as been

healthcare

the 1950’s.

en Awards.

Disabled Living NewsletterJuly 2019

KIDZ TO ADULTZ

WALES & WEST

Charity number: 224742

UNICORNS & ZOMBIES

5th July - seminar programme

SWIMMINGSupporting people with disabilities

MICROCOSM

MINDFULNESSWhat is this?

Exciting new book launch

Welcome to Our Supplier Directory

The following suppliers have recently joined our directory...

Qimova UK Ltd

Explore Our Key Features

Kidz to Adultz Wales & West exhibition information....................................................................4Reassurance as a form of support...............................................................................................6Microcosm Mindfulness...............................................................................................................9Unicorns, Zombies and Other Stories........................................................................................12Moving and Handling training....................................................................................................14Supporting a child with FOP......................................................................................................18Swimming for people with disabilities........................................................................................21

Summer is one of our balloon prize winners from Kidz to Adultz South. Her family

won a day out to Windsor Castle!

Summer's day out at Windsor Castle

Find out more about our Kidz to Adultz events and prizes at: www.kidzexhibitions.co.uk

90+ 

EXHIBITORS

These FREE exhibitions are a one stop shop for the most up to date advice and

information on mobility, funding, seating, beds, communication, sensory, transition,

education, housing, employment, accessible vehicles, transport, style, sports, leisure

and much, much more.

Visit: www.kidzexhibitions.co.uk/kidz-wales/exhibit-at-kidz-to-adultz-wales/kidz-to-adultz-wales-exhibitors-list/

For professionals and parents, children are welcome. Experts are on hand throughout the day toanswer any questions. Certificates of attendance available on the day. Entry is on a first come firstserved basis.

9.30am

10.30am

12.30pm - 1.00pm Break

11.30pm

1.00pm

2.00pm

Evidence Based Sleep StrategiesHelen Rutherford

Sleep Practitioner

The Children's Sleep Charity

Getting the Most from Your EHC PlanPolly Sweeney

Partner and Head of Educational Law

Irwin Mitchell LLP

Bathing - the Right to PlayKate Sheehan DipCOT

Occupational Therapist

The OT Service

The Challenges of Hoisting ChildrenColin Williams

Category Sales Manager – Overhead Hoists

Etac R82

The Why, When, Where and How of Toilet Training Childrenwith Additional NeedsDavina Richardson

RGN/RSCN BSc (Hons)

Children’s Continence Advisor

Bladder and Bowel UK – Disabled Living

3.00pm Facilitating Admissions for Children with Complex Needsfor Elective SurgeryMartyn Wood

Paediatric Disability Clinical Specialist

University Hospital Bristol NHS FT

Time Seminar

Seminars at Kidz to Adultz Wales & West

Reassurance as a Form of Support

Sam Smith, our regular contributor to the Disabled Living newsletters has been working withvulnerable adults with complex physical needs for 4 years, supporting them in their own homesto lead fulfilling lives. He helps promote independence, choice and inclusivity by putting theservice user first and ensuring their voice is always heard. Supporting people to achieve long-term goals is one of Sam's main priorities. He does this through regular key-working sessionsand evaluations. Sam will provide an insight into his day to day work, share his opinions andpass on invaluable tips.

Every single person that I support is completely

different with regards to their level of ability.

Some of them are completely dependent on

staff support for every aspect of their lives.

However, there are also those for whom staff

support is an occasional interference in their

otherwise untethered lives.

Now, you may think that the latter of the two is

the more straightforward as they require only

minimal support, but this isn't necessarily the

case. Emotional support brings with it its very

own set of nuanced challenges that simply

aren't present with the more physical side of

things. It can also be extremely difficult if, like

me, you find difficulty in expressing your own

feelings, let alone talking with another person

about theirs.

These clients can often accomplish a lot by

themselves but will opt to have you do it for

them because they believe it to be 'easier'.

But really, it's no easier because it means in

the future they'll ask more and more of you

and do less and less for themselves. I think

the key is to take it slowly and in stages to

ensure they're able to advance comfortably at

their own pace.

An example of putting this into practice (and

this is obviously dependent on the individual's

ability level) could be that when you're getting

your client ready of a morning, you ask them

to put an item of clothing on whilst you make

their breakfast. This then allows them time to

do the required task at their own speed,

without someone stood over them watching.

