MARTEMEO magazine Professional Journal of the Marte Meo Method

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1 MARTEMEO magazine Professional Journal of the Marte Meo Method Supportive Communication Approach towards Elderly MARIANNE MUNCH 10 Års MARTE MEO Ringkjøbing Amt / 10 Years MM Ringkjøbing County MARTE MEO & VideoHome-Training MARIA AARTS, MARITA BRÜMMER, CHRISTINE RÖSSEL MARTE MEO Method for School : Sept May Vol. 34

2 TABLE OF CONTENTS MARTEMEO Magazine MAY VOL.34 Professional Journal of the MARTE MEO Method 3 from Maria Aarts Editors Desk / Another decennium Celebration MARIA AARTS 4 A Supportive Communication Approach towards Elderly with Poor MARIANNE MUNCH Communication Skills 14 Relocation MARTEMEO PROJECT Dublin COLETTE O DONOVAN 15 A Playschool / Day Nursery Team s Experience of MARTE MEO in their Workplace STAFF OUR LADY S NURSERY 17 Skövde: 3W s and the Message Behind the Behaviour ÅSE LJUNGQUIST- SVANTESSON 18 M ARTE M EO Magazine s Conversation Moments INGEBORG KRISTENSEN &MARIA AARTS 21 Anniversary Conference Marking 10 Years of Teaching MARTE MEO RINGKJØBING AMT Års MARTEMEO Jubilæumskonference, Herning RINGKJØBINGAMT 31 Introducing MARTE MEO to Elderly Care in Herning HANNEHELMS 33 Missed the NORDIC CONGRESS? Presentations Maria Aarts & Josje Aarts on DVD 34 MARTE MEO & Video-HomeTraining in Germany MARIA AARTS 35 1 Eine kleine Geschichte über die überregionalen und internationalen MARITA BRÜMMER Arbeitsbündnisse zum Thema: Arbeit mit der Kamera 36 2 Alles begann im Jahre 2001 in einem schönen Hotel in Waldrandlage CHRISTINE RÖSSEL in der Grafschaft Bentheim 39 MARTE MEO Method for School Book & DVD Sept JOSJE AARTS 40 LDSV: MARIA AARTS LongD istance SuperVision, Vol. I: Ein autistischerjungeaus Spanien 49 New Marte Meo Certificate Holders ( / ) GONNIE AARTS 54 Next in MARTEMEO Magazine 2006/2 (September 2006) ADVERTISEMENTS: Missed the NORDIC CONGRESS? Presentations Maria Aarts & Josje Aarts on DVD 38 AARTS PRODUCTIONS: Publisher s List of Available Publications 55 AARTS PRODUCTIONS: Subscription to the MARTEMEO Magazine - 56 MARTE MEO INTERNATIONAL/EINDHOVEN: Courses 2006 & MARTE MEO Method for School - Courses 2006 & 2007, Book & DVD - 58 MARTE MEO International - Eindhoven, The Netherlands See the web site for more information. See for a route description: Route planner Address of MARTE MEOInternational: MARTE MEO International Maria Aarts Molenveld 20, 5611 EX Eindhoven, The Netherlands Tel: (+31)-(0) Fax: (+31)-(0) AartsMaria@martemeo.com; or: info@martemeo.com PHOTO COVER (l.t.r.): Maria Aarts, Christine Rössel, Marita Brümmer. See: MARTE MEO &VIDEOHOME TRAINING, pages 34, 35, 36.

3 MARTE MEO MAGAZINE 2006/1 May from Maria Aarts Edi tors Desk another decennium Celebration ITISSUCH A JOY to see all the contributions to this Magazine. When I see the end results I often think: Yes, it is surely on one's own strength! ANEW IN THIS MAGAZINE: CONTRIBUTIONS FROM SEVERAL COUNTRIES, dealing with all kind of cultures and professions. And again a 10-year celebration; this time in Jutland, Denmark, where the Ringkjøbing County will celebrate 10 years of MARTE MEO at a celebratory conference at Herning. Many trained MARTE MEO professionals will give presentations on how they make profit from the MARTE MEO Information in their daily work to help children, parents and adults building a better daily life. It was therefore obvious, that I should have a conversation with Ingeborg Kristensen about her work in Ringkjøbing County. AT ONE SIDE OF LIFE: WHAT A CONTRAST CONSIDERING the contribution of Marianne Munch about her work with the elderly in Norway and Brasil to train care givers to help these people at the end of their life and to get the best life as possible for them. AT THEOPPOSITE SITE OF LIFE: YOUMIGHT READChristian Hawellek s contribution on how he uses the MARTE MEO Information as an Early Intervention Programme to give the youngest better chances to get a good start in life. FURTHERMORE I LIKE THE ARTICLE about MARTE MEO and Video-HomeTraining. This gives such a good impression of the constructive way in which we work together in Germany. You will find a contribution from Marita Brümmer and Christine Rössel, the Video-HomeTraining Professionals, on our co-operation and my supervision to them. IRELAND SENT AN ARTICLE about the use of MARTE MEO in a playschool for children with special needs. AND FURTHERMORE WE ARE WORKING VERY HARD at the new book & DVD about the MARTE MEO Method for School. It will be a workbook for supervisors and colleague trainers, who want to train teachers using MARTE MEO supportive communication skills at school. The DVD has training clips concerning supportive communication skills of a good functioning teacher in a classroom; of course in the WHEN WHAT WHY style. THERE IS ABIT MORE TO READ in this volume of the MARTE MEO MAGAZINE; I m sure you will find something you like. Have a nice summer season! Maria Aarts, DIRECTOR OF MARTE MEO INTERNATIONAL

4 4 MARTE MEO MAGAZINE 2006/1 May 2006 MARTE MEO FILM COUNSELLING: A Supportive Communication Approach Towards Elderly With Poor Communication Skills MARIANNE MUNCH MANAGER OF THE EDUCATION AND TRAINING UNIT; GERIATRIC NURSE; MARTE MEO SUPERVISOR NKS Olaviken Alderspsykiatriske sykehus, Bergen, Norway ABSTRACT IhaveworkedwiththeMARTE MEO method for the last five years and would like to share some of my experiences. I thereby hope to encourage an interest for this method in Brazil. I will make an attempt to convey the need for interactive skills in approaching persons with dementia with poor communication skills and unintelligible behaviour. I will describe the elements of supportive communication through examples of interaction in daily life situations that we focus on, while reviewing film clips in counselling sessions. Focus will be on the caregivers learning process in the counselling session as well. Further more results, future challenges and obtaining consent will be mentioned. The terms patient, resident and person with dementia are used indiscriminately. INTRODUCTION The term caregivers in long term care, in Norway, covers a variety of staff such as graduate nurses, nursing assistants, social educators, and unskilled staff. The term challenging behaviour is used instead of Behavioural and Psychological Symptoms of Dementia (BPSD). The caregivers in dementia care in particular need to develop skills in how to interact and communicate in a way that defends the dignity and integrity of the person with dementia. Reduced capacity to communicate and to interpret perception through their senses, makes the persons with dementia vulnerable in interaction situations.

5 MARTE MEO MAGAZINE 2006/1 May During the last years, there has been a demand on solution oriented teaching methods with attention on strengthening the caregivers interaction skills. Attending different courses may increase the caregivers knowledge about dementia, but does not always ensure that the caregivers apply their knowledge. The MARTE MEO method is an approach that focuses on the good interactive moments. This seems to enhance and strengthen the caregivers relational and communicative skills. When the caregivers become more aware of, and trained in applying the supportive elements of communication in interacting situations, it seems to increase the patients initiative and coping behaviour. Reduction of challenging behaviour is observed as well. 1) By strengthening the caregivers interaction skills, we expect that they will develop an individualised or person oriented care. 2) A person oriented care as opposed to task-oriented care, renders a more human care of persons with dementia. Hopefully this leads to a better quality of life during the course of the disease. IMPACT OF DEMENTIA Dementia is composed of a series of brain diseases, Alzheimer (AD) constituting the major part. The term dementia is in this article used about all the forms of dementia. Dementia is a chronic disease and progressive reduction in cognitive, psychological, emotional and motory functions, are characteristic. 3) The disease has an enormous personal impact. In the subjective perspective, the consequences for the individual are tremendous. The loss of ability to communicate verbally, as the disease advances, is a challenge for the person with dementia, for the family and for the caregivers. A woman with advanced dementia, in the process of loosing her ability to speak expresses this experience by saying: No. I can what was I going to no, I have forgotten what I was going to do. I have this thing that I forget what I am going to say. 4) Caregivers, on the other hand, describe disruption in communication as one of the four most strenuous factors in dementia care. 5) COSTS OF DEMENTIA In Norway, 40% of persons with moderate to advanced dementia live in long-term care. 3) The caregivers competence in dementia care in general and skills in communicating with dementia patients in particular has implication for each of the around persons with dementia living in long term care, individually. Health care to elderly persons with comorbidity is a very demanding work. In Norway only, it is stipulated that the direct dementia care cost more than 2 billion dollars per year. Globally the medical cost in treating dementia worldwide is about 159 billion dollars according to the findings Winblad et al. 6), presented on the 20 th of June 2005, at the Alzheimer s Association International Conference on Prevention of Dementia, in Washington, DC. Further more, according to Winblad et al. 6) dementia care is the most costly disease in our society, costing more than cardiovascular diseases and cancer put together. Providing for an effective use of these resources, by ensuring that the patients receive a human as well as a professional care, should therefore be in the interest of the society as a whole. THE MARTE MEO METHOD Our experience with the MARTE MEO method at NKS Olaviken Alderspsykiatriske Sykehus, a gero-psychiatric hospital, started around the year Even though MARTE MEO is being applied in a variety of sectors, up to the year 2000, the method was not yet employed in the treatment of persons with dementia in Norway. The pioneer project

6 6 MARTE MEO MAGAZINE 2006/1 May 2006 involved one unit in our hospital and six dementia units in long-term nursing homes. The results were promising 1), and in the year 2003 it was decided to direct more effort on implementing the method in the institution. The education and training unit would start their own MARTE MEO education programs. DEVELOPMENTAL SUPPORTIVEELEMENTS MARTE MEO is a counselling method based on developmental psychology and studies on elements of communication that are a part of natural parent-child interaction, using filmfootages as working tools. 6) MARTE MEO is derived from the Latin mars martis, meaning on one s own strength. The method is developed by Maria Aarts in the Netherlands. 7) By studying in detail how well functioning parents support their children s development in daily life situations, she managed to formulate certain basic elements in communication. Natures recipe is the name given by Maria Aarts to the developmental supportive elements present in natural and normal parent-child interactions (Developmental Supportive Dialogue). When using these elements, which she claimed existed in her interaction with the autistic children, the effect was astonishing. 7) A simple fashion of introducing and imparting this information in an intelligible manner to parents and caregivers became one of her objectives. The method was introduced in The Netherlands around 1980 and has since been spread internationally, leading to a variety of MARTE MEO programs and centres being developed in countries as far apart as India and Norway. 8) 9) Some of the centres have consultancy functions on governmental level. The method is not yet being applied in South America, but has been presented by psychologist and MARTE MEO therapist Lucia Aidar at the Latin American International Education Congress, Saber 2003, in São Paulo, Brazil. 10) Lucia Aidar lives and works in Norway. Attempts are being made to introduce the method in three private primary schools and a kindergarten in São Paulo. (Escola Lourenco Castanho, Collegio Santa Cruz, Escola viva, Jardim de infancia Quintal) In Norway the method was introduced around 1989, through the University of Bergen, Institute of Psychology. In Scandinavia it is being applied in a variety of fields. These are Maternal and Public Health Care Centres, Child Care Department, Juvenile Authorities, kindergartens, schools, services for persons with developmental disturbances, family therapy, marital counselling, mental healthcare, and lately also in the dementia care field. Theories of infant and children s development, as well as research on infant development, give support to Maria Aarts work, even though she herself does not integrate the method on empery or theory. 8) In their book, The MARTE MEO Method and Developmental Supportive Dialogues, Hafstad and Øvreeide 11), describe the MARTE MEO model as built on the idea of a natural, prototypical, developmental and supportive process between parents and infants. They describe the method as being a particularly constructed guide to make visible the natural developmental model and the natural developmental supportive dialogue s potential. It is tailored to activate the adults dialogical resource in the relational everyday situations with the child at meals, in bedtime situations, in games, in everyday crises, in tuition, in special education situations; that is in any interaction between adults and children.

7 MARTE MEO MAGAZINE 2006/1 May TO MAINTAIN THE REMAINING RESOURCES The developmental supportive dialogue is split into some basic elements, or principles of communication. These basic elements constitute the communicative action on the part of the parent or the adult. The elements are used individually or together, depending on the needs of the child at the specific interaction situation. As the relation between parent and child is oriented towards the development of the infant or the child, dialogue is both developmental and supportive. In the dementia care, however, our main objective is not a developmental perspective, but rather to maintain the remaining resources of the person with dementia by supporting his/her coping behaviour, strengthening the experience of his/her identity, and by supporting the weak communicative initiatives shown in everyday situations by persons with dementia. The caregivers often find it challenging to interpret and to understand what persons with dementia are trying to express. When one is vulnerable and totally dependent on the help of others, even in the most personal and intimate way, in an interaction situation, the sensitivity of a person with dementia will be directed towards the quality of the interaction signals. It is the nuances of the voice, the pace and timing of the caregiver s actions: an impatient glance, an absent-minded expression, the handiness; these are the behaviours a person with dementia is susceptible to. 4) BEHAVIOUR /SPEECH OF A PERSON WITH DEMENTIA MIGHT BECOME UNDERSTANDABLE When the persons with dementia do not have the ability or the possibility to express what they want, and how they want it, and when they are not able to react in a constructive manner, when they feel ill treated, they have few options in which to express their experiences. This may lead to verbal or physical aggression. Challenging behaviour is not uncommon in the dementia process. 3) In spite of their speech and their cognitive impairments, most persons with dementia give a strong impression of a wish and a will to express and experience meaningfulness. 4) In an interaction situation this means that the caregiver meets the patient with an expectation that whatever behaviour the patient shows, it has an intentional meaning. Incomprehensible behaviour and speech can be defined as symptoms or unintentional behaviour. With the right look, with the ability to share feelings and experiences and with patience, the behaviour and the speech of a person with dementia might become understandable. 12) Not an Easy Task in Nursing Homes It is crucial to have information about the patients own experience in having dementia when it comes to individualising the interaction between the caregiver and the patient. It gives the caregiver the opportunity to experience the patients despair, anguish, resignation and isolation. This is not an easy task in nursing homes where the caregivers have to comply with the high demands on productivity. The caregivers are often pulled between their conscience and the ward s need for getting on with the job. In this situation, the caregivers may blame the patients by attributing the disruptive behaviour to the patient s personality. 4) The appreciation of the true value of the patients own experience needs more attention. How do persons with dementia experience a situation where the caregiver does not understand? What do they say or express? Expressing themselves non-verbally with their bodies and with facial expressions is often their only option of conveying their own experience to the caregivers. On the other hand,

8 8 MARTE MEO MAGAZINE 2006/1 May 2006 the caregiver in a busy dementia unit may have a series of tasks that has to be done. In spite of the heavy workload many caregivers experience, most of them we encounter when giving courses and during MARTE MEO counselling, show a sincere wish to take good care of the patients. The caregivers point out that they often have to split their attention on many things at once. To interpret several patients behaviour and needs simultaneously is not an easy task. MARTE MEO: MONITORING IN DETAIL In the MARTE MEO counselling, a patient s facial expression or behaviour can be monitored in detail. Film reviewing opens up for the possibility of reading the patient s non-verbal expressions and reflecting upon the patient s behaviour. It also allows for viewing the patient s responses to the caregiver s action in a specific situation (interaction analyses), in other words, what is the meaning of the patient s behaviour. 11) The basis for interpreting the needs of the patient in the specific situation, and how these needs are met, are the Elements of Supportive Communication (ESC). Giving the caregivers the opportunity to dwell and to reflect upon the patient s facial expressions, responses and behaviour, seems to encourage a curiosity on their part, as to what they can do to improve the patient s situation. 12) ELEMENTS IN THE SUPPORTIVE COMMUNICATION The basic Developmental Supportive Elements in Communication applied in working with children, can be transferred to Elements of Supportive Communication in interaction with persons with dementia. 13) 1. CREATING A STRUCTURE AND A POSITIVEATMOSPHERE ENHANCES THE PATIENTS COPING BEHAVIOUR AND CONTRIBUTES TO A SENSE OF PREDICTION AND SECURITY Arranging the environment surrounding the patient in order to increase the patient s possibility to understand what is going on is important. As an example: to let the patient sit by the sink while brushing his teeth, instead of lying in bed, increases the patient s possibility to recognise the tooth brushing situation, and thereby make the situation more understandable. Before starting an activity, the caregiver approaches the patient with a smile or a friendly face. This contributes to secure the patient emotionally. 2. THE CAREGIVER SEEKS TO LOCATE AND TOCONFIRM THEPATIENT S ATTENTIONFOCUS The caregiver gets information on what needs the patient has by following the patient s attention focus. The patient s attention focus can be directed towards the caregiver, towards another patient, towards an object outside the relation, or towards some inner emotional experience or need. 14) When the caregiver confirms the patient s attention focus verbally or non-verbally, this contributes to a feeling of acknowledgement, which may lead to a response from the patient. When the patient responds, he directs his attention towards the caregiver. This leads to a moment of common attention, and a sense of expectation on the side of the patient, giving the caregiver an opportunity to introduce an activity. For example: during a meal, one of the patients stops eating and looks at something on the floor. The caregiver follows the patient s gaze and discovers that the patient s napkin has slipped to the floor: I see your napkin is on the floor. When the patient looks towards the caregiver, she has the patient s attention and can continue: You can take it up, or I can take it up for you.

