Pediatric Hydrotherapy


History of Hydrotherapy Earliest Use of the Hot Tub Introduction to Modern Hydrotherapy Understanding the properties and characteristics of water Archimedes Principle Bougier's Theorem Bernoulli's Theorem Reynolds' Theorem Prantiti's Theorem Fronde-zahm's Experiments Pascal's Law Development of the human being against gravity: Bronze Age: Use of Hot Tubs, Spas and Saunas Bronze Age: Use of Hot tubs and Spas in the Mediterranean Bronze Age: Use of Hot Tubs, Saunas and Spas in Asia Classical Period: Use of Hot Tubs, Spas and Saunas Early Asian Baths Classical Period: Evolution of Asian Hot Tub Construction Classical Period: Use of Spas, Saunas and Hot Tubs in the Middle East Classical Period: Use of Spas, Saunas and Hot Tubs in Meso-America In Depth: Roman Hot Tub and Spa Construction During the Classical Period The Baths of Caracalla Construction of the Baths at Caracalla: Basic Design Construction of the Baths at Caracalla: Materials Construction of the Baths: Metals Classical Period: Use of Spas, Saunas and Hot Tubs in Scandinavia The origin of sauna Middle Ages Middle Ages: Use of Spas, Saunas and Hot Tubs Middle Ages: Use of Spas, Saunas and Hot Tubs in Scandinavia Middle Ages: Use of Spas, Saunas and Hot Tubs in Japan Middle Ages: Hot Tub Culture Middle Ages: Hot tub and Spa Culture in Asia Middle Ages: Hot tub and Spa Culture in Scandinavia Renaissance Period Renaissance Period: Use of Hot Tubs, Spas and Saunas Renaissance Period: Use of Hot Tubs, Spas and Saunas in France Renaissance Period: Hot tub and Spa Culture in Asia Industrial Age Industrial Age: American Use of Hot Tubs, Spas and Saunas Modern Age Modern Hot Tubs, Spas and Saunas Modern Hot Tub, Spa and Sauna Culture: Asia Modern Sauna Culture in Scandanavia Conclusion Sources Health & Beauty Benefits of Exercise in Water Application and Benefits of Hydrotherapy Hydrotherapy in Neuropatients Hydrotherapy for the Treatment of Rheumatic Diseases Hydrotherapy for the Treatment of Inflammatory Arthritis Muscle Weakness - Strength Training Poor Balance Poor Posture Decreased Cardiovascular Fitness Progressive Hydrotherapy Exercise Hydrotherapy gait reeducation treatment plan Wrist and Hand Joints Pelvis Knee reconstruction Cervical Spine Injury Lumbar Spine Injury Spinal Fractures Disc Pathology Musculo-Tendinous Injuries Hydrotherapy in the Rehabilitation of Lower Limb Stress Fractures Hydrotherapy for Treatment of the Lumbopelvic Complex Chronic pain - Pain and Muscle Spasm Oedema Decreased range of movement Head Injury Epilepsy Burns Pediatric Hydrotherapy Head control Breathing control Relaxation through Hydrotherapy Juvenile Chronic Arthritis Hydrotherapy for the Clumsy Child Conclusion		Pediatric Hydrotherapy Swimming is an essential part of every child's physical education and is especially valuable promoting fitness, fun and as a survival skill. These reasons apply equally to the disabled child, for if we hope to integrate the disabled into normal life, then they must be able to survive, achieve a modicum of fitness and enjoy the element of water. The attitude to water of most the disabled children is one of pleasure and enjoyment. The desire to learn to swim is invariably present and once the art is apprehended - the child gains a tangible and lasting sense of achievement. Consequently confidence and self respect are enhanced, and since swimming and competing with the able-bodied become a reality, social benefits accrue. The properties of buoyancy and turbulence offered by hydrotherapy to the disabled child not only allow them to move with greater freedom, but may also make it possible to execute movements which would be impossible on land. It is probable that the general slowing down encountered in water may give the child time to react and appreciate how to use their body, as previously mentioned in the section dealing with gait reeducation. Studies of the relationship between movement and aspects of intellectual development have been carried out by many hydrotherapists and indicate that limitations of active movement, whatever the cause, are likely to retard perceptual development, of which body image and spatial awareness are part. Neither passive movement nor no movement can be substituted for the active movement of the body and its parts in the normal active development of perceptual and visual-motor skills. Children with disorders of movement may also have degraded object acuity and spatial awareness. The appreciation of three-dimensional space is often difficult for such children. Lack of experience of active movement in the normal environment an many instances accounts for these difficulties. In water, movement is made easier and experience of that movement may help to improve the child's awareness and understanding. Aids and appliances necessary on land can be discarded in this medium and this can result in changes in the attitude arising from the newly discovered freedom of movement. This discovery of the body as a whole unit plays a significant part in the child's overall development. Once the child can swim, the opportunities for socialization are enhanced both in the family situation and amongst the child's peers. Other aquatic sports can be undertaken and enjoyed as the major skill of swimming is achieved. Thus, to the great advantage of the child, horizons widen.