Physiotherapy dresden and sportzentrum hochland e

Physiotherapy / Occupational Therapy

occupational Therapy


Occupational therapy in Dresden OT Schönfeld

Fitness for the brain

Fitness for the brain – cognitive training according to Stengel

If you suffer from word finding, attention, concentration or memory disorders, holistic cognitive training from Stengel can help you.

Cognitive training includes the promotion of memory, concentration, language and perception, stimulates creative thinking, increases mental fitness without stress and pressure to perform and is even scientifically proven.

New research results show that cognitive training according to the stem method for physical diseases such as B. the musculoskeletal system, pain-relieving, mood-enhancing and antidepressant and has a positive effect on both physical and mental health.
This treatment approach is used both for prophylaxis and for the therapy and rehabilitation of brain disorders.

Your doctor can prescribe cognitive training for you as part of occupational therapy
(either as brain performance training or psychologically – functional or sensorimotor – perceptive).
The primary goal is to maintain or improve self-sufficiency, to develop or further develop strategies for problem solving or action planning.

Certified left-hander advice / certified left-hander Ms. Nadine Oehler according to methodology Dr. saddler.

Certified left-handed advice – what is it?

Handedness is innate and depends on which side of the brain is dominant. In a left-handed person the right and in a right-handed person the left brain takes the lead. The handedness of a child often shows up at 2-3 years in many activities, such as Grab, eat, paint and cut. If the kindergarten child aged 4-5 years still notices a frequent change in hand use, the child should be looked at by specialist specialists. Due to the constant change, the child does not develop fine motor skills in either hand, it takes a long time for many things and often avoids painting, which is especially important for learning to write in the first class. If there is a retraining of handedness (that is, if a child learns / has to learn to paint, write, cut, eat … with the non-dominant hand), there can be various consequences:

  • difficulty concentrating
  • memory problems
  • fine motor disorders
  • Reading and spelling difficulties
  • Right-left uncertainty
  • speech disorders
  • Inferiority complexes
  • uncertainty
  • Seclusion
  • behavioral problems
  • bed wetting
  • Chewing finger nails.

The best thing is when the child doesn’t even get it, but the left-handed child is encouraged and supported. Learning the best pen position, writing posture and correct sheet position, so that you can learn to write with ease and without blurring, is essential for a good start at school. Certified left-handed consultants are specially trained therapists who can respond to the needs of left-handed people and are trained in the requirements for high-quality and quality-assured work with left-handed people. The left-hander advice includes on the one hand the clarification of handedness according to Dr. J. B. Sattler, on the other hand targeted fine motor exercises for the wrist and writing finger, the learning of an optimal pen and writing posture, as well as correct sheet position. Appropriate work equipment such as fountain pens, scissors, sharpener and writing pads are recommended – all of this is also available for left-handers.

Therapy offers for children – pediatrics (pediatrics)

Children are a major focus of practice. The kindergarten children learn all the skills for schooling from us, and we support them when development is not so quick.

We often help schoolchildren with learning or concentration.

In order to deal with the therapy sustainably and effectively, the parents are always there. You learn your child targeted to help and to react correctly at the right moment – which is especially important for children with fear, stubbornness or shyness.

Behavioral therapy according to the Intra-Act-Plus concept

The IntraActPlus concept is a behavior therapy-oriented therapy and intervention approach, which has been continuously developed by Jansen and Streit on the basis of results of basic psychological research for more than 20 years. Stronger than in the behavior therapy Usually, “relationship” is included in the work. As a special feature of the IntraActPlus concept, video work was perfected in order to be able to capture the “relationship” signals, which are usually in the millisecond range. The IntraActPlus concept covers the entire age range from babies to adolescents and adults. A special focus of the IntraActPlus concept is the prevention of mental disorders.

sensory integration therapy

Sensory integration therapy was largely developed by the American occupational therapist and psychologist A. Jean Ayres. In addition to extensive, partially standardized diagnostic procedures, occupational therapists mainly use free behavioral observation.

The goal of therapy is to improve sensory integration. Means are the targeted stimulation or the targeted stimulus offer e.g. through therapeutic riding.

Somato-sensory dyspraxia, i.e. a limitation of motor planning ability, is improved by provoking motor adaptation services.

As a rule, the therapist can be guided through the therapy by means of the child, he makes offers, but if the child should experience the importance of his or her activity through the activity, therapeutic work can be successful.

