BODYSYSTEMICS IN YOUTH CARE: USEFULL OR NOT? · ExpertiseCentrum Lichaamstaal Nederland G....
Transcript of BODYSYSTEMICS IN YOUTH CARE: USEFULL OR NOT? · ExpertiseCentrum Lichaamstaal Nederland G....
BODYSYSTEMICSINYOUTHCARE:USEFULLORNOT?
MajadeJonge
ExpertiseCentrumLichaamstaalNederland
G.Stokkink,R.Aiouaz
Mei2017
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PREAMBLE
Herebeforeyouismythesison:
“Whatimprovementinthequalityofthetrainingoftheclientwouldbenoticablewhentheprofessionalhasabetterknowledgeofnon-verballanguage,Bodysystemicsinspecific?“
TheresearchforthisthesisisdoneatTrivimLindenhof,StekandFlexusJeugdplein,threeYouthCareorganizationsintheSouthWestoftheNetherlands.ThisthesisiswrittenintheframeworkofmygraduationtotheeducationBodysystemicsoftheinstituteBodysystemicsinSwitzerlandandcommissionedbyTriviumLindenhof.FromJanuary2017tillMay2017Ihavebeenworkingontheresearchandwritingofthisthesis.
IformulatedtheresearchquestionmyselfbutiswasapprovedofbymymanagerDrs.S.Fehr.Mymanagergavemesufficientspaceandtimefortheresearchandthewriting,eventhoughallthedevelopmentsinthecompanyanditssurroundingsaskformorethanafulltimecommitment.
IwanttothankallthecollegueswhowerewillingtoplananinterviewwithmeandthosewhoparticipatedinoneofthesixworkshopsIorganized.Ilearnedalotofthem!
Iwishyoualotofpleasureinreadingthisthesis.
MajadeJonge
LageZwaluwe,19mei2017
pag. 3
TableofContents
Inleiding page 5
1. YouthCareintheNetherlands 7
1.1. DevelopmentsinthefieldofYouthCare 71.2. Thelevelofeducation,2013 71.3. Dutyofregistration,2014 71.4. TheTransition,2015 81.5. PassendOnderwijs,2015.Schooleducationfittfor… 91.6. Summary 10
2. TasksandFunctionsofaYouthCareWorker 11
2.1. ThedifferenttasksofaYouthCareWorker(ageneraloutline) 112.1.1. AmbulantWork 112.1.2. YouthCareWorkerinDaytreatment 112.1.3. YouthCareWorkerinResidentialSettings 122.1.4. Observationdiagnostics 12
2.5.Conclusion 12
3. TheProcesoftheresearch 13
3.1. EducationalInstitutesforSocialWork 13 3.2. Workshops 133.3.Questionnaires 133.4.Interviews 143.5Literature 143.6.Deskresearch 143.7.Products 14 4. ThevalueofknowledgeofBodysystemicsinYouthCare 15
4.1. Theoreticalbasis 154.1.1. SystemOrientatedMethod,2000 164.1.2. AttendancyTheoryofBaart,2006 174.1.3. Competence-basedMethod,2007 174.1.4. SolutionFocussedBriefTherapy,2011 18
4.2. TheYouthCareWorkeraccordingtoPeterVonk,2014 204.3. ThecompetencesbyStichtingKwaliteitskaderJeugdzorg,2014 204.4. TheguidlinesbyNationalInstituteofYouth(NJI) 214.5. Theroleofknowledgeofthenon-verballanguage 214.6. Conclusions 22
5. MarketingResearch 23
5.1. ThemostimportantinstitutesintheNetherlands 23
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5.2. Summary 245.3. Conclusion 25
6. Results 26
6.1. Interviews 266.2. Questionnaires 276.2.1. Questionnairesbeforestart 276.2.2. ExpectationQuestionnaires 286.2.3. EvaluationQuestionnaires 28
6.3. Workshops 286.4. Conclusions 29
7. ConclusionandAdvise 307.1. Themainquestion 307.2. Subquestions 307.3. SummaryofConclusions 317.4. Advise 327.5. Myactions 32
8. Products 338.1. Licencesystem,concept 338.2. Concept:propositionofaneducationalsystem 36
ReferenceList 37
Listofabbreviations 39
Annex 40
I Resultsquestionnairesbeforestart 40
II Resultsexpectationquestionnaires 41
III Resultsevaluationquestionnaires 42
IV CompetencelistofSKJ 44
V SchoolsystemintheNetherlands 45
VI DutyofRegistration2015 46
VII TheTransition 47
VIII PassendOnderwijs 48
IX PersonalPlanofAction 49
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INTRODUCTION
ThisresearchwasabouttheimportanceofagoodperceptionofBodylanguageinthefieldofYouthCare.ThereasonthatIchoosetoinvestigatetheimportanceofabetterknowledgeofnon-verballanguage,inspecificBodysystemics,forYouthserviceworkersisthatIexperiencedthebenefitsofabetterknowledgeofbodylanguagemyselfespeciallythebenefitsofthemethodbyBodysystemics.
Theproblemtoinvestigatewas:
Theprofessionalhasinsufficientknowledgeofthenon-verballanguageandtherebyhemissesalotrelevantandimportantinformationwhichmightresultininadequateobservations,conclusionsanddecisionsaboutwhattheyshouldadvisetheclient.
WhenIwasstudyingBodylsystemicsIrealisedthatIwasaskingbetterquestionsandgotmoreinformationoutofaclientthanbefore.Besides,colleguesstartedtonoticethataswellandtheygotinterestedinmyknowledge.WhenIstartedSynergologyandBodysystemicsIstartedtowonderwhytherewassolittleattentionforsuchanimportantpartofcommunication,especiallyinmylineofwork.Thisleadtotheresearchquestion:
Whatimprovementinthequalityofthetrainingoftheclientwouldbenoticablewhentheprofessionalhasabetterknowledgeofnon-verballanguage,Bodysystemicsinspecific?
InordertofindtheanswertothemainquestionIformulatedanumberofsubquestions:
- Whatexactlydotheyknowaboutthenon-verbalcommunciation?- Aretheyinterestedinlearningmoreaboutnon-verbalcommunication?- Towhatextentwouldtheyhavetolearnabouttheingredientsofnon-verballanguagetobe
abletomakegooduseofitindailypractice?- HowwouldBodysystemicshavetobeimplementedinYouthCare?
