Olivia’s Place

LIH Olivia’s Place Beijing in the Community

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Between July and September, LIH Olivia’s Place Beijing was invited to attend numerous events in the community to provide training and information for parents, teachers, and healthcare professionals.

Lectures on Child Development at Hongkong Clinic & BIBS

Milind HK ClinicOn July 27, Milind Sonawane,  Speech-Language Therapy Lead at LIH Olivia’s Place Beijing, offered a lecture to clinicians at Beijing’s Hongkong Clinic on the topic of Child Development and Pediatric Therapy. The event served as the foundation for further cooperation between LIH Healthcare and Hongkong Clinic in Beijing to continue the establishment of early screening and intervention treatment of child developmental disorders.

Milind shared his professional knowledge and experience, and discussed the future direction of pediatric therapy with clinicians in attendance. First, he introduced the general pattern of child motor development. He also talked about early “red flags” that signal concern in a child’s motor development. Through case review, Milind explained how an interdisciplinary team ( for example, including physical therapy, occupational therapy, speech therapy, and psychology) consultation) conducts a comprehensive and subsequently provides therapy services through a treatment plan. Attendees asked a lot of questions and participated in active discussion, especially on topics like interdisciplinary evaluation, diagnosis, and treatment, as well as the various therapeutic models used across countries.

This event was a tremendous success. Through exchange of experience and knowledge, LIH Olivia’s Place supports clinicians to evaluation and treat child behavior and developmental concerns.

Milind BIBSOn August 15, Mr. Sonawane lectured on child development for more than 70 teachers at Beanstalk International Bilingual School. He talked about children’s development at different stages, including the areas of gross motor, fine motor, social, cognition, and speech and language. He emphasized the significance of focusing on child development, as well as measures to take when there are “red flags” signaling concern. Teachers gained approaches to use as they identify potential problems with a student’s development.

Although each child develops at their own pace, it is possible to see what is within the range of “typical” and we look to “developmental milestones,” such as saying first words, crawling, walking, or even the age a child rides a bike the first time. When a one-year-old is not able to cruise by holding onto furniture or use a pincer grasp to pick up objects, or a three year old is lacks the basic skills to help put on clothes or climb stairs independently, these are examples of situations when early intervention may be greatly beneficial.

As an expert in speech and language, Milind also gave teachers advice on how to help children who have language delays. He explained that, when a child cannot understand your instructions or is having difficulty producing language, or cannot produce sound, it is necessary to consider the child’s ability to think, whether they have a solid language foundation in a specific language, their oral motor skills, their ability to hear and understand, and whether they need more time to answer questions. These observations will help a teacher to understand the child’s level of ability and whether to seek further assistance. Read more

Establishing a School Morning Routine

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by Sara Naylor, Director of LIH Olivia's Place Learning Centers

by Sara Naylor, Director of LIH Olivia’s Place Learning Centers

Many families find the morning routine stressful. Do you find yourself running around the house looking for swimming hats, a favorite pencil, a water bottle, and last night’s homework when the clock is ticking closer and closer to the arrival of the school bus? Being persistently late can affect a child’s ability to settle into school routines and have a knock on effect on attainment. With the help of a good morning routine, a stressful morning atmosphere can be avoided helping your child to arrive at school content, on time, and ready to learn.


Being well prepared for the next day will ensure that the morning routine is stress free. Ensuring that everything is well prepared will enable you to focus on the important morning tasks of washing, dressing, and eating.

Encourage your child to develop responsibility for their possessions and time management. Check the school timetable together early in the evening. Together, you can make a checklist of what you need to prepare the night before. This list might include:

  • School uniform, including shoes, socks, etc.
  • Packed lunches – prepare all food so it’s ready to go
  • Check that all homework has been completed
  • Sign any letters or paperwork for the school
  • Pack the school bag
  • P.E. kit, musical instruments, or other special equipment needed on particular days

Do not allow the preparation to disrupt the bedtime routine though! Encourage your child to prepare for the next day before going out to play or watching television for example.


Think about how much time it normally takes to get everyone ready …. and then add another thirty minutes. This will allow the morning routine to have a leisurely pace. That way if things are going well there will still be plenty of time to go over that tricky spelling word, review pick up arrangements, have a cuddle, change a jumper that is covered in toothpaste…….


It is essential that children have something to eat and drink before going to school. If they have not eaten since the evening before they will not be able to function well in class.