Hearing processing training according to Warnke

1. Training of low-level functions according to Warnke®

The training of the low-level functions of central stimulus processing according to Warnke includes complex and intensive training to improve the basic functions for successful learning in school and at work. It is done with the Brain-Boy-Universal and contains modules to improve hearing processing, visual processing and the combination with each other and in connection with motor (movement) requirements. It is a patented and scientifically recognized method to help especially people with reading and spelling problems. This training can also be carried out by anyone else who wants to keep mentally fit.

Therapeutic effects:

  • Improving the processing of auditory (heard) stimuli
  • Improved processing of visual (seen) stimuli
  • Improve attention and focus
  • Improvement of speech decoding (safe and correct understanding of what has been said)
  • Improvement of motor reactions


  • hearing disorders
  • in the event of vision problems
  • in the event of malfunctions in multi-lane work
  • with concentration disorders
  • in case of endurance disorders
  • with rapid signs of fatigue
  • with insufficient speech decoding
  • in the case of delayed reactions to verbal requests / requests
  • in the case of significant slowdowns in dictation writing

When should Warnke’s low-level training not be used??

No restrictions are known.

2. Lateral training

Lateral training according to Warnke is a therapy method to improve the coordination of the left and right brain (hemisphere). The acoustic and visual signals can be heard alternately in both ears or seen with both eyes. This activates both hemispheres of the brain and promotes their coordination. The cooperation between the two halves of the brain is particularly important for short-term memory and logical thinking and for solving complex tasks – such as speaking – important. This training can be combined with various tasks to make multi-lane work – i.e. do several things at the same time – to train.

Therapeutic effects:

  • Activation of both hemispheres
  • Training in hemispheric dominance
  • Training handedness
  • Improvement of short-term memory
  • Improvement of concentration and attention
  • Training in multi-lane work
  • Improvement of writing motor skills
  • Improve or restore speech


  • in the event of a lack of short-term memory
  • in word finding disorders
  • in case of language problems
  • if the handedness is not yet clear
  • in case of disorders of the writing motor
  • with lack of focus and attention
  • after stroke
  • after traumatic brain injury and accidents
  • supportive in foreign language acquisition
  • to improve rhethoric skills

When should Warnke’s lateral training not be used??

  • No restrictions are known.

Relaxation for children

relaxation techniques
Relaxation procedures work on two different levels: the psychological and the physiological level. On the psychological level, there is a balanced emotional and pleasant sensation during the implementation. The ability to concentrate, especially the ability to selectively focus, increases. On the physiological level, the level of activity and motor restlessness decrease, a feeling of warmth and heaviness sets in. The breathing rate slows down and stabilizes. Different methods of relaxation such as meditation in rest (prayer) or movement (dance) have been practiced for centuries. Other methods have been systematized for therapeutic use. They can be roughly divided into two directions.

Autogenic training
The basic assumption of autogenic training is based on the knowledge that in a relaxed state there is a functional balance in the body that promotes the self-healing powers inherent in the body (Binder and Binder 1993). The state of relaxation is deliberately brought about through the meditation of the formulaic intentional formation (e.g. “The arm is very heavy”) and automated through the principle of operant conditioning. When working with children, these relaxation instructions are often coupled with imaginative ideas, such as the ritualized getting into the diving suit in the Captain Nemo stories (Petermann 2001). By discovering another world (underwater, air and space etc.), spaces open up for stress-free and emotionally positive fantasies. Comparable feelings can be created through the use of music (Krowatschek et al. 2004). To learn this intense feeling of relaxation, certain basic conditions must be observed:

  • defined, recurring time (e.g. at the beginning of a concentration phase)
  • no further distraction (e.g. by closing the eyes, sufficient distance from others)
  • quiet and relaxed sitting or lying position, recurring entry-level formula;
  • Environmentally descriptive, tension-reduced narrative or calm music
  • ritualized return to the current situation

Progressive muscle relaxation
The basic idea of ​​progressive muscle relaxation is to train the patient, recognize his muscle tension, localize tension and use the relaxation technique he has learned to resolve it. In the therapeutic setting, the patient is made aware of the contrast between tension and relaxation with the help of muscle contractions of larger muscle groups. As therapy continues, perception training becomes more and more differentiated. If the patient consistently uses the learned technique in everyday life, he will quickly find relaxation in stressful situations. (Krahmann and Haag 1987)


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Christina Cherry
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