BesidestheabovedescribedreasontherewasanotherreasonthatIchoosetoinvestigatethisquestion:Iwantedtomakegooduseofmyknowledgeandshareitwithothers.Because,whatistheuseofagoodmethodifnobodyknowsaboutit?Sothatiswhythisresearchisnotaboutaspecialitem(agesture,afacialexpression,anitch….).Maybethissoundsmorelikeamarketingresearch,whichitpartlywas,butonaccountoftheimportanceofputtingthismethodintopracticeandmakegooduseofit,togetherwithlettingothersbenefitbyit,itseemedtomethatiswasanappropriatesubjecttouseasafinalthesis.
Iusedinterviews(onHBOinstitutes),organizedworkshopsforYouthCareworkersandgatheredanumberofquestionnairesinordertofindoutwhattheirknowledgeaboutbodylanguagewas,iftheywouldgetmotivatedtolearnmoreaboutitafteraworkshopandhowtheylookeduponthevalueofBodysystemicsintheirlineofduty.InordertogettoagoodandjustifiedconclusionIusedthetheoryonthedifferentmethodsthataremostpopularinthebrancheofYouthCareandconnectedthemtothemethodofBodysystemics.WithoutaclearconnectionbetweentheliteraturethatYouthCareworkers(andtheiradvisors,thebehavorialscientists)workwithandthebasicsofBodysystemicsIwouldnotachieveanythingwithregardstoimplementingitinYouthCare.
InchapteroneIexplainaboutthedevelopmentsinYouthCarethatinfluencedYouthCare.InchaptertwoIgointothedailyworkoftheYouthCareWorkerinordertocompletethepictureofthisfieldofworkincombinationwithchapterone.Then,inchapterthree,IattempttomaketheconnectionbetweenthetheoreticalsideofYouthCare,themethodsusedandtheskillsthatarerequired,withthemethodofBodysystemics.ChapterfourisabouttheMarketingResearchwhichIdidinorderto
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getagoodpictureofwhathastobedoneinordertoputBodysystemicsontheagendaofYouthCareintheNetherlands.Chapterfiveisabouttheprocesoftheresearchitself,endinginchaptersixwiththeresultsoftheresearch.Inchaptersevenyoufindmyconclusionsandadvise.AttheendthereisanadditionalchaptereightwithafewconceptsofproductsthatIhavewrittenasaforetasteofthefurtherdevelopmentofBodysystemicsinHolland.
May2017
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1. YOUTHCAREINTHENETHERLANDS
InthischapterIexplaintheimportantchangesinthefieldofYouthCarethatinfluencedthework,theworkfieldandtheorganizationsalot.AllthechangescallforagoodmarketingstrategyofalltheYouthCareorganizationsandanimprovementoftheirqualityinwork,besidesahigherspeedofcompletiontime,meaningmoreclientsinlesstime,withlessemployers.Itmeantingeneralthattheyhadtodevelopneworextraskillswhenitcametocommunciatonabillities.Nonethelessnobodyseemedtopayanyattentiontothisvoidandhowtofillit.
Inordertoestablishanopinionabouttheresultsoftheinvestigationandvalidatetheconclusion(s)oneneedstoknowsomethingaboutthesystemofeducationintheNetherlands,thecurrentdevelopmentsandtherulesandregulationsinthebrancheofYouthCare.InthenextparagraphsIgiveashortoutline.
1.1.DevelopmentsinthefieldofYouthCare
In2013theGovernmentstartedtomakepreparationsforabigchangeinYouthCare.Thedirectmotivewascost-reduction.Knowingthattherecesswasgoingonthiswasplausible.Longbeforethis,thegovernmenthadallreadymadechangesandcost-reductionsinthefieldofelederlycareandmentalcaresoitwastobeexpectedthatasimilaractionwasdueinYouthCare.
ThechangeintheorganizationofYouthCarein2015wasenormous.Themainchangeisthateverythinghadtobecheaper,shorterandmoreinnovative.Itisstilldevelopingandtheexpectationisthatorganizationshavetobemuchmoreflexibelwiththeirproductsthaneverbefore.Thismightaskotherskillsoftheiremployersthanbefore,evenoftheirstaffmemberswhohavetodealwiththenewsystem.
InannexV-VIIIyoufindmoredetails.
1.2.Thelevelofeducation,2013
In2013theGovernmentmadeitclearthattheydemandedatleastanHBO-levelofeducationbeforeyoucouldgetajobwithfullresponsibilitiesinthisbranche.ThatwasabigchangebecausebeforethatyoucouldworkatYouthcareorYouthserviceswithanMBO3or4degreeandtherewherealotofMBO-workersinthisbranche.Uptillthispointtheonlydifferencethatwasmadebyorganizationsonaccountofthelevelofeducationwasthattheworkersthatwereworkingdirectlywithfamilysandchildreninaone-on-onesituationneededtobeHBO-educated(Theyhadahighersalaryonaccountofthat).
Thechangewasgraduallygettingvisible.AtfirstorganisationsstartedtorefuseMBOstudentswhoappliedforaninternship,soitbecameverydifficultforthesestudentstofinishtheirMBO-education.MostofthemwhosuccesfullywentthroughthefouryearsofMBO-studyfeltobligedtochooseafollowingeducationonanHBO-levelbecauseitbecameratherdifficulttogetajob.InnnextVtheschoolsystemofhighereducationintheNetherlandsisdescribed.
1.3.Dutyofregistration,2014
BesidetheconditionofahigherlevelofeducationtheprofessionalregisterforYouthcarewasstarted.AtfirstitwasBAMWthatworkedoutacomplicatedsystemofbranchecertification,aftertwoyears,SKJ(StichtingKwaliteitsregisterJeugd)tookover.ThissystemresultedinmoreattentionforperpetualdevelopmentoftheskillsandknowledgeoftheYouthCareworker.
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Theimportanceoftheregistrationforthisresearchisthatitinfluencedthework,theworkersandthewaysocietylooksatYouthcare.Theworkersaretestedonthe23competences.ThecompletelistyoucanfindannexIV.
1.4.TheTransition,2015
TheTransitionisthetermthatisusedtodiscribethechangethattookplaceinthisfieldofworkin2015.AlmostsimultaneouslywiththestartoftheregistrationdutythenationalgovernmentdecidedinordertocutthecostsofYouthCarethattheywouldgivetheresponsibilityforthemonitoringoftheexpenditureofYouthCaretothelocalgovernments,theMunicipals.BeforethisthemonitoringwasdonebijdeDistrictGovernment.Afterapreparationperiodoftwoyearsthechangewasenteredin2015.
