Mahavidya Inner Health - Radiant Child Yoga, Seremban

02/03/2023

The Halliwick Concept was developed by the swimming instructor and engineer of hydromechanics James McMillan MBE and his wife Phyl McMillan, MBE in the late 1940s and early 1950s. Since then, the Concept has gradually spread out over the world. As a consequence, the International Halliwick Association (IHA) was established in Bad Ragaz, Switzerland, in 1994.

Halliwick is based on principles of hydrostatics, hydrodynamics and kinesiology. It is a holistic approach, bringing together knowledge about: the water and the body; teaching and learning; motivation; challenge; activities, games and music; group dynamics; disability equality issues and swimming strokes.

The Halliwick concept consists of a ten-point program, which focuses on the control over rotations around various axis of the body, to create core stability.

By using the Halliwick concept you’re using a problem-solving method. The possibilities and constraints of the patient are analyzed to help the clients functions and independence.

Want to know more? Contact us!

This is an international course with very competitive pricing!.
People from Hong Kong, the Netherlands and Indonesia are joining us!

05/01/2023

09/12/2022

A stable presence in Seremban as one of the leading therapy centers, but always in motion to attract quality therapists and teachers to keep our standards of care and therapy high and consistent.

Join our team!!

24/11/2022

Group therapy settings like Playgroups, Early Intervention groups, pre-vocational training groups, speech therapy groups or social groups are full of benefits that keep kids growing and learning.

Life doesn’t happen in a distraction-free vacuum, and it’s easy for us to forget how intricately linked speech and social skills are.
Not one of us developed social language skills, fine motor skills, cognitive skills, or self-care on our own. We needed other people to show us the way.

Growing up, we each continued to build upon our foundation. As we interacted with our friends, family members, early education teachers, classmates, and our communities, we learned more and more. Over time, this foundation of learning helped shape us into who we are today.
The same goes for your children.

What is group therapy and why should my child be in group speech or group occupational therapy?

Some children have no issues playing, sharing, or communicating. For others, these may be difficult tasks, and children who are shy, who measure on the Autism spectrum, or those with special needs may continue to struggle with the social skills they need for language and general communication.
Group therapy settings give these children and their peers access to the added benefit of learning alongside and within the company of others.
Real-world examples always help. Imagine it like this: Say you’re a runner and you’ve decided to train for a marathon. You could set a training schedule and stick to it all by yourself, but your marathon training will be so much more enjoyable if you meet up with other runners who are also training. If you’re looking to cross the finish line faster than the last time you competed in a marathon, a pacing partner will push you to run a little faster. A little friendly competition is quite an encouraging force sometimes.

Grouping children together for speech or occupational therapy sessions is beneficial for their progress, their morale, and their success.

How is group different from individual therapy?

A private one-on-one therapy session is a great place to begin. In individual therapy, a therapist will evaluate your child in an environment without any distractions. This is usually one therapist working with one child, but group therapy doesn’t necessarily mean a room full of kids. In some instances, group therapy is one therapist working with two children. In other situations, these groups are a little larger.

What are the benefits of group therapy?

1. Group sessions mimic the real world.
As a parent, you may be envisioning your child’s future where he or she is sitting in class, going to a birthday party, or hanging out at a friend’s house. While it’s not the main focus, group sessions simultaneously prepare your child for everyday living.

2. Boundaries become learning experiences.
In group therapy, children practice sharing, taking turns, starting conversations, and following the rules. Learning these skills here means your child is more likely to implement these in everyday life.

3. They’ll form relationships.
When you see the same people over and over again, everyone becomes acquainted. Your child will get to know the other children in his or her group therapy session and make new friends.

4. They’ll see they’re not alone.
Kids who see other children facing the same challenges realize they’re not alone. Children at different levels can be a testament-if they overcame a challenge, your child can too!

5. They’ll encourage one another.
Children who can identify the error in someone else’s speech or movement may be more likely to recognize their own. They can apply this knowledge to their own growth, all while encouraging their friends.

6. Group sessions are a stepping stone towards success.
One-on-one speech or occupational therapy sessions are an ideal starting point. A child who is ready to graduate from (or supplement) individual sessions with a group environment is ready to take on new challenges.

7. Learning with your peers feels more relaxed.
It’s a different feeling to always work on new skills with adults all the time. Children can feel more calm and relaxed and more open to learning when they’re working on new skills with peers their own age.