Try giving your child a couple of options in the mornings. There will be some things that are going to be out of the question on a school morning but a choice of cereal or flavored yogurt will help your child feel that they have some control and will encourage them to look forward to breakfast. Lay the table in the evening to save time and try to model good habits by sitting down to eat with your child.

If your child is very young it’s usually a good idea to have breakfast before getting washed and dressed to avoid last-minute disasters needing a change of clothes.


Many parents of younger children have battles over getting dressed for school. Children are often easily distracted by other far more interesting activities or simply claim that they are too tired! Encourage them to lay out their clothes or uniform the previous evening so that everything is in the correct place and decisions are made. Resist the temptation to get too involved with helping your child get dressed. If you take over, and always tie shoes or do up buttons, your child is likely to struggle to do it themselves after P.E. and could end up feeling distressed. Getting up earlier on a school day, leaving more time for the child to dress, will quickly help them become more independent. Don’t worry if they don’t do it perfectly at first – they’ll gradually get better with practice.


Once being more organized in the morning has become a habit, you’ll be amazed to find that you may even have some time before you need to leave the house! This benefits everyone in the house and gets the day off to the right start. Now, if something unexpected occurs, such as a lost book or P.E. kit, there will be more time to find it. And whether you send children to the bus or leave for school together, everyone’s in a better mood.

Make time to talk and listen to your child each day to check how things are going. Just giving attention in this way can help your child feel supported and more confident. However, resist the temptation to ask too many questions, especially when a child first gets home from school and is likely to be tired, hungry, and short-tempered from coping with new experiences and the focus of learning.

LIHSC Focuses on Clinical Training Excellence

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KM ped rehab 3Kunming LIH SkyCity continued to focus on clinical training opportunities for hospital staff and clinicians across the region throughout the summer, with special events in developmental pediatrics, neuropsychology, and pain management.


On August 5, international and domestic specialists were invited to attend a workshop at LIHSC on the topics of “parenting and behavioral development of premature infants,” “development, behavior, and parenting,” “child life, recreational therapy, and social involvement,” and “strategies to prompt child communication.” Special guest Joanne Ennion, Audiologist, M. Aud, B.Sc, held a lecture on “the development of audiology in pediatric rehabilitation.”


Dr Morse 2Also in early August, Dr. Phil Morse, a neuropsychologist from the US specialized in acquired brain injury and stroke rehabilitation, held three lectures. Topics were focused on anxiety and depression after stroke; stroke in right side of the cerebral hemisphere; memory loss and the elderly.


Dr. Morse has extensive experience in cognitive rehabilitation and education in the United States. Playing a significant role in American Congress of Rehabilitation Medicine (ACRM) and serving as the Chair of Stroke ISIG, he was recently honored as a Distinguished Member of ACRM. During the past three years, Dr. Morse has been cooperating closely with New Zealand Government on acquired brain injury rehabilitation.


Dr Boxu Chen 1Dr. Boxu Chen visited LIH SkyCity Hospital to provide a workshop on chronic pain management and rehabilitation from 9-11 August. Dr. Chen is the director of the rehabilitation department at Taipei Chang Gung Memorial Hospital, as well as the PHD counselor at Taiwan University and Chang Gung University. The training he provided to physicians and allied health professionals focused on musculoskeletal problems and neuropathic pain.

Program Review: Cultivating Resilience with MindUp

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Xiang Yi Yong, Psychologist, LIH Olivia's Place Beijing

XiangYi Yong, Psychologist, LIH Olivia’s Place Beijing

In the 21st century, our children and young people are exposed to various stressors in their daily lives. Due to globalization, young people experience rapid changes in their environment following the advancement of science and technology, fast pace of life, and tight competition among their peers, which means that those who are more susceptible to stress and anxiety experience absolute and constant negative emotions. However, at the same time, a lot of these young people do not have adequate skills to cope with stress and anxiety. As a result, these conditions deter them from focusing during learning, which negatively affects their academic performance. Additionally, lack of effective stress coping skills can contribute to poor self-control, which potentially results in various behavioral problems, such as physical disputes with others or compulsive shopping. Ineffective coping with stress and anxiety can also later result in various types of psychological dysfunction, for example, over- or under- eating, substance abuse, or mood disorders. These issues not only have a detrimental effect on young people’s general health and daily functioning, but also the quality of their relationships with people around them.


