSc (Hons) Health Sciences: Homeopathy module at the University of Westminster. He has been in full-time homeopathic practice since 1990 and has been a Registered Member of the Society of Homeopaths since 1994. He practiced in West Sussex for many years, but now works in London and Ludlow, Shropshire. Over more than twenty three years in practice, he has worked with many children and their parents, giving him a good practical understanding of child development. He has worked with children with diagnoses of dyspraxia, dyslexia, ADHD, ADD, Asperger’s and Autism. He is the author of Homeopathy and Autism Spectrum Disorder

Teaching Yoga to Students with Autism Spectrum Disorders? A Piece of Cake!

By Michael Chissick, qualified yoga instructor, primary school teacher and specialist in teaching yoga to children with Autism Spectrum Disorders, and author of Frog’s Breathtaking Speech.


Exciting New Training Project

An exciting new initiative which delivers the benefits of yoga to hundreds of children with autism will be the cherry on the cake. The project will be in action at a Special Needs Academy in Lincolnshire, UK, after Easter with more to follow.

Over the past thirteen years I have developed a model of how to teach yoga to children with autism. The model can be used by class teachers and teaching assistants with no previous experience of yoga. The structures, activities and postures are easy to learn and are safe to teach. The model is suitable for children across all key stages.

Special schools that have a high proportion of children on the autistic spectrum will use the model. The advantages are that teaching and training are geared to the specific needs of their pupils, and staff can be trained economically without time away from school; and the icing on the cake is that staff can use the model immediately.

How did we reach this point?

I have been teaching Yoga to KS1, 2 & 3 pupils as part of the integrated day at Special Needs School for thirteen years. Many of the children I teach have autism and sensory processing disorders. During each thirty minute session I work with the whole class, class teacher and teaching assistants. Time restraints make it impossible for me to teach all classes in my schools, so I tend to alternate classes every half term.

I had noticed that when I returned to a class to continue after a 5/6 week break there was a need to start over again, which can be frustrating. For many years I simply regarded it as part of the job of teaching pupils with ASD.

However over the last couple of years I have noticed that some classes had retained what I had taught them and were as enthusiastic as ever for their yoga. So what distinguishes the ‘ready-for-more-class’ from the ‘let’s-start-again-class? The answer is that the class teachers and teaching assistants have been teaching their pupils yoga without me… and doing a brilliant job at it too!

Why does it work?

The answer also lies in the fundamentals of my highly structured approach. For example, the children are seated on chairs in a circle. I use a visual timetable and posture cards to keep my verbal input to the minimum. Within the structure I target several layers or elements simultaneously; it’s like a multi-tiered cake. These layers are easily recognised by colleagues who are already experts at working with children with ASD and are using similar models in other curriculum areas.

 

The Layers

  1. Engagement tactics are, for example, encouraging children to choose from posture cards hanging from an umbrella; or children throwing tiny bean bags into the holes on a colourful board as a means of choosing a posture.
  2. Fun is key! Children eagerly get out of their chairs and into the posture because it’s fun; if it continues to be fun then they will want to stay in the posture.
  3. Repetition of postures over the weeks is a crucial; as children become more at ease with the posture leading to improved skills and greater confidence.
  4. Every child Achieves in the lesson.
  5. Social Skills like waiting, listening, speaking, helping each other, taking turns and following rules are targeted.
  6. Fitness Flexibility and improved co-ordination are the layers that tend to hit the news.
  7. Sensory is the sweetest layer. The vestibular system ‘tells us if we are moving or still, while our proprioceptive system is the unconscious awareness of our body position’ (Yack et al 2002). A combination of both systems gives us vital information about movement and where we are in relation to, for example, the floor. I teach many children whose vestibular and proprioceptive systems are dysfunctional. Using yoga postures I help to regulate those dysfunctions.

Feedback

Feedback from the Academy in Lincolnshire was wonderfully positive describing the day as excellent and staff commented that the model:

‘…does away with many pre-conceptions and prejudices – it helps make different types of movement accessible to all.’

It is early days in Lincolnshire, but soon the children and staff will be enjoying their yoga while I’ll be teaching 175 miles away. Seems like I’ll be having my cake and eating it.

Copyright © Jessica Kingsley Publishers 2012.

Singing Dragon attends the 7th World Congress of Chinese Medicine in The Hague

This past weekend, Singing Dragon attended the 7th World Congress of Chinese Medicine in The Hague, Netherlands.

The theme of this unique and important congress was “The Clinical Practice and Scientific Research of Chinese Medicine”, with a focus on the topics of andrology, the treatment of infertility, anti-aging, and research and development in Traditional Chinese Medicine (TCM).

Over 600 acupuncturists, TCM practitioners, physicians, health professionals, students, researchers and educators were in attendance from all over the world, making The World Forum, located in The Hague’s international zone, an ideal venue.

Thanks to all the delegates who stopped by our stand! We were so pleased to have the opportunity to spread the word about our fantastic books and authors.

Titles in the series edited by Zhu Bing and Wang Hongcai were of particular interest, as well as those from The Chinese Health Qigong Association. Master Zhongxian Wu’s books and DVDs, and titles concerning the use of Qigong to manage health conditions, were also very popular. See below for details.

For more info on new and forthcoming titles from Singing Dragon, check out the new Complete Catalogue, Autumn/Winter 2010-2011.

We’d also like to thank the congress organizers, the World Federation of Chinese Medicine Societies (WFCMS), for making the event such a fantastic experience – one we very much hope to repeat in 2011.

www.singing-dragon.com