Thewholeideabehindthecutbackwasthatthoseinchargebelievedthatifsupportwasgiveninanearlystageofthedevelopmentofaproblemtherewouldbenoorlessneedforthemoreexpensivespecializedorganizations.SoYouthCareingeneralstartedtocutbackinresidentialfacilitieswhichmeantthatthereweresubstantiallylessbedsforkidsthatcouldnotliveathomeforaperiodoftime.Thegeneralideawasthathelpshouldbefocussedon‘closetohome,asshortaspossibleandaslightaspossible’.Theoutcomewasthatclientswhoshouldgettheopportunitytobenefitfromagroupsetting,eitherdaycareortraining,hadtodowithaconsultofonehourperweekorless.Andlong(er)waitinglistsforresidentialsettings.
AnotherresultoftheTransitionwasthatorginazationshadtotransferfromallroundorganizationsintospecializedorganizations.TherewasashiftfromambulantworkersthatjoinedthenewYouthteamsorSocialTeamsandthosewhochoosedtostaywiththeirmotherorganizationandwherelookeduponasspecialists.Theworkdidnotchangeinrelationtothecontents,itwasmoreachangeofinfrastructure,whichaskedforachangeofattitude.
Fig.1:InterventionpyramidofYouthCare
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1.5.PassendOnderwijs,2014:“Schooleducationthatismadefittforeverybody”
YouthCareisalsoinfluencedbythechangesthattookplaceinthefieldofEducation.YouthCareisforyoungsterfrom0-18years,withtheposibilityofprolongationuptotheageof23ifthesupporthasstartedbeforereachingtheageof18.Sobasicallythebiggestgroupofclientshastogotoschool.Therehasbeenchangesindemandsthatthegovernmentputstotakingcareofstudentsthatneedextraattention.InDutchthisiscalled“zorgplicht”(dutyofcare).Everyschoolhastobuildacaresystemaroundtheirstudentsinordertocreateoptimalpossibiltiestogetthroughthestudyandendupwithadiploma.Schoolsgetarewardif95%oftheirstudentssucceed(performancepayment).
Onaccountofthenumberofenlistedstudentstheschoolgetsagovernmentgrant(acetainrateperstudent,dependingonthelevelofeducation).OnthefirstofOctober,(referencedate)thegovernmentrunsacheckontheschooladministrationandforeverystudentenlistedonthatdatetheschoolispayed.AsecondcheckisdoneinFebruary.Schoolsmakeabigeffortstokeepdifficultstudentsintheschool,atleastuptothe1stofOctober.
Intheschoolsyouhavecareteams.Thefirstyoucomeacrossisthementor.Everyclasshasit’sownmentorandheorsheistheconnectionbetweenschool,thestudentandtheirparents.Besidesthementorthereisacarecoordinatorwhoassistsallthementorsintheirattemptstotakegoodcareoftheirclassand,incaseastudentcausestroubleofanykind,thecarecoordinatorandthementordiscussthepossiblesolutionwiththeparents.Theycanmakeaplantogetherwiththestudentandparentsinordertoimprovethesituationandpreventdropout.Ifitisn’tpossibletodothatinsidetheschooltheyeitherputthestudentinareboundsettingoftheirown,sendthemtoaschoolforspecialeducationorgototheYouthcareteamsorSocialteamstoletthetrainingbedonebijspecialists.ThereisalotofcontactbetweenschoolsandorganizationsofYouthcareandtheSocialYouthteams.
Fig.2:PassendOnderwijs
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1.6.Summary
InthischapterIpointoutthechangesthatinfluencedtheworkoftheSocialWorkerinYouthCare:
1. TransitionYouthCare2015• TheformationofYouthCareteam• MunicipalsareresponsibleforYouthCareinsteadoftheDistrictGovernment• Acutbackinfunds
2. Registrationduty2013
3. PassendOnderwijs2015• SchoolhadtomakeanewCareplan• Morestudentswithproblemsinregularschools• Cutdowningovernmentallowances
BesidesthatIpointedoutwhatthevisibleeffectswereontheirlineofwork:
1. Theproblemsoftheclientsseemtobegrowingmorecomplicated2. Organizationshadtodevelopnewskillsinco-workingandnetworking3. Organizationshavetostandouttootherorganizationsandoffersomethingspecialin
ordertogetcontracts
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2. THETASKSANDFUNCTIONSOFAYOUTHCAREWORKER.
InthischapterIexplainthefieldofworkofYouthCare:thedifferenttasks,whatthatmeansfortheirqualityofcommunicationabilitiesandhowthisconnectswiththeresearch.
Abigpartofaworkdayofayouthcareworkerconsistsofcommunication,eitherinagrouporindividually,withchildrenandparents,butalsowithschoolteachers,otherprofessionals,police,rehabilitation-officers,childprotectionandsoon.InthefollowingparagraphsIintendtoexplainaboutthedifferenttasksofaYouthCareworkeringeneral.
2.1.ThedifferenttasksofaYouthCareWorker(ageneraloutline)
InthesefourparagraphsIwilldescribetheheadlinesoftasksthataYouthCareWorkerwillcarryout.Therearedifferencesbetweentheorganizationsthroughoutthecountrybutthebiglinesarethesame.
2.1.1.Ambulantwork
Anambulatoryworkerisaprofessionalthatworksmostlyallone,makeshousecallsandperformstheworkatdifferentplaces.Itis,ingeneral,notconnectedtoworkingwithgroupsandgroupdynamics.Theyfocusontheeducationalskillsoftheparentsandtheinteractionbetweenparentandchild.ThesecondvariationworthtobementionedisFamilyTherapy(FF)andCrisisCare(ASH,ambulantcrisiscare)inwhichtheworkerhastobeabletoanalysethesituationinabouttwocontactsinasituationthatisconsideredriskyforachild.Thisisashort,intensivetherapy,lasting4weeksandwithabout16-24hoursofface-to-facecontactperweek.
AveryheavyformofambulanttreatmentisParentalAccessGuidance,forsituationsinwhichdivorcedparentsareunabletocometoanagreementwitheachotheronavisitscheme,thesocalled“Vechtscheidingen”(FightingDivorces).Thismethodisindicatedbyajudgeandthereforeobligatory.