There are various programs and curricula to equip our next generation with resources to cope with challenges. One of these programs is MindUp™, which was created by the Hawn Foundation in the United States. It is grounded in four prominent components in the field of psychology and learning: mindfulness, neuroscience, positive psychology, and social and emotional learning. MindUp™ applies a distinctive integration of these four pillars to build personal resilience in children and young people, which is a quality that is key to thriving in today’s world. MindUp™ aims to encourage positive behavior, enhance learning and academic performance, and improve relationships with self and others in young people. It consists of 15 lessons for children and young people from preschool to grade 8, customized according to age group and developmental level. These lessons can be fully integrated into school culture, such as in between the usual academic lessons, after-school activities, and holiday camp. Furthermore, the MindUp™ curriculum can be adapted by psychotherapists or counselors for their youth clients during therapy sessions, and trained parents for their own children at home.


MindUp™ offers an immersive exploratory experience together with daily core practices. One of these instances is the guided “Brain Break” breathing exercise, which can be best practiced during any transition of activities in daily life as a way to enhance emotional and behavioral stability, and increase receptivity towards new information. Extended from the four pillars, examples of topics that children and young people will learn from MindUp™ include:

  • Understanding brain structures and functions, especially those involved in focused attention and behavioral and emotional regulation
  • Having mindful awareness of various sensations and movements
  • Taking perspectives of others, practicing optimism and gratitude
  • Taking mindful, grateful, and kind actions towards others

MindUp™ activities are conducted in experiential and youth-friendly ways. These include:

  • Hands-on activities with lively instruction to invite young people to explore their inner experiences (e.g., body sensation, feelings, thoughts), and their surroundings (e.g., what they see, what they hear)
  • Information learning with the help of visual arts (e.g., colorful flow charts, videos, models)
  • Daily practice learning by following teachers/instructors’ modeling and coaching
  • Age-appropriate discussion that involves problem solving, decision making, and conflict resolution processes
  • Home activities and journaling


MindUp™ is an evidence-based program that has been accredited by Collaborative for Academic, Social, and Emotional Learning (CASEL). It is also recommended by established governmental bodies to assist children and young people’s development, such as the National Institute of Justice (US). Research has shown that MindUp™:

  • Reinforces passion in learning
  • Increases academic success with improvement in attention, planning, and organization skills
  • Enhances self-control and self-regulation skills, and decreases aggression and antisocial behavior
  • Builds resiliency and decision making
  • Strengthens self-concept and self-esteem
  • Decreases conflict with peers
  • Improves positive social skills, such as empathy, compassion, patience, kindness, and generosity
  • Infuses optimism and gratitude

Despite the fact that research was conducted in the US, UK, and Canada, rather than in Asian countries like China, Chinese children and young people would potentially obtain similar benefits from MindUp™. This is due to the flexibility of its curriculum, which can be adapted in different contexts, and the shared and consistent concepts between MindUp™ and Chinese culture. The core concept of mindfulness- living in the present moment, originated from Confucianism and this concept still appears in current educational syllabi, despite the fact that it is practiced less now in daily life. The main concepts and elements of positive psychology, such as gratitude and creating positive relationships with others, are other important elements emphasized in Chinese tradition and culture. For the pillar of neuroscience, the universality of brain physiology and functions are undeniable. Therefore, the materials and research results relevant to neuroscience can be applied equally to Chinese children and young people. In terms of social and emotional learning, it is understandable that differences exist in emotional expression and social interaction among different cultures, which makes MindUp™ challenging to be completely applicable for Chinese young people. However, initial research has showed that with appropriate adaptation of the curriculum by taking Chinese cultures and lifestyles into consideration, a mindfulness program like MindUp™ can cultivate resilience in Chinese youth.


LIH Olivia’s Place Beijing is currently offering an adapted MindUp™ program for schools and in our clinic. For more information, please contact Michelle Wang at 13522341845 or Xiang Yi Yong: xiangyi.yong@lih-oliviasplace.com.

Psychology Team Collaborates with Shanghai Sunrise

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Helen 1On Saturday, August 19, LIH Olivia’s Place Assistant Psychologist Ms. Helen Gu presented to teenagers of the Shanghai Sunrise program on Stress Management.


In China, children’s education is publicly funded until the age of 15. For children to continue their education, the student’s family must pay for the last three years of high school. This means that if families are not able to afford to pay for these school years, the children are left without completing a high school education. This can leave many children feeling without hope or a plan.