It does take time to synchronise to someone

else's routine to that extent, and it's one of those

things that will come naturally given time, rather

than being forced early on.

However, people are a strange breed, and will

often take the easiest route when given a

choice. A number of individuals I work with are

capable of doing so much more than they let on,

but are quite content to let other people do

everything for them. This is because they're

used to having everything done for them, hence

they've grown accustomed to it. This means that

having to then break this way of thinking

becomes something of an uphill struggle, to say

the least. What you're doing, in essence, is

making things hard in the short-term to make

them easier in the long-term.

Quite often, however, the person you're

supporting doesn't see things this way at all.

Instead, what they choose to see is a staff

member 'not doing their job' or 'telling them what

to do'. They can't or won't look ahead to the

future and what they could be achieving 3

months, 6 months, 1 year down the line; they

tend to focus more on the here and now.

So it pays dividends to be infinitely patient and

don't be afraid to try different methods if the first

one doesn't succeed.

Go at their pace, go at your pace, talk to

them on their level, try using clinical

language, be hands-on, take a step back,

and so on. Finding the right approach is key,

and once you've come across one that

works for you both, that's half the battle

done.

Consistency is also very important, and

doubly so when you're working alongside a

team. You need to ensure that every

individual is on-board with whatever you

decide and follows it to the letter. If you

don't, you risk slipping back into old habits

and you'll be wasting everybody's time.

Going back to what I mentioned earlier

regarding talking things through with clients,

a good technique is to talk to people in

pairs. This takes a lot of the pressure off you

if the client isn't a big talker, as you can

bounce things off of each other and build up

more of a dynamic interaction. It also

means, from a slightly more practical

perspective, that one of you can do the

talking, while one of you can document

everything you discuss. Attempting all of this

on your own means you may either miss out

on something being said as you're writing it

down, or you'll forget to write something

down as you're too busy listening to what's

being said.

What a lot of this boils down to is trial and

error, seeing what works for you and/or your

clients, and sticking at it until such time as a

change arises. Nothing I've put forward is

likely to illicit an immediate outcome, rather

it's to be persevered with, but you'll

hopefully start reaping the benefits before

too long, both for you and the people who

you support!

Sam Smith

Support Worker & Freelance Writer

Vibrant OfficeAccommodation

Redbank House, St Chad's Street, Manchester, M8 8QAWeb: redbankhouse.com Tel: 0161 214 5959 Email: info@redbankhouse.com

Our fully accessible, bright workenvironment is competitively priced andavailable on flexible terms. With access toon-site discounted meeting and trainingrooms, we provide a comprehensivepackage for our tenants.

5 Minutes from Manchester City Centre

From individual rooms to a suite of offices

Microcosm Mindfulness: Quiet Spaces

in Public Environments

Isabelle Hunter is a Manchester School of Art Illustration with Animation graduate whosemultidisciplinary practice explores animation, sculpture and textiles to produce multi-sensoryexperiences. With an interest in the grey area between natural and unnatural, her work drawsinspiration from micro-details within the natural world that appear unnatural and otherworldly.Her more recent work explores the relationship between art and mindfulness through creatingmulti-sensory workshops and experiences that encourage the practice of mindfulness throughinteracting with art.

Living in Manchester and falling naturally more

introverted, I often found myself feeling

overwhelmed and burnt out. This came from a

combination of sources; living day-to-day in a

loud, busy urban environment, the stress of

university deadlines, worries about the past or

future and even my addiction to digital

technology (social media in particular). I felt

constantly bombarded by noise and

distractions, and desperately craved quiet and

stillness.

Perhaps this has happened to you? Maybe

you’re dwelling over a conversation or argument

that happened in the past or your mind is

concerned by the future, worrying over possible

scenarios or outcomes. Alternatively, you are in

a loud, busy environment with multitude of

noises and movements that overwhelm your

senses and your mind.

Fundamentally, you’re craving peace and

quiet, internally and externally.

Introducing... mindfulness meditation. I found

it to be the solution I had been in search of.