Andatlast,theVideoHometrainerwhoworkswithhiscameraasameanstohelptheparentsinimprovingtheinteractionwitheachotherand/orwiththeirchild(ren).TheydidaspecialtrainingatAIT(AssociatieInteractiebegeleidingenThuisbehandeling(AssociationInteractionGuidanceandHometreatment).Theyhaveaprotocolledwayofworkingandeachconsultconsistsofavideomomentofasituationinthefamilyandtheanalysisofittogetherwiththeclients.Theyseemtohaveareasonablygoodunderstandingofthenon-verbalsignalsandhowtointerpretthembutintheirguidelinethereisnomentioningoftheimportanceofthenon-verbalassuch.ThereisasimilaritybetweenVideoHometrainingandBodysystemicsbuttherearealsodifferences.Ididnotlookintothisfurtherbecauseitwasnotofprimaryrelevanceforthisinvestigation.
2.1.2.TheYouthCareWorkerinDaytreatment
IndaytreatmentaYouthcareworkerguidesagroupofchildrenwithbehaviorproblems.Oftenitleadstoschooldropouts.Thegoalismostlytotraintheminconductingpositiveandacceptedbehaviorandleadthembacktoschool.Incaseofpsychiatricproblemstheygetatherapyalongsidethegroupactivities.Socialskillsisalmostalwayspartofthedailyprogram.TheYouthWorkerisinteractingwiththemforabout6hoursaday,on5daysaweek,andhastobeawareofgroupdynamics,besidestheindividualbehavorialaspect.
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2.1.3.TheYouthCareWorkerinResidentialSettings
Whentheproblemsareverybig,childrencanbeplacedinalivingfacility:(crisis)group,afamilyhomeorfostercareortrainingcentreswheretheycanlearntoliveontheirown.IntheTransitionthecutbackonbedswasenormous,thenumberofhomelesskidswasincreasing.Thereis,bytheway,noinvestigationonthepossiblecorrelationbetweentheTranisitionandthegradualincreaseofhomelesschildren.ThefocusoftheprofessionalinaResidentialSettingisoftenontakingcareoftheclientsandlessontreatment.Theyintendtobuildupagoodrelationshipwiththeclientsbutitoftenfails,escpeciallywithadolescents,becausetheytendtorejectgrownupsandauthorityfigures.Theadolescentsoftensaythattheprofessionalisnotlisteningtothem.Theymightberight,atleasttheymissagreatdealofsignalssendbytheclients.ThemethodofBodysysemicscouldhelpthemtoimprovethat.
2.1.4.Observationdiagnostics
InthisformofYouthcarethegoalistodoandwriteanobjectiveobservationaboutthebehaviorofachildand/oritsparents.Thisismostlydoneinafewsessionsandsometimesduringadaytreatment.ThisasksalotoftheobservarionskillsofanYouthworker,whohastobeveryobjectiveindescribingwhatwasseen.Bodysystemicsasamethodcouldcontributetothatbecauseitisarathersystematicalapproachofobservation.
2.2.Conclusion
InthedifferenttasksoftheYouthWorkerthedirectcontactwiththeclientsisthemostimportantpartofthedailyroutine,whatevertasktheyhave(grouporindividual).Theclientstherelationbetweenclientandprofessionalisthemostimportantpartofthechancetosucceed.Thereforethereisabigclaimonthecommunication-observationskills.KnowingthatitseemsjustifiedtoconcludethatYouthCareOrganizationsneedtoinvestintheimprovementofthatskillsandlookformoretoolsthanjustnewmethods.Becausethebasicofallmethodsisstillagoodobservationability:ifyoumissinformationyouunderminetheresults.Again,accordingtothesystematicapproachbyBodysystemicsitcouldbeofaddedvaluetoallthetasksmentionedaboveandwouldcertainlyleadtoamoreobjectiveobservation.
Fig.3:TheheavyresponsibilitiesofYouthCare
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3.THEPROCESOFTHERESEARCH
InthischapterIdescribethewayinwhichIworkedonmyinvestigation,howIstarted,whatmethodsIused:interviews,questionnaires(onthreemomentsintheresearch)andworkshops,togetherwithdeskresearchwiththefocusonmarketingand,offcourse,literature.
3.1.EducationalinstitutesforSocialWork.
AtthestartofmyinvestigationIwenttoanumberofschoolsthattrainedSocialWorkersa.o.inordertofindouthowmuchtimewasspendonthesubject“Nonverbal”.Iwasastounded.DuringthesubjectslikeCommunicationorInterviewTechnicsyouwouldexpectthattheattentionwasatleastequallydividedbetweentheverbalandnon-verbalpartofcommunicationandthattherewouldbetimespentonimprovingtheirskillsinreadingbodylanguage.Nothingwasfurtherfromthetruth.Takingintoaccountthattheteachersaren’ttrainedinbodylanguageeither,itseamedlogical,besidesthefactthatthecurriculumhadnocriteriaforthissubjectanditwasnoobligatorycompetencetheyhadtoacquire.Buttheydoteachthestudentsthepercentagesofverbal-nonverbalincommunicationsotheyareawareofthevoid.
3.2.Workshops
IplannedworkshopsandgaveSocialWorkersofmyorganizationtheopportunitytosubscribeoneofthesixworkshops.BecausewearepreparingforamergewithtwootherorganizationsIhadtheopportunitytoreachtheemployersoftheothertwoorganizationsaswell.IalsousedmynetworkattheYouthCareTeamsinordertoenlargetherange.Itresultedin6workshopsandintotal33participants.Therewere3moreworkshopthatIdidatanotherorganization,Dushihuis(specializedinchildrenwithattachementdisorders),asaresultofmyinvestigationbecausetheywereveryinterestedinwhatIhadtooffer.BecauseofthedeadlineofthisinvestigationIunfortunatelycouldnottakethefindingsofthesethreeworkshopsintothispaper.
Imadeapowerpointpresentationwithinformationaboutthefollowingsubjects:
- Theheadaxes- TheYmethod- Thegestures- Thesittingpositions- Thecrossingofthelegsandarms- Themouth- Theeyes
Mygoalwastogivethemalotofinformationinordertotriggertheircuriosityforbodylanguage.Mysubgoalwastofindoutwhatwouldbeagoodwayofteaching,whatwouldbetheammountofinformationtheycouldhandleandwhatwouldbethebasicknowledgethatcouldhelpthemtostartpractisingitintheirdailywork.Intheworkshoptherewasroomforvideomaterialtoletthempracticewiththeinformationtheyhadreceived.AttheendIshowedthemalongervideoinwhichtheycouldtrytoseeallthedifferentitems.
