Introduction to the Bulgarian School of Integrated Posturology
MISSION of the EDUCAM School of Integrated Posturology
To train Technicians, Experts, Counselors and Professionals who intervene in the Evaluation, Prevention, Ergonomic Re-education of Functional Posture Disorders, in Algic-Dysfunctional Syndromes and in “Help Relationships”, according to a new SYSTEMIC APPROACH. Research, through the application of Integrated Postural Analysis (API) and Neuro-Postural Remodulation (RNP) methods, variations, synergies and adaptations of the human "Posture", STRATEGY of the neuro-muscular and skeletal system to remain in balance, reacting to force of gravity in the most economical way possible.
VISION of the EDUCAM School of Integrated Posturology
Consider the "Posture": strategic and "Systemic" resultant of inputs coming from the most disparate sides of the organism, so any "noxa" (traumatic, degenerative, evolutionary, emotional, metabolic ...) can influence every area in a complex mechanism " Integrated ”of primary causes, secondary causes, adaptations and effects. The tendency to super-specializations leads to considering the sick organ, forgetting that the living organism is a "single whole". The new "Integrated Posturology" is a trans-disciplinary observation method with objective and instrumental approaches, and leads the observer to operate a "complex synthesis", with the systemic vision that responds to the Neuro-Myofascial Postural Model.
The EDUCAM INTEGRATED POSTUROLOGY SCHOOL
The EDUCAM School of Integrated Posturology is the first School of Posturology in Bulgaria, created in synergy with the historic School in Italy, active since 1998 and now in its 22nd Edition! The School makes use of conventions and partnerships with various national and international bodies. The School is organized in Blended Mode, with Videolessons, Webinars and various Theoretical / Practical Didactic Modules in which the different topics related to Human Posture are addressed and the knowledge, skills and competences are acquired to correctly apply the Integrated Postural Analysis Method (API), the Neuro-Postural Remodulation Method (RNP), as well as the appropriate neuro-myofascial interrogations and district perturbations. The School of Integrated Posturology employs national and international teachers and speakers of great competence and excellence. The qualification issued, thanks to the Partner Bodies, has the value of a Certificate of Competence. The School sponsors the Trade Union and Professional Representation of Expert Operators in Integrated Posturology which gathers School Graduates, protecting their activities, promoting the dissemination of Integrated Posturology and taking care of continuous training.
01. Integrated Postural Analysis Course
02. Neuro-Postural Remodulation Course
The Neuro-Postural Remodulation Course introduces the topic of Correction of Neuromotor Schemes and Engrams in dysfunctional subjects. The terms and concepts of: Remodulation, Mirror Neurons, Adaptation, Habit, Memory, Engram, Functional Exercise are described. The RNP 6 x 6 x 21 Program is introduced. The rationale and the practice of some of the numerous Neuro-Postural Remodulation Exercises are described. Practice is carried out among the participants.
03. A.P.I. and R.N.P. of Postural Stations, Diaphragms and Barbells
The A.P.I. and R.N.P. of Postural Stations, Diaphragms and Barbells introduces the topic of Evaluation and Correction of the Biomechanical Postural Patterns of the Body in dysfunctional subjects. The terms and concepts of: Dysmorphism, Paramorphism, Dysmetria, Contracture, Stiffness, Diaphragms, Barbells are described. TFE, TFS, Downing, Inch Uprights and others are introduced. It describes the rationale and the practice of Neuro-Postural Remodulation Exercises specific for Postural Stations, Diaphragms and Barbells. Practice is carried out among the participants.
04. A.P.I. and R.N.P. of the Cranio-Cervico-Mandibular System
The A.P.I. and R.N.P. of the Cranio-Cervico-Mandibular System introduces the topic of Evaluation and Correction of the Stomatognathic System in relation to the Postural Schemes of the Body in dysfunctional subjects. The terms and concepts of: Condyle-Meniscal Incoordination, Myofascial Syndrome, Bruxism, Serramento, Click and Locking are described. The TMJ3D, Pain Map, Joint End Feel, Distraction and others tests are introduced. It describes the rationale and the practice of Neuro-Postural Remodulation Exercises specific for the Cranio-Cervico-Mandibular System. Practice is carried out among the participants.
05. A.P.I. and R.N.P. of the Vestibule-Visuo-Oculomotor System
The A.P.I. and R.N.P. of the Vestibule-Visuo-Oculomotor System introduces the theme of the Evaluation and Correction of the Receptors involved in the Control of Balance and Ocular Motility in relation to the Postural Patterns of the Head and Body in dysfunctional subjects. We describe the terms and concepts of: Nystagmus, Phoria, Tropia, Binocular Vision, Amblyopia, Dioptric Effect… The Corneal Reflex Test, Maddox Test, PPC and others are introduced. It describes the rationale and the practice of Neuro-Postural Remodulation Exercises specific for the Vestibule-Visuo-Oculomotor System and the Bates Technique. Practice is carried out among the participants.
