Chapter 1 gives the clinical picture in direct rela- tionship with principles of management. Chapter 2 discusses a collaborative learning approach for a child or older person and his or her parents and family. This approach is also relevant to work with other disciplines. Chapter 3 reviews the different treatment approaches with some current additions. The historical background shows how we arrived at some of our current good practice and perhaps avoids unnecessary effort to ‘reinvent the wheel’. Contemporary theories are also discussed with their usefulness and limitations in clinical practice. Chap- ter 4 considers the current evidence for the treat- ment systems and for various new methods. There is discussion on the appraisal of quantitative and qualitative research for clinicians. (Measures used in research and clinical work are given later in Chap- ter 8 as this is closely linked with assessment.) Chap- ter 5 discusses and offers a synthesis of different ap- proaches. This eclectic approach has grown out of my studies, discussions and observations or courses with Dr Phelps, Dr and Mrs Bobath, Dr Fay, Dr Vojta, Miss Knott, Mrs Collis, Dr Hari and Mrs Cotton, as well as from my own experience. Chap- ter 6 integrates the learning principles for an eclec- tic viewpoint. Chapter 7, on the older person, sug- gests modifying or selecting methods described for
a child’s motor function, as well as other issues of specific relevance to adolescence and adulthood.
Chapter 8 offers practical assessments and mea- surements with comments on their usefulness. Chapter 9 presents methods of treatment and man- agement. As this book emphasises that equipment need to be associated with motor training and not substituted for it, equipment are discussed and de- scribed in Chapters 8, 9 and 10 (Assessment for therapy and daily function; Treatment procedures and management; Motor function and the child’s daily life). An appendix (Appendix 2) on equipment is given for reference and useful addresses include organisations which have information on current suppliers.
Swimming, horse riding, skiing, abseiling, an- gling, wheelchair dancing and other therapeutic and recreational leisure activities are highly recom- mended and the list of useful addresses include those specialising in these areas.
It is hoped that this book will respond to some extent to the remarks of my postgraduate students and colleagues who suggested I write it – remarks such as:
‘I agree with your eclectic approach, but how do I go about doing it?’
‘How is it possible to combine such different viewpoints in our field?’
‘I have followed one system but would like to extend my repertoire of methods and I am open to hearing other views.’
But especially to the remark:
‘Teach me how to enable these people and their families.’