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EXERCISE
Workshop exercise .
Aim . To experience rhythm in a relationship , and how to recover rhythm ; to be in synchrony and out of synchrony .
Time . 20 min
WORK WITH CHILDREN
Materials . Balloons , or a ball that you can throw together . Work in pairs , or small groups Instructions :
• Throw the ball or balloon to each other . Find a rhythm . Match the intensity of your partner . Try to synchronise .
• Vary the rhythm and tempo . Try to be out of synchrony . Introduce surprises ; be unpredictable and competitive .
• Return to a rhythm . Synchronise again .
• How do being in and out of synchrony feel different ? How does restoring synchrony with your partner feel ?
• Share your experiences ( 5 minutes ). You can also do this exercise with a child or with a group of children .
Sensory stimulation
HELP AND ACTION
Sensory stimulation can also regulate the body . Children naturally booth seek and avoid sensory stimulation ; through movement and play , they obtain what they need for development and learning . However , some children who have been sexually abused lose contact with their bodies ; they no longer feel grounded . Physical activities can help them to reconnect to their bodies , learn how their bodies function and feel , re-experience joy and comfort . For children who have symptoms of dissociation ( disconnected from themselves ), sensory stimulation can return their body to the present . It is important to find activities that the child enjoys and can integrate in daily life . For example , take small breaks for physical activity during the school day . This benefits all children , but is particularly important for children who are struggling to regulate their bodies .
Choose activities that fit naturally in your culture .
Examples of sensory activities
Sound . Listen to music ; use headphones to drown out noise ; noise machines . Touch . Weighted blankets ; soft pillows ; stuffed animals ; cool stones ; chewable jewellery ; hugs . Smell . Lotions ; air fresheners ; flowers . Taste . Gum or hard sweets to suck on .
Sight . Pictures of safe people ; pictures of favourite places ; gardens ; views that minimise visual stimulation .
Give the child the sensory input it needs . Try to seek out activities that the child enjoys and wants . Avoid activities that the child shows reluctance for . If the child receives sufficient sensory stimulation , that stimulation will support its learning and development .