06. A.P.I. and R.N.P. of the Cranio-Sacral System and Myofascial Chains
07. A.P.I. and R.N.P. of the Neurovegetative System, Nutrition and Psyche
The A.P.I. and R.N.P. of the Neurovegetative System, Nutrition and Psyche introduces the topic of the Evaluation of the Function and Structure of Autonomic and Non-voluntary Nervous Systems, in relation to the Postural Patterns of the Body in dysfunctional subjects. It describes the terms and concepts of: SNA, VNS, Viscera and Posture, Dermalgia, Reflexology, Bach Flower Therapy, Essential Oils, Importance of a correct Nutrition, Somato-Emotional Aspects ... The Evaluation Tests of Viscero-Cutaneous Reflex Points are introduced sec. Jerricot, Head, Cranial Listening, Skull and Sacred Balance, Myofascial Induction Test, Harmonic Oscillations and others. The rationale and practice of Neuro-Postural Remodulation Exercises specific for the Neurovegetative System, for Scars and Somato-Emotional aspects are described. Practice is carried out among the participants.
08. A.P.I. and R.N.P. for Postural Ergonomics
The A.P.I. and R.N.P. for Postural Ergonomics introduces the topic of Prevention and Evaluation of Function and Structure in the various contexts that may involve Postural Ergonomic Discomforts: Profession, Performing Arts and Sport. The terms and concepts of: Postural Ergonomics, Balance, Harmony, Balance, Tone are described ... The Postural Ergonomics Evaluation Tests are introduced. The rationale and the practice of Neuro-Postural Remodulation Exercises specific for Functional Recovery and Prevention in Ergonomics are described. Practice is carried out among the participants.
Internship, Guided Practice and Revision (Q&A)
Experiences of Guided Practice, Internship and Revision with questions and answers
PORTFOLIO for Students of Posturology
DEFINITION OF PORTFOLIO
"A portfolio is a meaningful collection of a student's work that tells the story of his or her commitment, progress or performance. It must include the student's participation in the selection of the portfolio content, the criteria for the selection itself, the criteria for judging the value of the content and proof of the student's self-reflection" (Arter, 1990, p. 72)
"A portfolio is more than a container full of 'things'. It is a systematic and organized collection of tests used by the teacher and the student to check the development of the student's knowledge, skills, and attitudes in a specific discipline" (Vavrus, 1990, p. 48)
'Used as an assessment framework, portfolios are systematic collections by students and teachers that serve as a basis for examining engagement, improvement, processes and performance as well as for addressing accountability demands usually made by more formal verification procedures "(Johns, 1992, p. 10)
"A portfolio is a recording of learning that focuses on the student's work and his or her reflections on this work. The material is collected through a collaborative effort between the student and staff members and is indicative of progress towards essential goals" (Daws, 1993)
"The portfolio is a targeted collection of student performance that documents commitment, progress and success over an extended time. It consists of works selected by the student and includes both a reflection by the student on her performance and comments by the teacher on the student's reflection and work. It demonstrates what a student is capable of doing with their knowledge and skills and how real are her attitudes at work. It is a way to divide student progress across a variety of types of assessments throughout the year "(Educators in Connecticut's Pomperaug Regional District 15 (1996, p. 188)
"It is a systematic and finalized anthology of the work done over time by the student which includes: (1) the student's participation in the selection of the content; (2) evidence of the student's self-reflection; (3) the criteria for selection; (4) the criteria for judging merits" (Johnson & Rose, 1997, p. 6)
"A collection of the student's work chosen to exemplify and document a student's learning progress. Just as professional artists build portfolios of their work, students are often encouraged or required to keep a portfolio that illustrates various aspects of their learning. Some teachers specify which work should be included, while others leave the decision to the students. Portfolios are a valid way of ascertaining student learning because they include multiple examples of the work done and are specifically aimed at documenting growth over time. They are difficult to reliably analyze and can create a logistical problem for teachers, but they say portfolios help stimulate student reflection. Portfolios are primarily a tool for teaching and learning, but some educational agencies are also experimenting with them using them for accountability "(McBrien & Brandt, 1997, p. 79) .9
The portfolio could be compared to a "photo album", where individual photographs taken by the same person at different times, on occasions and in different places for a considerable period give the opportunity to reconstruct the experience and significant moments lived by the protagonist. It can be said that the portfolio claims to understand the history of a person's growth and development by documenting it with materials that allow us to understand “what happened”.