9 MARTE MEO MAGAZINE 2006/1 May Whereas had she insisted on making the patient eat instead of building a common focus of attention, the patient may have grown angry, and shown aggressive verbal and non-verbal behaviour. Lone Bakke 15), a Danish MARTE MEO licensed supervisor with considerable experience in applying the method in dementia care, emphasises the importance of common attention focus between the patient and the caregiver before starting an activity. She argues that when the caregiver tries to impose an activity on a person with dementia, either by giving the person an instruction or by starting an activity without making sure that they have a common focus of attention, this may lead to challenging behaviour. The person with dementia has not had the occasion to understand what is about to happen. This may unleash an experience of being threatened, particularly if it affects the person s intimacy zone. According to Bakke 15) and Aarts 7), the collapse of common attention focus, the bad timing of actions, the lack of naming up-coming and ongoing actions and the lack of voice intonation are some of the key relational factors that contribute to challenging behaviour. 3. THE PATIENT RECEIVES HELP TO BE INRHYTHM WHEN THECAREGIVER SUPPORTS THE PATIENT S INITIATIVES, ANDWAITS FOR THEPATIENT S RESPONSES The rhythm of action and reaction in a dialogue, and the turn taking between persons without cognitive impairment usually last for as long as the persons involved find it convenient. When the caregiver has named the patient s attention focus, in an interaction situation this may well, lead to a response from the patient. By giving the patient time to respond, the caregiver creates a space for further communication. When the caregiver immediately reacts on the patient s response, either verbally, or with sound or just by nodding, the patient can experience a sense of affirmation. This support may give the patients sufficient confidence and energy to make a new initiative and so forth. The form this dialogue takes and the process of turn taking has a value of its own. It has more value than the verbal content of the message. In a dialogue the meaning may sometimes be difficult to understand, because the patient s utterances may be unintelligible. By repeating the patient s sounds, words or movements, the caregiver confirms the patient s initiative. A resident in a nursing home, Carl, shows aggressive behaviour during the morning toilet, when the caregiver wants to help him to wash himself. Carl is sitting on the bedside. The caregiver is standing in front of him and asks: Do you want to wash your face? Do you want me to wash your face? Carl says Yes, but draws back when the caregiver starts to wash his face. His facial expression indicates that he is angry and he shows signs of not wanting to co-operate. The caregiver does not stop washing and Carl starts to shout and hit the caregiver. Asking questions to persons with advanced dementia with speech difficulties, confronts the patient s cognitive functions, which are impaired. Another way of putting it is that by asking questions the patient does not understand, the caregiver defies the very part of the organism that is ill. To not ask questions seems to be a challenge for the caregivers. What do you want to eat? Do you need to use the toilet? To ask questions is an integrated part of many caregivers general communication pattern. In cases of severe dementia, however, having to respond to questions may be challenging.

10 10 MARTE MEO MAGAZINE 2006/1 May 2006 The option of having to choose often leads to confusion. The patient understands by the tone of the voice that a question is being asked, but often does not understand the contents of the question or does not have the ability to make choices. When a patient experiences that he does not know what is expected of him, he may well react with frustration and a disruption of communication. One of the nurses has an idea she wants to try out, while reviewing the film clip of the bedside situation with Carl, in a MARTE MEO counselling session. We agreed that she should try out her ideas during the next filming. In the next film clip we can observe the effect of using some of the supportive elements in the same interaction situation. Carl is again sitting on the bedside. The caregiver is sitting in front of him on the same level, allowing the patient to see her facial expressions. The fact that she is sitting on his level instead of standing above him, may influence the patient s experience of power, or of control. Is it possible that a caregiver in a standing position challenges the patient s experience of power and of control? Is it possible that it is easier for the patient to interpret the caregivers expressions and intentions when the caregiver is at the same height level as the patient, and at arms length? The caregivers share some of their reflections during the reviewing of the film clips during the counselling session. We see how the caregiver names up-coming action by saying: Carl, you have something under your eye. Let s take it away! The caregiver carefully wipes away something on his right cheek with the washing cloth. Carl does not draw back, he sits quite still, and the nurse says: Yes, and on your left cheek. Carl continues to sit still. The caregiver says: Uuuhm, feel how good it is. Carl moves his face towards the caregiver s hand with the cloth, he closes his eyes and says something unintelligible. The caregiver confirms that she has heard him by saying: Yes, while she continues to wash his face thoroughly. Carl says: This is something else. The caregiver repeats: Something else. Carl says: Do it every day. The caregiver confirms: Yes, you do it every day. During this dialogue Carl sometimes closes his eyes and sometimes opens them and looks at the caregiver. The rest of the activity continues in the same kind of rhythm, without any episodes of challenging behaviour. 4. THE PATIENT RECEIVES NAMING OF UPCOMING AND ONGOING ACTIONS AND EVENTS. THE PATIENT RECEIVES STEPWISE CONFIRMATION DURING THE COURSE OF ACTION Adding words to actions, both the caregiver s own actions as well as the patient s actions, gives the patient a chance to understand what is happening. It is easier for the patient to concentrate on what is happening when naming of ongoing actions is made stepwise, instead of in long sentences containing several instructions. Otherwise he may get lost in all the instructions. To balance between leading and following and to maintaining the patient s attention to the situation here and now, appears to prevent confusion. To split a course of action into small sequences, to add words to the actions, and finally to affirm the patient when he has carried out the actions, seems to give the patient sufficient self confidence and energy to proceed.

11 MARTE MEO MAGAZINE 2006/1 May For example the caregiver can say: Ann, here is your fork. When Ann looks at the fork, she says: You can hold it. When Ann takes the fork she continues: Good. Now you can butter your bread. While Ann butters her bread the caregiver confirms her behaviour by saying: Yes. Fine. Or she can say: Now you are buttering your bread, good. If Ann stops by herself when the task is completed, the caregiver says: Fine, now you can cut the bread. While she is cutting the bread the caregiver can nod approvingly, smile encouragingly and say: Yes, that s right. In reviewing film footages we see the patient s facial expressions and non-verbal responses when she experiences coping. The caregivers see the patients smile when they receive confirmation. For the caregivers this is a confirmation that what they are doing is the right thing at the right moment. To develop a sense of compassion towards and understanding for the patient, it is important to dwell on the still pictures in the film clips, which clearly illustrate the patient s emotional responses. It gives the caregivers the opportunity to reflect upon what the patient is feeling right at this moment. What is it like to be Ann, right at this moment when she is smiling? Or, what is it like to be Carl, right at this moment, when he is shouting and looks angry? If the caregivers close their eyes when reviewing the film clips of the patient when he looks angry and shouts, they will hear emotional intonation on the patient s voice. They will discover, and they will realise that the patient s shouts possibly expresses his anxiety and his fear. The patient s body language gives the caregiver an indication on whether her approach has been successful. 5. THE PATIENT RECEIVES HELP TO START AND TO END AN ACTIVITY In social situations there is continuity between the start, the exchange and the end of the interaction. In advanced dementia the ability to know when to start and when to stop is reduced. To support the patient in this process, the caregiver has to let the patient finish one activity before starting the next. To signal the start and the ending of an action, the intonation and the timing are essential. When an action is near the end, the caregiver signals this by using a lower tone of voice. To signal the start of an action, caregiver uses a lighter tone of voice. 6. THE PATIENT RECEIVES SUPPORT TO INTRODUCE HIMSELF TO OTHERS BY THE CAREGIVERS NAMING THEPATIENTS AND CO-PATIENT S ACTIONS AND REACTIONS In long-term care we often witness certain patterns of communication that are distinguished by the caregivers one-to-one communication with the patients. Patients with advanced dementia and with poor communication skills, lack the initiative to converse with each other. When the caregiver introduces the patients to each other and links the introduction to specific circumstances in the situation, this encourages the patients to participate in social interaction. The caregiver encourages the social interaction by saying: Mrs. Wilson The caregiver pauses; when the caregiver has her attention she continues: Mr. Carr, sitting beside you, wants some more coffee. The caregiver waits to see if Mrs. Wilson takes the initiative to pass the coffee. If she does not, the caregiver says: The coffee pot is on your right hand side.

12 12 MARTE MEO MAGAZINE 2006/1 May 2006 To reinforce the message she can point to the coffee pot while she is saying it. When Mrs. Wilson is passing the coffee pot to Mr. Carr, the caretaker can say: Mr. Carr, Mrs. Wilson is passing you the coffee pot. Mr. Carr may say: Thank you. If he does not, the caregiver can confirm Mrs. Wilson by saying: That was kind of you Mrs. Wilson. I see Mr. Carr is very grateful. 7. THE PATIENTS NEED FOR PHYSICAL CONTACT The patient may need guidance to cope with the task when he does not understand verbal instructions. Furthermore, some persons with dementia have an increased need for physical contact. A caregiver sitting close to the patient and holding an arm around him or holding his hand may possibly increase his experience of safety. To other patients this closeness feels wrong. Awareness of each patient s individual necessity for physical contact is a way of sustaining the dignity of the patient. REVIEWING FILM FOOTAGES During the counselling sessions we review short film footages of about five to ten minutes of interaction between patients and caregivers in daily life situations that the caregivers describe as demanding. When reviewing the film footages the MARTE MEO counsellor seeks to highlight the moments where the patient s response to the caregivers actions leads to solutions, instead of focusing on the moments that exposes the caregiver s lacking skills. Supporting the caregiver s adequate interaction moments seems to increase her relational and interaction skills. In the interaction analysis we focus our attention on the patient s verbal and non-verbal expressions. What is the patient trying to convey to us? What does the patient s behaviour express? We try to interpret the patient s needs and how to comply with these needs in light of the elements of supportive communication. We highlight the patient s coping behaviour, and signs of satisfaction when the patient s needs are being met. When evaluating the effect, we look for changes both in the caregivers and the patient s behaviour. 13) Usually there are three reviewing sessions to each interaction problem, but sometimes the solution and the way of handling the problem is feasible after one reviewing session. At other times, more than three reviewing sessions are needed. POSITIVE RESPONSE OF THE CAREGIVERS The effects and the results come clearly through in the film footages. There is an increase in naming upcoming and ongoing actions, and fewer questions are being asked. The caregivers express increased feelings of coping when interacting with the patients with dementia. They transfer the use of the elements in supportive communication to other patients. They say they are more aware of and curious about the patients responses and needs. We observe a reduction in the patients challenging behaviour, documented through the film material, as well as by the registration of his behaviour. The caregivers report that the patients take more initiative in social interactions and that some of them eat more during the meals. SECURING THE QUALITY OF INTERACTION According to the head nurse of one of the long-term care units that has been applying the method systematically since the year 2002, her staff has integrated the supportive elements of communication in such a way that they use them in most interaction situations. Each

13 MARTE MEO MAGAZINE 2006/1 May patient that has special communicative needs has a written care sheet describing which elements in supportive communication are most useful in the specific situation, and how to apply them. They do not feel the necessity of reviewing the film footages whenever they discuss the patients needs, because all the regular staff members have developed an awareness of the patients responses. Before summer vacations, the film footages with the solutions are reviewed together with new caregivers to secure the quality of the interaction. Whenever the caregivers are not loyal to the directions on the care sheet, certain patients start to show challenging behaviour, or to show other responses that indicates communication disruption. One of the graduate nurses in this unit is a certified MARTE MEO counsellor, and the head nurse is at this moment participating in a MARTE MEO education program. Both nurses use the method to develop and to maintain their staffs attitudes and interaction skills. When evaluating the effect of the MARTE MEO method or other interventions to cope with more challenging interaction problems, the unit documents the patient s behaviour a week before and a week after intervention. OBTAINING CONSENT Our hospital has developed a special consent sheet in cooperation with the lawyer of the Chief Health Administrative Office. The patient s next of kin gives the consent on behalf of the patient, as persons with severe dementia often do not have the competence to understand the consequences of being filmed. The person s physician assesses the persons consent competence. The films are highly sensitive material and are therefore kept in the patient s medical record. FUTURE CHALLENGES So far scientific research on the effects of the method is rather limited. There are, 16) 17) however, a few studies. There is a PhD study being carried out by the lecturer and psychiatric nurse Rigmor E. Alnes at the University College in Aalesund, Norway. The aim of the study is to investigate the effect of using the MARTE MEO method in a dementia unit at a nursing home. In addition Maria Aarts is co-operating with the University of Heidelberg in Germany in a research project on micro-analysis of interaction. 18) More scientific research on the effects of the method is necessary on all the different areas where it is being applied. There is a need to study the effect of the method on children or persons with dementia level, on parental and caregiver level, on ways of implementing and maintaining interaction skills, and finally on an economic level. Doing the right thing at the right time can be effective for the person with dementia needing care, as well as being cost effective. The humanization of the environment surrounding the residents in longterm dementia care is a noble and a necessary goal, if the concept of dignity is to carry any weight in a longevity perspective. REFERENCES: 1) Lunde, L.H.; Hyldmo, I. Samspill i focus. Aldring og Livsløp 4, 8-11, ) Kitwood, T. Dementia Reconsidered the person comes first. Buckingham, Open University Press, ) Engedal,K.;Haugen,P.K.Demens.Faktaogutfordringer.Sem:INFO-banken, ) Wogn-Henriksen, K. Siden blir det vel verre. Sem: INFO-Banken, ) Ripich, D. Functional Communication with AD patients: A caregiver Training Program. Alzheimer Disease and Associated Disorders 8, 1994.

14 14 MARTE MEO MAGAZINE 2006/1 May ) Winblad, B. et seq. Worldwide Alzheimer's Care Carries Staggering Costs. 28 million suffer at a direct care cost of $156 billion annually. In Health Day News, 6 by A. Mozes, Washington (DC), ) Aarts, M. Marte Meo. Basic Manual. Aarts Productions, The Netherlands, ) Hafstad, R.; Øvreeide, H. MARTE MEO: en veilednings- og behandlingsmetode. Tidskrift for Norsk Psykologforening, 41, , Republished by Aarts Productions in MARTE MEO Magazine 2005/2, p. 29 et seq. (Vol I), and MARTE MEO Magazine, p.43etseq.(vol.ii). 9) Aarts, M. MARTE MEO Magazine 2005/1, p (Aarts Productions, The Netherlands) 10) Aidar, L. Indroducao do metodo MARTE MEO no Brasil. MARTE MEO Newsletter 27 (2003), p (Aarts Productions, The Netherlands) 11) Hafstad, R.; Øvreeide, H. The MARTE MEO Method and Developmental Supportive Dialogues. Aarts Productions 1996, The Netherlands. 12) Sabat, S. Excess Disability and Malignant Social Psychology: A Case Study of Alzheimer s disease. Journal of Community & Applied Social Psychology 4, ) Hyldmo, I.; Nordhus, I.H.; Hafstad, R. MARTE MEO: En veiledningsmetode anvendt i demensomsorgen. Tidskrift for den Norske Psykologforening 41 (2004), p ) Hafstad, R. Funksjonsstøttende kommunikasjon med eldre som har svake og vanskelig tolkbare signaler. IFRU-compendium 4, ) Bakke, L. MARTE MEO makes care for demented people manageable and satisfactory. MARTE MEO Magazine 2005/2, Vol. 31, p Aarts Productions, The Netherlands. 16) Kristensen, H.I. Use of the MARTE MEO Method in Danish Public health Care; Effect and Process Evaluation. MARTE MEO Newsletter 27 (2003), p Aarts Productions, The Netherlands. 17) Sollied, S. En analyse av samspillet mellom et døvblindfødt barn og hans mor. Virum DK; Vicom, ) Andresen-Kuhn, H. MARTE MEO und gewaltfreier Wiederstand. MARTE MEO Magazine 2005/2, p Aarts Productions, The Netherlands. FURTHER INFORMATION: MARIANNE MUNCH NKS Olaviken Alderspsykiatriske sykehus, 5306 Erdal, Bergen, Norway. Tel.: (+47) marianne.munch@olaviken.no. Website: Relocation since Monday 19th June 2006: MARTE MEO PROJECT DUBLIN The MARTE MEO PROJECT, DUBLIN, relocated since Monday19 th June Please take notice of their NEW ADDRESS: MARTE MEO PROJECT Health Service Executive (HSE) 193, Richmond road, Fairview, Dublin 3, Ireland. Telephone: Fax: colette.odonovan@mailc.hse.ie FURTHER INFORMATION: Colette O Donovan, colette.odonovan@mailc.hse.ie

15 MARTE MEO MAGAZINE 2006/1 May OURLADY S NURSERY, BALLYMUN LTD., DUBLIN: A Playschool / Day Nursery Team s Experience of MARTE MEO in Their Workplace STAFF OF OUR LADY S NURSERY BALLYMUN, IRELAND HISTORY The nursery is a pre-fabricated building located on Sillogue Avenue, Ballymun, Ireland, which was founded in 1971 and the first Health Board Nursery in the Ballymun Area. The building is maintained by the Health Service Executive, Northern Area. AIMS OF THE NURSERY Our Lady s Nursery caters for 58 children ranging from 2 years 9 months to school going. The aim of the nursery is to provide a stimulating, secure, safe, healthy and happy environment to help the children develop physically, intellectually, socially and emotionally. We provide and deliver a high child-care quality service and ensure that the best practice and standards are maintained. All children attending the nursery have special needs and may have behavioural problems, learning difficulties, social problems, ADHD, etc. The staff meets the needs of the children both individually and at a group level, but unfortunately some children need more individual attention than others and we can only offer this service whenever staff can reach out and is available to meet those needs. We aim to ensure that these children are not behind before they even begin. Many of the children are with us for two years, therefore a good portion of their formative years are spent here in the nursery and we try to ensure, that they start school with the necessary skills to benefit from our education system. The staff organises a variety of activities, which promote speech and language skills, gross and fine motor skills, hand eye coordination and communication skills to help the overall development of the child. The staff is qualified in Early Childhood Care, Education and Montessori. TRAINING COURSE The Staff Team took part in the MARTE MEO Communication Skills Training Course, one day a month over a six months period. WHAT THE STAFF FROM OUR LADY S NURSERY GAINED FROM THE MARTE MEO TRAINING The MARTE MEO programme provides knowledge and information on how to deal with and help children who are at risk or who would need extra help physically, intellectually, socially and emotionally. The input from all the staff on video gave that extra support to one and all. Staff found it helpful in dealing with the individual child/children. It gave a tremendous insight into the development of each child in his care and the stage the child was actually at in comparison to his/her chronological age. As a result, the staff was better able to assess the developmental age of each child. As a group we became aware of different skills; e.g. skills that we were good at, like listening, observing, watching, waiting, taking turns, communicating, interacting with other children, time and patience,

16 16 MARTE MEO MAGAZINE 2006/1 May 2006 praising, supporting and responding to the individual needs of each child, and skills we could improve, based on the developmental needs of the children. We also learned form watching the videos that opportunities for contact moments with the children which could be vital to the development of their self-esteem and confidence could be missed, therefore the concept of having a loose neck, which is the ability to look around and pick up the early signals from children, is clearly important when dealing with small children in groups. The MARTE MEO Programme was presented in a thorough and professional manner. The course was very helpful with lots of practical ideas. The videos were also beneficial as looking back at the videos you could see and become aware of how very small moments really affect the way the child/children communicate. The practical help gained will help in our day-to-day involvement with the child/children. A fresh pair of professional eyes is always good to give new information on how to deal with particular children. The MARTE MEO Programme has helped many of our parents in the home environment and we would recommend that it be introduced into family situations from a very young age (early intervention), so that work can be done with the parents before the child reaches pre-school age. All parents should have the opportunity to attend a workshop to hear, see and listen to how the programme can help, support and encourage them to give their child/children the best start in life. We enjoyed the training very much and we hope that refresher courses can be accessed in the future. STAFF S COMMENTS FOLLOWING THEIR TRAINING The following is a selection of unedited comments from the staff following their training: I am much more aware now of how I communicate with the children. It was useful in that it gave us information that is easy to put into practice in the work place. It helped us to identify the developmental ages of the children. It highlighted the need to pay equal attention to non-verbal interaction as well as verbal interaction. I am aware of the importance of listening and giving time by waiting for the children to respond. We are now better able to identify the individual needs of children within the group situation and to know how to manage this. MARTE MEO Method for SchOol JoSje AartS Book & DVD: coming in September 2006 Spezialausbildungswoche: Woche 38/ Deutsch gesprochen Special Training Week: Week 12/2007 English language See pages: 39 (Book & DVD ) and 57 (Courses) for more information.