3.3.Questionnaires
Iusedthreekindsofquestionnaires:onewhentheyenlistedforoneoftheworkshops,onebeforethestartofaworkshopinordertomeasuretheirexpectationsandgoalsandoneattheendoftheworkshop,toevaluatetheworkshopitself,whattheyhadlearnedandtocheckiftheywere
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interestedinaadditionaltraining.Thegeneralresultsofthesequestionairsyoufindinchapter6,thedetailsinannexI-III.
3.4.Interviews
BeforeactuallystartingtheresearchIdid8interviewsthroughoutmyorganizationsinordertofindagoodsubjectfortheresearch.DuringtheprocessoftheworkshopsandquestionnairsIinterviewed10peopleontheirknowledgeofandinterestinthenonverbalcommunication.AftertheworkshopsweredoneIinterviewed8participantafewweekslater,inordertofindoutwhattheyhaddonewiththeinformationIhadgiventhem.Inchapter6youwillfindtheoutcome.
3.5.Literature
Iusedanumberofbooksaboutthemethodsthataremostcurrentatthemomenttolookforelementsaboutbodylanguage.BesidesthatIreadthroughanumberofbooks,writtenbyDutchpeopleandwhichhadNon-Verballanguageasatopic.IusedtheinformationonthecampusofBodysystemicstocomposemypresentationandthereaderfortheworkshops.
3.5.Deskresearch
MeanwhileIdidsomedeskresearchontheinternetinordertofindouthowthemarketonBodylanguageintheNetherlandslookedlike,whatwerethespecificsthatwouldbeinterestingforthefieldofYouthCare,whichtrainingmethodswereofferedandhowtheywouldfitintheregulationsofQualityoftheYouthCareorganization.
BesidethatIlookedforinformationaboutbodylanguageingeneral,ontheinternetaswellasinarticlesandbooks.AnextendedlistofliteraturecanbefoundintheReferenceList(page34).
3.6.Products
Iendedmyinvestigationbymakingafewconceptsonhowto(further)introduceBodysystemicsintotheNetherlandsandwhatcouldbeagoodsystemofaccreditationofthosewhofollowedsometraininginthismethod.Youwillfindtheminchapter8.
Fig.4:Input-Output
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4.THEVALUEOFKNOWLEDGEOFBODYLANGUAGEINYOUTHCARE.
InworkingwithclientstheYouthCareworkerneedstobehighlysensitiveofwhatisormightbegoingoninthemindsandlivesoftheirclientsinordertocometothehartoftheprobleminashorttime.Ifitcomestoworkingtogetherwithotherorganizations(whichisstimulatedbythelocalgovernments)thissensitivityisalmostofsimilarimportancebutwithanothergoal:workingtogethertowardsmultidisciplinaircare,tryingtoreachanintendedgoal,gettheothertounderstandwhatyouwantandwhatwouldbebestfortheclient,gettingtheothertopayforsomething.
Actuallytheonlyinstrumentinthisfieldofworkistheworkerhimself.Hehastobepreparedandequipedtotheoptimum.Ifthereisanymallfunction,theclientwillnotgettheoptimumqualityofhelp.TheYouthworkerissupposedtobeintocontactwithhisclientsforatleast60%ofhisworkinghours,beingeitherchildrenbetweentheageof0-18ortheirparents.Oftheremaininghourshewillspend30%ofcommunicatingwithcollegues,othercare-organisationsorYouthprotectionorthelocalgovernment.All-inallheiscommunicatingabout75%ofhisworkinghours,ofwhichverbalcommunication,asoppositetowrittencommunication,takesupthebiggestpart.Thatcomesdownto27hoursaweekinafulltimecontract(36hours).
Knowingthisitisinterestingtodiscoverthatintheliteraturethatthestudentsareoffered,thereisstilllittletobefoundaboutthevalueofthenon-verbalpartofcommunication,letaloneinformationofhowtoapplythisinthedailywork,eventhoughitisknownthatabigpartofcommunicationisthenon-verbalpart.Interviewswithinternsinourorganizationsandwithschoolteacheron3HBO-institutessupportedtheconclusion:
Thehoursofcontactwithclientsaresupportedbyonly600hoursoflectureonthesubjectofnon-verbalcommunicationin4years,oppositeto3400hoursoflecturesonalltheothersubjects.Aworkerhastocover75%ofhisworkinghourswithonlyanaverageof15%knowlegdeaboutthesubjectthatissaidtoformthebiggerpartofcommunication,beingthenon-verbal.
EventhechangesIhavepointedoutinchapteronedidnotinitiateachangeincompetencesthatwererequiredorthesearchforadditionalknowledgethatwouldhelpinachievingthegoalsthatthegovermentwanted.Notattheeducationalinstitutes,norattheYouthCareorganizationsitself.Everythinghastobedonewithlessmoneyandinlesstimethanafewyearsbeforeandpeoplewerefocussingmoreonachangingthewayinwhichtheyorganizedtheircarethanlookingforadditionalknowledgetohelpthem.
IlookedintothemostimportantandpopularmethodsthatarecommoninYouthCarenowadaysanddescribedtheminthenextparagraph(4.1).Ihaveaddedsomeinformationaboutthedemandsonthecompetencesoftheprofessional(4.3.–4.4.)andthemethodBodysystemics(4.5.)
4.1Thetheoreticalbasis
Youthcareworkersareincontactwithclientsandtheirsystemforabout60%oftheirworkday.Theyworkwiththeclientsongoalstheywant,orhaveto,achieve,eitherindividuallyoringroupsettings.Researchhasfoundoutthatthebestresultsareachievedwhenthereisagoodrelationshipbetweentheprofessionalandtheclient.Theusedmethodsappeartobelessimportantthanrelation.Theclientswanttoworkwithsomebodywhomtheycantrustandwithwhomtheyfeelcomfortable.Thatis,offcourse,verylogical,astheprofessionalcomesintotheprivateworldoftheclient,literallyandfiguratively.Peoplearen’tverykeenonsharingpersonalproblemswithsomebodytheydonottrustorwithwhomtheydonotfeelverycomfortable.AndthegreatestpopulationofaYouthCareworkerisclientsofthesocalledlowerSocialEconomicClass,whichoftenimplieslessintelligence
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andamoreviolentwayofdealingwithproblems,leadingtoagreaterpressureontheskillsoftheYouthCareWorkerininterpretatingthesignalsoftheclienttimelyandcorrectly.Besidesthat,therearealsoalotofclientswhodonotcometoYouthCarevoluntarily.TheyareeithersendbyYouthProtection(byajudge)orRehabilitation.Inthosecasesitcanbeevenmoredifficulttogainthetrustoftheclientwhichimpliesanevengreaterimportanceforreadingthesignalsaclientsends.YouthCare,throughouttheyears,showstrendsinmethodsthatarepopularatacertaintime.InthenextfourparagraphsIzoominonthemostsignificantmethodsthatarepopularinYouthCare.
