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reports, training, assessments,

Sensory Attachment Intervention (SAI) Level 1. Complete package costings.

Other people who work at Therapy Space

My name is Jenny Hagel and I have worked with Children, Parents and Professional colleagues in a private practice for Holistic Therapy (PGL) in Oberursel, Germany for the last 4 years. I have now joined Linda at the Therapy Space bringing additional knowledge and expertise to this great working environment.

image of Jenny

My aim is to help bring smiles to faces through fun and enjoyable learning and by understanding where each child is in their development journey, recognising the next steps, and moving forward together.

– AD(H)D
– ASD DIR®/ FLoortime
– Social training (building and holding positive relationships, finding a place in a group, bullying)
– Behaviour training (Communication strategies,providing opportunities for conflict resolution)
– Concentration training (at the table or in the movement room)
– Handwriting and handedness (gross or fine motor skills, left or right handed)
– Sensory Processing Disorder (vision, audition, tactile, proprioception, vestibular)
– Self confidents and self-perception
– Attachment Disorder
– Teaching learning strategies

‘Psychomotricity is based on the holistic view of a balanced body and mind. It integrates the cognitive, emotional, symbolical and physical interactions in the individual´s capacity to be and to act in a psychosocial context ‘. Psychomotricity´s scientific references are medical, psychological and neuropsychological educational, as well as the social sciences.
(More information:

‘The DIR®/Floortime™ Model‘ Developmental, Individualised, Relationship-Based (DIR®) Approach (aka FloortimeTM) offers a developmental approach to intervention for children with special needs in partnership with their parents.

DIR/Floortime is a way of relating to a child in which we recognise and respect the emotional experience and expressions of the
child, shown in their actions, ideas, and intentions, and interact in a way that helps the child use their natural emotions with an even greater sense of purpose, building their capacity to engage and communicate, at increasingly complex levels of functional development.


University Marburg
Master of Arts in Motologie
(MA Psychomotricity)

University of Applied Sciences Darmstadt
Bachelor of Arts Social Worker

Or 07725615804

Hourly therapy £50
(negotiable if child is very young)

Membership: BVDM e.V.(

Developmental Delay

Developmental Delay is a diagnosis often given to a child with overall learning difficulties and problems such as low tone, cognitive, sensory and physical delay. Often these children do not fit criteria to be seen in the NHS by OT teams however this does not mean that Occupational Therapy is not a really important therapy for them.In my experience these children can make some of the best progress. Therapy Space offers 1:1 consultations with parents related to children of any age with developmental delay.

Often children with developmental delay miss essential milestones due to their physical, emotional and cognitive limitations so Therapy Space offers them the chance to progress through developmental stages which are vital for progress and learning. As Occupational Therapists we treat the child as a whole so we will work on developing head control, balance, rolling, crawling and general coordination. We also work on hand skills and development of play and cognition (thinking skills).

We have experience and knowledge about all the relevant stages children should go through. It is vital to go through basic stages otherwise primitive and postural reflexes stay retained instead of being integrated which can affect coordination throughout the child’s life.

Sensory integration therapy is a fantastic way to encourage children to play and develop skills in a safe nurturing environment. Almost all children with developmental delay have sensory processing difficulties which is exactly what an occupational Therapist can help with.

Services offered:
Initial telephone consultation free of charge.(up to 30 minutes)
Initial assessment to identify strengths and needs.
Regular Therapist: Parent:child sessions where play is used to develop skills based on sensory integration intervention.
Report writing optional.

Conditions frequently seen: Developmental Delay, Downs Syndrome, Cerebral Palsy, genetic conditions, ASD, Dypraxia, DCD, SPD

Costs & Prices

Services and Costs. 