8. It’s more fun when you can play with others!
And, can’t we all agree on that?

TPPM offers several group therapy settings.
Want to know more about what group therapy setting might benefit your child??

Kindly contact us!

26/08/2022

Guidelines for Determining if a Child has a Feeding Problem
1- The child is not gaining weight consistently and has been diagnosed as ‘failure to
thrive’ or ‘undernourished.’
2- The child is dependent on tube feedings but has the skills needed to eat by mouth.
3- The child has problems eating age-appropriate textures.
4- The child refuses to eat an age-appropriate variety of foods.
5- Mealtime problem behaviors are disruptive to family functioning. These behaviors
can include crying, throwing food, excessive dawdling, spitting out food, gagging,
vomiting, or holding food in the mouth for excessive amounts of time.
6- Chewing or swallowing problems evident or suspected.

Kindly contact our team to know more about the Feeding Therapy

26/08/2022

How does sensory processing disorder affect taste?

The cells then determine whether the food fits into one of five tastes: sweet, salt, sour, bitter and umami. When your child suffers from sensory processing disorder they will have a hard time categorizing foods into their respective tastes. This might cause them to be extremely picky eaters

18/08/2022

17/06/2022

A gentle reminder of our professional psychology services provided by Megan Woods.

22/03/2022

Tapping into the knowlege and experience of our occupational therapist..

Lots of kids with special needs have feeding issues.

Its important to find out where those problems come from and then create a stategy to have a child expand on it's diet choices.

It" s not an overnight change, and requires close collaboration between caregivers and therapist to help the child.

Interested ? Give us a call/watsapp

07/03/2022

𝐇𝐚𝐯𝐞 𝐲𝐨𝐮 𝐭𝐡𝐨𝐮𝐠𝐡𝐭 𝐨𝐟 𝐇𝐚𝐥𝐥𝐢𝐰𝐢𝐜𝐤 𝐢𝐧 𝐭𝐡𝐞 𝐜𝐨𝐧𝐭𝐞𝐱𝐭 𝐨𝐟 𝐎𝐜𝐜𝐮𝐩𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐭𝐡𝐞𝐫𝐚𝐩𝐲❓
𝑯𝒂𝒍𝒍𝒊𝒘𝒊𝒄𝒌 : 𝑷𝒓𝒐𝒎𝒐𝒕𝒊𝒏𝒈 𝑨𝒄𝒕𝒊𝒗𝒊𝒕𝒚, 𝑷𝒂𝒓𝒕𝒊𝒄𝒊𝒑𝒂𝒕𝒊𝒐𝒏,𝑷𝒍𝒂𝒚𝒇𝒖𝒍𝒏𝒆𝒔𝒔 𝒂𝒏𝒅 𝑺𝒆𝒏𝒔𝒐𝒓𝒚 𝑰𝒏𝒕𝒆𝒈𝒓𝒂𝒕𝒊𝒐𝒏
Reflections on Promoting Activity, Participation, Playfulness and Sensory Integration through Water-Based Intervention
Excerpts from an Article by Gudrun Gjesing, Denmark, Occupational therapist.
The uniqueness of the occupational therapist 😊 OT) profession's perspective is grounded in enabling occupation, in use of occupation, both as a means and as an outcome of treatment. Water-based activities may serve as powerful occupational therapy interventions when they hold meaning and purpose for the person.
Water-based intervention provides an opportunity for the mastery of numerous other occupational performance-based goals.
Water also has a great impact on sensory integration, and how water based activities may promote sensory integration.
The OT has prepared some activities, which will look as if the children are just playing! Each activity has a specific goal, adjusted to meet the three children’s specific needs ( cognitively, physically and psycho-socially ).

