The HANDLE Approach
The HANDLE Paradigm
A Tailored Approach
An Illustrative Example: HANDLE in Action
The HANDLE Paradigm
HANDLE, a Holistic Approach to NeuroDevelopment and Learning Efficiency, is an effective, noninvasive, empowering approach to strengthening neurological systems that are creating life and/or learning difficulties across the life span. Conditions commonly labeled as Learning Disabilities, ADD/ADHD, and ASD/Autism--as well as functional difficulties such as organizational problems, obsessive-compulsive disorders or tics--are viewed from a unique perspective, which in turn lends itself to a unique approach to a solution.
The HANDLE paradigm, developed by Judith Bluestone from more than thirty-five years of diagnosing and treating neurodevelopmental differences, is systemic in nature. It relies on the concept that the body will communicate its needs, weaknesses and strengths, and that the job of the practitioner is to interpret the clues the body gives and compile them into a comprehensive guide to the individual's neurodevelopmental profile.
HANDLE is truly developmental in nature, treating problems at their roots, rather than merely providing short-term solutions or compensatory techniques. The therapeutic activities are movement based and outwardly simple, yet deeply profound. They utilize research and techniques from many different disciplines in an individualized approach. The goal is to help each client achieve improved functional outcomes, to enhance the efficiency with which the individual lives life.
A Tailored Approach
Each person is unique, and therefore has slightly different neurodevelopmental patterns. Many people--children and adults alike who experience difficulties in learning, task performance, or social interaction--have neurodevelopmental differences that interfere with processing. As processing is impeded, the body seeks to compensate in order to create as complete a response to life's stimuli as possible.
As a result, these individuals may exhibit maladaptive behaviors. These behaviors, although seemingly dysfunctional, actually serve a purpose for the individual. As neurological systems are developed they can support more efficient functioning and processing.
The HANDLE paradigm asks what is working or not working. What are the clues that provide information about the patterns of compensation, protection, and diversion that create behavioral outcomes such as disorganization, distractibility, behavioral, and learning difficulties? Answers are discovered through observational assessment, comprehensive questionnaires, and interviews. These clues help to create a picture of the individual's neurodevelopmental functioning.
HANDLE views the individual holistically, holding that neurological systems are interrelated and inter-responsive to one another. Since these systems are interdependent, the HANDLE practitioner will design an individualized program that works on specific systems as well as the interactions between them. This home-based program (20 - 30 minutes a day) encourages and develops neurological organization.
These activities work on the foundational concept of Gentle Enhancement™ which holds that stressed systems do not learn; they shut down. Therefore, activities are done gently and stopped prior to the point of stress. To that end, clients learn to identify stress signals. HANDLE clients learn that a little goes a long way, but that a lot can actually postpone development.
An Illustrative Example: HANDLE in Action
So how does all this translate into functional, behavioral outcomes? Imagine a child observed squirming in his seat, unable to pay attention to the teacher in school. His handwriting is illegible and no matter how hard she tries, the teacher cannot get this child to understand the math lesson. His reading is below grade level and he tends to be the "class clown."
He is bright--everyone knows that--but somehow he just can't focus long enough to "work up to his potential". Out on the playground, this child is wild, often unable to stop when it is time to begin class again. At home he is continually checking in with his parents, "bothering" them with a stream of questions, annoying the baby, and acting cranky for no apparent reason. Sleep is difficult and meltdowns are not uncommon.
Rather than ask "why" this child can't seem to behave, or come up with behavior modification techniques to help him control the unwanted behaviors, the HANDLE practitioner sees these behaviors as communications from various neurological systems that are not functioning smoothly.
For example, this child's tactile system may be so highly sensitive that the feel of the chair beneath him or the pencil in his hand may be painful. He squirms to find comfort so that he can focus. His visual system may be weakened so that his eyes are not working well together. He truly cannot follow what he is reading.
He may not know, in his body, where he is in space in relation to himself and others, making his movements seem disruptive. He is, in fact, unaware of those movements; he's just trying to figure out where he is. Additionally his vestibular system as well as his differentiation may be immature, hindering his intelligence from being functionally expressed.
Through simple activities, such as drinking through a crazy straw, tapping rhythmically on particular areas of the body, or playing specific games with a hula hoop, these systems will integrate. As the systems strengthen, they can support more balanced functioning.
It is easy to see this child's behavior as disruptive, manipulative, and inattentive--and to interpret that he doesn't care about his schoolwork or helping out at home. Perhaps this child is actually being very attentive; he is just attending to things that his body is telling him. This fixation is so encompassing that it does not allow him to focus on the tasks at hand, causing frustration for him as well as those around him. However, his attentional priorities will dictate where he puts his energy; self-protection and self-esteem are usually higher priorities than math lessons.
Thus, HANDLE addresses attentional priorities (where a client needs to focus his or her energy) that create diversion from the tasks at hand, believing that everything is done for a positive purpose. HANDLE explores the intentions behind inefficient functioning. By enhancing the interwoven neurodevelopmental systems, independently and holistically, HANDLE nurtures the individual's own body to learn and grow efficiently.
To learn more about HANDLE therapy, or to schedule a consultation, please contact us.