17 MARTE MEO MAGAZINE 2006/1 May Skövde: 3W s and the Message Behind the Behaviour Åse Ljungquist-Svantesson MARTE MEO licensed supervisor, Skövde [Skövde, Sweden ] At the 20th of May 2005 MARTE MEO Therapists, Colleague Trainers and Supervisors were invited for a MARTE MEO session at Skövde, Sweden. Participants were asked to bring in videos clips for Maria to analyse and ask questions concerning the MARTE MEO method. This day was organised after a presentation the previous day by Maria Aarts (see the brief report by Christina Blennow, Skövde: Elements of Co-operation, MARTE MEO Magazine 2005/3, page 18. Ed.). It was really a very inspiring and stimulating day and I think everyone left the day with a lot of new energy to continue their work and using the MARTE MEO method. One of Maria messages this day was, that the use of the MARTE MEO Method certainly stimulates and repairs communication skills. Problem solving is not the major goal. Maria emphasizes that what we do within the MARTE MEO method is to read the developmental message behind the behaviour. Where the main points for myself lies concerning reviewing was taught by Maria Aarts by means of a video film of a teenager and his mother: 1. You have to get to know the person you are showing the video film. 2. Give a frame that somewhat normalise the problem. 3. Start with what is okay in the film; for instance listen to your good tone. 4. Working with teenagers you also can show them the video film and show them their communication skills. Keep asking yourself: do the parents understand what I have been pointing at. And if not, blame it on yourself, and do it over in another, effective way. Be creative. During the next video episode Maria pointed out that MARTE MEO Therapists/Supervisors always have to ask ourselves: WHAT do I want to achieve with this video clip? WHERE do I see what the child needs? Always keep the THREE W S in mind: WHEN WHAT WHY. (See more about the 3W s Principle e.g.: Josje Aarts, Checklist: The MARTE MEO School Programme, Part II, MARTE MEO Magazine 2005/3, p. 8 et seq.) Maria also pointed out on this special day how important it is that scientific research on the MARTE MEO method is in progress now, after which publications will appear on the degree of effectiveness of the method and why exactly it is helpful. To conclude the day we had the opportunity to look at a video clip about an early born baby and also a clip of the time when this child is six years old. During the first clip Maria pointed out the importance to give general information on the needs of an early born baby. This episode gave us an example of the importance to shift the position from a caretaking level to a communication level for parents and MARTE MEO therapists as well.

18 18 MARTE MEO MAGAZINE 2006/1 May 2006 MARTE MEO Magazine s Conversation Moments INGEBORG KRISTENSEN talks with MARIA AARTS INTERVIEW: Ingeborg Kristensen talks with Maria Aarts about 10 years MARTE MEO in Jutland, Denmark INGEBORG KRISTENSEN: is development advisor, Ringkjøbing County DATE OF INTERVIEW: PLACE OF INTERVIEW: Schaumburg Hotel, Holstebro, Denmark INGEBORG KRISTENSEN: MM: Like a Useful Tool in My Hands MARIA AARTS: Okay, Ingeborg we will start. I thought it could be a good idea to do an interview with you because of your role in the special use of MARTE MEO within this region (Jutland, Denmark) in so many areas of care and because of the oncoming 10 years celebration of MARTE MEO in Jutland at Herning. (See: page 21 et seq.) INGEBORG KRISTENSEN: Very good. MARIA: How did you learn to know MARTE MEO? INGEBORG: When I was the leader of the public health nurses in Brande Kommune I heard about this new method from Bitten Poulsen. In fact Bitten was the absolute motor in

19 MARTE MEO MAGAZINE 2006/1 May developing the health services in Ringkjøbing Amt! Bitten saw you in 1995 at the Sikon Conference. She was there with a well known doctor in the social field, Vagn Christensen. He started since then also to be a big promoter for MARTE MEO. He will be with us at the conference as a guest of honour. Bitten and Bram has been brave to bring in a method that was not yet known in Denmark within this professional field! It was Bitten Poulsen who invited you and she arranged in 1996 the first course for health nurses in the Ringkjøbing County. And I was attending the very first course! So, in my position I just should be in the course to be informed about the newly introduced method. But I got so involved I thought I wanted to be trained too and use it. Your MARTE MEO method feels good in my hand, like a useful tool! MARIA: What was your motivation to do so? INGEBORG: In that time I was the leader of public health nurses. We thought that the health systems did have the focus too much on children s physical development. And now we know from research that a child learns the most by being in a developmental supportive relationship. We saw that this was exactly the most important point of input MARTE MEO could bring to us. And as I said, in that way we could give health nurses a working tool to advice parents about supporting the social and emotional development of children. MARIA: Internationally they respected so much your research on the MARTE MEO method for young families. When did you start with your research project? INGEBORG: I applied at the University of Copenhagen to do my masters in public health in The first year you learn different methods to do research. The second year I did the research (See: Ingeborg Hedegaard Kristensen, Use of the MARTE MEO Method in Danish Public Health Care Effect and Process Evaluation. MARTE MEO Newsletter, Vol. 27, 2003, p. 5 et seq. Aarts Productions, The Netherlands.) After that two years, I came back and I moved from a position from the Kommune to the County Ringkjøbing Amt (so, at province / county level). I took over Bitten s position, while Bitten retired. So, I moved to a position where I was dealing with the education of health nurses in all the kommunes in Ringkjøbing County. MARIA: Oh yes, and then you took a lot of initiatives to bring MARTE MEO into other areas of their daily work. INGEBORG: Yes, we are using MARTE MEO now for parents with babies and young children, for families, for children with special needs, in daycares and daycare treatment centres, at schools. And yes, I followed how you supervised at Ribe (in Jutland, Denmark), Lone Bakke, amarte MEO Licensed Supervisor in the field of elderly care. So, I could see that care givers within the elderly care could use the same method for dement people. So, you agreed to start the first course for the elderly care here in Jutland (Ringkjøbing County), in We organise it in a way that you trained a big group: A group of 24. You were to train

20 20 MARTE MEO MAGAZINE 2006/1 May 2006 them to use the MARTE MEO information on supportive communication in their daily interaction moments with the clients. Out of that group we selected a group to train the health nurses further as MARTE MEO Colleague Trainers. So these colleague trainers train their colleagues in their own institute to use MARTE MEO in their daily work. Since then we do this kind of courses in this way; just like we do today. In these training groups also professionals are trained who are working with people with a brain damage. We now start to involve leaders within the MARTE MEO programme. We made a film now of a leader of one of the biggest hospitals in Arhus. MARIA: Yes, I saw it last time at the supervision day. There is a lot of new information developed within the MARTE MEO Network on communication level within your staff. MARIA: So, now you are self supporting, isn t it? INGEBORG: Now we have our own MARTE MEO supervisors within all areas of care, even within the elderly care. We even have in this region a licensed MARTE MEO Supervisor, Merete Reimer Jensen. MARIA: You just started a new job, isn t it? INGEBORG: Yes, my new job is to develop healthcare in the region of Mid-Jutland. A region in which lives about one million people. And in my new job I even can reach more people. I will be especially interested to use MARTE MEO as prevention and early intervention for several social problems we are facing now; for instance prevention for life-style diseases. MARIA: Could you say a few words about your motivation organising the oncoming celebration congress? INGEBORG: Yes, it is now ten years since MARTE MEO is functioning here in Jutland and I just wanted to celebrate that event! Just now it is a very good moment. Ringkjøbing Amt will merge with four other counties. So, I thought it is also an end of an era, an outstanding period in the health care of this region of Jutland. And it might be an opening to a new period in health care organisation as well. It was my motivation to share the things we managed to within this region. And like people can read in the Conference programme, we are pretentious on how MARTE MEO is used within all the areas of health care we mentioned! See about the Ringkjøbing Conference Programme: page 21 et seq: 10 Years Teaching MARTE MEO in Ringkjøbing County: page 21. Register form in English: page ÅrsMARTE MEO jubilælieumskonference (Complete version in Danish): page 25. Tilmelding til konferencen (Register form in Danish): page 30.

21 invitation to an Anniversary Conference marking 10 years of: MARTE MEO MAGAZINE 2006/1 May Teaching MARTE MEO in Ringkjøbing County September 12 th & 13 th, 2006 Support for Development in Interaction Contact, learning, leadership, recognition, self-regulation, co-operation, responsibility Maria Aarts & Josje Aarts Presentation of new book and DVD MARTE MEO Method for School MARTE MEO International Network Organisation, The Netherlands (web site: Many Work Shops are either in English or are Translated to English: work shops in the possible uses of the MARTE MEO Method to support development between: children and parents children and child carer/kindergarten teacher children and teacher citizens/patients and nursing staff people suffering from dementia and nursing staff people suffering from brain damage and support persons superiors and employees RANDI ANDERSEN, LONE BAKKE, MAJBRIT HEDEGAARDBENNEDSEN, HANNE GADE, STINE GUNDERSEN, META JØRGENSEN, BODIL KORSHØJ, ANNETTE HØJ KRISTENSEN, INGEBORG KRISTENSEN, ANNE MARIELOMBORG, ANE METTE NIELSEN, IRENE NIELSEN, DORTE NIKOLAJSEN, MAIBRITT OLESEN, INGELIS SANDER, PETER SANDKVIST, LISBETH STEFFENSEN, RUTH STEFFENSEN, INGE SØRENSEN, EVA ØSTERGAARD (web site: For further information: Contact INGEBORG KRISTENSEN, Østergade 41, 6950 Ringkjøbing, Denmark Conference September 12 th &13 th, 2006: Herning Kongrescenter, Østergade 37, Herning, Denmark AIM OF THE ANNIVERSARY CONFERENCE To mark the 10 th anniversary of teaching the MARTE MEO method in Ringkjøbing County, the Department for the Promotion of Health is proud to have the opportunity to show how the method is used in practice to support personal and social development. We would like to show some of the different areas in which the method is used, both in Ringkjøbing County and the coming Central Jutland Region. The aim of the conference is to provide new knowledge and inspiration to everyday work, to exchange professional views across sectors and disciplines, and to present new possible uses of the method, e.g. as a leadership tool in schools and in a hospital ward.

22 22 MARTE MEO MAGAZINE 2006/1 May 2006 TARGET GROUP People involved in leadership, learning, teaching, support for the development of personal and social skills, and the care and welfare of patients and the elderly. Programme The topics for discussion include the following: Support for development through interaction The use of MARTE MEO in prevention and early intervention between parent and child Learning in schools using MARTE MEO Support for the child s development in the day care centre The use of MARTE MEO in care of the elderly in Ringkjøbing County Workshops with a starting point in different professional views, where, in addition to examples from practice, the focus is on why this method is applicable in the educational, health and social sectors. The hope is that the conference will enable professionals from the educational, health and social sectors to combine and relate the information from the various plenum papers on communication in support of development (and loss of development) of social and personal skills to their own work. In addition, participants will be able to choose between 15 workshops, representing three different points of view. PROGRAMME FOR TUESDAY, SEPTEMBER 12 TH, Registration - Coffee and buns in the Foyer Welcome by BENT HANSEN, chairman, Central Jutland Region and INGEBORG KRISTENSEN, development advisor, Ringkjøbing County Theory on Support for development in interaction, by MAIBRITT Olesen, clinical psychologist at the children s ward, Herning County Hospital What is MARTE MEO Program for the support of development, prevention, and early intervention, by MARIA AARTS, director MARTE MEO International Lunch MARTE MEO and groups of young children, by JOSJE AARTS, Developer MARTE MEO Method for School, former teacher for children with special needs Coffee Workshops (see p. 23 & 28) ( Dinner) PROGRAMME FOR WEDNESDAY, SEPTEMBER 13 TH, Coffee and buns in the Foyer MARTE MEO in the classroom, by JOSJE AARTS, Care of the infirm in Ringkjøbing County, MARIA AARTS presents some of the ways in which nurses, district nurses and occupational therapists have used MARTE MEO in the care of people suffering from brain damage and dementia. Presenting of the new book and new video, by MARIA AARTS Break Workshops Lunch New possibilities for using the method in personnel management, illustrated with examples from everyday personnel situations, by TRINE MADSEN, matron of the maternity ward, Skejby Hospital. Leadership is an inter-person process, by MARIA AARTS Closing the conference by KNUD MUNK NIELSEN, chairman Ringkjøbing County The following workshops are either in English or will be simultaneously interpreted to English: September 12, : Workshop 3: Use of the MARTE MEO method in care of the elderly One of the lessons from 8 years experience of using the MARTE MEO method in the care of persons suffering from dementia or brain damage is that care personnel must be aware of how they communicate, since this is crucial to whether the interaction with the person concerned is positive or negative. While members of a care team often achieve a good

23 MARTE MEO MAGAZINE 2006/1 May interaction with a patient or elderly person, they are typically unable to say precisely what it is they do. The workshop shows a series of short films, which illustrate how such a good interaction can be achieved. By being aware of which type of communication the person responds to best, daily care will be made easier, and both patient and carer will experience an improvement in the quality of care. Examples are shown of everyday situations, such as dressing, brushing teeth, eating, use of a hydraulic lift. A situation is also shown of patients who start to scream and shout when they are about to be bathed, but who, with the use of a suitable form of communication, end up saying: Aahh, it s so nice to be bathed. By LONE BAKKE, district nurse, consultant, and licensed MARTE MEO supervisor. Workshop 5: Brush-up for MARTE MEO therapists This workshop gives small groups of trained MARTE MEO therapists or supervisors the opportunity to bring their own film and be supervised by MARIA AARTS. Based on MARTE MEO principles, the groups analyse: (1) What the participant (child, pupil, elderly person, patient/client, etc.) is capable of; (2) What the participant s needs are; (3) What patents, carer, leader, teacher, educator are capable of, and what they need to learn in order to be able to support the development of the participant. Care personnel are often too quick to establish contact, and sometimes overlook the participant s needs. The MARTE MEO method can teach carers to wait until the participant is ready to answer, follow the participant s initiatives, and give the participant acknowledgement. The workshops are limited to a maximum of 20 participants. Teaching is in English. By MARIA AARTS, MARTE MEO International Network Organisation, The Netherlands. September 12, : Workshop 7: MARTE MEO, with a focus on persons suffering from dementia Three MARTE MEO therapists from the Kær home, a social-psychiatric residence, show films of work in mobile instructor teams. The films, which focus on the care of persons suffering from dementia, show the development and loss of development of residents at the home and how the care personnel is trained to meet the needs of these residents and how they try to improve the interaction between staff and residents. By MARTE MEO therapist RUTH STEFFENSEN, nurse, ANNETTE HØJ KRISTENSEN, social and health worker, and RANDI ANDERSEN, care assistant at the Kær home, Ringkjøbing County. Workshop 9: Leadership in the classroom using the MARTE MEO method JOSJE AARTS shows films from a Dutch school, which show how the children thrive in class. The teacher has a gift for teaching, differentiating the teaching according to the children s individual needs. Josje analyses the films, and tells how the MARTE MEO methodcanbeused to create a stimulating environment in the classroom: What do the children know? What do they need to learn? What does the teacher know? And what does the teacher need to learn in order to meet the children s needs? Josje Aarts demonstrates techniques in positive leadership both for teachers, educators and leaders. Teaching is in English. By JOSJE AARTS, MARTE MEO International Network Organisation, The Netherlands. September 13, : Workshop 11: MARTE MEO as a leadership tool in an old people s home Two leaders views of what the introduction of the method has meant for members of staff and residents at the Lindegården old people s home in Herning. The Lindegården old people s home began using the MARTE MEO method in Hear how the concept was turned into reality, and how every year each of the 70 care personnel record a video of four situations involving themselves and a resident. The film is then discussed with amarte MEO supervisor, who helps the member of staff to understand the situation from a MARTE MEO point of view. Most nurses at the home are trained as professional MARTE MEO supervisors or therapists. What the method has meant for residents can be measured by the fact that the violence of senile residents against the staff has fallen considerably. An added bonus is that the physical working environment has also been improved. By INGELIS SANDER, centre leader, Herning Municipality, and EVA ØSTERGAARD, district leader, Herning Municipality.