Mindfulness is a mental practice that involves

drawing and holding awareness to the present

moment. It can be practiced by focusing on

micro-details within your environment or within

a specific activity you are undertaking.

Begin by drawing your attention to each

sense; what do you see? What do you smell?

What do you hear? What do you feel?

Examine layers of each sound, smell, noise or

touch, focusing on the tiny details; this is

mindfulness. By closely examining your

present environment, your mind is completely

present.

You are no longer multi-tasking or distracted,

your mind is quiet. Naturally, your mind might

begin to wonder in which case, notice when it

does and gently draw it back to the present by

focusing on your senses.

Mindfulness meditation not only helps to create

calm and de-stress; it trains a ‘mental muscle’.

The practice of focused attention on the present

moment builds tolerance to withstand longer

periods of concentration and patience for larger

problem solving. When feeling overwhelmed it

allows you to disconnect from distractions and

stresses, and calmly reconnect with the present.

It is accessible to anyone as mindfulness

techniques can be applied to any day-to-day

activity. For example, when walking up the

stairs, attention can be drawn to every step,

every movement and every sense involved in

the activity, even breathing.

Not only did I find mindfulness meditation

beneficial, I found art making to be a really

cathartic process. This introduced me to explore

the relationship between mindfulness, art and

positive mental health.

The outcome was Microcosm Mindfulness a

quiet, multi-sensory environment that introduces

the public to mindfulness meditation through

interacting with art. The space is made up with

unusually shaped, ambiguous white Lycra

pillows that function as calming sensory/stress

pillows as well as canvases that I project

colourful animations onto. The public are invited

to focus their attention on each sense as they

interact and experience art within the space,

consequently practicing mindfulness.

Coral reefs have a significant influence of the

aesthetic of projected animations as well as the

structure of the pillows. I’ve always found

calming properties in watching marine-life

documentaries such as Blue Planet by David

Attenborough; the range of colours, texture and

structures in coral reefs provides a diverse visual

experience. Water, the seaside and the ocean

all have calming effects of the mind, influencing

a meditative state.

Perhaps it is the slow, fluid and calm

movements of plant and marine life that

project a similar energy onto the viewer. The

space also draws inspiration from

microscopic plant cells viewed at Manchester

Museum’s herbarium. Exploring micro-details

within the natural world was a personal

practice of mindfulness.

The idea of a sensory environment was

inspired by sensory rooms such as those at

Redbank House, part of Disabled Living.

As mindfulness meditation is an exploration

of each sense in the present, I wanted to

create a space that was both calming and

also an environment that encourages

participants to engage with their senses.

Benefits of sensory rooms include:

1. Sensory stimulation – a space that

encourages people to explore their senses in

a controlled environment so that they’re able

to more positively react and interact with their

senses in the general world.

2. Enhanced learning and cognitivedevelopment – Sensory play engages

different area of the brain, allowing them to

develop, leading to increased concentration,

focus and attention.

3. Promotes mental and physicalrelaxation for individuals that may be

overactive, distressed or overwhelmed.

Isabelle Hunter

Art Illustration with Animation Graduate

Email - izz.hntr@gmail.com

Tel: 07837732172

As Microcosm Mindfulness is inspired by

sensory rooms, it can benefit children and

adults with disabilities as well as individuals that

want to practice mindfulness, explore their

senses or more simply, just want peace and

quiet!

What originally started as a search for a

personal soon has now developed into a space

can be beneficial for anyone. I have since

worked towards promoting the importance of

having access to quiet spaces, controlled

sensory stimulation and even the importance of

making time to practice mindfulness, especially

in busy public environments.

Microcosm Mindfulness is a space that is all-

inclusive, inviting those with and without

disabilities to explore and seek benefits from

multi-sensory environments. It also functions

as an introduction to mindfulness meditation

and such skills can be developed it everyday

life to improve mental wellbeing.

*T&Cs may apply

Email:info@redbankhouse.com

Tel: 0161 214 5959

Unicorns, Zombies & Other Stories -

Written and Illustrated by The Shaw Centre

The Shaw Centre is a registered charity and has a day service called The Shaw Centre dayservice. The Shaw Centre day service which was founded approx 30 years ago was until July 2011known as Landridge House. The Shaw Centre day service is a small service providing day care forup to 111 Adults with Learning Disabilities (18 – 65yrs). The service was initially set up by a groupof parents who were not happy with the service then provided for Adults with LearningDisabilities.