  • Full Assessment and report – £350
  • Legal /tribunal  reports £450-£600 (hourly rate applied @£75 per hour)
  • School visit £75 per hour plus travel
  • Group sessions £15 /£20 per hour
  • Training  – £150 per hour, £250 /2hr session/ £350 /3hr session.
  • Hourly therapy £60 (negotiable if child is very young)
  • Block bookings £45 per hour for 4-6 sessions booked in advance
  • mini assessment 1 1/2 hours observations and feedback (no report) £120


Training courses from Therapy Space

Courses can be booked at any time to suit your needs whether for a school inservice day, evening meeting or support group. I have run many courses for Social Services (fostering and adoption services), Bristol Autism Project and many in educational settings. Fees are charged by the hour.


1 hour costs £125

2 hours cost £250

3 hours cost £350

Courses offered:

  1. An introduction to Sensory Processing Disorder  (1 hour, 2 hours or more practical 3hour sessions dependent on what you need.)
  2. Sensory processing and attachment difficulties.
  3. Introduction to different conditions such as DCD, Dyspraxia, ADHD, ASperger’s ASD and more.
  4. Developing and Supporting Handwriting  : this will present why handwriting is a problem, what techniques help develop skills from a physical perspective, fine motor perspective and use of different programs, such as Handwriting without tears, Speed up program etc.




Adults struggle with the same issues as children but what I have found amazing working with adults is that you can articulate your problems so well and I am able to help you understand your behaviours and difficulties by putting a sensory slant on understanding.

Often parents of children with difficulties may have similar issues to their children but due to the way things were dealt with in the past your own issues were never assessed or treated.

Please do not give up hope I am able to assess and treat you as an adult in your own right.

Assessment and treatment can be similar using a sensory motor/integration approach.

If you have suffered with trauma as a child through abuse then there will be much that can be done through treatment to help you resolve feelings (both physical and psychological.) I hope to be able to help. Please call for a free consultation on the phone. 07814 633926.

see post on sensory attachment intervention.


Services available, assessments, reports, home / school visits

Any person may refer to Therapy Space. Following a referral to Therapy Space I am able to provide a full, detailed assessment followed up with a report.  As an OT I am able to identify and provide potential diagnoses of Dyspraxia, DCD  and Sensory Processing Disorder.  It is recommended that this is backed up by another member of a medical team. I am also able to pick up on many of the other conditions listed(home page) and can steer you in the right direction for getting support. Understanding your child’s problems helps parents move forward in gaining support for their child who is often struggling in mainstream school.

Full Assessment.(3hours). Parents and school staff are asked to complete a number of questionnaires prior to visit. Assessment will look at and consists of clinical observations, handwriting, fine and gross motor skills, sensory processing assessment. The child usually enjoys the session as there is fun equipment available to use alongside a structured task orientated session. Observation is key to understanding behaviour. During assessment I often pick up on behavioural problems and ask parents to complete questionnaires prior to visits to enable less questioning during session. Liaison with school is helpful and schools are asked to complete questionnaires prior to assessment. I also find it useful to read copies of other professionals reports prior to visit especially Educational Psychologists, OT etc.

Mini observational assessment. (1.5 hours) Parents will be asked to complete questionnaires and an informal assessment will consist of clinical observations and play in sensory integration environment. Verbal feedback is given so parents are asked to bring a pad and paper to make notes. This is often a quick and useful way to get a quick basic breakdown of strengths and difficulties but I do recommend full assessments as can cover everything in much more detail.

Reports. A report is completed ideally within a 2-4 week period and sent directly to referrer which is often the parent. Parents are then free to distribute to who they would like. Sharing information is essential if attending other health professional clinics. E.g. If any child is being seen by NHS OT services the staff should be aware of each other’s involvement and this is primarily the reponsibilty of parent to share. N.B. I am able to offer legal reports required for tribunals and have qualifications to do this.

Sessions available.

1:1 :I will see children following a basic or full assessment for individual direct OT sessions and this can be done weekly or monthly dependent on the child’s needs. It is a valuable way to update programs and parents to feel involved in helping the child. Working on “ How does your engine run- The Alert Program” is excellent in this format and I would recommend at least 6-8 weeks to cover it successfully.I am also able to work on handwriting programs such as “Handwriting without Tears.”