24 24 MARTE MEO MAGAZINE 2006/1 May 2006 Further information on the Conference: INTERPRETATION: All teaching by Maria and Josje Aarts is in English. There will be simultaneous interpretation from Danish to English in the workshops on care of the elderly. PRICE: There will be a conference fee of DKK 2150, including all meals and refreshments, conference materials and interpretation equipment. DATE AND PLACE: Tuesday, September 12 th, 2006, , and Wednesday, September 13 th, 2006, , at Herning Kongrescenter, Østergade 37, 7400 Herning, Denmark. REGISTRATION: Fill in the registration form and return it to Lizzie Vedam, Ringkjøbing Amt, Østergade 41, 6950 Ringkjøbing, Denmark, by August 11 th, 2006, at the latest. ( suik@ringamt.dk) Since there is a limited number of places at the conference and various workshops, forms will be registered in the order they are received. A list of various types of accommodation in Herning, including hotels, youth hostels, B&B, etc., can be found on the following homepage: The nearest hotel is Hotel Eyde, Herning. For further information, contact: INGEBORG KRISTENSEN, Department for the Promotion of Health, Ringkjøbing County. suik@ringamt. USE FOLLOWING REGISTRATION FOR THE CONFERENCE: Support for Development in Interaction : Registration for the conference: DEVELOPMENT IN INTERACTION September, 12 th and 13 th 2006 Name: Title: Address: Choice of workshop, September 12 th, No. 3: No. 5: Choice of workshop, September 12 th, No. 7: No. 9: Choice of workshop, September 13 th, No. 11: AreyoutrainedintheMARTE MEO method? No: Heard of the method: Basic course: Therapist course: Supervisor: Licensed supervisor: Please send the registration form to: LIZZIE VEDAM, Ringkjøbing Amt, Østergade 41, 6950 Ringkjøbing, Denmark by August 18, 2006, at the latest. (or mail: suik@ringamt)

25 MARTE MEO MAGAZINE 2006/1 May års MARTE MEO jubilæumskonference 12. og 13. september 2006 Støtte til udvikling i samspil Kontakt, læring, ledelse, anerkendelse, selvregulering, samarbejde, ansvarlighed Maria Aarts og Josje Aarts Præsentation af ny bog og ny film MARTE MEO Method for School Marte Meo International Network Organisation, Holland (web site: info@martemeo.com) Vælgditegetprogram Vælg tre ud af 14 workshops med præsentation af Marte Meo Metodens anvendelsesmuligheder til støtte for udvikling mellem: børn og forældre børn og dagplejer/pædagog børn og lærer borgere/patienter og plejepersonale demente og plejepersonale hjerneskadede og støttepersoner leder og medarbejdere RANDI ANDERSEN, LONE BAKKE, MAJBRIT HEDEGAARDBENNEDSEN, HANNE GADE, STINE GUNDERSEN, META JØRGENSEN, BODIL KORSHØJ, ANNETTE HØJ KRISTENSEN, INGEBORG KRISTENSEN, ANNE MARIELOMBORG, ANE METTE NIELSEN, IRENE NIELSEN, DORTE NIKOLAJSEN, MAIBRITT OLESEN, INGELIS SANDER, PETER SANDKVIST, LISBETH STEFFENSEN, RUTH STEFFENSEN, INGE SØRENSEN, EVA ØSTERGAARD For information kontakt Ingeborg Kristensen, suik@ringamt.dk, Østergade 41, 6950 Ringkjøbing, Danmark Konference 12. og 13. September 2006 I Herning Kongrescenter, Danmark HENSIGTEN: I anledning af at undervisningen i Marte Meo metoden fylder 10 år i Ringkjøbing Amt har Sundhedsfremmeafdelingen den fornøjelse at kunne præsentere hvorledes metoden er anvendt til at støtte den personlige og sociale udvikling i samspil mennesker imellem. Vi vil gerne vise lidt af de forskellige arenaer som metoden er anvendt i både fra Ringkjøbing Amt og fra den kommende Region Midtjylland. Hensigten med konferencen er at give ny viden og inspiration til det daglige arbejde, at udveksle faglige synspunkter på tværs af sektorer og fag samt at præsentere nye muligheder for metodens anvendelse ex. som ledelsesværktøj i skolen og på en sygehusafdeling. MÅLGRUPPEN: Fagfolk der arbejder med ledelse, læring, undervisning, støtte til udvikling af personlige og sociale kompetencer, pleje og omsorg af patienter og skrøbelige ældre. INDHOLD: Emnerne er: Støtte til udvikling i samspil Anvendelse af Marte Meo til forebyggelse og tidlig intervention mellem forældre og barn Læringsrum i skolen ved anvendelse af Marte Meo Støtte til barnets udvikling i daginstitutionen Anvendelse af Marte Meo i plejen af ældre i Ringkjøbing Amt. Workshops med forskellige faglige vinkler hvor der ud over præsentationer fra praksis sættes fokus på hvorfor denne metode er anvendelig i skole-, sundheds- og

26 26 MARTE MEO MAGAZINE 2006/1 May 2006 socialvæsenet? Dagene planlægges således, at forskellige fagfolk der arbejder med undervisning samt fagfolk fra social- og sundhedsvæsenet kan kombinere informationerne fra oplæggene i plenum vedrørende kommunikation til støtte for udvikling (og tab af udvikling) af sociale og personlige kompetencer og relaterer informationerne fra disse oplæg til egen praksis. Derudover er der 14 workshops, hvor der kan vælges tre forskellige alt efter interesse. PROGRAM TIRSDAG DEN 12. SEPTEMBER Registrering; Kaffe og rundstykker i Foyer Velkomst ved regionsformand BENT HANSEN, Region Midtjylland og udviklingskonsulent INGEBORG KRISTENSEN, Ringkjøbing Amt Teori om Støtte til udvikling i samspil ved klinisk psykolog MAIBRITT OLESEN, Børneafdelingen, Herning Sygehus ( Pause) Hvad er Marte Meo? Udviklingsstøttende program, forebyggelse og tidlig intervention ved MARIA AARTS, direktør Marte Meo International Frokost Marte Meo med grupper af småbørn ved lærer JOSJE AARTS, Holland Kaffe Workshops i lokale 4, 5, 6, 7 og kongressalen ( Middag) PROGRAM ONSDAG DEN 13. SEPTEMBER Kaffe og rundstykker i Foyer Marte Meo i skoleklassen ved lærer JOSJE AARTS, MARTE MEO International Pleje af sårbare borgere i Ringkjøbing Amt ved MARIA AARTS, Holland.Maria Aarts præsentere nogle af de forløb som sygeplejersker, hjemmesygeplejersker og ergoterapeuter har arbejdet med i forhold til personer med hjerneskade og demens. Præsentation af den nye film og nye bog. ( Pause) Workshops i lokale 4, 5, 6, 7 og kongressalen ( Frokost) Nye sammenhænge nye muligheder for at anvende metoden i personaleledelse. Der vises bl.a. fra ledelsessituationer med afdelingesygeplejerske TRINE MADSEN, Mor-Barn afsnittet, Skejby Sygehus. Ledelse er en proces der foregår mennesker imellem ved MARIA AARTS, direktør Marte Meo International, Holland Afslutning af konferencen ved amtsborgmester KNUD MUNK NIELSEN, Ringkjøbing Amt TOLKNING: Undervisningen af Maria og Josje Aarts foregår på engelsk. Der er vil være mulighed for simultantolkning ved de engelske oplæg i plenum. PRIS: Konferencegebyr hvis du arbejder i Ringkjøbing Amt kr. og hvis du arbejder udenfor Ringkjøbing Amt kr. inklusiv fuld forplejning, middag om aftenen og konferencemateriale. Ønsker du tolkeudstyr ved de engelske oplæg er prisen 250 kr. for begge dage. TID OG STED: Tirsdag den 12. september 2006 kl til og onsdag den 13. september 2006 kl til Herning Kongrescenter Østergade 37, 7400 Herning. TILMELDING: Tilmeldingsblanketten bagerst i folderen udfyldes og sendes til Ringkjøbing Amt, Sundhedsfremmeafdelingen, att. Lizzie Vedam, Østergade 41, 6950 Ringkjøbing, senest den 11. august Da der er et begrænset antal pladser til konferencen og til de enkelte workshops, skal det understreges, at tilmeldingerne registreres i den rækkefølge, de modtages. Afbud meddeles skriftligt og ved afbud efter den 1. september 2006 betales hele konferenceafgiften. Vedrørende overnatning i Herning henvises der til som kan henvise til hotel, bed and breakfast, sommerhus eller vandrehjem. Yderligere oplysninger fås ved Lizzie Vedam, og Ingeborg Kristensen, tlf.

27 MARTE MEO MAGAZINE 2006/1 May Sundhedsfremmeafdelingen, Ringkjøbing Amt. Vælg en af følgende workshops den 12. september kl til 15.45: Workshop 1: Mor-barn gruppen i Viborg Kommune To sundhedsplejersker mødes med Mor-barn gruppen tre timer en gang ugentligt hvor de anvender Marte Meo Metoden til gruppeundervisning af unge sårbare mødre. De unge mødre øver sig i at være den gode mor, som de ønsker at være. De lærer at knytte sig til og forstå deres barn samt styrkes i rollen som mor, således at barnet udvikler sig både fysisk, psykisk og socialt. Der vises film fra to afsluttede forløb med de unge familier hvor der bliver sat fokus på, hvilke hjemmeopgaver de unge mødre har fået og hvorledes det har ændret ikke kun relationen imellem mor og barn, men også generelt styrket moderens tro på sig selv. Ved sundhedsplejerskerne og Marte Meo terapeuter HANNE GADE og Anne Marie Lomborg, Sundhedsplejen, Viborg Kommune. Workshop 2: Strategi for anvendelsen af Marte Meo Metoden i Ringkjøbing Amt Forskellige sydomsmønster kræver forskellige strategier for det forebyggende og sundhedsfremmende arbejde. Hvad er forebyggelse og hvad er sundhedsfremme og hvorfor er det nødvendigt at arbejde med sundhedspædagogiske metoder i sundhedsvæsenet. Der bliver bl.a. gennemgået evidens for Marte Meo Metoden med præsentation af to undersøgelser. Marte Meo metodens anvendelse i sundhedsplejen i Danmark og Tidligt indsats i Fredericia Kommune. Ved udviklingskonsulent MPH og Marte Meo terapeut INGEBORG KRISTENSEN, Ringkjøbing Amt. Workshop 3: Marte Meo metoden anvendt i omsorgen for ældre Gennem 8 års erfaring med brug af Marte Meo Metoden til demensramte eller hjerneskadede, er det tydeligt, at det stiller krav til personalet om at være bevidste om hvilken kommunikation, de anvender, fordi den er afgørende for om samspillet bliver positivt eller negativt med den pågældende borger. I en personalegruppe er der hjælpere, der umiddelbart opnår et godt samspil med en borger, men har ofte svært ved at sige konkret, hvad de gør. Gennem forskellige film vises, hvad der skal til, for at opnå et godt samspil. Ved at være opmærksom på, hvilken kommunikation den enkelte borger respondere bedst på, vil de daglige plejesituationer nemmere kunne gennemføres, så både borger og hjælper oplever kvalitet i samværet. Der vises eksempler fra dagligdagssituationer med påklædning, tandbørstning, spisning, brug af lift samt en borger som råber og skriger, når hun skal bades, men som ved afpasset kommunikation, selv siger åh, det er dejligt at blive badet. Ved sundhedsplejerske, konsulent og licenced Marte Meo supervisor LONE BAKKE. Workshop 4: Børn der på grund af specielle behov er henvist til ergoterapeutisk bistand Børneergoterapeuten anvender bl.a. Marte Meo Metoden til støtte af barnets sansemotoriske og personlige udvikling herunder barnets leg og adfærd. Dette foregår i tværfagligt samarbejde. Filmene viser klip af situationer og forløb fra dagpleje, børnehave og hjem udvalgt med henblik på rådgivning og vejledning til de voksne som støtter barnets udvikling. Ved børneergoterapeut og Marte Meo terapeut INGE SØRENSEN, Sundhedstjenesten, Videbæk Kommune. Workshop 5: Brush up for Marte Meo terapeuter Hvis du er uddannet Marte Meo terapeut eller supervisor får du mulighed for i en mindre gruppe at bringe en film ind og få supervision af Marie Aarts. Der analyseres ud fra Marte Meo principperne: Hvad kan deltageren (et barn, en skoleelev, en ældre, en patient/klient ect)? hvad er deltagerens behov? Hvad kan forældrene, omsorgsgiveren, lederen, læreren, pædagogen og hvad har denne behov for at lære for at støtte udvikling af deltageren. Omsorgspersoner er ofte for hurtige i kontakten og overser nogle gange deltagerens behov. Her kan Marte Meo Metoden lærer omsorgspersonen at afvente svar i en kommunikation, følge deltagerens initiativer og give deltageren anerkendelse.

28 28 MARTE MEO MAGAZINE 2006/1 May 2006 Der kan maksimalt være 20 deltagere til denne workshop. Undervisningen foregår på engelsk. Ved MARIA AARTS, Marte Meo International Network Organisation, Holland. Vælg en af følgende workshops den 12. september kl til 17.00: Workshop 6: Marte Meo Metoden i Sundhedsplejen Hvordan Marte Meo Metoden anvendes i sundhedsplejen til at understøtte forældre barn relationen og til støtte af barnets udvikling. Der analyseres film af forældre og børn i dagligdagssituationer. Vi fokuserer eksempelvis på forældrenes evner til at følge barnets initiativer i legen, ser på strukturen og atmosfæren under måltidet m.m. Der vises film, hvor vi identificerer arbejdsopgaver, som kan gives til forældrene, og som fremmer samspillet og udvikler fysiske, psykiske og sociale kompetencer hos barnet. Optagelserne tager udgangspunkt i de problematikker sundhedsplejerskens møder i sit arbejde med almindelige familier. Der vil eksempelvis blive vist film med familier med tvillinger, for tidlig født barn og/eller adopteret barn. Ved sundhedsplejerske og Marte Meo supervisorer ANE METTE NIELSEN, Holstebro Kommune og sundhedsplejerske og Marte Meo supervisorer META JØRGENSEN, Herning Kommune. Workshop 7: Marte Meo med fokus på personer med demens Fra det socialpsykiatriske bosted Kær-Huset viser tre Marte Meo terapeuter film fra arbejde i det mobile instruktørteams. Der er fokus på film med omsorg for demente personer, hvor filmene viser udvikling og tab af udvikling for den demente beboer. Filmene sætter fokus på hvorledes plejepersonalet trænes i at møde den dementes behov- og hvorledes der arbejdes med samspil mellem personalet og brugere. Ved Marte Meo terapeuter og sygeplejerske RUTH STEFFENSEN, social- og sundhedsassistent, ANNETTE HØJ KRISTENSEN og plejehjemsassistent RANDI ANDERSEN, Kær-Huset, Ringkjøbing Amt. Workshop 8: Marte Meo Metoden i familiebehandlingsarbejdet En kort information om anvendelsen af Marte Meo Metoden i familiebehandlingsarbejdet. Hovedvægten på workshoppen bliver lagt på videoklip, hvor et behandlingsforløb vil blive gennemgået trin for trin. Der vises klip, hvor der arbejdes med det udviklingsstøttende samspil imellem børn og forældre og klip, hvor forældrene støttes i at udvikle deres forældrekompetence. Workshoppen rundes af med en kort orientering om inklusions- og eksklusionkriterier for anvendelsen af Marte Meo i familiebehandlingsarbejdet. Ved familiekonsulent og Marte Meo supervisor STINE GUNDERSEN, Børne- og familie Centeret Spiren, Holstebro Kommune og familiekonsulent og Marte Meo supervisor BODIL KORSHØJ, Familiecenteret, Herning Kommune. Workshop 9: Ledelse i skoleklassen ved hjælp af Marte Meo Metoden Josje Aarts viser film fra en Hollandsk skole hvor billederne viser, at børnene virkelig trives i klassen. Læreren er et naturtalent i undervisning, han foretager undervisningsdifferentiering alt efter de forskellige børns behov. Josje analysere filmene og fortæller om hvorledes det gode arbejdsmiljø skabes i en klasse ud fra Marte Meo principperne: Hvad kan børnene? Og hvad har børnene behov for at lære? Hvad kan læreren? Og hvad har læreren behov for at lære for at møde børnenes behov? Josje Aarts viser teknikker til hvorledes du kan arbejde med positiv ledelse hvad enten du er lærer, pædagog eller leder. Undervisningen foregår på engelsk. Ved lærer JOSJE AARTS, Marte Meo International Network Organisation, Holland. Vælg en af følgende workshops den 13. september kl til 12.30: Workshop 10: Marte Meo med for tidligt født børn I Skive Kommune har de et særligt tilbud, hvor sundhedsplejersker ved hjælp af Marte Meo vejleder de voksne, der pludselig og før tid er blevet forældre til et for tidligt født barn. Vores mål er, at de forældre der pludselig og før tid er blevet forældre, får hjælp til at håndtere børnenes særlige behov i samspillet. Dette under hensyntagen til, at forældrenes vanlige

29 MARTE MEO MAGAZINE 2006/1 May forudsætninger for at skabe et udviklingsstøttende samspil er påvirket af sorgen over at have født for tidligt. Forældrene vejledes i at knytte kontakt til barnet under hensyntagen til børnenes meget svage, utydelige og langsomme signaler. Der kan vises klip med for tidligt fødte i alle aldre og med forskellige omsorgsgivere, samt med forskellig fokus, der dog alle er afledte af børnenes umodne centralnervesystem og med det fokus, at det kan være nødvendigt i årevis fremover at tage hensyn til at barnet er født for tidligt. Ved sundhedsplejerske og Marte Meo terapeut MAJBRIT HEDEGAARDBENNEDSEN, Skive Kommune. Workshop 11: Marte Meo som ledelsesværktøj på et plejehjem Lederes perspektiv på hvad implementering af metoden har betydet for medarbejdere og beboer på plejehjemmet Lindegården Herning. Plejehjemmet Lindegården begyndte at arbejde med Marte Meo Metoden i Hør hvorledes ideen blev til virkelighed. Hvorledes alle 70 medarbejdere fra plejen hvert år optager en videofilm af fire situationer med sig selv og en beboer. Filmen drøftes med en Marte Meo vejleder som giver medarbejderen faglig vejledning. De fleste sygeplejersker er uddannet som kollegiale Marte Meo vejledere eller som Marte Meo terapeuter. Effekten for beboerne kan bl.a måles ved, at den vold som senile udøver overfor plejepersonalet er faldet betragteligt. En sidegevinst er, at det psykiske arbejdsmiljø er forbedret. Ved centerleder INGELIS SANDER, Herning Kommune og distriktsleder EVA ØSTERGAARD, Herning Kommune. Workshop 12: Marte Meo Metoden i Dagplejen Hvordan Marte Meo Metoden anvendes i dagplejen til at understøtte dagplejernes relation med børnene og til støtte af barnets udvikling. Det vises film af dagplejer og børn fra dagplejehjemmene med dagligdagssituationer som eksempelvis ved måltid, bleskift, skifte tøj hvor der fokuseres på om dagplejerne evner at være leder af situationen. Der vises ligeledes film af dagplejer og børn der leger, hvor der analyseres om dagplejerne evner at følge børnenes initiativer i den frie leg. Forløbene viser hvorledes dagplejerne ved hjælp af Marte Meo metoden lærer anerkendende kommunikation, at sætte rammer og følge initiativer som støtter børnenes psykiske og sociale kompetencer i samspil med dagplejerne. Ved dagplejeleder og Marte Meo terapeut LISBETH STEFFENSEN, daginstitutionen BUM, Holstebro Kommune. Workshop 13: Marte Meo i familiebehandling Familiecentret Nordlys er Ringkjøbing Amts døgnbehandlingstilbud til småbørnsfamilier. Målgruppen er småbørnsfamilier, hvor forældrene er præget af tung social arv og/eller misbrugs- og psykiatriproblemer. Børnene er 0-6 årige, hvor problematikken er tilknytningsog relationsforstyrrelser, eller hvor risikoen herfor er tilstede. I workshoppen vil Peter og Irene fortælle om, hvordan de bruger Marte Meo behandlingsarbejdet og de vil beskrive og vise hvordan de arbejder med Marte Meo i forhold til familier, der er meget vanskeligt stillet. De vil også komme med betragtninger på, hvordan de får Marte Meo til at være en af metoderne i et tilbud, der indeholder flere metoder. I workshoppen vil de trække nogle dilemmaer op, der handler om at kombinere en metode der er opkvalificerende, med et behandlingstilbud der samtidigt er kontrollerende og sætter ord på det der ikke lykkes. Ved pædagog PETER SANDKVIST og pædagog IRENE NIELSEN, Familiecenteret Nordlys, Ringkjøbing Amt. Workshop 14: Urolige drenge i skolen Marte Meo er anvendt af skolesundhedsplejersken til urolige drenge, der ved skolestart havde mange konflikter både med klassekammeraterne og med de voksne. Drengene havde svært ved at lege, fordi de ikke kunne benævne sig selv, de kunne ikke give udtryk for, hvad de gerne ville og det var svært for dem at vise følelser. Drengene skabte meget uro i klassen og de fik meget skæld ud. Der vises film fra arbejdet med støtte til udvikling i samspil mellem drengene og deres forældre og samspil mellem drengene og deres lærere. Ved sundhedsplejerske, systemisk familieterapeut og Marte Meo supervisor Dorte Nikolajsen, Nørre Djurs Kommune.