It grew from being staffed purely by volunteers

relying on donations to what we are today, a

service purchased by social services* employing

6 people. The project is block purchased by Adult

Social Care; this means all people are referred to

us by the Community Learning Disability Team.

We are open 5 days a week and are based in the

Redbank House in Cheetham.

A group of adults who attend The Shaw Centre

which is a service for adults with learning

disabilities based in Cheetham Hill, have with help

from Noel Fagan and Chellie Carroll written

and illustrated 4 short children’s stories.

Initially the plan was to simply set up a creative

writing group giving the group a chance to

express themselves using their imaginations and

words. Noel would help them formulate the

sentences from their ideas and descriptions and

Chellie would guide them through the illustration

process.

The stories they wrote are a mixture of

originals and a play on a well-known children’s

story. “The Unicorn in the garden” is true happy

ending fairy story; the idea and characters

come from Althea and Laura’s imagination. The

illustrations were skillfully drawn by Tom, Laura

and Laura “Paul’s Story” is by Paul, it his take

on a trip to Blackpool. The words were brought

to life by Christine and Martin. “The Zombies of

Colliers Island” was collaboration between

Martin and William, both who enjoy watching

films. The illustrations were done by Martin,

Brian, Laura and Althea.

“Pinocchio” was Christine’s follow up from the

Pinocchio story we all know and love. She also

illustrated it.

The final result excelled expectations and a

decision was taken to self-publish the book.

The aim of the book is not to make money but to

raise awareness of what can be achieved by

people who have limited, if any literacy skills, in

this instance the people we support, Adults with

Learning Disabilities.

The book was launched on Thursday 20th June

during Learning Disability Week 2019.

The event celebrated the group's achievement

and shown everyone what can be realised with a

little extra help and imagination.

The Shaw Centre

www.theshawcentre.org.uk

Sainsbury's trials new sunflower lanyardinitiative to help customers with hiddendisabilities

Sainsbury’s has announced the extension of a new trial to help enhance

the shopping experience for customers with hidden disabilities.

www.about.sainsburys.co.uk/news/latest-news/2018/14-08-

2018-lanyards-trial

The trial enables customers with hidden disabilities to collect a lanyard

which indicates to colleagues that extra support is needed

Following a successful launch at Sainsbury’s Barnstaple store, the retailer

will be rolling it out to further stores this month

Sainsbury’s is the first supermarket to trial the initiative as it continues to

build on its vision to be the UK’s most inclusive retailer

Moving and Handling - Update for Trainers

Have you updated your training delivery?

Do you know the latest information andprofessional guidance available for yourMoving and Handling training?

Are you aware of recent legal cases whichyou can use to refresh and update thetraining you deliver?

This interactive training day will help you reflect how you train and assess learners. Offering aparticipative theoretical and practical session each delegate will achieve satisfaction that theyhave updated and consolidated their knowledge and skills related to their work. A wide range oftopics can be included in the course which uses relevant legislation and current guidance,equipment and techniques.

Content

Dates19th September 2019

9th October 2019

Presenter: Elizabeth Hallows Chartered Physiotherapist MCSP LPC (Back Care Management)

Target Group: Moving and Handling trainers and advisors.

Cost: £95 plus VAT - includes light lunch and refreshments

Venue: Disabled Living, Burrows House, Worsley, M28 2LY

How to bookBooking forms can be completed on the Training Section of our website at:

www.disabledliving.co.uk/training

Individual bookings and bespoke group bookings for your organisation taken for this course

Review of Law, Guidance and Legal Cases

Law, guidance and legal case up-date: what’s new

Assess implications of changes

Review of Safe Manual Handling Principles and Techniques

Practical Demonstration and Practical Workshops

Moving and Handling People - Train the Trainer

Content

Dates13th, 17th, 18th & 26th September 2019

4th, 8th, 11th & 15th November 2019

Presenter: Elizabeth Hallows Chartered Physiotherapist MCSP LPC (Back Care Management).

