We provide psychiatric support (regular monitoring of serious psychiatric disorders, medical support and counseling), as to complement the rest of the provided services (speech therapy, psychotherapy, neuropsychological rehabilitation, occupational therapy).
We provide support to children with various developmental deficits through systematic training in basic everyday skills.
Through, a pleasant and structured way, children get involved in various activities related to the development, enhancement or regain of skills such as:
- the fine motor (handle, scissors, lacing) the visual-motor coordination, construction (impaction, puzzles)
- the scripture mobility (writing, organizing writing, pencil grip)
- the coarse mobility (hopping, balance beam, lifting - lowering stairs, ball games)
- the self service (feeding, clothing - Shoes - uncoating, personal hygiene)
- broad cognitive skills (spacetime orientation, somatognosia, quantities, sizes, numbers, colors, shapes)
- sensory deficits (vestibular - proprioceptive, tactile, visual, auditory, olfactory) Snoezelen room
Speech is an inherent human ability, which emerges, changes and evolves during life span, and is the main instrument of mediation and communication of messages and information. The complete development of the linguistic ability occurs when mastering all the linguistic elements (syntax, grammatical structures, phonology, semantics, pragmatics). However, the above procedure may be interrupted for several reasons (e.g. environmental deprivation in linguistic stimuli, congenital or perinatal difficulties, acquired difficulties).
For this reason, the diagnostic and speech therapy for children and adults addresses disorders such as developmental language disorders (pragmatic disorder, specific language impairment, language delay, impaired cognitive development because of mental retardation), developmental speech disorders (phonological disorder, articulatory disorder), neurological speech disorders, speech and communication (cerebral palsy, head injuries, neoplastic diseases, dysarthria, dyspraxia) special development scholastic skills disorders (specific reading disorder, specific disorder of arithmetical skills, specific disorder of spelling, Mixed disorder of scholastic skills dyslexia, other developmental disorders of scholastic skills), disorders in swallowing-dysphagia, disorders of varying etiology (l.ch hearing loss, deafness, cochlear implants, elective mutism, autism, syndromes of the autistic spectrum, various syndromes) disturbances in the flow of speech (stuttering, tachylalia), the maxillofacial deformities and malformations of the oral cavity and face (clefts, rinolalies) and dysphonia.
The restoration of these difficulties performed with various techniques (l.ch stomatokinitiki stimulation, joint exercises, phonology, pragmatics, semantics, swallowed, cards, mirror), while emphasis is placed on enhanced methodology (l.ch video for actions or seirothetisi) to simulate the ecological validity conditions in which born, emerges the reason used.
Both children and adults are often faced with psychological conditions such as loneliness, school violence, disease, parental conflicts, mourning. Difficulties such as these underscore the need for a professional in order to detect them and provide.
The psychologist's work is of paramount importance in the assessment and therapeutic management of psychological issues that affect the self-awareness of children and adolescents in social functioning, in conduct, in relations with others and emotional and cognitive development and health (l.ch anxiety disorders, mood disorders, developmental disorders, neuropsychological disorders).
For this reason, our center provides services such as psychological assessment, individual and group therapy for children and adolescents, neuropsychological rehabilitation programs, psycho-pedagogical and psychomotor activities supported by multi-sensory room, Snoezelen room, and parental counseling, as a prerequisite support of these services mental health.
Our center provides speech and neuropsychological therapies as wll as psychotherapeutic support for adults, both in our facilities and the patients home. Indicatively, we list some therapeutic categories for wich we provide treatment: disturbances in speech (stuttering, tachylalia), stroke, traumatic brain injury, swallowing disorders (dysphagia) and chewing, cognitive disorders, mental strengthening and maintaining communication in degenerative brain diseases (Alzheimer or other dementia), Alzheimer's Parkinson, Multiple Sclerosis.
Multisensory therapy and Sensory Integration
The use of multi-sensory environment is a therapy form that offers a controlled way to stimulate the senses (proprioception, vestibular, touch, hearing, sight, smell, taste). It can be served with great efficiency and through modern means of optimizing sensory integration as to enable the individual to explore the senses and learn to adapt to them. The multisensory therapy increases the chances of "awakening" the sensory sub responsiveness e.g. a child who does not respond to sounds. Therefore, a sensory room is an integral part of a comprehensive neuropsychological rehabilitation program.