30 30 MARTE MEO MAGAZINE 2006/1 May 2006 Tilmelding til konferencen Udvikling i samspil den 12. og 13. september 2006 Navn: Titel: Arbejdsplads: Arbejdsadresse: EAN nummer: Valg af workshop den 12. september kl til Marker prioritet Marker 2. prioritet Valg af workshop den 12. september kl til Marker prioritet Marker 2. prioritet Valg af workshop den 13. september kl til Marker prioritet Marker 2. prioritet Deltager i middagen den 12. september kl til 21.00? Ja Nej Ønsker du simultantolkeudstyr? Pris 250 kr. Ja Nej Har du en uddannelse i Marte Meo Metoden? Nej: Hørt om metoden: Grundkursus: Terapeutkursus: Supervisor: Liciend supervisor: Tilmeldingen sendes til: Ringkjøbing Amt, Sundhedsfremmeafdelingen, att. Lizzie Vedam, Østergade 41, 6950 Ringkjøbing, senest den 11. august (mail: suik@ringamt)

31 MARTE MEO MAGAZINE 2006/1 May Introducing MARTE MEO to Elderly Care in Herning Hanne Helms Herning, Denmark How lucky can someone be? I have been given the challenge to make MARTE MEO into a daily tool in the elderly care in the North-West Area of the Herning municipality (Jutland, Denmark): Here you are, you have a free hand for 4 months to start up this project. And after the 4 months, we ll see which needs there are, to continue this. It is quite a thing, and a wonderful challenge! THE NORTH-WEST AREA The North-West Area consists of an residential home, Vesterled, divided in 4 groups (or wards), and the home-care, with 1 group of nurses, 6 groups of home-helpers in the elderly care and 2 groups of home-helpers in the handicap care. All together 160 people are working in giving care to elderly or handicapped people. Since 2004 the North-West Area wanted to implement MARTE MEO as a tool in the daily life. All employees were offered the basic course; so far 56 persons have finished their course. In addition 11 persons were further trained. They now have a function as resource persons. I myself will finish the course as a MARTE MEO Therapist (Colleague Trainer) in September START OF THE DEVELOPMENTAL PERIOD The function of the resource persons is to guide their own colleagues in using the video-equipment and from time to time filming and analyzing simple situations for their own colleagues. In daily life however it has been difficult to find the necessary time to shoot films, to analyze and to review. The North-West Area wants systematically make serious progress in their aim. From the first of September to the end of December 2006 I therefore was granted leave from my job as a district nurse, and during that time I can fully concentrate myself on making MARTE MEO a tool in the every day work life. Of course these 4 months can t be seen as an isolated period, but I hope that after 4 months a picture will emerge, from which it will become clear, what is needed to continue the work in Herning. THE PLAN As a first step MARTE MEO will be aimed at those groups of staff, which have the closest contact with demented, brain damaged or in other ways vulnerable residents/clients. Therefore my first approach shall be focused on the care workers at the residential home, especially concerning the 8 groups of home helpers. The plan looks rather simple: 1. Training of the groups, and 2. Making a lot of analyzes. There are 5 complete sets of video equipment available. Every staff group will take turns in using a camera for 14 days at the time. During this period the group will make a video film from a situation, in which the whole staff group will benefit from the

32 32 MARTE MEO MAGAZINE 2006/1 May 2006 analysis they will receive. In this way within a 12-month period every single care worker would have take part in a video film, with subsequently analysis and reviewing. Based on video clips the staff is trained on various MARTE MEO principles. Every time one or two MARTE MEO principles shall be presented. Each session should be no longer than minutes, so these sessions can be part of the regular meetings of the group. We hope that the short sessions will lead up to more frequent training for each single group. THE FUTURE So far, so good. A lot of plans lay ahead of us. Only time will learn, how easy or hard it shall be to bring them alive. The 4-months period is thought as a time for starting up. After that period there shall be plenty of opportunities for adjustments of both plans and resources. Further reading on the Elderly Care Programme in Jutland, Denmark: Elderly Care Training Course in Holstebro (DK), Maria Aarts, MARTE MEO MAGAZINE 2005/2, p. 8 et seq. See for more reading about ELDERLY CARE the Special MARTE MEO Magazine 2005/2: MARTE MEO Programme for the Elderly Care, Maria Aarts, page 4 et seq. MARTE MEO in der Altenarbeit: erste Erfarhrungen, Birgit Ulma, page 13 et seq. MARTE MEO in the Elderly Care: First Experiences, Birgit Ulma, page 15 et seq. Video supervision Gives Better Interaction with Demented People, Lone Bakke, page 17 et seq. INGEBORG KRISTENSEN (2 nd left) & MARIA AARTS (1 st left) enjoy the lunch with one of the trainee groups of the Ringkjøbing County in Hotel Schaumburg, Holstebro. The Ringkjøbing Amt celebrates its 10 years of Marte Meo teaching in Jutland. See the interview with Ingeborg Kristensen on page 18 et seq., as well as the programme of the Celebration Congress in Herning on 12/ , page 21 et seq.

33 MARTE MEO MAGAZINE 2006/1 May MISSED THE NORDIC CONGRESS?! Presentation Nordic congress, nyborg On a 2-pack DVD PERNILLE ROUG AND HER TEAM are terrible good at organising a congress, we all knew already. And again all the participants of the Nordic Congress in Nyborg, Denmark can look back at a most wonderful conference after the 3 rd 5 th, April Excellent place & food, warm atmosphere, good quality of the presentations and work shops. However, somehow you might have missed the memorable Nordic Congress Nyborg That s why MARTE MEO International produced a double-dvd, which has almost the complete presentations of both Maria Aarts & Josjes Aarts. We thought it a good idea to let people have both the presentations at a very low price, because one should have access to the newest MARTE MEO Information from all over the world to help make a better life for people who need our/your professional help. Initiatives like the Nordic Congress help to create the possibility of renewing ( ReVision ) and keep up with the MARTE MEO Information, as well as spreading the knowledge about the MARTE MEO method. MARIA AARTS gives in her DVD presentation the facts and clips on the latest MARTE MEO developments from almost every wind direction. JOSJE AARTS gives you on her DVD an insight to the MARTE MEO Method for Scho ol of which she is the developer and on which subject she will publish a book & DVD within a short time (Sept. 2006). So, if you missed the congress, you have a second chance: 2 DVD s in one package, total running time: 195 minutes! Presentation Nordic Congress, Nyborg (2006) MARIA &JOSJE AARTS MARIA AARTS 105 minutes on: Newest Marte Meo Developments JOSJE AARTS: 90MINUTES ON: M ARTE MEO Method for Scho ol ISBN-10: Special Price 2 DVD s: 10,00 Ordering: See page: 35. Or our web site: Photo: PERNILLE ROUG WITH THE MARTE MEO FAEROE ISLANDS GROUP AT THE NORDIC CONGRESS, NYBORG 2006 (DENMARK). PERNILLE ROUG (front, 2 nd from left) started and educated this latest Nordic MARTE MEO Member on the Faeroe Islands. MARIA AARTS (f, 4 th f.l.), U.N.M. MATRAS, Pres.ofMarteMeo Faeroe Islands (f, 5 th f.l.), JOSJE AARTS (f. 6 th f.l.).

34 34 MARTE MEO MAGAZINE 2006/1 May 2006 INTRODUCTION ON: MARTE MEO & Video-HomeTraining in Germany MARIA AARTS Director of MARTE MEO International, The Netherlands In 2000 I started to work more and more in Germany, after I was asked to do a presentation at a big congress in Germany. Since then a lot of MARTE MEO projects opened up and got started; now it s booming in Germany. In 2001 Eylarduswerk in Bentheim asked me to present MARTE MEO to the leading persons of Video- HomeTraining and give a one-day introduction. I thought then it should be a good idea to inform the leading persons about MARTE MEO and to deal with one another in a constructive way. I accepted their invitation, because I think we have the same goal: to support people building a better life. Of course in Bentheim they knew all about Video-HomeTraining, but they were very interested in what I did developed since I was the director of the Orion Organisation, where I developed together with Harrie Biemans and the Orion team the basic model of Orion home training, later called Orion Video Hometraining Method. In 1987 I started to work at an international level. Harrie Biemans and I evolved a different outlook on things and how to continue with our work. We split up then. Harrie Biemans carried on with what he later called Video-HomeTraining. He introduced Video-HomeTraining in Germany in ImyselfstartedMARTE MEO and developed my MARTE MEO INFORMATION. You find more information about that period in Marte Meo. Ein Handbuch. *) To the region leaders of Video-HomeTraining I presented what I developed since It was a very constructive day and contact. They were impressed, the most by the detailed MARTE MEO information that evolved since then in my work about developmental processes and on how to support these, the training on reviewing skills, as well as the great variety of professional fields and cultures in which Marte Meo has been brought to practice. In 2000 I had implemented my MARTE MEO method in 22 different countries and I was working together with professionals in fifteen different branches. In March 2002 I started to supervise Marita Brümmer and Christine Rössel. Later on they asked my sister Josje to introduce them to the MARTE MEO Method for Schools. They made a contribution for the MARTE MEO Magazine, which is published hereafter. In several Video-HomeTraining regions I presented the latest developed information and I trained Video-HomeTraining supervisors groups in the skills of reviewing and making a MARTE MEO developmental diagnose of film material. Since 2000 a lot of video home-trainers have been trained. They experience the training as an educational step forward in their work with video-home-training. Now many VHT ers have been trained up to the level of MARTE MEO Therapists and MARTE MEO Supervisors. *) Marte Meo. Ein Handbuch, Maria Aarts, S. 30 ff. Aarts Productions, The Netherlands (2002). Isbn Price 25. Information: info@martemeo.com. Orwebsite:

35 MARTE MEO MAGAZINE 2006/1 May Eine kleine Geschichte über die überregionalen und internationalen Arbeitsbündnisse zum Thema: Arbeit mit der Kamera MARITA BRÜMMER Video-Home Trainerin & Ausbilderin VHT, Eylarduswerk, Bad Bentheim (Deutschland) Bevor Christine Rössel gleich beginnt ihre positiven Erfahrungen im Kontakt mit Maria Aarts zu schildern, möchte ich mit meinen Erinnerungen starten, um alles in die richtige Reihenfolge zu bringen. Ich habe 1995 meine Ausbildung zur Video-Home Trainerin SPIN an der Fachhochschule Enschede abgeschlossen. Im Rahmen der Ausbildung und durch Kontakte auf Fachtagungen lernte ich Video-Home Trainer nach ORION Methode und Video-Home Trainer SPIN kennen. Es verwunderte mich sehr, dass die Vertreter der einzelnen Richtungen, keinen guten Kontakt zueinander hatten und nicht voneinander profitieren wollten. Auf Nachfragen erfuhr ich, dass es Altlasten aus Holland gäbe, und ORION und SPIN nicht kooperieren würden. Merkwürdig! Es geht doch im VHT um guten Kontakt und eine funktionierende Kommunikation, dachte ich irritiert. Ich hörte, dass sich Maria Aarts ganz vom Video-Home Training gelöst hatte, ihre Methode MARTE MEO nennt und dass sie nicht über VHT spricht. Merkwürdig! Ich arbeite als Video-Home Trainerin und Ausbilderin VHT im Eylarduswerk, einer großen, Kinder-, Jugend- und Familienhilfeeinrichtung in Bad Bentheim. Bad Bentheim liegt nahe der holländischen Grenze, so dass die Methode VHT Anfang der 90 Jahre zu uns rübergeweht ist. Das Eylarduswerk ist eine innovative Einrichtung, der es gelungen ist, in vielen Arbeitsbereichen Video-Home Training und Video-Interaktionsbegleitung zu implementieren. Es arbeiten 15 ausgebildete Home Trainer und 2 Ausbilderinnen in der Einrichtung. Seit 1998 bieten wir VHT Fortbildungstage mit dem Ziel des Informationsaustausches, der Qualitätsentwicklung und der Weiterbildung an. Für uns war es selbstverständlich Anfang 2001 einen Kontakt zu Maria Aarts zu knüpfen, um sie als Referentin für einen Fortbildungstag zu gewinnen. Und das war gar nicht schwer! Also: nicht merkwürdig! Maria führte am im Eylarduswerk einen Train the Trainers Tag durch. Sie stellte die Methode MARTE MEO vor und begeisterte alle Teilnehmer durch ihre gewinnende, klare zugewandte Art und ihre hohe fachliche Kompetenz. Für mich stand nach der Veranstaltung fest, ich möchte von dem Wissen Marias profitieren. Für mich ist es nicht wichtig, ob ich nach SPIN Richtlinien, nach ORION oder MARTE MEO ausgebildet bin. So sehr unterscheiden sich die Herangehensweisen nicht. Sie passen gut zusammen, denn wir arbeiten alle mit dem gleichen Ziel: Menschen ressourcen und, lösungsorientiert sowie aktivierend über Videoaufnahmen zu unterstützen.

36 36 MARTE MEO MAGAZINE 2006/1 May 2006 Seit 2001 hat sich mein Kontakt zu Maria gehalten. Ich lerne von ihr und ich genieße es. Und die Kontakte bauen sich aus: Wir werden voraussichtlich ab Sommer 2005 mit Josje Aarts ein Video School Ausbildungsprojekt beginnen. Auch auf diese Zusammenarbeit freue ich mich. Photo (f.l.t.r.): Maria Aarts, Christine Rössel, Marita Brümmer. 2 ALLES BEGANN IM JAHRE 2001 IN EINEM SCHÖNENHOTEL IN WALDRANDLAGE IN DER GRAFSCHAFT BENTHEIM CHRISTINE RÖSSEL Wir, ein Ausbildungsgruppe Video-Home Training (VHT) mit den Ausbilderinnen Dietlind Schmidt und Christine Rössel und drei Leiterinnen von Jugendhilfeeinrichtungen aus dem Land, sind auf dem Weg in die Niederlande, um die Geburtsstätte des Methodenansatze aufzusuchen. Neben den vielen Anregungen zu den Themen Implementation, Arbeitsschwerpunkte, Kooperationen, Qualitätssicherung, die wir uns im Eylarduswerk und in den Einrichtungen im SAC Amsterdam und in De Ambeld holen wollen, geht es uns intern (regional) um die effektive Zusammenarbeit mit den drei eingeladenen Geschäftsführerinnen. Das Ziel ist ein Netzwerk von regionalen Trägern zu knüpfen, die dem Gedanken des VHT s mitgestalten.

37 MARTE MEO MAGAZINE 2006/1 May Wir kommen aus dem Land Brandenburg, ein östliches Bundesland, mit der reizvollen Hauptstadt Potsdam, den verschiedenen Schlössern der preußischen Königshäuser und einer wasserreichen Landschaft und auch einem großen Flächenland. Die erste Etappe ist Bad Bentheim, das Eylarduswerk. Hier erleben wir praktisch die Implementation des Ansatzes und sind erstaunt über die vielseitigen Einsatzmöglichkeiten (VHT in Familien im Rahmen der Rückführung, VIB im stationären und teilstationären Bereich der Jugendhilfe zur Beratung der Profis, VIB für leitende Mitarbeiter, VIB in der Eylardusschule, einer Schule für Erziehungshilfe, im ambulanten Bereich in der Arbeit mit den Familien) in den Strukturen des Trägers. Wir hören, dass auch Maria Aarts in unserem Hotel untergebracht ist. Eine Weiterbildung im Eylarduswerk am kommenden Tag ist geplant. Es dauert nicht lange, und schon ist Maria in einer Gruppe von Menschen identifiziert. Ihre Art zu sprechen, zu begeistern, einzuladen und neugierig zu machen, ist es, die uns auf sie zugehen lässt. Natürlich kommt sie an unseren Tisch, berichtet von ihren Projekten, erläutert uns ihr Vorgehen und es entwickelt sich ein erinnerungsträchtiges Gespräch. Die Unterschiede im methodischen Vorgehen erscheinen uns nicht so unterschiedlich, ihre Klarheit und ihre Person sind das Anregende. Die Fahrt zu den verschiedenen Video-Home-Trainings-Trägern in den Niederlanden ist sehr erfolgreich fortgeführt worden. Die Umsetzungen dieser und vieler anderer Erfahrungsaustausche und regionaler Entwicklungen lässt uns heute auf eine Gruppe von ca. 70 Video-Home-Trainerinnen aus einer Vielzahl von Trägern im Land Brandenburg zurückblicken. Eine Überregionale Trägerarbeitsgruppe konnte etabliert werden. Die Methode findet heute in den verschiedensten Arbeitsfeldern Anwendung. Die Kooperationen zwischen Brandenburg und Niedersachsen wuchsen weiter zusammen und es konkretisiert sich die Idee einer gemeinsamen Supervisionsreihe bei Maria Aarts. Im Jahr 2003 besuchte ich erstmals mit Marita Brümmer Maria in Harderwijk. Ein herzlicher Empfang und eine gute und zielgerichtete Arbeitsatmosphäre entwickelte sich unproblematisch. Unter der Supervision von Maria erarbeiteten wir uns neue Schritte in der Begleitung unserer Ausbildungskandidaten. Der Vorteil, wir sprachen dieselbe Sprache, Interaktionsmuster, Gefühle benennen, Entwicklungsschritte, Aktivierung! Marias aktive Führung im Supervisionsprozess war angenehm und ein gutes Modell. Im kommenden Monat fahren wir zum vierten Mal gemeinsam zur Supervision, uns reizt das Geheimnis, der methodische Hintergrund, der Persönlichkeitsanalyse. Und wieder werden wir in angenehmer Runde einen intensiven Austausch pflegen, einige neue Ideen mitnehmen und ein bisschen von unseren Gedanken in Harderwijk

38 38 MARTE MEO MAGAZINE 2006/1 May 2006 lassen. NUR WER LOSLÄSST, HAT ZWEI HÄNDE FREI. Dieses chinesische Sprichwort macht uns deutlich, dass es immer wieder wichtig ist, neue Schritte zu gehen, auszuprobieren, offen zu sein und sich deutlich zu machen, was bereits geschaffen ist und was jetzt alleine wachsen darf. In der Hoffnung und dem Glauben auf eine weitere gute und effektive Zusammenarbeit wünschen wir den Methoden Video-Home-Training und MARTE MEO, die Möglichkeit, ihre Potentiale in den unterschiedlichen Feldern zu zeigen und erfolgreich anzuwenden. Die Familien mit ihren Bedürfnissen CHRISTINE RÖSSEL und MARITABRÜMMER Michendorf und Bad Bentheim, Deutschland, im April 2005 MISSED THE NORDIC CONGRESS?! Presentation Nordic congress, nyborg On a 2-pack DVD If you missed the Nordic Congress at Nyborg 2006, you have a second chance: 2 DVD s in one package, total running time: 195 minutes! Presentation Nordic Congress, Nyborg (2006) MARIA &JOSJE AARTS MARIA AARTS 105 minutes on: Newest Marte Meo Developments JOSJE AARTS: 90MINUTES ON: M ARTE MEO Method for Scho ol ISBN-10: Special Price 2 DVD s: 10,00 Ordering: See page: 33 of 55. Or our visit the web site:

39 MARTE MEO MAGAZINE 2006/1 May Book Coming September 2006: MARTE MEO Method for School [English spoken] JoSje AartS JOSJE AARTS developed the MARTE MEO Method for School. She combined her years of experience as a special teacher at a school for children with special needs with her knowledge about the MARTE MEO information. This resulted in a workbook & DVD in which you will find the most asked questions by teachers, along with checklists for analysing school films. She advises you on MARTE MEO supportive communication skills in the WHEN WHAT WHY style (3W s Principle). MARTE MEO Method for School : German spoken edition in preparation The Book is a handy guidance along with the DVD picture. The DVD is packed with detailed clips of supportive communication moments of a good functioning teacher, Meester Chris. FROM THE CONTENT: Introduction & motivation book & manual & how to use Text of clips from the DVD with information on developmental supportive communication in the classroom Checklists, which are helpful to analyse school films Most asked questions & answers in Marte Meo WHEN WHAT WHY style (3W s) Quotations of users of the Marte Meo School Method MARTE MEO Method for Scho ol JoSje AARTS Sept Approx 80 pages. DVD & Book. Price: 50,00 ISBN-10: ISBN-13: (as from ) Ordering: Marte Meo MultiMedia Centre, Deken van Baarsstraat 29, 6021 BG Budel, The Netherlands. Fax: (+31)-(0) Tel.: (+31)-(0) Mail: AartsGonnie@martemeo.com. Web site: [This ad was composed with next fonts: Chalkboard, Chalkboard Bold & Century Schoolbook]

40 40 MARTE MEO MAGAZINE 2006/1 May 2006 Long Distance SuperVision, VOL.I ( FernSuperVision ) EIN AUTISTISCHER JUNGE AUS SPANIEN MARIA AARTS Director of Marte Meo International Eindhoven, Niederlande [Übersetzung von MARTINA SEIBEL aus: MARTE MEO MAGAZINE, November 2005/3-Vol. 32, Seite 10 u.f. Long Distance SuperVision, A Spanish Boy with Autism Part I ] EINLEITUNG Seitdem ich angefangen habe, mit Videointeraktions Analysen zu arbeiten, senden mir Menschen, die aufgrund der Entfernung nicht die Chance haben, von mir persönlich trainiert zu werden, Videocassetten mit der Bitte um Supervision. Diese Analysen auf Distanz nahmen zu und ich nannte diese Vorgänge Long Distance SuperVision (,,FernSuperVision ). Die Filme werden mir geschickt und ich antworte meist per und sende so meine supervisorische Meinung zurück. Plötzlich wurde mir klar, dass diese s etliche detaillierte Informationen über die entwicklungsfördernde Unterstützung und supervisorische Erfahrungen enthalten. Hier sind wertvolle Informationen eingebettet für jeden, der an der Marte Meo Methode interessiert ist, bzw. mit ihr arbeitet. Ich hatte auch positive Reaktionen von Trainees, die während meiner Kurse mit einem Teil der Long Distance SuperVision (LDSV) umgingen. Sie waren der Meinung, dass man diese Informationen noch auf einer größeren Bandbreite nutzen könnte. Warum sollten sie also nicht veröffentlicht werden, fragten sie. Ich stimmte zu. Natürlich ist das Material ein bisschen ungeschliffen, oftmals in einem abgehackten Stil. Aber vielleicht spiegelt das die Long Distance SuperVision ganz natürlich wider. Und ausserdem hat es einen gewissen Charme, die Supervisionen so darzustellen. Deshalb werden Sie ab jetzt im MARTE MEOMAGAZINE über die Aktivitäten im Bereich Long Distance SuperVision lesen können. Und da ist noch ein anderer faszinierender Aspekt bei der Long Distance SuperVision : Weil viele Menschen aus allen Teilen der Welt Bänder zur Analyse schicken, wird man ganz leicht mit anderen Kulturen und Arbeitsmethoden bei dem Umgang mit Marte Meo vertraut.

41 MARTE MEO MAGAZINE 2006/1 May Ich hoffe, Sie genießen die erste Fernsupervision. EINE FRAGE EINER SPANISCHEN FAMILIE In diesem ersten Artikel beschreibe ich meine Long Distance SuperVision (LDSV)für eine spanische Familie. Ich traf die Familie auf einem Autismus-Kongress in Spanien. Natürlich werden aufgrund der Wahrung der Privatsphäre keine Namen genannt. Die fragliche Familie war unter den Zuhörern und sah sofort die Möglichkeiten für ihren achtjährigen Sohn, bei dem kindlicher Autismus diagnostiziert worden war. Der Junge benutzt keine Wörter. Die Mutter begann umgehend die Marte Meo Informationen zu nutzen, die sie während der Konferenz gehört hatte. Ein paar Tage später erzählte sie mir wie gut sich die Methode schon bewährt hatte, nachdem sie begonnen hatte, ihre Aktionen vor dem Jungen zu benennen. Sie hatte angefangen ihrem Sohn in den Momenten der Aktionen zu sagen, was er tun könnte. Das war so ähnlich wie mit dem schweizer Papa aus einem meiner Video-Clips, die ich in den Trainingskursen verwende. Er unterstützt dort sein zwölf Wochen altes Baby bei der Entwicklung seiner Kooperationsfähigkeiten. Sie fragte mich, ob es möglich sei, dass ich der Familie auf irgendeine Art helfen könne. Das war natürlich schwierig, weil noch kein Marte Meo Therapeut in Spanien ist und ich in den Niederlanden lebe. Dann fanden wir eine Lösung. Ich bot den spanischen Eltern an, mir einen Film über eine alltägliche Situation mit ihrem Jungen zu schicken, die ich dann analysieren sollte. Dann würde ich meine unterstützenden Beobachtungen via zurückschicken. Long Distance SuperVision entpuppte sich als wirksame und nützliche Lösung, ungeachtet der Tatsache, dass Laien in die Supervision involviert waren! DIE ERSTE MAIL DER FAMILIE Sie akzeptierten glücklich das Angebot, und das war die erste Mail, die ich von ihnen bekam:,,liebe Maria Aarts, ich hoffe, Sie haben das Video bekommen, das wir im Hotel in ( Stadt X ) hinterlassen haben. Dieses Video wird es Ihnen ermöglichen, (unseren Sohn) kennen zu lernen. Wir haben an einem Abend gefilmt, als wir von einem Essen und einem Besuch von Las Palmas zurückkamen. Dort hatten wir ein bisschen Zeit, einige Bilder (unseres Sohnes) zu machen. Zu Hause hat er ein spezielles Spielzimmer. Das ist seine Privatsphäre, wo er sein Spielzeug, seine Videos und all seine Sachen hat. Ich möchte die Gelegenheit ergreifen und Sie zu Ihrer Arbeit mit,,marte Meo beglückwünschen, für die Sie all meine Bewunderung und meinen Respekt haben. Wir hoffen, dass Eltern von autistischen Kindern, die denken, sie könnten nichts mehr für ihre Kinder tun, feststellen, dass Ihr,,Marte Meo Programm die Vision zu ihnen zurückbringt und sie weiter für Hilfe kämpfen werden. Danke, Maria, und bis bald.

42 42 MARTE MEO MAGAZINE 2006/1 May 2006 Die Long Distance SuperVision mit der spanischen Familie Die beiden Filme, die mir die Familie geschickt hatte, habe ich wie folgt kommentiert: LIEBE FAMILIE, Film 1 - Januar 2005 ich habe es geschafft, den Film über Euren Sohn anzusehen. Wie gut für ihn, dass er in so eine liebevolle und umsorgende Familie hineingeboren worden ist. Ich sehe es an seiner ganzen Erscheinung; er fühlt sich geliebt von Euch, und Mamas und Papas Körpersprache sagt, dass Ihr ihn auch liebt. Das ist der beste Start, den man bekommen kann, um die Entwicklung auf das Beste zu fördern. Ich gebe jetzt meine Kommentare zu den Bildern. Ich sage, was ich sehe, und warum es eine Unterstützung ist. Oder ich sage, was ich gerne sehen möchte und warum. CLIP 1: Über das Spielen auf dem Boden mit Papa - Beide haben eine Menge Spaß am gemeinsamen Spiel. Das gibt positive Energien für beide. - In manchen Augenblicken teilen sie ihre Freude. Das ist gut für den Aufbau der emotionalen Bindung. CLIP 2: Kinderschlafzimmer-Situation mit Mama - Eine sehr schöne Episode, die die emotionale Verbindung der beiden zeigt. - Mama strukturiert die Zu-Bett-Gehen-Situation so wie es sein sollte. - Mama gibt auf diese Weise genug Struktur, so dass der Sohn soziale Modelle erlernen kann. - Mama bringt genug gute Atmosphäre. Das ist gut, um den Jungen zu beruhigen. - Mama tauscht sich oft emotional aus. Das gibt eine emotionale Bindung. - Papa ist auch sehr nett zu ihm und gibt genug Struktur. - Zum Beispiel sagt er dem Jungen, etwas zu tun und der Junge tut es sofort. - Das ist gut, um soziale Modelle zu erlernen. NEUE ARBEITSPUNKTE FÜR MAMA UND PAPA Wartet auf die Initiative des Jungen, und Benennt sie. Zum Beispiel: Der Junge sieht sich etwas an, dann könnten Mama und Papa sagen:,,ja, das ist.

43 MARTE MEO MAGAZINE 2006/1 May Oder sie könnten sagen:,,ah, Du siehst Dir gerade an. Also, er macht Ihr benennt es! Nun wartet also, um seine Initiativen zu sehen, sie zu benennen und anzuschauen, was er tatsächlich macht! Auf diese Art und Weise kann er seine innere Welt entwickeln, seine eigene Persönlichkeit. Wir müssen darauf achten, dass ( der Name des Jungen ) nicht nur von jedem unterhalten wird. Er sollte lernen, genauso aus seinem Inneren heraus zu leben. In Clip Vier hebe ich solch einen Moment hervor. CLIP 3: Situation der Kooperation: Er wechselt die Hosen - In diesem Clip war ich so stolz auf Dich, Mama. Ich verstehe kein Spanisch, aber ich glaube, Du benennst alle Aktionen, die stattfinden! Und sieh Dir an, wie wunderbar ( der Name des Jungen ) während dieser Momente kooperiert! Ich denke, er versteht viele Wörter. Das sehe ich in diesen Momenten der Kooperation. Und ich sehe noch mehr: Er ist bereit zu kooperieren! - Was ich auch gut fand war, dass Mama ( der Name des Jungen ) auch arbeiten lässt. - Sie sagt ihm, was er in den nächsten Aktionsmomenten tun kann und lässt ihn dann. So lernt der Junge, sich in diesem Moment einzubringen. Diese Kinder können sehr schnell verwöhnt werden und sie müssen lernen, an ihrer eigenen Entwicklung zu arbeiten. CLIP 4: Papa und ( der Name des Jungen ) mit der Postkarte - Hier sah ich einen sehr wichtigen Moment. Papa wartet auf das, was der Junge sehen könnte oder auf was er zeigen wird. Ich verstehe kein Spanisch, aber Papa konnte in diesem Moment benennen, was sein Sohn ansah. - Und zweitens dem Tempo des Sohnes folgen. NÄCHSTER ARBEITSPUNKT Also, ein nächster Arbeitspunkt ist es, den Initiativen des Jungen zu folgen. Ich rate dazu, in diesen Momenten zu üben, dass Euer Sohn einige Spielzeuge hält und Ihr wartet, welches Spielzeug er wohl wählen wird. Und was er mit dem Spielzeug machen wird; dann solltet Ihr seine Durchführung seiner Aktionen benennen. Also sagt nicht zu ihm: Tu dies oder tu das.

44 44 MARTE MEO MAGAZINE 2006/1 May 2006 Stattdessen: Wartet und seht, was er tut und dann benennt seine Aktionen. Zum Beispiel: - Euer Sohn dreht das Spielzeug, das er in der Hand hält. - Papa oder Mama sagt:,,oh, ich sehe, Du drehst das. PUNKTE DES INTERESSES FÜR DEN NÄCHSTEN FILM Im nächsten Film würde ich gerne eine Spielsituation in einem ruhigen Raum sehen. Einem Raum ohne andere, fremde Geräusche. Nur ein Clip pro einer einzelnen Aktionssituation. Ein 3-5 Minutenfilm von Mama und ihrem Sohn, allein im Zimmer. Und ein 3-5 Minutenfilm von Papa und seinem Sohn; die beiden zusammen in einem Raum, ohne andere Leute. Ein technischer Hinweis: Des Weiteren hätte ich gerne einen Film mit fortlaufenden Zahlen, so werde ich in der Lage sein, Euch sehr genaue Ratschläge zur exakt richtigen Sekunde, die im Film gezeigt wird, zu geben. Und zum Schluss möchte ich eine Übersetzung im Interaktionsmoment. - Was sagt Mama? - Was sagt Papa? Wenn etwas unklar ist, bitte zögert nicht, mir zu mailen oder mich anzurufen. Ganz liebe Grüße an Euch alle. Ich denke, Ihr habt einen guten Anfang gemacht! MARIA Die von mir beendete den ersten Teil meiner Long Distance SuperVision mit der spanischen Familie und ihrem autistischen Sohn. Beginn des 2. Teils von Long Distance SuperVision Zwei Monate später erhielt ich ein zweites Video von der Familie. Dieser Film sollte mir zeigen, wie sich der Junge in einer zweimonatigen Phase entwickelt hatte. Der Film würde es mir möglich machen, sehr klar die Unterschiede zwischen dem ersten und dem zweiten Video zu sehen. Nun waren auch fortlaufende Zahlen ins Video eingefügt worden. Ich konnte die Familie nun mit noch weit exakteren Ratschlägen versorgen.

45 MARTE MEO MAGAZINE 2006/1 May Film 2 - März 2005 EINIGE GRUNDSÄTZLICHEBEMERKUNGEN ZU BESTIMMTEN SZENEN Die Familie schreibt mir in ihrem Begleitbrief zu Film 2, dass im ersten Clip ihr Sohn ein bisschen krank ist. Deshalb will er nichts tun. Meine Reaktion gegenüber der Familie: Zuerst schicke ich Euch ein big smile und Glückwünsche zur Hochzeit Eures ältesten Sohnes. Das war nett, die Feier zu sehen! Ich habe im Ausland gearbeitet. Als ich heimkam, fand ich Euren Film im Briefkasten. Jetzt werde ich darauf reagieren, bevor ich nächste Woche nach Dänemark fahre. SZENE 1: Ein bisschen krank - Er ist einfach zu müde und fühlt sich nicht gut. - Alles in allem würde ich ihm in dieser Situation nicht sagen, was zu tun ist, sondern auf seine Initiative(n) warten. So verlierst Du nicht so viel Energie und er hat nicht das Gefühl, dass ihm zuviel abverlangt wurde. - Man kann klar sehen, dass Euer Sohn in solchen Momenten ohne Verbindung ist. Es gibt zwei Dinge, die Ihr dagegen tun könnt: 1. Lasst ihn so für eine Weile. Vielleicht braucht er das in diesem Augenblick. In solch einem turbulenten Moment gibt es,,keine Zukunft. 2. Das zweite ist, ihm nahe zu sein und keine Initiative zu ergreifen. Folgt nur seinen zaghaften Initiativen. Ich verstehe kein Spanisch, aber ich denke, Mama benennt das, was er tut? Also, wartet auf seine Initiative und benennt sie; fügt den Initiativen Wörter hinzu. (Der Rhythmus der Interaktion ist:) Er macht Du sagst Zum Beispiel in diesem Moment: -ErschautDichan. Du sagst: Oh, Du siehst mich an!? - Er beginnt zu gehen. Du kannst sagen: Oh, Du gehst! Gib ihm keine Befehle /Anweisungen wie,,tu dies Tu das. Sein Gefühl, dass er unverbunden sein will, wird auf diese Weise stärker. SZENE 2: Zwei Personen sitzen neben dem Jungen auf der Hochzeitsfeier Die Eltern haben mir über den zweiten Clip geschrieben, dass der Junge sich auf Partys schlecht benimmt. Er wirft mit Gläsern und stört jeden.

46 46 MARTE MEO MAGAZINE 2006/1 May 2006 Sie befürchten so, dass er das macht, dass sie zwei Personen neben ihm sitzen lassen um ihn zu kontrollieren. Aber jetzt haben sie ihr Verhalten geändert. Sie formulieren für ihn, was passiert und sagen ihm was Sie von ihm erwarten. Sie zeigen ihm, wir gehen hin und amüsieren uns! Meine Reaktion auf Szene 2: Die Hochzeitsfeier: - Es tut gut, zu sehen, wie viel Spaß er bei so einem gesellschaftlichen Ereignis hat! - Ich fand Euer Vorgehen sehr gut an dem Punkt, als Ihr ihm gezeigt habt, dass Ihr ihm traut. Wie Ihr sagt:,,wir haben Vertrauen zu Dir. - Man sieht, dass er fühlt, was Ihr von ihm erwartet. Würdet Ihr schlechtes Benehmen erwarten und diese Erwartung während Eurer Aktionen zeigen, z.b. durch Kontrolle, dann würde er sich selbst so zu sehen. Und Kinder, sogar Erwachsene, benehmen sich immer so, wie sie sich selbst sehen. SZENE 3: Der Sohn hat ganz offensichtlich Spaß im positiven Sinne auf der Hochzeitsfeier Meine Kommentare zu Szene 3: Am Anfang des Films sehe ich ein gesellschaftliches, soziales Ereignis, während dessen Verlauf Ihr Eurem Sohn sagt, was Ihr von ihm erwartet. Nach einer Weile genießt er es sichtlich. Das ist sehr in Ordnung. Verbunden mit dem Arbeitspunkt, den ich in der ersten gegeben habe, bin ich sehr glücklich mit Papas folgenden Szenen: Erinnert Euch: Wenn er seinen Initiativen folgt: Er lernt sich selbst kennen. Er lernt, dass er in Ordnung ist. Er lernt, zu fühlen, dass es ihm erlaubt ist, er selbst zu sein. Er wird mit seiner eigenen Lebensenergie verbunden. Wenn Ihr ihm während freier Situationen sagt, was er zu tun hat, z.b. Tu dies Tu das wird er anfangen, von Eurer Energie zu leben. Energiestrom Es ist interessant zu wissen, dass hinter der Initiative einer Person ein Energiestrom ist. Denkt an Euch selbst. Wenn Ihr die Initiative ergreift, dann wollt Ihr wirklich etwas: Die Energie ist da! Folgt seinen Initiativen in freien Situationen war mein Rat. Das war der leichteste Weg zu helfen. In diesem Fall segelt Ihr auf seinem Energiestrom. Und jetzt wechseln wir schnell zu den Bildern von Papa und Sohn, die wie ich vorher sagte so sehr mag. MEINE ANALYSE VON FILM Soziale Aufmerksamkeit - Papa benennt seine eigenen Initiativen und seht wie er ihnen folgt!