Target Group: Nurses, Physiotherapists, Occupational Therapists and others who have

responsibility for carrying out Manual Handling Risk Assessments and training.

Cost: £650 plus VAT - includes light lunch and refreshments, Open Awards registration,

verification and certification.

Venue: Disabled Living, Burrows House, Priestley Road, Worsley, M28 2LY

How to bookBooking forms can be completed on the Training Section of our website at:

www.disabledliving.co.uk/training

Individual bookings and bespoke group bookings for your organisation taken for this course.

Are you responsible for training otherssafe Moving and Handling in your role?

Are you responsible for carrying out RiskAssessments and Handling plans?

Do you need to plan training courses anddeliver your training to a variety ofdifferent people?

Relevant legislation and guidance

Factors to be considered when carrying out a Manual Handling Risk Assessment

How to carry out a Risk Assessment

Techniques and equipment that can be used to reduce risk when Moving and Handling

Correct techniques used to assist those with mobility needs and how to teach this to others

Controversial techniques in order to teach people the safest way to move someone

How to identify individual learning needs plus aims and objectives of a training session

How to prepare a lesson plan

How to deliver a session and evaluate a training session

How to feedback and support when learning safe techniques

Now a 4-daytraining course

Grants for Individuals

Barchester’s Charitable Foundation

EligibilityOlder people and other adults with adisability across England, Scotland andWales. Types of grantIt gives grants to help reduce isolation andloneliness, promote group activities andgenerally improve people's independence,mobility and quality of life. Grants range from£100 to £5,000. www.bhcfoundation.org.uk

Glasspool Charity Trust

Disabled Living Equipz Team 0161 607 8200 Email: info@disabledliving.co.uk

EligibilityIndividuals in need on a low income Types of grantThe Trust provides funding for household items such as white goods, furniture, clothing, baby needs,educational computer needs, specialist disability equipment, driving lessons/tests and travel tohospital. www.glasspool.org.uk/home/homepage

Disabled Living has access via the Directory of Social Change to over 1,500 charities who providegrants to children and adults. The grants may range from £10 food vouchers to largercontributions including grants for domestic items such as washing machines, wheelchairs andhousing adaptations. Via the Equipz helpline we may be able to assist you or your clients toaccess funds which may be available from:

• General Charities • Livery Companies, Orders and Membership Organisations • Armed Forces Charities

• Occupational Charities • Charities by Beneficiary • Illness and Disability Charities

Trefoil

EligibilityYoung people under the age of 25 years withparticular needs which may be psycho/socialor of a physical nature or both which mayadversely affect their development and/orindependence. Types of grantsThe purpose of the grant should be tosupport personal development (personal,social and/or emotional) and/orindependence for eligible individuals.Applicants may be required to providedetailed project proposals for consideration www.trefoil.org.uk

Grants for Organisations

Disabled Living Equipz Team 0161 607 8200 Email: info@disabledliving.co.uk

Youth Endowment Fund

EligibilityApplications are welcomed from charitiesand social enterprises, public sectoragencies (including schools, localauthorities, police forces) and for-profitorganisations operating in England and/orWales. Organisations can apply inpartnership, with one organisation as thelead applicant. Types of grantsIt will support interventions and communitypartnerships working with children at risk ofbeing drawn into crime and violence, andbuild up our knowledge of what works toprevent that. www.sibgroup.org.uk/youth-endowment-fund

Disabled Living has knowledge of a wide range of charities who provide grants toorganisations. Each month we will highlight new funding opportunities.

Nationwide Building Society – Community Grants

EligibilityThis fund is open to registered charities, charitable incorporatedorganisations, Community Land Trusts[1] and housing co-operatives. [1] Community Land Trusts can be registered with the charity commission or OSCR inScotland, the Financial Conduct Authority or with Companies House as a communityinterest company ltd by guarantee. Companies or community interest companies ltd byshares are not eligible for this fund. Types of grantsNationwide grants are between £10,000 and £50,000 and the funding period is betweenone and two years. www.ukcommunityfoundations.org/our-programmes/nationwide

EligibilityThe Foundation funds small community

groups and voluntary organisations

working with specific beneficiary groups

including the elderly, and people

experiencing mental health difficulties.