Groups: Children are seen in groups of 4 in approximate age bands (and ability levels). Sessions are held on Saturdays and times vary dependent on needs of families. Groups start working together on similar skills e.g hand eye coordination, eye tracking,  and then break off into action stations where the child works with the parents on different skills such as balance, gross motor control, spatial awareness, bilateral integration and postural stability. This enables parents to learn with the child and I endeavour to intervene to get the best quality actions from each child with ideas to take home to work on over the week. Practise makes perfect and ideally daily practise for at least 15 minutes makes a big difference. Parents often worry about handwriting and although we do not specifically work on writing sessions will improve handwriting as the child’s whole body awareness and spatial abilities is better.

Home/School visits. It is often vital to see a child in both home and school environment. This is important from an observational perspective to look at concentration levels, sensory behaviours and ability to socialise. Children with severe autism dislike transitions and change so need to stay in their safe place while observation and interview of parents is the best form of assessment.



When children are struggling at school and it is very hard to persuade schools to put the child forward for an assessemnt of Special Educational Needs (by which they will hopefully be then provided with special support at school), they will often seek independent assessments which are often very helpful in identifying difficulties of the child. Parents can use these reports as part of their own parental evidence towards statementing.

Sometimes these reports provide enough evidence that schools will act on the information and provide extra support to the child before a statement of SEN is received. However when not successful in supporting the child parents often seek to be represented by solicitors to assist with their fight to support their child at school.

I am often asked to provide reports for Statement tribunals and am able to do this. Fees for this type of report are slightly more as there is more work involved. Please call if you would like to talk this through. I also have names of solicitors who are helpful in this matter.


Handwriting at Therapy Space

Handwriting is often a major concern when parents want to come for an assessment and often between the ages of 7-10 this becomes more pertinent as workloads increase at school. There are usually problems with handwriting from a young age but parents and school staff hope the child will progress earlier. I assure you it is much better to get it checked out earlier as more effective changes are possible with a younger child. 4-5 is a great age to start.

I use a number of programs but the one I like best for children with significant difficulties forming letters and knowing which way to start writing is the Handwriting Without  Tears program written by Jan Olsen, a Canadian OT ,who was inspiring when I attended her course many years ago in 2004.

HWT uses  a sensory motor approach to letter formation and starts by teaching the child how to make letters out of wooden shapes, 4 basic shapes are all that is needed for making the alphabet in capitals. A big line, a little line, a big curve and a little curve.

They start by making the alphabet then they start to make the shapes using the WET,DRY,TRY method which encouraged fantastic tripod grasp through the use of small pieces of chalk and sponges and tissues. The child uses a chalkboard and copies the adults letters first then practises on their own. They always copy a good model so rarely make mistakes. It is very effective but best when younger as they establish bad patterns as they grow older.

Once children have mastered the capitals they move on to lower case quite quickly. If children keep making mistakes with things like reversals and remembering rules and sequences they may well need an assessment for dyslexia as this can show up early in a child too, even though many schools say you cannot test until 8!!! This is not true. It can be identified by age of 5-6 I would say.

I include aspects of HWT in my sessions and can run an individualised program for children if they want to work specifically on this.

Much of the handwriting work needs to be backed up by shoulder stability and core stability work as this is often an issue. Many children improve writing without practising writing but by doing a physical program which enables them to understand spatial awareness of themselves in relation to things around them e,g , playing skittles, jumping in and out of hoops, push ups etc. My treatment makes the best of both so a session would entail both physical and handwriting intervention strategies.

Attention levels are often low too so children need lots of breaks. Their negative emotions can also inhibit progress if pushed too much to just do handwriting so I work on getting the child regulated and happy before attempting too much.

Another program I use aspects of is the Speed Up Program is by Lois Addy OT . This offers some great warm up exercises and can be effective for children whose main concern is to be able to write more fluently and smoothly. I love the two handed activities and often get kids to do this against a door using chalk.


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