47 MARTE MEO MAGAZINE 2006/1 May Auf diesem Weg stimulierst Du seine soziale Aufmerksamkeit. - Ich nenne das Goldene Momente. Je mehr von diesen er hat, desto weiter entwickelt er sich dahin, sozial aufmerksam zu sein! Fein-Einstellung ( Fine-tuning ) - Was ich wirklich an diesem Punkt mag, ist, dass Papa die Reaktion seines Sohnes erwartet! - Das ist die Situation, die ich Fein-Einstellung nenne ( fine-tuning ) Folgen - Hier Papa, wartest Du auf seine Initiative! Papa sieht genau hin - Papa, da siehst Du wieder genau hin, ob es das ist, was Dein Sohn möchte Emotionale Entwicklung - Hier ist die Gelegenheit, emotionale Entwicklung zu unterstützen: Indem die Gefühle Deines Sohnes benannt werden. (Die Marte Meo Methode nennt dies das,,3w Principle. Bitte sieh Textrahmen. M. Aarts)* Erläuterung 3W Principle 3W s WANN? - Als er zeigt, dass er es genießt! - In solch einem Moment möchte ich gerne, dass Du seine tatsächlichen Gefühle benennst; genau in dem Moment, in dem er seine Gefühle zeigt. WAS? - Du sagst:,,ich sehe, Du genießt es! WOZU? - Auf diese Weise: - kommt er mit seinen Gefühlen in Verbindung; - verbindet er Worte mit seinen Gefühlen; - erfährt er:,,papa sieht mich. ; - macht er die Erfahrung:,,Papa weiß, was in mir vorgeht. ; - macht er die Erfahrung:,,Papa nimmt meine Gefühle ernst. Im nächsten Moment Pause machen und positiven Schluss - Du kannst sehen, dass Dein Sohn eine Pause braucht. Für autistische Kinder ist es harte Arbeit so lange ohne Unterbrechung in sozialem Kontakt zu stehen. - Dein Sohn zeigt, dass er eine Pause braucht, indem er den Kopf wegdreht und seine Musik anmacht. - Du könntest sagen:,,ja, wir haben so schön miteinander gespielt. Ich sehe, dass Du jetzt eine Pause machst. Das ist gut. So setzt Du einen positiven Schluss.

48 48 MARTE MEO MAGAZINE 2006/1 May 2006 Technisch: Wie praktisch, dass ich jetzt Zahlen auf dem Film hatte, so konnte ich Euch mit einer detaillierten Analyse unterstützen. NÄCHSTE ARBEITSPUNKTE Papas Arbeitspunkte für die kommende Phase: Papa, mach auch weiter mit Deinen sozialen Aktivitäten und genieße sie. Aber der wirkliche Arbeitspunkt, um die Entwicklung Deines Sohnes zu stimulieren, ist: Warte auf seine Initiativen während freier Spielsituationen. Und zwar so: 1. Auf der Aktionsebene: Er macht Du sagst. 2. Auf der emotionalen Ebene: Er zeigt ein Gefühl Du artikulierst (benennst) das Gefühl. Mamas Arbeitspunkte: Es ist schade, dass Du nicht in dieser Situation üben konntest. Aber Dein Arbeitspunkt ist: Sei bei ihm; warte auf seine Initiative; übernimm nicht die Initiative. Warte auf seine Initiative und formuliere sie. Zum Beispiel: - Du wartest; ergreife keine Initiative. Dein Sohn nimmt den Ball. - Du sagst: Ja, Du nimmst den Ball! Nächstes Mal möchte ich zwei freie Spielsituationen (Mama Sohn & Papa Sohn) sehen, während derer Euer Sohn Raum bekommt, seine eigenen Initiativen zu ergreifen. Es ist egal, wenn während dieser Spielsituationen nicht so viel passiert. Auf diesem Wege lernt Ihr und ich Euren Sohn kennen und seinen Entwicklungsstand, seine Interessen, seinen Charakter, sein Tempo u.s.w. Danach können wir ihm umso besser helfen. Liebe Grüße und eine dicke Umarmung MARIA P.S.: Bitte sendet mir den Film zusammen mit je einer Übersetzung pro Interaktionsmoment. NÄCHSTER TEIL DER LONG DISTANCE SUPERVISION (LDSV) So endete mein zweiter Teil der LDSV mit der spanischen Familie. Ich habe zwei weitere LDSV s aus meiner jüngeren Arbeitsaktivität ausgewählt; einer über einen zwölfjährigen autistischen Jungen aus den USA (ist schon veröffentlicht worden in MARTE MEO MAGAZINE 2005/3, S. 10 ff. Ed.) und eine weitere LDSV über ein dreijähriges norwegisches Kind, bei dem kindliche Autismus festgestellt worden war. Für eine der nächsten Ausgaben des MARTE MEO MAGAZINE werde ich eine Auswahl zur Veröffentlichung einer dieser LDSV s treffen.

49 MARTE MEO MAGAZINE 2006/1 May * Beim Zählerstand im zweiten Videofilm kann das Marte Meo-Prinzip 3 W s (When What - Why), also: wann was wozu, eindeutig in die Praxis umgesetzt werden. Näheres zu diesem Prinzip finden Sie z.b. im Artikel: Marte Meo Programme for the Elderly Care, von Maria Aarts, im MARTE MEO MAGAZINE 2005/2, Seite 5 ff. (M. Aarts) LONGDISTANCE SUPERVISION: Ein autistischer Junge aus Spanien wurde als erster Teil einer Serie veröffentlicht im MARTE MEO MAGAZINE, November 2005/3, Vol. 32, Seite 10 ff (Herausgeber und weitere Information: Maria Aarts, Aarts Productions, Molenveld 20, 5611 EX Eindhoven, Niederlande. AartsMaria@martemeo.com. Website: Die Serie wird in den kommenden Heften des MARTE MEO MAGAZINE fortgesetzt. Ebenso soll zukünftig ein Sammelband der LDSV s erscheinen. Ehere LDSV S: MARTE MEO MAGAZINE 2005/3, Seite 10 ff: A Spanish boy with Autism. MARTE MEO MAGAZINE 2005/4, Seite 12 ff: A Twelve Year Old Boy with Autism from America. New Marte Meo Certificate Holders (Period: / ) GONNIE AARTS EDITOR Here are given per country the names of the students who successfully completed their Marte Meo course and received thereafter a Marte Meo Certificate during the period / See for the new certificate holders of the previous period Marte Meo Magazine 2005/3 and earlier issues of the Marte Meo Magazine and Newsletter. Every Marte Meo Certificate has a unique number and is registered with the organisation of Marte Meo International, Eindhoven. INFORMATION Information about Marte Meo courses can be found on the Marte Meo web site: > Courses & Presentations > Training Weeks, or: > ReVision Courses & Days. For further information about the procedure of certification see: > Courses & Presentations > Certification. Or contact: Marte Meo International, Attn. Maria Aarts, Molenveld 20, 5611 EX Eindhoven, The Netherlands. Tel. (0031)-(0) ; fax (0031)-(0) ; AartsMaria@martemeo.com; website: FURTHER INFORMATION: Maria Aarts, AartsMaria@martemeo.com. NEWMARTE MEOCERTIFICATEHOLDERSPERIOD / Please notice, that only the new Marte Meo certificate holders are given as far as they were sent to Marte Meo International, Eindhoven, by their concerning supervisors during the period / New certificates received after will be published in oncoming issues of the Marte Meo Magazine. For comments on the list below, please contact: Gonnie Aarts, AartsGonnie@martemeo.com.

50 50 MARTE MEO MAGAZINE 2006/1 May 2006 MARTE MEO PEDAGOGUE CERTIFICATES NAME C.NO. CITY INSTITUTE PROFESSION Adams, Ellen 121 Monheim Evangelische Integrative Heilpädagogin Kindertagesstätte Banik, Kornelia 144 Kamp-Lintfort Caritas Wihn- und Werk-stätten Dipl. Sozialpädagogin Niederrhein GmbH Behrends, Gretine 120 Hesel Altenheim Hesel Service Dienst Böhm, Barbara 122 Monheim Evangelische Integrative Heilpädagogin Kindertagesstätte Franz, Tanja 139 Langenfeld AWO Kindertagesstätte Kunterbunt Kinderpflegerin Grollius, Heike 123 Monheim Evangelische Integrative Motopädin Kindertagesstätte Heße, Nicole 141 Düsseldorf AWO Kindergesstätte Prenzlauerstr. Erzieherin Hohmann- 132 Hannover AWO Jugendhilfe u. Dipl. Pädagogin Baumann,Johanna Kindertagestätten GmbH Höppner, Sandra 142 Monheim a Rh. AWO Kindergestätte Robert-Koch- Kinderkranken-schwester Str. Jerina, Iris 124 Monheim Evangelische Integrative Heilpädagogin Kindertagesstätte John, Silja 143 Leverkussen AWO Kindergestätte Robert-Koch- Erzieherin Str. Kalmbach, Katja 125 Monheim Evangelische Integrative Erzieherin Kindertagesstätte Katsatou, Katerina 126 Monheim Evangelische Integrative Kindertagesstätte Dipl. Sprachheilpädagogin Klauenberg, Oliver 137 Hildesheim Kita Hildesheim-Itzum Erzieher Krüska-Noack, Dagmar 133 Elze AWO Kita Elsze Erzieherin Leffers, Kolja 136 Nordstemmen AWO Kita Nordstemen Erzieher Leppin, Antje 127 Monheim Evangelische Integrative Ergotherapeutin Kindertagesstätte Müller, Elena 140 Solingen AWO Kindergestätte Robert-Koch- Erzieherin Str. Müller-Dammeyer, 134 Harsum AWO Kita Bad Salzdetforth Erzieherin Hannelore Nickel, Dorothee 128 Monheim Evangelische Integrative Heilpädagogin Kindertagesstätte Schreiber, Ulrike 129 Monheim Evangelische Integrative Erzieherin Kindertagesstätte Skoruppa, Susanne 138 Leverkussen Katholische Kindertagesstätte St. Erzieherin Johannes Sluiters, Jenny 130 Monheim Evangelische Integrative Dipl. Sozialpädagogin Kindertagesstätte Strachotta-Fritz, Judith 135 Gehrden AWO Kita Jahnstr. 3 Erzieherin Wilde, Edeltraurt 131 Emlichheim AWO Kita Emlichheim Erzieherin GERMANY MARTE MEO COLLEAGUE TRAINER CERTIFICATES NAME C.NO. CITY INSTITUTE PROFESSION Paus, Astrid 97 Bekkestua Gartnerveien Barnehage og Special pedagogue Habiliteringsenhet Ruud, Tove 98 Bekkestua Gartnerveien Barnehage og Habiliteringsenhet Special pedagogue NORWAY

51 MARTE MEO MAGAZINE 2006/1 May NAME C.NO. CITY INSTITUTE PROFESSION Giselsson, Erika 99 Jämshög Jämshögs Folkhögskola Social worker/teacher SWEDEN MARTE MEO THERAPIST CERTIFICATES NAME C.NO. CITY INSTITUTE PROFESSION Andersen, Hanne 1996 Jyllinge SFO Planeten Pedagogue Grubov Arildsen, Charlotte O 2001 Taastrup Daginstitutionen Bjælken Pedagogue Bachmann, Birgitte 1980 Glesborg Nord Djurs Kommune Special pedagogue Behr, Birgitte 1981 Trustrup pr Børnenes Hus "Børnehaven" Special pedagogue Grenaa Bitsch, Lone Marie 1905 Silkeborg Børnehjemmet Solbo Pedagogue Brandt, Hanne 1925 Rissskov Health nurse Carlsen, Gitte Vaernholt 1945 Braedstrup Pedagogue Bjerring Christiansen, Tinne 1990 Glesborg Glesborg Børnehave Pedagogue Marie Cowland, Bente 1946 Vanløse Børnehaven Paletten Pedagogue Deibjerg, Susanne 1937 Vester Skerninge Børn og Unge, Egebjerg Kommune Family counsellor Ehrenberg, Lene Sigrid 1999 København S Indre Nørrebro Støttekorps Pedagogue Feirup, Jette 1931 Aarup Aarup Kommune Pedagogue Fogh, Inger Møller 2010 Haderslev Sundhedsplejen VNG MOR Health nurse/teacher Frederiksen, Lis 1900 Gandrup Dagplejen Hals Kommune Daycare pedagogue Gahrn, Lone Monica 1997 Gentofte Børnehuset Troldemosen Pedagogue Gertz, Annette 1949 Vejle Sproqteamet Vejle Kommune Speech pedagogue Grane, Vibe 1993 Skanderborg BHV Tusindfryd Leader Graversen, Dorthe 2003 Borup Børnehuset Perlen Pedagogue Hall, Heidi Vibeke 1992 Glesborg Glesborg SFO Pedagogue Jacobsen, Bente Kruse 1909 Stoholm Børnehuset Pedagogue Jensen, Lisbeth 1941 Farum Familiehuset Farum Pedagogue Jensen, Lone Starup 1893 Frederiksberg Sokkelunden Pedagogue Jepsen, Jette Trans 2002 Thisted Sundhedsplejen, Thisted kommune Health visitor Jørgensen, Hanne 1922 Tåstrup Vestervænget Rest home asst. Jørgensen, Linda 1943 Ry Pedagogue Kjærulf, Lone 1935 Haslev Haslev Kommunes Støttekorps Pedagogue Kjeldgaard, 1910 Viborg Viborg Kommune, Sundhedsplejen Health nurse Lisbeth Kofoed, Trine 1987 Glesborg Fjellerup Børnehave Sous-chef Kristensen, HelleBach 1962 Vordingborg Familiecentret Speech, hearing therapist Kristiansen, Randi 2004 Borup Børnehuset Perlen Pedagogue Larsen, Merete Ø 1899 Ulfborg Ulfborg Friskole Pedagogue Løjesberg,Marianne 1950 Hvalsø Hvalsø Dagpleje Pedagogue Lund, Susanne Kold 1906 Fjerrislev Fjerritslev Kommunes Occupational therapist Markussen, Helge 1995 Taastrup Familiehuset i. Høje Tåstrup Pedagogue Mathiasen, Jesper 1952 Gentofte Samtaleværkstedet Social worker Mathiassen, Lise 1985 Grenå Dagplejen Rådhuset Pedagogue Melgaard, Anni 1895 Pandrup Pandrup Kommune-Dagplejen Pedagogue Mielcke, Pamm 1988 Århus C Midwife Mikkelsen, Grete 1955 Rsolev Pedagogue Linderoth Møller, Birgit Kiss 2000 Taastrup Daginstitutionen Parkhaven Pedagogue Mortensen, Annelis 1903 Aalborg Aflastnings- og udviklingshuset Pedagogue Danahus Nicolaisen, Birgitte 1953 Hammel Hammel Neurocenter Pedagogue DENMARK

52 52 MARTE MEO MAGAZINE 2006/1 May 2006 NAME C.NO. CITY INSTITUTE PROFESSION Nielsen, Anne Teglgaard 1997 Roskilde Himmelev Behandlingshjem Pedagogue Nielsen, Margit 1998 Middldart Heldagsskolen Lærkeskolen Pedagogue Nielsen, Rie 1954 Skive Mentar Pedagogue Nielsen, Søs Sissel 1934 Holsted Bønehaven Tumlehøj Pedagogue Greve Nør, Lisbeth 1907 Fjerrislev Fjerritslev Kommunes Health nurse Sundhedsplejen Olesen, Charlotte 1896 Frederikshavn Børnehaven regnbuen Pedagogue Ovesen, Vinni Holm 1897 Vodskov Egebakken Specialskole for Autisme Pedagogue Pedersen, Annelise 1986 Ørum Djors Åparkens Børnehave Pedagogue Rasmussen, Mette Kirk 1898 Karup J. Karup kommune Daycare pedagogue/sous-chef Rynkeby, Lise 1894 Droninglund Børnehuset Himmelblå Pedagogue Schmidt, Margit 1989 Ry Sundhedsplejen Ry Kommune Health nurse Sletten, Joar 1908 Højbjerg Pensionatet Nygårdsvej Pedagogue Sørensen, Dorthe Marie 1991 Ørum Stendysseskolen Pedagogue Steffensen, Hanne 1936 Haslev Troelstrupgård Pedagogue Svidt, Mette 1904 Fjerrislev Fjerritslev Kommunes Health nurse Sundhedsplejen Thomsen, Inge Birthe 1901 Gandrup Dagplejen Hals Kommune Daycare leader Uhrskov, Helle 1951 Borup Rønnevejens Børnehave Pedagogue Vedsted, Susi 1944 Vejle Vejle Komune Language pedagogue Wolff, Mette Snedevind 1933 Middelfart Skrillingeskolen Pedagogue NAME C.NO. CITY INSTITUTE PROFESSION Ahrens, Susanne 1956 Hamburg Erziehüngsberatungsstelle vom Diakonisches Werk Heilpraktischer Kinderund Jugend- Psychotherapeut; Dipl. Sozialpädagogin Bader, Silke 1926 Heiligenhaus AWO Kindertagesstätte Heiligenhaus Heilpädagogin Bauer, Stefanie 1960 Plattenberg Jugendamt Altena SPFH Heilpädagogin Falkenstein, Manuela 1959 Schwerte Förderschule Altena Erzieherin Gengnagel van Elzakker, Maria 1940 Nieuwied Ambulante Jugendhilfe JuFa e.v. Sozialpädagogin / Systemische Beraterin Hilberink, Gerlinde 1974 Osnabrück Kinderhospital, Children Nurse Frühgeborenenstation Mandel, Alice 1979 Duisburg Frühforderung der Lebenshilfe Heilpädagogin Schmiedberg, Marion 1947 Cohmar Erzieherin Schneider, Nicole 1973 Wuppertal Dipl. Sprachheilpädagogin Schrottke, Jutta 1948 Cohmar Kifa e.v. Bonn Erzieherin Thiel, Monika 1963 Velbert Dipl. Sozialarbeiterin Treude, Petra 1958 Altena Jugendamt Altena Dipl. Sozialarbeiterin Wagner, Berthold 1957 Iserlohn Jugendamt Altena Dipl. Sozialarbeiter Wilmes, Beatrix 1928 Køln Sozialworker / Filmmaker GERMANY NAME C.NO. CITY INSTITUTE PROFESSION De, Ila 1977 Teacher Dutta, Sushweta 1975 Special educator Mondal, Mintu 1978 Special educator Nandi, Mitalee 1976 Special educator INDIA