Type of grantsExamples of previous funding activities

include advocacy, self help groups, arts

activities and befriending.

The maximum grant is £15,000, either as

a single grant, or over two or three years.

http://allenlane.org.uk/

The Allen Lane Foundation

Supporting a Child with FOP Guidebook

The book ‘Supporting a child with FOP: a practical guide to their learning journey’ was writtenby Helen Bedford-Gay, mother of Oliver who has FOP and a trustee of the charity FOP Friends,as a guide for parents, teachers and children. Due to the broad audience of this book it isinformative whilst being accessible to parents and teachers, who may find long medical termsoverwhelming.

The focus of this book is on guiding children

through school and offering them support. At

the same time, it gives schools a better

understanding of FOP, and in turn of other

disabilities, as well as the requirements of

children with SEN and offers practical ways for

them to support these children. This book also

informs and provides support to parents and

families who may be struggling with their child’s

diagnosis or struggling to cope in general.

FOP Friends work with individuals and families

across the country and around the world,

whose experiences living with FOP influenced

the writing of this book. It features quotes from

individuals with FOP and their family members.

Medical professionals were also consulted

during the process of writing this book, offering

a specialist view to living with FOP or any

disability or condition.

To find out more about FOP and the charity,visit: www.fopfriends.com

General overview – what it’s about/ what itcoversThis book is intended to aid children through

their school years, with specific chapters

focusing on advice for both schools and

teachers. It also offers advice for parents and

families of children with disabilities, covering

parental and sibling anxiety as well as advice

to help with the child’s anxiety and self-

esteem.

The book covers a range of topics from

understanding SEN to caring for a child with

FOP to considerations that can be made for

children at school, highlighting how it can aid

children as they move through their school life.

This book provides advice to maximise the

child’s school experience and emphasises the

importance of social interaction at school. In

order to achieve this, there is advice for

schools and teachers to ensure children are

included at every opportunity.

It offers alternatives to obstacles that may arise

due to FOP (or other disabilities) including

examples of adaptive classroom equipment and

adjusting break times or lessons (e.g. PE lessons)

at school to ensure children feel comfortable in

their environments and are not excluded.

How it will help people who don’t have FOPAlthough this book has a focus on FOP, a large

part of the book is not FOP specific and can be

adapted to suit a multitude of disabilities and

conditions. The requirements of children with

additional physical and emotional needs are the

same, regardless of what specific disability or

condition they have. This book addresses those

needs in a generalised way to support all children

with SEND.

The chapters on practical considerations,

school and adaptive solutions in particular can

be applied to any child with any form of

disability as the advice and support offered is

not FOP specific.

This book also provides examples of the

statutory guidance and support present for

pupils with SEND in the UK, giving schools a

guide they can use to ensure they are meeting

the standards of the law. Additionally, there

are a multitude of charities and organisations

mentioned that support and advise families

generally and with relation to SEND.

Safa Ashraf

Supporting a Child with FOP’ guidebook

Visit Disabled Living's Online Shop

We are delighted to be working in partnership with Complete Care Shop to provide you with a

comprehensive online shopping facility for equipment and products to make life easier.

Complete Care Shop has over 250,000 in stock items at competitive prices offering you choice from a

wide range of manufacturers including mobility aids, daily living products, continence supplies together

with telecare and telehealth equipment. In addition, Complete Care Shop has a reputation for excellent

customer service which made the decision to enter into this partnership an easy decision to make!

The main advantage of purchasing via the Disabled Living website, is the opportunity for you or your

clients to speak to Occupational Therapists or Continence Specialists for free impartial help and advice,

ensuring unnecessary purchases are not made.

Visit: www.disabledliving.co.uk/online-shop

or call: 0330 053 5930.

The way society constructs ideas of femininity

How this works in conjunction with disability

And how disabled women experience this in everyday life

WHY am I researching this?

WHO AM I LOOKING TOPARTICIPATE?

 WOMEN AGED 18-30 WHO

HAVE A PHYSICAL DISABILITY

WHAT AM I RESEARCHING? 

HOW DISABLED WOMENEXPERIENCE FEMININITY;

I am a female Master’s Student who isin need of participants to interview.

To provide a voice/ platform for disabled women, that so

far has been absent or ignored in popular culture and the

academic world.

