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標題: 北角遊戲輔導室 [打印本頁]

作者: why-me 時間: 12-11-27 15:14 標題: 北角遊戲輔導室

有冇參加過佢地D活動, OK嗎?

作者: blue-blue 時間: 12-11-27 16:55

貼錢比我都唔會去:;pppp:

作者: why-me 時間: 12-11-28 10:09

THANKS

作者: bbwailun 時間: 12-11-28 16:40 標題: 回覆：北角遊戲輔導室

但我覺得幾好，個有進步喎

作者: hktkomama 時間: 12-11-28 16:50 標題: 回覆：why-me 的帖子

如果上感統運動班，就睇下你接唔接受佢哋像軍訓的形式。

作者: HopeLJ 時間: 12-11-28 17:35 標題: 引用：如果上感統運動班，就睇下你接唔接受佢哋像

原帖由 hktkomama 於 12-11-28 發表
如果上感統運動班，就睇下你接唔接受佢哋像軍訓的形式。

如中年女子訓練員

作者: weiwai 時間: 12-11-28 19:11

http://www.edu-kingdom.com/forum ... ead&tid=2283359

大家可以參巧呢個post

作者: powersuit 時間: 12-11-29 16:58

回復 why-me 的帖子

quite good, my son usually join the course there during long holiday.

作者: why-me 時間: 12-11-29 17:30 標題: 引用：如果上感統運動班，就睇下你接唔接受佢哋像

原帖由 hktkomama 於 12-11-28 發表
如果上感統運動班，就睇下你接唔接受佢哋像軍訓的形式。

我就係想幫個仔報感統小組

作者: why-me 時間: 12-11-29 17:31 標題: 引用：回復+why-me+的帖子 quite+good,+my+son+u

原帖由 powersuit 於 12-11-29 發表
回復 why-me 的帖子

quite good, my son usually join the course there during long holiday.

就係想報佢個聖誕感統班

作者: fongbau 時間: 12-11-30 11:04

遊戲輔導室(旺角)同樂運會我個仔都參加過.

遊戲輔導室, 如果你個仔 / 你自己接受倒佢既軍訓式訓練, 其實係ok既.
不過我個仔做訓練既時候, 都聽過唔少在場既家長, 話d阿sir使唔使咁大聲 /
大力對住d小朋友. 咁我估呢個係佢地既style, 應該唔會點變.
不過有聽過, 輔導室入面既訓練人員, 只係少數係職業治療師, 咁就係我走既其中一個原因喇. 另外一個原因係, 地方太細, 每節有12個小朋友+12個家長/姐姐迫響個房入面, 真係好迫同好危險(尤其係玩滑板車既時候)

之後就去左樂運會, 地方好大好新. 中悾係職業治療師搞既.....不過同d仔上堂既唔係.....只係有d好後生既既後生女睇住....唔會幫你......所以玩左一陣之後,
我就再冇參加喇.

作者: Capricorn2521 時間: 12-11-30 15:08

睇吓呢間啱吾啱.....

http://ujcdc.sjs.org.hk/04_04.htm

作者: hindip 時間: 12-12-1 15:08 標題: 回覆：hktkomama 的帖子

軍訓不是感統。

作者: fongbau 時間: 12-12-1 21:23 標題: 回覆：hindip 的帖子

佢地係以軍訓形式黎叫D小朋友做感統運動，例如佢地會大聲叫、迫小朋友推波200下先准休息等等。。。。對於一D可以靠惡黎對付嘅小朋友就好有效，但係我個仔受軟唔受硬就睬佢都儍~

作者: leungchai 時間: 12-12-1 22:14

I have seen they asked parents / a bigger kid to look after the kids .....They have two coaches at that time, but I don't know their qualifications, seems they don't have in-depth knowledge on sensory integration.

The most memorable case I saw was that, this bigger kid (fat boy) while "looking after" the kid, without a systematic approach, just turned the boy (who sat in a basin) fast [this was one of their activity], even though the coach was beside him, he didn't say he was wrong. Later I had chances to go to Heep Hong for sensory integration training, this kind of "turning" exercise had to be closely monitored, and not that casual.....

On top of it, the floor area is really a concern.....

Have seen two cases of minor injury, and also for those not accompanied by parents, they are not closely monitored......

作者: hindip 時間: 12-12-3 18:34

fongbau 發表於 12-12-1 21:23
佢地係以軍訓形式黎叫D小朋友做感統運動，例如佢地會大聲叫、迫小朋友推波200下先准休息等等。。。。對於一 ...

感統不會"靠惡" ,, 不會 "對付", 也不會靠 "大聲", 更不會 "迫".

感統不是 "Physical Exercise"

If anyone interested, may google "fidelity measure" AND "Ayres' Sensory Integration Therapy" to know what is "SI" (感統).

作者: fongbau 時間: 12-12-4 10:58

回復 hindip 的帖子

佢地既惡﹑大聲﹑迫只係一種形式, 唔係訓練感統既一種方法.
佢地做既活動例如滑板車﹑推波﹑軍人爬行等等, 都的確係職業治療師訓練小朋友既方法.
去協康去step都係做呢d.

平心而論, 我有見過用呢一d方法係work既小朋友.
即係有d小朋友要鬧要惡先做倒功課, 有d小朋友氹下就可以一樣.

我唔去除左因為我個仔唔受惡之外, 而係果度地方太細好危險, 同埋有某d課堂時間,
係冇d有專業資格既人睇住.

果度有位招sir, 係好有經驗及資格既人, 至於其他在場既導師, 中心就真係冇介紹過佢地既背景喇.
曾經有個後生仔好似叫黃sir, 好似係響ploy讀職業治療既, 但而家仲響唔響度就唔知喇.

作者: hindip 時間: 12-12-4 20:17 標題: 引用：回復+hindip+的帖子佢地既惡﹑大聲﹑迫只

原帖由 fongbau 於 12-12-04 發表
回復 hindip 的帖子

感覺統合治療有十個過程元素: (from Ayres Sensory Integration Therapy Fidelity Measure)

例如: 提供不同的感覺機會，與孩子同一陣線，讓孩子有成功經驗，保持孩子在恰當的警醒度，提供剛剛好的挑戰，與孩子協商。

這是美國 Jean Ayres 的後人跟據她的理論，及研究訂定的。當中亦十分切合腦神經科學的研究發現。

試問惡，大聲，和迫又怎與以上數點共存呢?

感覺的成效及原理不單在於活動也同時, 甚至更在於過程如何執行。

運動是有他們本身的治療訓練效果，正如日本的 Higashi approach 亦很重視運動。對肌肉，體能，身心也有益。

但不跟據感統理論做的就不是感覺統合。
感覺統合的問題需要感覺統合治療。

作者: Surveyor 時間: 12-12-5 09:20

Thank you very very response for "Hipdip" resoponse.

If possible, I do hope that "Hipdip" can make more response to help us

作者: hindip 時間: 12-12-5 13:45 標題: 引用：Thank+you+very+very+response+for+"Hipdip

原帖由 Surveyor 於 12-12-05 發表
Thank you very very response for "Hipdip" resoponse.

If possible, I do hope that "Hipdip" can make ...

Thanks for the appreciation. It is my pleasure to offer reply to questions or discussion on topics that I am familiar with, I hope my information is constructive, and useful.

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