4.1.1.SystemOrientatedMethod,2000
Around2000ittheSystemOrientatedMethodwasverypopular(andstillis),whichwasthen,attheintroduction,consideredtobeinnovativebecauseitreplacedthefocusfromtheindividualclienttothewholecontextoftheclient.FromdifferentinvestigationsitappearsthattheSystemOrientatedapproachwasgrowingpopularfromthefiftiesbutwasonlyfullyembrasedaroundthenineties.ThelatestdevelopmentofevidencebasedmethodsareMFT(MultiFamilyTherapy)andMDFT(Multi-DimensionalFamilieTherapy).ThesemethodsareconsideredanacquisitioninYouthCare.Itcausedachange:professionalsstartedtopaymoreattentiontotheinteractionandrelationbetweenparentsandtheirchildren.AccordingtoVanYperen(vanYperen,vanderSteege,Addink,&Boendermaker,2010)thismethodwasofgreatinfluenceontheeffectivityinYouthCareandimprovedtheprofessionalizationofthecaretakers.
TheSystemOrientatedMethodsaysthatyoucannotlookuponapersonasasingularthing,ithastobeunderstoodinthecontextofhisrelations.Peoplebehavedifferentlyindifferentsituationsandonaccountofdifferentexperiences.Peoplehaveagreatbehavorialrepertoireandchangepersituation,sopeopleareverysensitivetotheircontext.Bodysystemicssharesthisopinionandinstructsalwaysonobservingthemomentofchange,inotherwords,notthemovementinitselfisimportantbutthemomentinwhichitoccurs.InBodysystemicsthecontextisconsideredofrealimportancebecausetherightinterpretationofabodymovementinallitsaspectsdependslargelyonthesituationorthemomentinwhichitoccurs.YoucouldconcludethatBodysystemicsandtheSystemOrientatedMethodagreeandthereforeBodysystemicscouldbeagoodsupplementtotheSystemOrientatedMethod,especiallybecausethismethodreferstotheimportanceofobservingproperlyhowpeoplebehaveintheinteractionwithothers.
Fig.5SystemOrientatedModel
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4.1.2. AttendancyTheoryofBaart,2006
TheAttendancyTheory(Baart,A.J.2006)isaboutconnectionandfullyunderstandingandacceptanceofthe(situation)oftheclient.TheoriginwasaninvestigationofthePastoralWork,soitsrootsisactuallyreligious.Thistheoryandthemethodisnowadaysembrasedbyprofessionalsin,forinstance,YouthCare.Thecharacteristicsofthisapproachare:beingtherefortheother,agoodandcloserelation(morethansolvingtheproblems),careforanddignityoftheother,aknowledgementoftheother,reciprocityandaccuratealignmentonthecontextoftheother.Thiswayofworkinggivesspacetowhatisnotforcable.Humandignityarecentralvaluesinthistheory.Theprofessionalneedstohaveaneyefordetails,linksandcontexts,inotherwords:thelogicoftheworldoftheother.Thetheorydescribeswhatattentionis,whatitdoes(theresult)andwhatitsees.Itdescribesthedilemmaofattention(becauseitdoesnotrecognizeandrespectitsowncharacterandhastheriskofgettinglockedupinitsownobsessionbyprejudice),itreferstothecurrentsituationinwhich(Youth)Carefindsitselfatthismoment:theculturalandbureaucraticdemandsandsanctionsontheirwishtogivefullattentiontotheirclient.Baartdescribesthatas“serendipity”:bylookingattentivelywefindwhatwearenotlookingforandweare,nevertheless,extremelyhappywithit,becauseweconnectwiththeclientandhisrealemotionsandintentions.BodysystemicscouldsupportthepracticeofAttendanceTheorybecauseitenablestheprofessionaltolookbehindtheobvious,findtheunspokenwordsbehindtheverbalandinterpretthedetailedbodymovements.
Fig.6: Attendancetheorymodel
4.1.3. Competence-basedMethod,SlotenSpanjaard(2007)
Thecompetence-basedmethodfocussesmoreonwhattheclientisgoodatinsteadofwhathecannotdo,withthegoaltoimprovehisskillsanddeminshbehavorialproblems.Thereare4mainelements:1.Thefysicalsurroundings(safetyanddailyroutine),2.Actingmethodicallybytheprofessionals,3.Phasingandfeedbacksystem,4.Assessments,eitherbyotherspecialistsandofthesituationandnetworkinterventions.Itisamotivatingapproach,focussedonimprovingcompetencesthatareallreadythere.Theyusetheterm‘developmenttasks’,referringtocharacteristicsofacertainphaseinlivethataskforspecificskills.Itisbasedonthreemaintheory’s:
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ClassicalConditioning(Pavlov,1924),OperantLearningTheory(Thorndike,E,1901)andSocialLearnTheory(Bandura,1977).
Themethodasksforgoodobservation-andcommunicationqualitiesfortheworkerhastozoominonwhattheclienttellshimabouthisorhercompetences.Oneneedstoderivetheauthenticityfromtheanswertothequestion“whatareyougoodat”,andanalysethevalueoftheanswerveryquickly.Afterall,thecompletelearningprocesisbasedonthoseanswers!InthismethodBodysystemciscouldbesupportingaswellforitgivestheprofessionaltheabilitytoseeandinterpretwhatisnotsaidbutisdefenitelyshown.