Thank you so much for anyone willing to take part in my research!

Contact Anna via email:2426814C@student.gla.ac.uk

Swimming for People with Disabilities

- The Halliwick Concept

For over 50 years people with disabilities have benefited from water activities using the Halliwickconcept. Halliwick was developed by James McMillan, known as Mac, with his wife Phyl. Theiraim was teaching swimming to children, with disabilities, who attended the Halliwick School inLondon. From simple beginnings the Halliwick method has become a worldwide phenomenon.

Mac and the instructors in the first Halliwick

club, ‘Halliwick Penguins’, in North London were

swimming teachers. Halliwick was developed

by, and for, non-medical people. The Halliwick

concept has developed and progressed over the

years but continues to be based on Mac and

Phyl’s original ideas described here.

Mainstream swimming teaching has developed

in the wake of the Halliwick concept so that

Halliwick sessions may not seem dissimilar from

mainstream swimming lessons. However the

following outline of both the philosophy of the

Halliwick concept and the Ten Point Programme

give a flavour of what the Halliwick concept is

about.

The Philosophy of the Halliwick Concept Positive ThinkingParticipants in Halliwick sessions are called

‘swimmers’, the focus is on their ability in the

water and their disabilities are often considered

inconsequential.

Water HappinessThe emphasis is on water happiness and

enjoyable pool sessions with an aim towards

maximum benefit for participants. Instructors

are in the water, with a one to one relationship

with swimmers, supporting swimmers

according to need and encouraging

confidence and independence.

Enjoyment is enhanced through games, for

both younger and older swimmers alike. It has

been said, ‘we don’t stop playing because we

grow old, we grow old because we stop

playing’. New skills learned are incorporated

into games and often the most reluctant

swimmers enjoy the games the most.

Games are not always structured; simple

game-like activities serve as a good

introduction, particularly adult swimmers.

Sometimes playfulness has to be learned. As

swimmers progress, the games may offer a

greater challenge thus increasing motivation.

Enjoyment tends to be greater where there are

others to share with, thus a group of five or six

swimmers is ideal.

Teach in a Logical OrderEach activity in the Ten-Point Programme is

carefully considered and introduced only when

the previous skills are mastered. ‘Make haste

slowly’ is the maxim. Each stage in learning a

skill is the platform to the next stage. If any stage

is not thoroughly learned and assimilated

swimmers’ subsequent learning may be

compromised.

No Floatation AidsHalliwick teaches that floatation aids inhibit

learning of vital water safety skills such as

breathing control and submerging activities.

They lead to poor body positions, a false sense

of security and reliance on the aid. On the other

hand, without floatation aids swimmers can learn

to control unwanted rotation and can potentially

experience independent and free movement in

the water.

The Ten Point Programme

Point 1: Mental AdjustmentSwimmers should be prepared both mentally and

physically from the outset. They need to leave

adjustment to gravity, as experienced on land,

behind and adapt to adjustment to the upthrust

of the water. They need to become confident in

relaxation and in breathing control.

Relaxation is letting go of all unnecessary

tension. Increased tension may result from

psychological factors e.g. fear of water.

Many adults who have not previously learned to

swim tell of an incident in their childhood that led

to a profound fear of water.

It may be that the swimmers do not admit their

fear and instructors need to notice the signs e.g.

as gripping, breath holding, and reluctance to

allow faces near the water. The aim is to give

assistance and support to help people overcome

their fear.

Learning good breathing control is fundamental

to water safety and confidence. Swimmers are

encouraged to exhale every time their face

approaches the water and to continue

exhalation while submerged. This reduces

carbon dioxide levels in the bloodstream thus

inhibits inhalation. With practise this becomes

automatic.

vocal support – not having to remind the

swimmer to ‘blow’

eye contact – support swimmers from

behind rather than in front

physical contact – from full support to little

or no support.

Both mental adjustment and disengagement

are continuous processes. As swimmers

acquire each new skill they practice until they

are confident and independent. Then a more

advanced skill is introduced and the process

starts again. Disengagement is a discipline

for instructors in addition to swimmers.