Shanghai Sunrise was founded in 1996, and is an organization dedicated to breaking the cycle of poverty by intervening within these families. Shanghai Sunrise raises funds for educational scholarships and with the help of more than 1,000 sponsors worldwide, they have raised over 28 million RMB. This has created almost 11,000 high school and university scholarships and helped over 2,500 students and their families.


LIH Olivia’s Place has begun a collaboration with Shanghai Sunrise to provide additional support to these students. Following a meeting between the two organizations over the summer, additional needs of these students were identified. These included assistance with coping with stress, mental health concerns, social difficulties, academic pressure, and concern about the future. LIH Olivia’s Place is committed to improving the lives of children across China, and a partnership with Shanghai Sunrise offers an opportunity for this.


Shanghai Sunrise conducted a “Career Training Day” with the aim of helping prepare these students for their future jobs and roles in the working world. Ms. Gu presented on Stress Management. This presentation introduced the topics of “good stress” and “bad stress,” and a discussion of how to identify when bad stress is becoming too much. Sources of bad stress were covered, including academics, social pressures, and schedules. Tips for addressing bad stress were also offered, and what to do when it became too much.


Ms. Gu was joined by Dr. Beth Rutkowski, Clinical Psychology Lead (Consultant), for a question and answer session following this presentation. The attendees asked a wide range of questions about planning for the future, how to deal with negative peer interactions, coping with pressure from society, and many other topics. This event expected to be the first of many collaborations between LIH Olivia’s Place and Shanghai Sunrise.

Knowledge for Parents to Encourage Communication

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Hanen 1The non-profit lecture More Than Words – Daddy and Mommy, I Hope You Can Understand Me held by LIH Olivia’s Place Shenzhen on 28 July was praised by parents. Claire Lin, a Hanen Centre-registered and accredited speech therapist, presented the two-and-half-hour training to parents who wished to learn about communicating better with their children.


By analyzing multiple cases through video and using questionnaire surveys from parents, Claire vividly introduced how More Than Words teaches parents, enabling them to clearly judge which speech developmental stage their child is in, and how parents, according to the unique situation of each child, can positively motivate their to interact with others to further develop their social communication abilities. Claire’s first request of the audience was to name a a scenario in which you communicated with others today. One participant admitted thinking to himself, “Is ordering breakfast at KFC a fitting scenario?” (Yes!).


Hanen 3Claire analyzed what children need while interacting with others from four dimensions, namely person, reason, method, and understanding. Parents then analyzed the communication difficulties their children have encountered according to these four dimensions. One parent commented following the session, “This is the first time I have heard about such a way of analyzing, and all of a sudden I realize where my child has problems.” Following this exercise, parents used a Hanen-designed assessment survey to determine their child’s current stage of social communication: Own Agenda, Requester, Early Communicator, and Partner.


Claire noted repeatedly that parents need to know their children’s developmental stage and find the right methods to open the door of communicating with them. Claire asked the parents to discuss in groups about the interaction between children and parents in video-based examples and the warm discussion made it apparent that the parents were very engaged students.


Daily life, while seemingly simple, has ample subtleties that can help children grow. What children need is the learning opportunities brought to them by family and nature on a daily basis. Therefore, by studying the More Than Words course, parents can, according to each child’s unique developmental state, learn to use common games or interaction principles to properly help children and stimulate their desire to communicate. In this way, children can understand the communication with parents and become willing to get involved in interaction.


Hanen 4During the tea break, studious parents continued to discuss with therapists about their children. Dr. June Lee, Psychologist at LIH Olivia’s Place Shenzhen also answered questions raised by parents, which many found very beneficial.


Parents said that the vivid description and the evidence-based interaction principles were extremely helpful. Many found the lecture very practical, but commented that they wished it was longer! One parent, when given the opportunity to provide feedback, joked that “The course is excellent except that the air conditioner is set a little low,” a reflection of these parents’ dedication to learning how to best to support their children even in the heat of a Shenzhen summer!


Claire LinClaire Lin is a Speech-Language Therapist at LIH Olivia’s Place Shenzhen. She is aHanen Center registered and accredited speech-language therapist. She is also a member of the Taiwan Speech-Language-Hearing Association. She has SRJ Oral Motor Therapy Level 1 training, as well as Relationship Development intervention (RDI) training.