𝐄𝐟𝐟𝐞𝐜𝐭 𝐨𝐧 𝐎𝐭𝐡𝐞𝐫 𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐀𝐫𝐞𝐚𝐬
The OT constantly tries to adjust the program to meet the present potentials of each child and not to make all children have to meet the same demands within an activity. This is possible if the OT understands to adjust both the mental and physical support appropriately.
It is exciting to all of us to experience how the children each time learn new skills in water as well as on land, and how they may transfer their learning to their daily life.
𝑺𝒐 𝒘𝒂𝒕𝒆𝒓-𝒃𝒂𝒔𝒆𝒅 𝒊𝒏𝒕𝒆𝒓𝒗𝒆𝒏𝒕𝒊𝒐𝒏 𝒑𝒓𝒐𝒈𝒓𝒂𝒎𝒔 𝒑𝒓𝒐𝒗𝒊𝒅𝒆 ❞𝒂 𝒎𝒆𝒂𝒏𝒔 𝒐𝒇 𝒘𝒊𝒅𝒆𝒏𝒊𝒏𝒈 𝒆𝒙𝒑𝒆𝒓𝒊𝒆𝒏𝒄𝒆 – 𝒑𝒉𝒚𝒔𝒊𝒄𝒂𝒍𝒍𝒚, 𝒅𝒆𝒗𝒆𝒍𝒐𝒑𝒎𝒆𝒏𝒕𝒂𝒍𝒍𝒚, 𝒄𝒐𝒈𝒏𝒊𝒕𝒊𝒗𝒆𝒍𝒚, 𝒂𝒏𝒅 𝒑𝒔𝒚𝒄𝒉𝒐𝒍𝒐𝒈𝒊𝒄𝒂𝒍𝒍𝒚❞ - 𝒑𝒓𝒐𝒎𝒐𝒕𝒊𝒏𝒈 𝒆𝒎𝒑𝒐𝒘𝒆𝒓𝒎𝒆𝒏𝒕, 𝒔𝒆𝒍𝒇-𝒆𝒔𝒕𝒆𝒆𝒎 𝒂𝒏𝒅 𝒑𝒍𝒂𝒚𝒇𝒖𝒍𝒏𝒆𝒔𝒔. 𝑻𝒉𝒊𝒔 𝒆𝒏𝒄𝒐𝒖𝒓𝒂𝒈𝒆𝒔 𝒕𝒉𝒆 𝑶𝑻 𝒕𝒐 𝒄𝒐𝒏𝒔𝒕𝒂𝒏𝒕𝒍𝒚 𝒆𝒗𝒂𝒍𝒖𝒂𝒕𝒆 𝒆𝒂𝒄𝒉 𝒐𝒇 𝒕𝒉𝒆 𝒄𝒉𝒊𝒍𝒅𝒓𝒆𝒏’𝒔 𝒂𝒄𝒕𝒖𝒂𝒍 𝒑𝒐𝒕𝒆𝒏𝒕𝒊𝒂𝒍𝒔 𝒊𝒏 𝒕𝒉𝒆 𝒄𝒉𝒂𝒏𝒈𝒊𝒏𝒈 𝒓𝒐𝒐𝒎 𝒂𝒔 𝒘𝒆𝒍𝒍 𝒂𝒔 𝒊𝒏 𝒕𝒉𝒆 𝒘𝒂𝒕𝒆𝒓 𝒂𝒏𝒅 𝒕𝒐 𝒂𝒅𝒋𝒖𝒔𝒕 𝒕𝒉𝒆 𝒅𝒆𝒎𝒂𝒏𝒅𝒔 𝒇𝒓𝒐𝒎 𝒕𝒉𝒆 𝒂𝒄𝒕𝒊𝒗𝒊𝒕𝒚, 𝒔𝒐 𝒕𝒉𝒆𝒔𝒆 𝒘𝒊𝒍𝒍 𝒃𝒆 𝒋𝒖𝒔𝒕 𝒓𝒊𝒈𝒉𝒕 ❗