53 MARTE MEO MAGAZINE 2006/1 May NAME C.NO. CITY INSTITUTE PROFESSION Browne, Sinéad 1924 County Kildare Naas Child & Family Project Kildare Project worker Youth Services Higgins, Maria 1923 Naas, County Kildare Health Service Executive Social worker IRELAND NAME C.NO. CITY INSTITUTE PROFESSION Bu a, Ilona 1920 LV 1046 Riga Common Praxis of Family Therapists Family therapist Bu s, Gatis 1921 Riga Common Praxis of Family Therapists Family therapist LATVIA NAME C.NO. CITY INSTITUTE PROFESSION Almvik, Hallgeir Åsmund 1912 Namsos PPT for Namsos Regionen Special Pedagogue Aubert, Ann Elisabeth 1982 Borgheim Nøtterøy Kommune, Barneverntjeneste Teamleader / Child protective services Augdal, Inger Lise G Stjørdal Stjørdal Ungdomssenter Social worker Benjaminsen, Billy 1913 Namsos Namsos Opplæringssenter Special pedagogue Blaker, Unni Nuvin 1930 Gjerdrum Pedagogisk/Psykologisk Tjeneste Special pedagogue Kommune Eliassen, Heidi 2011 Trondheim BFT Heimdal, Forvaltning Pedagogue Fjelnseth, Turid 1917 Klæbu Barne og Familie Tjensten Cand. Pilot/Master in psychology Gabrielsen, Grete 2015 Kristiansand Sølnadet Sykehus HF ABUP Psychiatric nurse Haavet, Bente 1929 Nordbyhagen Akerhus Universitetssykehus, Special pedagogue Barneavd, Sksjon for hab. Haukås, Anne Krogstad 1914 Strørdal PPT Stjørdal Special pedagogue Heggli, Tone Merete 1916 Strørdal PPT Stjørdal Special pedagogue Herlofsen, Unn 2017 Kristiansand Familieklinikken, Sørlandet Sykehus Psychologist Holbø, Ann Christin 2012 Trondheim BFT Heimdal Forvaltning Social worker Holthe, Hege 1918 Namsos PPT for Namsos Regionen Special pedagogue Johansen, Grete 1964 Tiller Omsorgsenheten for Barn og Unge Social worker Kirkebø, Randi 2008 Gjøvik Familievernkontoret Gjøvik Clinical social worker Lieng, Ann Eirin 1984 Tønsberg Bufetat, Fagteam Tønsberg Student Raad, Britt Inger 2016 Kristiansand Familieklinikken Family therapist Skildheim, Olaug 1927 Gjøvik Pre-school teacher Svaland, Vigdis 2014 Kristiansand Sølnadet Sykehus ABUP-UK Psychiatric nurse Tafjord, Helle Kristin 1965 Melhus Social worker Taftø, Anne-Britt Belsvik 1911 Ålesund Helse Sunnmøre HF, BUP Ålesund Clinical pedagogue Sjukhus Thon, Camilla 1983 Horten Stiftelsen Vilde Student Værnesbranden, Jorun Marie 1919 Skatval Aglo Familiesenter Pedagogue NORWAY SWEDEN NAME C.NO. CITY INSTITUTE PROFESSION Asplund, Gunnel 1961 Karlstad Barn- och ungdomspykiatriska Nurse kliniken Dahlberg, Maria 1938 Malmö SDF Kirseberg Övrigt Bistånd Social worker Elmehed, Mats 2007 Skara IFO Socialtjänsten Family worker Engman, Petra 2009 Malmö Hyllie Stadsdels Forvaltning, Social worker Öppenvårds Centrum Fennhed, Karin 1942 Malmö SDF Kirseberg Övrigt Bistånd Sosial worker Gustafsson-Nielsen, 2005 Karlstad Centralsjukhuset Therapist / Pedagogue Marita Jangsäter, Pia 1902 Karlstad Föräldrastödsenheten Pedagogue / Therapist

54 54 MARTE MEO MAGAZINE 2006/1 May 2006 NAME C.NO. CITY INSTITUTE PROFESSION Norgren, Åsa 1994 Skärholmen Duvnäs Föräldrastöd Bachelor of social sciene Olsson, Catarina 2006 Malmö Öppenvårdscentrum Social worker Strand, Anita 1939 Solvesborg Solvesborgs Kommun, Individ- och Familjeomsorgen Qualified social worker / Work with families MARTEMEO SUPERVISORS CERTIFICATES NAME C.NO. CITY INSTITUTE PROFESSION Nikolajsen, Dorthe 194 Glæsborg Nørre Djurs Kommune Health visitor DENMARK NAME C.NO. CITY INSTITUTE PROFESSION Nowak, Inge 191 Monheim a. Rh. Mo. KI, Monheim für Kinder Social worker / Dipl. Sozialarbeiterin Grünheid, André 192 Nordhorn Beratungsstelle für Eltern, Kinder Ergotherapist und Jugendliche Bösche, Heike 188 Lohmar Praxis Dr. G. Bösche, Fachartz für Kinder- und Jugendmedizin Exam. Kinderkrankenschwester Drawert, Christine 189 Kamp-Lintfort Kinder- u. Jugendhilfebüro Dipl. Soc. Pädagogin Elling, Christoph 190 Osnabrück Don Bosco Jugendhilfe Diplom Psychologe GERMANY NAME C.NO. CITY INSTITUTE PROFESSION Siri Braaten Jansen 187 Bekkestua Gartnerveien Habiliteringsenhet Special Pedagogue Lucia Aidar 193 Tønsberg Bufetat Psychologist NORWAY Next in: MARTEMEO Magazine 2006/2 Professional Journal of the Marte Meo Method Expected for MARTEMEO Magazine 2006/2 Volume 35 (sept. 2006): o o o o o o o LDSV III: 3-Year Boy from Norway with Autism Maria Aarts Evaluation Teilnehmer an der Fortbildung Harderwijk/Harderwijk Dr. Armin Castello, Dipl. Pysch. Marte Meo Eltern-coaching mit Eltern von Babys und Kleinkindern Dr.Phil. Christian Hawellek A Portrait of Colette O Donovan (Marte Meo Project Dublin) Videogestütze Beratung Super Nanny und Marte Meo Prof.Dr. Peter Bünder The 5th Nordic Congress in Lillehammer - Julianne Villanger, president More about Book &DVD: MARTE MEO Method for School - JoSje AartS

55 Available Publications by Aarts Productions MARTE MEO MAGAZINE 2006/1 May MARTE MEO Method for Scho ol Josje AARTS (2006) Sept Approx 80 pages, ISBN DVD & Book. Price: 50,00 Presentation Nordic Congress, Nyborg MARIA &JOSJE AARTS (2006) 2 DVD s (running time: 195 mins, ISBN-10: Special Price 2 DVD s: 10,00 just published Marte Meo. Basic Manual MARIA AARTS (2000) 128 pages, ISBN Price: 25,00 Marte Meo. Grundbog /2.Udgave MARIA AARTS (2005) Extra Chapter with updates. Translation of Marte Meo. Basic Manual by LONE BAKKE, PERNILLE ROUG. 136 pages, ISBN Price: 25 Marte Meo. Ein Handbuch MARIA AARTS (2002) Translation of the Marte Meo. Basic Manual by KLEMENS ROLOFF; text advises by PROF. DR. PETER BÜNDER, DR. CHRISTIAN HAWELLEK. 142 pages, ISBN Price: 25,00 The Marte Meo Programme For Autism (book & DVD) MARIA AARTS (2002). Book 96 pages & Video (running time 65 mins), ISBN (Also available as book & video). Price: 50,00 Maria Aarts Presentation EFTA Berlin PresentationbyMARIA AARTS DVD (running time 45 mins), ISBN Special Price: 10,00 Subscriptions to MARTE MEO MAGAZINE: (4 ISSUES) - In Print: regular post delivery. Price: 37,00 - In Digital format (PDF-file). Price: 30,00 - In Print & Digital: 4 issues. Price: 42,00 MARTE MEO MAGAZINE, April 2005/3, Vol. 32. Subjects: Marte Meo School Programme (II), JOSJE AARTS LDSV: A Spanish boy with autism, MARIA AARTS A Portrait Of ANNEGRET SIRRINGHAUS &PETER BÜNDER Frühe Erziehungsberatung im Landkreis Vechta, CHRISTIAN HAWELLEK &WALBURGA ROLFES Die Chancen der Marte Meo-Methode bei der Vermittlung von Kindern in Plegefamilien, CHRISTOPH ELLING Getting to know your baby, COLETTE O DONOVAN Marte Meo: en veilednings- og behandlingsmetode (II), REIDUN HAFSTAD & HALDOR ØVREEIDE Price: 5. MARTE MEO MAGAZINE, 2005/4, Vol. 33. Subjects: 10 th Anniversary Marte Meo in Ireland, COLETTE O DONOVAN LDSV: An American Boy with Autism, MARIA AARTS Von der Botschaft hinter den Problemen: Maria Aarts im Gespräch mit CHRISTIANHAWELLEK &ARIST VON SCHLIPPE -Price: 5 Aarts Productions Ordering: MARTE MEO MultiMedia Centre, Attn. Gonnie Aarts, Deken van Baarsstraat 29, 6021 BG Budel The Netherlands Tel. (+31)-(0) Fax (+31)-(0) AartsGonnie@martemeo.com / web site:

56 56 MARTE MEO MAGAZINE 2006/1 May 2006 Subscription to the MARTE MEO Magazine The MARTE MEO Magazine is published as a quarterly Magazine. Although articles are preferably published in English and/or German it is not always possible to do so. Some texts are published in one of the Scandinavian languages. After a while sometimes translations might be published as well. Subscribers to the MARTE MEO Magazine have 3 options to subscribe: 37,00 MARTE MEO Magazine as a Printed Magazine (standard post). 30,00 MARTE MEO Magazine Digital (with your own code access to the Marte Meo International web site; readable and downloadable as a PDF file). 42,00 MARTE MEO Magazine, Printed & Digital access. Renewals: Automatic until notice. Notice not later than directly after receiving the last issue in the actual subscription period. Group subscriptions: ask for information at info@martemeo.com, or Gonnie Aarts: AartsGonnie@martemeo.com. Fill in the Subscription Order Form below and send, fax or mail to: Marte Meo MultiMedia Centre Deken van Baarsstraat BG Budel The Netherlands tel.: (+31)-(0) ; fax: (+31)-(0) address: AartsGonnie@martemeo.com Or subscribe on the Marte Meo International Web Site: Further Questions, please to: info@martemeo.com. PRIVATEADDRESS : OFFICE ADDRESS : Mr. Mrs. Name Institute / Organisation: Initials: First name: Surname: Attention: Address: Zip code: City: Country: Tel.: Fax: Profession: Address Inst./Org.: Zip code Inst./Org.: City Inst./Org.: Country Inst./Org.: Tel. Inst./Org.: Fax Inst./Org.: Inst./Org.: IWISH TO SUBSCRIBE TO : SEND INVOICE TO : Magazine Printed 37,- Private address Magazine Digital only 30,- Magazine Printed & Digital 42,00 Office address

57 Marte Meo International Courses 2006 & 2007 MARTE MEO MAGAZINE 2006/1 May In this survey all the Training Weeks, as well as ReVision Days and Courses, to be organised by Maria Aarts, Marte Meo International, Eindhoven, are displayed. Registering the quickest way by the Marte Meo web site: > Courses & Presentations > Training Weeks (or: > Revision Courses & Days). Registering also by or by fax and phone. For more information please to Maria Aarts: TRAINING WEEKS &REVISION WEEKS 2006 SpezialWoche für MARTE MEO Method for School (Woche 38/2006) Datum & Zeit: Anfang: , U. / Ende: , U. Ort: Marte Meo International, Eindhoven, Niederlande Kursbetrag: Course leader: Josje Aarts Sprache: Deutsch REVISIONWOCHE FÜR MARTEMEOSUPERVISORS (Woche 48/2006) Datum & Zeit: Anfang: , U. / Ende: , U. Ort: Marte Meo International, Eindhoven, Niederlande Kursbetrag: Course leaders: Maria Aarts & Josje Aarts Sprache: Deutsch Präparation: Marte Meo Supervisor zertifiziert. TRAINING WEEKS &REVISION WEEKS 2007 BASISAUSBILDUNGSWOCHE FÜR MARTEMEOTHERAPISTEN(Woche 5/2007) Datum & Zeit: Anfang: , U. / End: , U. Ort: Marte Meo International, Eindhoven, Niederlande Kursbetrag: Course leaders: Maria Aarts & Josje Aarts Sprache: Deutsch Basic Training Course Marte Meo Therapist Level (Week 10/2007) Date & Time: Start: , h. / End: , h. Place: Marte Meo International, Eindhoven, The Netherlands Price: Course leaders: Maria Aarts & Josje Aarts Language: Basic English Special Week for MARTE MEO Method for School (Week 12/2007) Date & Time: Start: , h. / End: , h. Place: Marte Meo International, Eindhoven, The Netherlands Price: Course leader: Josje Aarts Language: Basic English Marte Meo International Ordering and information: Maria Aarts, MARTE MEO International Molenveld EX Eindhoven The Netherlands Tel. (+31)-(0) Fax (+31) AartsMaria@martemeo.com web site:

58 58 MARTE MEO MAGAZINE 2006/1 May 2006 MARTE MEO Method for School Spezialausbildungswoche: Woche 38/ Deutsch gesprochen Special Training Week: Week 12/2007 English language LEADER: JoSje AartS Special training weeks on School, Kindergarten & Day Care. The training weeks are especially meant for Supervisors, Colleague Trainers and Teachers. Week 38/2006 ( / ) shall be presented in German language. Week 12/ 2007 ( / ) in English language. At the training weeks you will receive the MARTE MEOworkbook & DVD, MARTE MEO Method for School Trainees will learn how to use the MARTE MEO Method for School to train teachers. Furthermore trainees are given the opportunity to bring in their own School, Day Care & Kindergarten tapes for training in analysing, making a MARTE MEO diagnose and to learn how to select the right MARTE MEO information. They will get communication skill training to be able to transfer the information to a teacher. Trainees will learn to use the reviewing style WHEN WHAT WHY (3W s) At the end trainees will get help to organise themselves a 6-day training course for teachers. MARTE MEOINTERNATIONAL/Eindhoven organises the following courses concerning the MARTE MEO Method for School : 2006 SpezialWoche für MARTE MEO Method for School (Woche 38/2006) Datum & Zeit: Anfang: , U. / Ende: , U. Ort: Marte Meo International, Eindhoven, Niederlande Kursbetrag: Course leader: Josje Aarts Sprache: Deutsch 2007 Special Week for MARTE MEO Method for School (Week 12/2007) Date & Time: Start: , h. / End: , h. Place: Marte Meo International, Eindhoven, The Netherlands Price: Course leader: Josje Aarts Language: Basic English Marte Meo International Ordering and information: Aarts Productions Molenveld EX Eindhoven The Netherlands Tel. (+31)-(0) Fax (+31) info@martemeo.com web site: [This ad was composed with next fonts: Chalkboard, Chalkboard Bold & Century Schoolbook]

59 The M ARTE M EO MAGAZINE Professional Journal of the Marte Meo Method is published quarterly in print as well as in digital format. EDITOR IN CHIEF: Maria Aarts, Director of M ARTE M EO I NTERNATIONAL, Eindhoven, The Netherlands. CONTRIBUTORS VOL. 34: Gonnie Aarts, Josje Aarts, Maria Aarts, Marita Brümmer, Colette O Donovan, Christian Hawellek, Hanne Helms, Ingeborg Kristensen, Åse Ljungquist-Svantesson, Marianne Munch, Klaus Osthoff, Staff Our Lady s Nursery, Christine Rössel PUBLICATION OF ARTICLES: Please send articles only concerning subjects of the MARTE MEO METHOD to: Marte Meo International, Attn. Maria Aarts, Molenveld EX Eindhoven - The Netherlands. Tel. (+31)-(0) ; fax (+31)-(0) ; AartsMaria@martemeo.com; or see the Marte Meo web site: (Please sent articles: by as a MS Word document). The editor in chief of the MARTE MEO MAGAZINE reserves the right of publication and/or editing of the contributions. SUBSCRIPTIONS: Subscription rates: 37 (4 Magazines; sent by regular post); 30 (Magazine only digital, downloadable from by means of a personal code number); 42. (Magazine in print & digital). Subscriptions, address changes, cancellation of subscription and information: Marte Meo MultiMedia Centre, Attn. Gonnie Aarts Deken van Baarsstraat BG Budel - The Netherlands Tel. (+31)-(0) ; fax (+31)-(0) ; AartsGonnie@martemeo.com. Or subscribe by web site: Cancellation of subscriptions: during the month of receiving the 4th issue of the valid subscription period. DESIGN: Bert Arts, Wijhe, The Netherlands; tel. (+31)-(570) ; barts@euronet.nl. PRINT: Grafifors bv, Amersfoort, The Netherlands; web site: , ALL RIGHTS RESERVED BY THE PUBLISHER of Marte Meo MAGAZINE: Maria Aarts, Aarts Publications, Molenveld 20, 5611 EX Eindhoven, The Netherlands. To request permission concerning re-publication of MARTE MEO MAGAZINE article(s) please contact Maria Aarts: AartsMaria@martemeo.com. Re-publishing and/or translations only with written permission by the publisher of the MARTE MEO MAGAZINE. Aarts Publications is the rightful publisher of the M ARTE M EO MAGAZINE (Professional Journal of the Marte Meo Method) MARTE MEO and MARTE MEO ON ONE S OWN STRENGTH is a trademark. MARTE MEO Books, Video s, DVD s and Marte Meo Magazine are published by Aarts Productions, The Netherlands. Aarts Productions is the owner of the MARTE MEO logotype, consisting of the words MARTE MEO, with or without the sentence «On One s Own Strength», and the portrayal of a «Sámi M». It is registered. All rights reserved. Copyright under the International Copyright Convention. Apart from any fair dealing for the purposes or research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1998, and in accordance with the terms of licences issued by the Copyright Licensing Agency, no part of the Marte Meo Magazine may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, scanning, recording, or by any information storage and e-publishing or retrieval system, without permission in writing from the publisher. METHOD OF QUOTATION: Author s name, Title of the article, Marte Meo Magazine, Year/Number of issue. [Example: Ingeborg Hedegaard Kristensen, Use of the Marte Meo Method in Danish Public Health Care, Marte Meo Magazine, 2003/27].

60 Meester Chris teaching a schoolchild. Book & DVD MARTE MEO Method for School expected in Sept See page 39 PHOTO: At the moment we sent this MAGAZINE to the printer JOSJE AARTS (l.) and MARIA AARTS (r.) were intensive co-operating to get the work done for book & DVD: MARTE MEO Method for School MARTEMEO On One s Own Strength Marte Meo International, The Netherlands PHOTO COVER:(l.t.r.): MARIA AARTS, CHRISTINE RÖSSEL, MARITA BRÜMMER, Harderwijk See their articles on MARTE MEO & VIDEO-HOMETRAINING, on the pages 34, 35, 36.