Experts Gather for Silk Road Child Health Forum

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Xian 1On 6-9 July, the Silk Road International Forum for Child Health 2017 was held in Xi’an by the Second Affiliated Hospital of Xi’an Jiaotong University and the Chinese Journal of Child Health Care. Nearly 500 experts in domestic and international pediatrics and health care participated in this meeting. A broad range of pediatric topics including early development, mental health, nutrition, growth and development, high risk infants, children with cerebral palsy, digestive health and allergic disorders, were discussed.

Dr. Susan Cadzow ( M.B.B.S., F.R.A.C.P., Australia, Chief of Behavioral and Developmental Pediatrics for LIH Oliva’s Place Clinics (a division of LIH Healthcare) and Kristi Troutman ((OTR/L, US), also with LIH Olivia’s Place, were invited and presented on “A Multidisciplinary Approach to Autism Diagnosis” and “What is Pediatric Occupational Therapy” respectively.
LIH Oliva’s Place Clinics, with rich resources in international healthcare, endeavors to build academic exchange with domestic medical institutes and is committed to the development of behavioral and developmental pediatrics and pediatric rehabilitation in China.

Congratulations on the success of the Silk Road International Forum for Child Health 2017!

GoBabyGo Speeds Into China!

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GoBabyGo is a US community-based non-profit research program that provides modified ride-on cars to children up to age 3 with limited mobility, such as children with cerebral palsy, Down syndrome, and spinal injury. Program teams design and retrofit toy ride-on cars based on a rehabilitative assessment of a child’s motor ability. Driving the ride-on cars can help children with disabilities to develop their sense of autonomy, judgement, and tactile response, and also facilitate physical development or recovery. The program was initiated by Dr. Cole Galloway at Delaware University in 2012. The program offers impaired children precious opportunities for movement, mobility, and socialization, integrating assistive techniques, families, physicians, and corporate partners.

Dr. Rogers, her team, and the LIH SkyCity Team

Dr. Rogers, her team, and the LIH SkyCity Team


The "assembly team" at Beijing LIH Olivia's Place

The “assembly team” at Beijing LIH Olivia’s Place

The initial launch of GoBabyGo in China brought 10 modified ride-on cars in total to Chinese children. Special donation ceremonies were held at LIH SkyCity Rehabilitation Hospital and LIH Olivia’s Place Beijing. Dr. Sandra Rogers, Professor at Pacific University (Oregon, US), and Dr. Fengyi Kuo, LIH Healthcare Occupational Therapy Corporate Lead, presented 4 retro-fitted ride-on cars to 2 Kunming families and 2 Beijing families. In Beijing, therapists from Shunyi Women and Children’s Hospital of Beijing Children’s Hospital also participated in the program.

Dr. Kuo and Dr. Rogers being interviewed by local media in Kunming

Dr. Kuo and Dr. Rogers being interviewed by local media in Kunming

GoBabyGo has been promoted in the US for 15 years and it is hoped that the modified ride-on cars can now be accessible to more Chinese children with disability, helping to improve their mobility. According to Dr. Sandra Rogers, GoBabyGo has been working in many nations and the reason for choosing Kunming and Beijing as the first cities in China to launch the program was that LIH Healthcare has international facilities with an advanced rehabilitation philosophy that matches well with the program’s philosophy and vision.According to Dr. Kuo, through the training conducted by Dr. Sandra Rogers and her team, physicans and therapists in Kunming and Beijing learned basic techinques to retrofit the motorized cars.


GBG General 2GBG General 1A child in Beijng, who has Type II Spinal Muscular Atrophy, sat in the car trying to make it move. When he was asked by a therapist which color car he liked best, he answered, “red,” without any hesitation, and gave a new name to the car- a little red bee! The child’s dad was asked to join the assembly team. He took out all the parts started work with the clinical team.

GBG General 3In Kunming, When Dr. Rogers and her team learned than an 8-year-old child would be presented with a car, they searched for a larger ride-on car to retrofit.  “We will tweak the car to fit each child’s condition, if the recipient is an older child, we will choose a proper sized car specific to the child’s situation, make the car more comfortable to maneuver for the child,” said Dr. Kuo.GBG KM 5GBG KM 3


Modifying the seat back panel to fit the child.

Modifying the seat back panel to fit the child.

When the assembly was finished, the program team and therapists let kids sit in the cars, adjusting the manual brake to make it easy to manipulate. At the same time, they tweaked the seats to make the child felt cozy behind the wheel, and enjoy the freedom of a little mobility when driving.GBG BJ 4

Replacing the controller based on the child's hand strength, from a selection of 3 controllers.