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The HANDLE Paradigm
A Tailored Approach
An Illustrative Example: HANDLE in Action
The HANDLE ParadigmHANDLE, a Holistic Approach to NeuroDevelopment and Learning Efficiency, is an effective, noninvasive, empowering approach to strengthening neurological systems that are creating life and/or learning difficulties across the life span. Conditions commonly labeled as Learning Disabilities, ADD/ADHD, and ASD/Autism--as well as functional difficulties such as organizational problems, obsessive-compulsive disorders or tics--are viewed from a unique perspective, which in turn lends itself to a unique approach to a solution.
The HANDLE paradigm, developed by Judith Bluestone from more than thirty-five years of diagnosing and treating neurodevelopmental differences, is systemic in nature. It relies on the concept that the body will communicate its needs, weaknesses and strengths, and that the job of the practitioner is to interpret the clues the body gives and compile them into a comprehensive guide to the individual's neurodevelopmental profile.
HANDLE is truly developmental in nature, treating problems at their roots, rather than merely providing short-term solutions or compensatory techniques. The therapeutic activities are movement based and outwardly simple, yet deeply profound. They utilize research and techniques from many different disciplines in an individualized approach. The goal is to help each client achieve improved functional outcomes, to enhance the efficiency with which the individual lives life.
A Tailored Approach
Each person is unique, and therefore has slightly different neurodevelopmental patterns. Many people--children and adults alike who experience difficulties in learning, task performance, or social interaction--have neurodevelopmental differences that interfere with processing. As processing is impeded, the body seeks to compensate in order to create as complete a response to life's stimuli as possible.
As a result, these individuals may exhibit maladaptive behaviors. These behaviors, although seemingly dysfunctional, actually serve a purpose for the individual. As neurological systems are developed they can support more efficient functioning and processing.
The HANDLE paradigm asks what is working or not working. What are the clues that provide information about the patterns of compensation, protection, and diversion that create behavioral outcomes such as disorganization, distractibility, behavioral, and learning difficulties? Answers are discovered through observational assessment, comprehensive questionnaires, and interviews. These clues help to create a picture of the individual's neurodevelopmental functioning.
HANDLE views the individual holistically, holding that neurological systems are interrelated and inter-responsive to one another. Since these systems are interdependent, the HANDLE practitioner will design an individualized program that works on specific systems as well as the interactions between them. This home-based program (20 - 30 minutes a day) encourages and develops neurological organization.
These activities work on the foundational concept of Gentle Enhancement™ which holds that stressed systems do not learn; they shut down. Therefore, activities are done gently and stopped prior to the point of stress. To that end, clients learn to identify stress signals. HANDLE clients learn that a little goes a long way, but that a lot can actually postpone development.
An Illustrative Example: HANDLE in ActionSo how does all this translate into functional, behavioral outcomes? Imagine a child observed squirming in his seat, unable to pay attention to the teacher in school. His handwriting is illegible and no matter how hard she tries, the teacher cannot get this child to understand the math lesson. His reading is below grade level and he tends to be the "class clown."
He is bright--everyone knows that--but somehow he just can't focus long enough to "work up to his potential". Out on the playground, this child is wild, often unable to stop when it is time to begin class again. At home he is continually checking in with his parents, "bothering" them with a stream of questions, annoying the baby, and acting cranky for no apparent reason. Sleep is difficult and meltdowns are not uncommon.
Rather than ask "why" this child can't seem to behave, or come up with behavior modification techniques to help him control the unwanted behaviors, the HANDLE practitioner sees these behaviors as communications from various neurological systems that are not functioning smoothly.
For example, this child's tactile system may be so highly sensitive that the feel of the chair beneath him or the pencil in his hand may be painful. He squirms to find comfort so that he can focus. His visual system may be weakened so that his eyes are not working well together. He truly cannot follow what he is reading.
He may not know, in his body, where he is in space in relation to himself and others, making his movements seem disruptive. He is, in fact, unaware of those movements; he's just trying to figure out where he is. Additionally his vestibular system as well as his differentiation may be immature, hindering his intelligence from being functionally expressed.
Through simple activities, such as drinking through a crazy straw, tapping rhythmically on particular areas of the body, or playing specific games with a hula hoop, these systems will integrate. As the systems strengthen, they can support more balanced functioning.
It is easy to see this child's behavior as disruptive, manipulative, and inattentive--and to interpret that he doesn't care about his schoolwork or helping out at home. Perhaps this child is actually being very attentive; he is just attending to things that his body is telling him. This fixation is so encompassing that it does not allow him to focus on the tasks at hand, causing frustration for him as well as those around him. However, his attentional priorities will dictate where he puts his energy; self-protection and self-esteem are usually higher priorities than math lessons.
Thus, HANDLE addresses attentional priorities (where a client needs to focus his or her energy) that create diversion from the tasks at hand, believing that everything is done for a positive purpose. HANDLE explores the intentions behind inefficient functioning. By enhancing the interwoven neurodevelopmental systems, independently and holistically, HANDLE nurtures the individual's own body to learn and grow efficiently.
To learn more about HANDLE therapy, or to schedule a consultation, please contact us.
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Fax: 973-365-1066