𝗚𝗼𝗮𝗹𝘀 𝗶𝗻 𝘁𝗵𝗲 𝗪𝗮𝘁𝗲𝗿
The same activity may stimulate all three children in different ways, depending on how they perform it and on the support they are given.
Natural goals are to stimulate water-familiarisation, mouthclosure, respiration, body awareness, body control, control of stability and mobility etc. … . All basic skills, which are essential to water safety.
In our water-based intervention important goals also are un******ng, dressing, showering, facilitating the children’s arousal, attention, concentration, memory, sensory integration, self-esteem and their playfulness.
𝑰𝒏𝒕𝒆𝒓𝒗𝒆𝒏𝒕𝒊𝒐𝒏 𝒎𝒂𝒚 𝒇𝒐𝒄𝒖𝒔 𝒐𝒏 𝒑𝒓𝒐𝒎𝒐𝒕𝒊𝒏𝒈 𝒄𝒓𝒆𝒂𝒕𝒊𝒐𝒏 𝒐𝒇 𝒑𝒍𝒂𝒚 𝒂𝒄𝒕𝒊𝒗𝒊𝒕𝒊𝒆𝒔 𝒘𝒊𝒕𝒉𝒊𝒏 𝒂 𝒄𝒐𝒏𝒕𝒆𝒙𝒕 𝒐𝒇 𝒂 𝒑𝒍𝒂𝒚𝒇𝒖𝒍 𝒆𝒏𝒗𝒊𝒓𝒐𝒏𝒎𝒆𝒏𝒕. 𝑨 𝒅𝒆𝒇𝒊𝒏𝒊𝒕𝒊𝒐𝒏 𝒐𝒇 𝒑𝒍𝒂𝒚 - 𝒇𝒐𝒓 𝒖𝒔𝒆 𝒃𝒚 𝒐𝒄𝒄𝒖𝒑𝒂𝒕𝒊𝒐𝒏𝒂𝒍 𝒕𝒉𝒆𝒓𝒂𝒑𝒚 𝒑𝒓𝒂𝒄𝒕𝒊𝒕𝒊𝒐𝒏𝒆𝒓𝒔 .𝑷𝒍𝒂𝒚 𝒊𝒔 𝒂 𝒕𝒓𝒂𝒏𝒔𝒂𝒄𝒕𝒊𝒐𝒏 𝒃𝒆𝒕𝒘𝒆𝒆𝒏 𝒂𝒏 𝒊𝒏𝒅𝒊𝒗𝒊𝒅𝒖𝒂𝒍 𝒂𝒏𝒅 𝒕𝒉𝒆 𝒆𝒏𝒗𝒊𝒓𝒐𝒏𝒎𝒆𝒏𝒕 .
✅1) relatively intrinsically motivated,
✅2) relatively internally controlled, and
✅3) free of some of the constraints of objective reality.
The art of occupational therapy is to make the environment and activity tempting, not to manipulate or force. An OT, must try to facilitate children’s mastery of the environment, and that is based on both science and on art.
Being able to play with children is not a scientific issue, but an art - one that few adults possess: not to be the one to control and design the play, but to be guided by the child’s motivation, control and fantasy.

𝐖𝐚𝐭𝐞𝐫 𝐁𝐚𝐬𝐞𝐝 𝐀𝐜𝐭𝐢𝐯𝐢𝐭𝐢𝐞𝐬 𝐚𝐧𝐝 𝐒𝐞𝐧𝐬𝐨𝐫𝐲 𝐈𝐧𝐭𝐞𝐠𝐫𝐚𝐭𝐢𝐨𝐧
The originator and first researcher in sensory integration, A. Jean Ayres, occupational therapist and PhD, in 1972 defined sensory integration as “the neurological process that organizes sensation from one’s own body and from the environment and makes it possible to use the body effectively within the environment”
Sensory integration is a part of every activity. Sensations are an invitation to action. We think and act because sensations from the environment and from our bodies constantly flow to our brains. Here sensations from the different sensory systems meet, are getting organised, and sorted so they can hold meaning. The sensations thereafter are sent to different parts of the brain. The process of organising and sorting of sensory inputs is called sensory integration.
Water activities potentially provide swimmers with a number of benefits related to sensory integration. The provision of enhanced sensation integration is inherent to water-based intervention. Furthermore, active involvement and the demand for an adaptive behaviour also are part of water-based intervention.

