Building Sensorimotor Systems in Children with Developmental Trauma: A Model for Practice

by Sarah Lloyd, Brian Rock (Foreword by), Liv Rose Whitfield (Illustrator)

Overview

Babies and young children who have experienced early adversity miss out on good, nurturing relationships, and the sensorimotor development that goes along with them. Their bodies therefore lack a solid foundation for sensory integration.

This book lays out a practice model - the Building Underdeveloped Sensorimotor Systems (BUSS) model - to help identify and assess whether these gaps are present in a child's sensorimotor systems. It also advocates the potential of rebuilding the gaps in these systems - using games and activities that take place within loving parent-child relationships - to offer the child a healthy, attuned base from which to develop sensorimotor skills. Also included is a section on parents' experiences of using these activities with their children.

With a positive view of approaching sensorimotor underdevelopment, these strategies and case studies all demonstrate that, with the right kind of attention, these children's systems can be rebuilt.

Product Details

ISBN-13:	9781785926303
Publisher:	Kingsley, Jessica Publishers
Publication date:	04/21/2020
Sold by:	Barnes & Noble
Format:	eBook
Pages:	272
File size:	1 MB

About the Author

Sarah Lloyd is an experienced Specialist Occupational Therapist and Play Therapist, with nearly 30 years' experience working in child and adolescent mental health services. She runs training and supervision courses all over the UK, including training with major adoption organisation AdoptionPlus.

Liv Rose Whitfield is currently in the final year of her BA Illustration degree in Bristol. She is interested in the therapeutic value of art and hopes to pursue it further in her future career as an illustrator.

Table of Contents

Contents
Acknowledgements
Introduction
Chapter 1 - Introducing the Foundation Systems
Chapter 2 - Beginning to notice movement and is this the right kind of intervention at this time?
Chapter 3 - The sequential nature of motor development - an overview of development 0 - 12 months
Chapter 4 - A BUSS Assessment
Chapter 5 - The Tactile System
Chapter 6 - Assessing the Development of the Tactile System
Chapter 7 - Rebuilding Underdeveloped Tactile Systems - Part One
Chapter 8 - Rebuilding Underdeveloped Tactile Systems - Part Two
Chapter 9 - The Vestibular System
Chapter 10 - Assessing the Development of the Vestibular System - Part One
Chapter 11 - Assessing the Development of the Vestibular System -Part Two
Chapter 12 - The Proprioceptive System
Chapter 13 - Assessing the Development of the Proprioceptive System
Chapter 14 - Ideas for Getting Started : Rebuilding Underdeveloped Vestibular and Proprioceptive Systems
Chapter 15 - And Breathe. A Chance to Catch Up
Chapter 16 -Next Steps in Rebuilding Underdeveloped Vestibular and Proprioceptive Systems
Chapter 17- Over to Parents - Reflections on Experiences of Using the BUSS model: Lenny, Amber, Nadia, Elsa and Percy
Chapter 18 - Final Thoughts
Bibliography

Editorial Reviews

A compassionate, accessible and caring book filled with stories of how children have benefited from the BUSS model. This book is strongly recommended for any practitioners, or families supporting and working with children who have experienced developmental trauma.

Jane Mischenko

A fascinating read that has really made me think about not only my own adopted son but also the children at the school I work in. The book aims to get you thinking beyond the emotional, to encompass also physical and sensory gaps in children's development, creating a practical therapeutic approach that can really ensure their developmental building blocks are secured from all aspects. A must read for parents, carers and professionals.

Sarah Fernihough

This is a book that all those parenting and supporting children who have experienced developmental trauma should read. Sarah Lloyd has written clearly about the challenges of underdeveloped sensorimotor systems. She provides comprehensive advice for helping the children rebuild these systems. This provides a foundation, not just for their physical skills, but also for emotional regulation, confidence, self-esteem, and relationships. Children are amazing in their resilience and attempts to help themselves; I was so moved by the account of the little girl who put stones in her socks. With a little help from us these children are capable of so much. Beautifully written, illustrated, and with hopeful stories of children's progress, this book fills a gap in our understanding of how we can help traumatized children recover, physically, emotionally and within relationships. Sarah has demonstrated how the foundation for all this recovery lies in the rebuilding of the sensorimotor systems.

Dr. Kim S. Golding