Fig.7: Competence-basedModel
4.1.4. SolutionFocussedBriefTherapy,2011
ThepresenttendencyisthatYouthCarepretendstoworkaccordingtothemethodSolutionFocussedBriefTherapy.ThepioneerofthismethodisInsooKimBerg(1934-2007),aKorean-bornAmercanpsychotherapist.Thebook“Thepowerofsolutions”(byPeterdeJongandInsooKimBerg)isusedinalmostalltheHBO-institutes.Thereishalfapageonthenon-verbalbehaviorsaying:
“Wenoticedthatmostoftheclientsareverysensitiveforthefactthatwelistenrespectfullyandcarefully.Especiallyatthebeginningofthecontact.Theyseemtodecideonwhetherwereallylistenonaccountofourwordsandnon-verbalrespons”.TheyrefertoOkun(Okun,1992,p.24)whosaysthatclientsrelyonthefollowingnon-verbalreactionsoftheprofessional,tojudgethedegreeofrespectandunderstanding:
- Amannerofspeakingwhichisequivalenttothewaytheclientspeaks- Eyecontact- Occasionalnoddingbytheprofessionalinordertoshowthatheofsheisfollowingwhatthe
clientissaying- Occasionalgestures- Beingphysicallyclosetotheclient- Usingarelaxtrateofspeech- Leansomewhatforwardinthedirectionoftheclienttoshowinterestandconcentration- Occasionaltouching
Furtherontheywrite:“Someoftheprofessionalsemphasizetheimportanceofnon-verbalcompetences.Wethinkthatnon-verbalbehaviorisimportant.Wehoweverbelievethatwhatyouchoosetosayisofmoreimportancewhenyouwanttoshowtheclientthatyoulistenrespectfully.Moreover,youwilldevelopyournon-verbalcompetencesbynaturewhenyoulearntoletgoofyour
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ownframeofreferenceandstartlisteningmorecarefullytowhomandwhatisimportanttoyourclient.”
“Neverthelesseffectivenon-verbalbehaviorcanaddtothecreationofanattentiveandrespectfullatmosphereduringtheprofessionalconversation.Littleornoeyecontact,unseemlysmilesofunseemlyfacialexpressions,unusualgestures,unpleasantoneofvoice,speekingveryquicklyorveryslowly;allthatcanworkcontraproductive(Okun,1992).Fromthisweconcludethatitcanbeusefulltomakeregularvideo-tapesofyourconversationswithyourclientsinorderforyoutoevaluatehowyournon-verbalbehaviorsinfluenceyourinteractionswiththeclient”
Thisparagraphofthebookcreatestheimpressionthattheyfocusmoreonthenonverbalbehavioroftheprofessionalthanonthatoftheclient.Besidesthat,theyalsosuggestthatapersoncanlearnmoreaboutthenon-verbaljustbylettinggoofyourownframeofreference!Youcouldaskyourselfthequestion:Howwouldonedevelopmoreknowledgeofnon-verbalbehaviorifyouarenotinstructedonhowtointerpretgestures,movementsintheface,sittingpostions,movementsofthehead,itchesandcaresses?Howwillyoubesureaboutyourintrepretationwhenyouarenotawareoftherightmeaningofthethingsyousee?InmyworkshopsInoticedthatthelackofknowledgeofandpropertraininginbodylanguageleadundoubtedlytomissingimportantitemsormisinterpretingthem.Asimpleexampleistheinterpretationofcrossedarmsoflegs:ingeneralitisbelievedthatcrossedarmsarealwaysasignofclosure.Thedifferencethatitisonlyclosurewhenthereistension(inthewristf.i.)ortheinfluenceonthehightofthearmsandtheimportanceofthemomentinwhichsomebodyiscrossingthearms(orlegs)isnotknownatall,andmostofall:thrmomentinwhichitoccurs.Besidesthat,thebookdoesnotmentiontheammountofpracticinghoursittakesinordertoachievesufficientabilitiestoreadthenon-verbalsignscorrectly.
Fortunatelythebookgivessomeinformationaboutthenonverbalbehaviorofclientsonthenextpage:
“…..Asanobservantyouwilmostprobablyobservethesamesignsinyourclientsbecausetheirnon-verbalbehaviorisalsomeaningfull.Clientswhoreactonaremarkbysmiling,rollingtheireyes,crossingtheirlegsorarms,changingtheirtoneofvoice,leanbackwardsintheirchair,sighing,ofstoptalkingcommunicatebythenon-verbalaswellaswiththeirwords.Youwillnoticethesenon-verbalsignswhenyouarefinetunedwiththeclient,aswellasthecontextinwhichtheyoccur,thedifferentpatternsthatclientsuseandthechangeinthesepatterns.Whenyounoticethesenon-verbalsignalsyoucandecidetomentionthemtotheclientorinvestigatethemornot….”
Theabovesuggeststhatyouonlyhavetofine-tuneontheclienttomakeyounoticethenon-verbalsignsinsteadoftheotherwayaround:Ifyouarefullyawareofthebodysignalsandyouknowhowtointerpretthemyouwillbeabletofine-tunetotheclient.
Fig.8: SolutionFocussedModel
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4.2.TheYouthCareWorkeraccordingtoPeterVonk,2014
PeterVonkisthedirectorofVonkCompetenceExpertise,anassessmentbureauthatadvisesonHumanResources.BeforehestartedthisBureauhewasaprofessionalinYouthCare.HeisawellrespectedadvisoranddevelopedforinstanceaspecialassessmentforFamilyworkers(professionalswholivetogetherwithasmallnumberofclients24/7).Thisbookiswrittenasananswertothequestion“Whodoweactuallyneedtoofferhelp,careandprotectiontochildrenandtheirparents”,aquestionthatisthreatenedtobeforgotteninallthetensionbytheTransition.PeterVonkdecidesonsevenabilitiesthatareneededtobeagoodandeffectiveprofessionalanddevidesthemallintofiveaspects:theability,theimportance,thetalentyouneedforthat,indicators(hear,see,feel)anddevelopment.ThethesesofthebookisthatprofessionalsinYouthCare,thetowncouncellors,YouthCareorganizationsandChildProtection,shouldbeawareoftheimportanceofrecruitmentandselectionofpeoplewhoconnectascloselyaspossibletothegivenprofileandinadditionfacilitatethenecessarypersonaldevelopment.
The7abilitiesaccordingtoVonkare:
- Listening- Takingyourposition- Givingdirection- Supportwithouttakingover- Plan-basedworking- Worktogether- Reflection
Vonkcallstheabilityoflisteningoneofthemostimportantabilitiesofaprofessional.Thefirstreason,hesays,isthatbehaviorisoftenthemessengeroftheunderlyingfeelings.Oftenpeoplehavedifferentbackgroundsanddifferent,evenopposingandunspokenintersts.Vonkreferstotheimportancelike“anactiveattitudeinlisteningyouneedahigherthanaverageempathiccompetenceinordertoseebehindthesurface.Butthroughoutthebookthereisnomentioningofhowtointerpretthenon-verbalunconscioussignseventhoughheismoreorlesssuggestingit.KnowledgeofBodysystemicscouldsupportanoptimalselectionprocedurejustbecauseitmakesoneabletoseewhatisoftenmissed,liketensioninhiddenpartsofthebody(f.i.feet,legs)quickmovementsoftheeyes,eyebrows,mouth,ashouldershrugorarmmovement…Thiscouldleadtootherquestionsandgettingabetterviewontheauthencityoftheapplicant.