Replacing the controller based on the child’s hand strength, from a selection of 3 controllers.

That's it!

That’s it!

With the guidance of their therapy teams, the children learned to drive the modified cars, use the controller, and avoid the obstacles placed by therapists. They learned quickly while having fun.

In Beijing, a young driver can't get enough of his ride-on car, especially when crashing into targets.

In Beijing, a young driver can’t get enough of his ride-on car, especially when crashing into targets.


Modified on-ride cars can improve children’s cognitive ability and independence, at the same time bringing happiness through play. The kids in Beijing were given group pictures as the event came to a close, some children exclaimed, “we are a family”, yeah! We are families, caring about each other, and fighting for love!”  Here, we’d like to extend our appreciation to Dr. Sandra Rogers, and her team, for this great program they brought to Chinese families and their dedication and contribution to pediatric rehabilitation.Together with LIH Healthcare, GoBabyGo is sure to continue its journey in China, creating more opportunities for the children we serve and their families.

LIH Healthcare Clinicians Attend NICU Training

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NICU 2A series of training on multidisciplinary practice in the neonatal intensive care unit (NICU) was held at LIH Olivia’s Place Beijing from 12-23 July. The training program was designed to integrate theoretical and practical components. Prof. Sandra Rogers, of Pacific University (Oregon, US) and Fellow of the American Occupational Therapy Association, and Prof. Fengyi Kuo, LIH Healthcare Occupational Therapy Corporate Lead, jointly provided a 2-day face-to-face training. Following that training, a 6-week online technical certification course was completed by physicians, therapists, and nurse teams from LIH Olivia’s Place Beijing, LIH SkyCity Rehabilitation Hospital Kunming, and LIH Olivia’s Place Shenzhen.

NICU 3Training content included babies’ development in utero, nursing models for newborns, stress signals, interpretation of APGAR, and positioning, evaluation and feeding of newborns.
In the class, learners were not only presented with theory but also video demonstration and manual manipulation for positioning and feeding babies, in order to smoothly transfer theoretical knowledge to clinical practice. Participants were required to pass an online test before finishing each day’s course content in order to reinforce theoretical foundations, fill in gaps, and foster discussion and exchange of ideas among peers.

Professor Roger’s passion for teaching was evident and many students commented that they learn a lot from the course, because the content was well structured and very practical.

Parents of Children with CP Receive Practical Training

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SZ CP 1A free lecture event for parents of children with cerebral palsy was recently hosted by LIH Olivia Place’s Shenzhen and Shenzhen Angelland Disabled Children Caring Center. Parents attended with great learning enthusiasm despite the summer heat. Lead physical therapy consultant Ilija Dmitrovosk presented a three-and-a-half hour feast of rehabilitation expertise.

Through demonstration, Ilija vividly introduced the principles and approaches of physical therapy for treating children with cerebral palsy. Bearing in mind that each child is unique, he patiently instructed parents one by one how to properly care for their children at home.

SZ CP 2Ilija elaborated on the concepts of physical therapy in simple language to increase parents’ understanding. Quite a number of parents had some knowledge of physical therapy, but through this event, they learned myriad approaches of physical therapy such as 24-hour postural therapy and water therapy, to name but a few. In addition, Ilija introduced how to use the various equipment and special considerations for them. Many parents discovered that they had been using their child’s assistive equipment improperly.
During practical training, Ilija patiently explained appropriate exercises. He noted repeatedly that parents need to help their children exercise to fulfill their potential. According to the situation of each child, parents can use common and simple equipment to help children do rehabilitation exercises properly. But these simple exercises have many points that need to be carefully considered, therefore parents need to closely pay attention to their child and actively interact with and encourage them while they exercise.

Encouraged by her mother, a little girl sitting in wheelchair began to respond actively, positions that she had been unable to do before. All the people present burst into cheers and her parents were greatly inspired.SZ CP 4

During a break, parents said that they planned on signing up for more courses and the vivid descriptions and practical training brought benefits to them. Despite a duration of more than 3 hours, many found the event too short. After the lecture concluded, parents gathered around Ilija, continuing to search for professional instruction.SZ CP 5

Ilija Dimitrovosk, Lead Physical Therapy Consultant at Shenzhen LIH Olivia’s Place, has 15 years of experience in physical therapy early intervention for newborns and premature infants, children’s growth and development, children’s physical therapy, and sports and rehabilitation medicine.

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