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The center was founded in September 2003, providing mainly speech therapy services. Gradually, and within the next 4 years, the range of offeres serviced was broadened as to provide comprehensive, multi-level support. Nowadays, LOG.IMA offers diagnostic assessment and treatment for children and support to families and carers. The key areas are speech, reading, mental health and daily functioning.
Support and counseling is also provided to parents.
Our team is composed of prominent mental health professionals with years of experience and continuing education in their cognitive object.
The information provided on the website does not replace the clinical counseling, diagnostic or therapeutic practice of evaluable cases.
SPECIAL THERAPIES CENTER
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LOGIMA ARCHIVE
→ A. SENSORY DEFICITS
Auditory
Sub-reception or Hyper-reception of specific auditory stimulations is observed because of" bad "neurological processing. Hence, an individual may panic and scream when hears a specific sound (e.g. vacuum cleaner or loud music) or vice versa, reacts to absolutely no sound.
Optically
An individual due to inefficient processing of visual stimuli avoids some visual stimuli, usually intensive one such as bright lights or eye contact with other people.
Olfactory
Individuals with olfactory sub-responsiveness are unable to recognize and distinguish even unpleasant odors. Often they use olfaction to interact with things or seek to smell secretions of their body. However, there is also the case of a severe reactions or irritation to certain odors or even the denial of consumption of specific foods because of it.
Vestibular - proprioceptive
The unsuccessful processing, integration and transmission of information relating to the position of our body in space, motion and coordination that causes the individual malfunctions such as: hyper-activeness, clumsiness both for broad and subtle movements, impulsivity or a tendency to tire easily.
Tactile
The unsuccessful processing of touch stimuli makes an individual having hyper-defensive reactions, avoiding human touch. On the other hand, the individual may enjoy touching everything or luck any reaction towards skin injuries.
Gustatory
The gustatory hypersensitivity is witnessed in individuals being intulerant to mixing flavors and to specific flavors which in turn make them feel disgust. Instead, taste detector insensitivity is manifested through the tendency to put things in the mouth (objects, food, fingers).
→ B. SENSORY COMPLETION
The theory of Sensory Integration (Jean Ayres, 1972) relates to the description of neurological stimuli treatment process engaged by the receptors of the sensory systems and prepare the individual to react effectively to the challenges of the sensory environment.
The sensory systems "shall" continuously brain, both for external, and for the "internal" world l.ch alertness, body image formation, motion control, internal organs (Kandell et al, 2000).
Jean Ayres, after years of clinical experience and influences from the neuroscientific data of the time, assumed that several difficulties in learning or behavior (l.ch developmental dyspraxia, tactile defensiveness, imiameleias syndrome, spatial perception and perception shape) results from neurobiological dysfunction (Kinnealley et al, 1993). The main axes at practice and theory is that (Ayres, 1972b):
- Sensory integration is developmental stages.
- The brain, on the one hand consists of individual functions organized hierarchically, other works like "whole".
- The therapeutic interventions that are inspired by the theory of AO, affect the neurological substrate and changing the "brain" because of plasticity (brain plasticity).
In the contemporary scientific literature, disorders referred to in the processing of sensory stimuli, either autonomously (sensory processing disorder), or as accompanying deficits in various types of disorders (autism, dyspraxia, ADHD, learning disabilities, traumatic stress, chronic pain, brain damage, dementia etc.)
→ C. Snoezellen room
The initial conception of an environment rich in stimuli and its first implementation as a therapeutic platform, took place in the 1970s in the Netherlands. The aim was to trigger the relaxation and stimulation of the senses through a structured combination of stimuli (lights, music, vibration, textures, tastes, smells) applied to a number of categories of disorders. Specifically, the use of multi-sensory environment, the person is able to experience safely increased awareness of sensory experience, and the minimum direction of the therapist, to stimulate under non-stressful to "watch" and responding to stimuli without using high mental effort. The guarantee of non-stressful nature of sensory treatment related factors such as the lack of a specific cognitive task, the absence or minimization of verbal exchanges between therapist and the treated, the absence of a time limit and the low probability of cancellation.
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