In the case of the student, the portfolio collects and documents a sequence of experiences in the field of learning and in the development of particular skills, sensitivities and competences. It is a tool that offers the documentation of a vast and solid panorama for a more founded and objective evaluation of the work that the student has done, which offers ideas for a dialogue between the student, teachers, institutions and future employers or professionals. , and which also provides the opportunity to promote intrinsically motivated learning.
Johnson and Rose (1998, p. 10), 10 comparing the portfolio with traditional tests, describe the characteristics of this tool as follows:
4 - Section One: Prepare the scenario
Portfolios have been proposed as an optimal tool for measuring student growth, encouraging self-analysis and developing in the student a sense of belonging and pride in their work. Summarizing various indications provided by Conley (1996), Paulson, Paulson and Meyer (1991) and by Daws, we collect a variety of characteristics and purposes that a portfolio could assume:
- (1) offer the student the opportunity to "learn to learn"
- (2) be something done by the student and not the student
- (3) demonstrate, explicitly or implicitly, what the student has been able to do
- (4) contain information that shows the student's growth
- (5) have more grounded information on the student's progress towards the acquisition of the objectives established and agreed by the school and the teacher with the students
- (6) determine personal strengths, weaknesses and preferences
- (7) document the extent to which students are willing to take risks
- (8) raise the student's self-esteem
- (9) exercise and emphasize reflection
- (10) emphasize the importance of both the product and the process
- (11) pursue different but non-conflicting purposes
- (12) develop materials for a demonstration / seminar that could serve as a portfolio for continuing education at university and / or for work
- (13) take on a career guidance value
- (14) provide information to adapt the course content and proposals in order to meet the student's needs.
Although it is a collection of works carried out by the student, the portfolio is not the simple documentation of the "workbook" produced in the classroom during the year. It is not a diary that keeps the memory of the student's accomplishments, of the results obtained during school attendance, nor of the additional work compared to those that usually take place in the classroom.
The portfolio has been introduced for many years in the EDUCAM Institute and must be used in the form and for the purposes for which it was introduced, ie in relation to the "authentic evaluation". The tool, therefore, must be applied in connection with this process because it is within this that it takes on meaning and importance.
The process of evaluation through the portfolio (such as that of authentic evaluation) introduced in the School for some years has contributed substantially to questioning and subjecting to frequent revision "what" is taught and "how" it is done, "which ”School, in short, EDUCAM wants to be for its students. In fact, the authentic assessment (which does not end in the grade obtained during the exams) requires that the school question itself on the "value" of what it teaches, on the power it has to ascertain the actual abilities of the student with respect to the needs of the "real world. ”That awaits him for the profession or to provide a reliable assessment of“ what he can do with what he knows ”. In other words, the school must question itself and find the solution to this problem: the evaluation it proposes is not and must not be a self-certification of itself, that is, of what it teaches and how it does it.
Authentic assessment cannot have exclusively selective or punitive purposes, nor must it be an instrument of power in the hands of the teacher. Instead, it must pursue educational purposes by soliciting in students the ability to self-evaluate, with respect not only to what has already been achieved, but also to what they can still achieve in school and in life more generally.
It is within this new perspective of value and meaning of the evaluation process that the introduction and application of the portfolio must be interpreted. If used to its full potential, this tool can be a very effective solution and a significant help to:
- (1) individualize the learning process
- (2) be an individualized recovery tool
- (3) allow you to control the development of learning
- (4) allow you to test the student on real problems
- (5) allow the student a study and knowledge development plan according to his / her abilities, goals and interests
- (6) allow for self-assessment education
- (7) increase in students an interest in evaluation and self-evaluation as a tool to verify their commitment and work without necessarily comparing themselves with others on the same parameters and on the same contents
- (8) depending on the various types, the assessment provided by the portfolio is a much more "credible" tool of the level of learning acquired than the evaluation of a question or the "practical" application of a given knowledge.
The Management wishes all students a good compilation of the Portfolio!
Posturologist Case, Software BPH and Sensor Medica
Posturologist Case, Software BPH (Balanced Posture & Healing) and Sensor Medica
Congress Reports and Insights
In this section we present some Congress Reports and Insights on the various themes of Integrated Clinical Posturology, useful for acquiring the Knowledge and Skills of the Expert in Integrated Posturology.
WEBINAR with the Bulgarian Association of Posturology
Webinar e Meeting EDUCAM - Smart School - with the Bulgarian Association of Posturology
Intensive Posturology Course in Rome with Bulgarian Association of Posturology ONLY FOR TEACHERS
Intensive Posturology Course in Rome with the Bulgarian Association of Posturology (2018)