𝗪𝗮𝘁𝗲𝗿 𝗽𝗿𝗼𝘃𝗶𝗱𝗲𝘀 𝗺𝗮𝗻𝘆 𝗱𝗶𝗳𝗳𝗲𝗿𝗲𝗻𝘁 𝗸𝗶𝗻𝗱𝘀 𝗼𝗳 𝘀𝗲𝗻𝘀𝗼𝗿𝘆 𝗶𝗻𝗳𝗼𝗿𝗺𝗮𝘁𝗶𝗼𝗻. 𝗕𝗲𝗰𝗮𝘂𝘀𝗲 𝗺𝗼𝘃𝗲𝗺𝗲𝗻𝘁 𝗼𝗳 𝘄𝗮𝘁𝗲𝗿 𝗶𝘀 𝗳𝗲𝗹𝘁 𝗱𝗶𝗳𝗳𝗲𝗿𝗲𝗻𝘁𝗹𝘆 𝘁𝗵𝗮𝗻 𝗵𝗼𝘄 𝗮𝗶𝗿 𝗶𝘀 𝗳𝗲𝗹𝘁, 𝘁𝗵𝗲 𝘁𝗮𝗰𝘁𝗶𝗹𝗲 𝘀𝘆𝘀𝘁𝗲𝗺 𝗿𝗲𝗰𝗲𝗶𝘃𝗲𝘀 𝗮 𝗴𝗿𝗲𝗮𝘁 𝗱𝗲𝗮𝗹 𝗼𝗳 𝘀𝘁𝗶𝗺𝘂𝗹𝗮𝘁𝗶𝗼𝗻. 𝗜𝗻 𝘁𝗵𝗲 𝗽𝗼𝗼𝗹 𝘁𝗵𝗲 𝘄𝗮𝘁𝗲𝗿 𝗶𝘀 𝗶𝗻 𝗰𝗼𝗻𝘀𝘁𝗮𝗻𝘁 𝗯𝘂𝘁 𝘃𝗮𝗿𝗶𝗲𝗱 𝗺𝗼𝘃𝗲𝗺𝗲𝗻𝘁, 𝗮𝗻𝗱 𝘁𝗵𝗶𝘀 𝗺𝗮𝘆 𝗿𝗲𝘀𝘂𝗹𝘁 𝗶𝗻 𝗹𝗮𝗰𝗸 𝗼𝗳 𝗵𝗮𝗯𝗶𝘁𝘂𝗮𝘁𝗶𝗼𝗻 𝗯𝘆 𝘁𝗵𝗲 𝘁𝗮𝗰𝘁𝗶𝗹𝗲 𝗿𝗲𝗰𝗲𝗽𝘁𝗼𝗿𝘀.

Water invites moving in a number of positions, including the vertical and horizontal planes. Because of buoyancy or upthrust, rotations of the body also are common.
When swimmers move against the felt resistance of water, their proprioceptive system receives input. However, because of buoyancy or upthrust, the proprioceptors receive different stimulation in water than on land, where gravity or downthrust dominates.
All swimmers will have to learn basic water safety in order to become ‘masters of the element’. Doing sensory integrative intervention in water does not indicate creating new specially designed activities – as sensory integration is a part of every water-based activity. All kinds of activity in water will stimulate the basic sensory systems to various degrees.

One will constantly have to analyse what kind of sensory input an activity provides to the swimmer, what intensity of sensory input, how you may increase or decrease the sensory input, so the inputs for the moment are just right to meet the swimmer’s actual needs. The “just right” is what may make water activities a kind of sensory integrative intervention.

Part of occupational therapy, water-based intervention may - apart from learning in a positive setting to master your body in water - promote empowerment, children’s self-esteem, playfulness, social capacity and maybe even their academic learning!

Stimulating children to believing in their potentials and strengths, may promote their desires to participate and be included in social activities with peers ,are valuable goals in occupational therapy.

⭐️⭐️Halliwick promotes playfulness, assessing a person’s movements and assessing activities, you will, in theory as well as in practice, have to experience how water influences a body’s abilities for mental adjustment and control of movements, how to do qualitative assessment of a person's capacity in water, and being able to do qualitative analysis of activities performed in water, so you constantly may adjust the program to the children’s actual learning.

Being a playful OT is a gift. In order to getting theoretical and practical knowledge and experience, learning from The Halliwick Concept is crucial!

The Play Project Mahavidya Sdn Bhd in Seremban, Malaysia is hosting our next Halliwick foundation Course on 19th/20th and 26/27th March for the 4 day Halliwick Foundation Course.
Connect Devi at 0165807426 to book your space.

KPI-KINESIO Prehab Institute is holding another Halliwick Foundation course in Mumbai , India from 27th April to 1st May. Call Kanu Kaushik +91 9886330012 to book your space.

03/03/2022

Honored to be able to host this course in The Play Project in Seremban!!

International Halliwick Foundation Course.

Conducted by Fezia Tyebally a certified Halliwick lecturer and international renowned instructor in a variety of aquatic therapies and founder of Amirs therapy Gym in KL.

You are looking for and interactive fun and hands-on course to enhance your aquatic skills??

Look no further,

Come to Seremban in March !

Open for therapists, swim coaches, parents etc.

Limited spaces so act fast!!

For more info: watsapp 016 5807426

25/12/2021