The rotations (points 3-6)

In the water bodies move in three dimensions

and to achieve independence in the water

swimmers need to be control these

movements. This is the reason for an

emphasis in the Halliwick concept on

inhibiting rotational movement or ‘rotations’,

then learning to initiate the rotation.

Point 2: DisengagementSwimmers reduce their reliance on their

instructor e.g. decreased:

Rotations are the physical forces that act on

swimmers to realign their centre of buoyancy and

centre of gravity when these are out of alignment.

Swimmers need to learn to control unwanted

rotations and to initiate correct rotations to move

in the water and to gain balance and control.

This emphasis is not usual in mainstream

swimming teaching although the same skills are

necessary for water competence. Children

without disabilities will learn to control rotations

through play in the water. However those who

are nervous of the water or people with

disabilities can be taught how to control rotational

movement through Halliwick concept. Control of

rotations is normally taught in the following order:

head, arm and trunk and then leg. Details of the

rotations are given in points 3-6 below.

Point 3: Transversal Rotational control(forwards / backwards)Swimmers may start to learn about this by

controlling their vertical balance, continuing with

initiating the rotation by going from the vertical to

a back float and then regaining the vertical. At a

later stage they go from the supine, through the

vertical and into a prone position. The ultimate

transversal rotation is the somersault.

Point 4: Sagittal Rotational control (side toside)Swimmers begin by stepping sideways. For

children who cannot reach the pool floor, an

activity called ‘motor bikes’ gives them

experience of sagittal rotation as they (supported

by their instructors) lean from side to side and

wind their way round the other ‘motor bikes’.

Point 5: Longitudinal Rotational control (axis from

head to foot)

Swimmers first practice this in the vertical e.g.

changing direction progressing to a sitting

position, being passed around a circle of

instructors, ‘pass the parcel’. In the horizontal,

the swimmers inhibit the rotation, as the

instructor says ’don’t let me roll you’ then it is on

to initiating and controlling the rotation, until a

180° roll is attained.

Point 6: Combined Rotational controlThis is the ability to control any combination of

the above rotations. Swimmers rotate from a

vertical position to a supine, or from a supine

e.g. backstroke position to the vertical when

approaching the poolside. This rotation can

also be used to enter the water from the

poolside. The ultimate demonstration of the

combined rotation is a tumble turn.

Point 7: UpthrustSwimmers need to adapt to the buoyancy of

water and to lose their fear of sinking.

Breathing control must be well developed

before swimmers experiment with upthrust.

Point 8: Balance in StillnessSwimmers learn to float whilst making only the

minimum movement required to maintain one

position. By the time this point is introduced,

the skills mastered (above) ensure that a

stable floating position is maintained and few

people are true sinkers.

Point 9: Turbulent GlidingSwimmers float in the turbulence created by

instructors, usually by moving their hands

under the swimmers shoulders. The swimmer

glides in the direction of the turbulence and

must constantly make minor readjustments to

the body to remain balanced and counteract

any rotations.

Point 10: Simple progression and a basicswimming movementPropulsive movements are made with hands,

legs or a whole body movement, and then

onto a basic stroke. The original double arm

backstroke is still often preferred.

ConclusionMental adjustment and disengagement are thus

crucial to the following eight points in the

programme. Swimmers are introduced to a new

point and make a little progress before the next

point is introduced. Further progress is made and

the next point is introduced. The end result is

‘water free’ swimmers ready to create their own

propulsive movements.

For information about the Halliwick concept

please visit: www.halliwick.org.uk

Beryl Kelsey

Halliwick Association of Swimming Therapy

For information on courses, Tuesday 20th toFriday 23rd August 2019 in York pleaseemail: kelsey59@kelsey59.karoo.co.uk

About the authorBeryl Kelsey qualified as a nurse in both

psychiatry and learning disability.

As a nurse she became interested in teaching

swimming to people with disabilities and

developed a swimming programme for the

residents of three hospitals.

She qualified as an ASA (Amateur Swimming

Association) teacher and later as a Halliwick

Instructor and Lecturer. She has run a Halliwick

club for twenty years and lectures on Halliwick

courses in the UK and abroad. She is active in

The Halliwick Association of Swimming

Therapy and has served on the Executive

Committee of the International Halliwick

Association.

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