4.3.ThecompetencesbyStichtingKwaliteitskaderJeugdzorg,2014(SKJ)
InannexIVyoufindthecompletelistofcompetencesofSKJthataprofessionalinYouthCarehastoprovebyshowingagreatnumberofdocumentslikereports,certificates,diplomas.Therequiredcompetencesbytheregistrationorganizationareofgreatimportanceinthisresearch.IftherewouldbenocompetencesthatcouldbeimprovedbyBodysystemicsitmakesimplementingBodysystemicsinYouthCaremuchmoredifficult.
Thereare5competencesinthislistthatneedgoodcommunicationskills,morethantheothers.Itconcerns:makecontactandhascontactswithchildrenandtheirparents(2),chooseafittingintervention(5),createasafepedagogicalenvironment(7),dealwithchildrenandtheirparentswhoarenotvoluntarilywithYouthCare(20),dealwithverbalviolenceand(light)agressivebehavior(23).ThesecompetentcescouldbenefitfrommoreknowlegdeofBodysystemicsbecausethisenablesyoutohaveaneyeformoredetailsinnon-verbalsignalsandwillresultinbettercontact,better
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observationsandinterpretationsandevenabetterrelationshipbetweentheprofessionalandtheclient.
4.4.TheguidelinesbyNationalInstituteofYouth(NJI)
NJIisaNationalinstituteofKnowledgethatworksfortheYouthCareinstitutesandoffersfreeconsultancysandtrainingfacilitiestotheorganizations.Theymake(new)knowledgeavailablefortheprofessionalbuttheyalsogeneratequestionsfromthedailypractice.Theirgoalistoenlargetheproblemsolvingcapacityoforganizationsandtheindividualprofessional.Ifyouwanttogetaninterventionbeingregisteredasanevidence-basedprogrammeormethodthisistheorganizationthatstartstheprocesofgettingthere.ItisanimportantplayerinthefieldofYouthCare,eventhoughtheydon’tactuallyworkwithclients.Theorganizationconsistsof9teamswhoeachhaveaspecificfieldinwhichtheywork:strongbasis,basiccareYouthandFamily,growingupsafely,effectivetyandintegralYouthCare,craftsmenship,connectionbetweeneducationandYouthCare,supportteamTransformation,Monitoringandresearch,programmeofknowledge.ThelasttwofieldscouldbeinterestingtoinvestigatefurtherwhenitcomestotheintroductionofBodysystemics.
4.5.Theroleofknowledgeofthenon-verballanguageandthemethodofBodysystemics
ThemostimportantqualificationsthataYouthCareWorkerneedstoemployistheabilitytolistenandmakeaconnectionwiththeclient,regardlessofthemethodused.Theclienthas,ingeneral,agoodantennafor‘fake’behavior:iftheprofessionalputsupanact,askstherighttheoreticalquestionsbutisnotauthentic,theclientwillnoticeitandreactonthat.Whentheprofessionalreactsonlyonwhatissaid,aconversationcanturnouttogetawkwardbecausetheclientmightsensethatthereisnorealconnection,norealunderstanding.Professionalsaretrainedtobeobjectiveandnotjudging.Intheirtrainingtheyaregiven‘standard’questionslike:“doIhearyouright,doyousay….”,“Iseethatyouaresad…”,“doIunderstandyoucorrectly”,“howdoyoufeelaboutthat…”oreventheadvisenevertousethe“why”question.Theygetnomanualonreadingbodysignscorrectly,soitcouldwellbethattheymissalotofinformationandthereforfailtoasktherightquestionswiththeresultofeithermissingthepoint,failingtounderstandwhattherealproblemisorhowtheclientreallyfeels.Orthetimetheyneedtogetthenecessaryresultsismuchlonger.Forinstance,duringanevaluationtheclientwillsayhowhardheorshehaspractisedwiththeexcercisestheprofessionalhasgivenandwithwhatresults.Theprofessionalwillbepleasedandgivesacompliment.Ifhewatchescarefullyhemighthaveseenthatthebodylanguagewasnotcongruentwiththewords:theclientwastense,crossedthelegstowardstheprofessional,didnotonceshowthepalmsofhishands,hardlyblinked……orothersignsthatcouldhavetoldtheworkerthattherewasanincongruencebetweentheverbalandnon-verbal.
Bodysystemicsisamethodthathelpstosystematicallycometoanobjectiveobservation.Thebasicquestionis:istheretension(T)?Ifyouperceivetensionyoucangointothatbyaskingaquestion.Thesecondlayerisspeed(S):thiscanbeanindicationofrestlessness.Thancomesthe“Y”(Y-orY+):twomovementsatthesametime,comingclosertogetherormovingwiderapart.The“Y”givesyouthetoolstodecideifthereisanincongruenceinverbal–non-verbalormaybeanegativity/positivity.Ifyounoticethatyoucanformulateaquestiontogetaclearerpictureofwhatliesunderneaththemovement.AndlastbutnotleastthemoredetailedI:theitems.Thesearethegestures,thecaresses,theitches,thefixations.The“I”describesthemoodofunderlyingmeaningwithaverydetailedprecision.
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4.6.Conclusions
WhenyoulookatallthecurrentandmostprominenttheoriesandmethodsusedinYouthCarenowadaysyoucandrawtheconclusionthattheyallintendtoimprovetheskillsoftheclientandstatethattheprofessionalhastoworkonthat,besidesgainingthetrustoftheclient.Attentionandlisteningaretheleadingqualitiesrequiredtoachievethat.Onaccountofthatyoucouldsaythatwhatevermethodortheoryyoufollow,thequailityoflisteningisthemostprominentqualityyouneedtodevelop.
Youhavetwokindsoflistening:passiveandactivelistening(www.sociaalluisteren.nl).Thepassivelisteningisdescribedas“hearingwhattheotherpersonssayswithoutactuallybotheringtofindoutwhatisbehindtheword.Andactivelisteningwhichmeans“youtrytoreallyunderstandtheotherpersonandwhatthemessagebehindthewordsreallyis”.Soinpassivelisteningthenonverbalpartofcommunicationisveryimportant,eventhoughitisnotactuallymentionedassuch.
Coleman(EmotionalIntelligence,2001)statesthatpeoplehardlyeverrefertotheiremotionsinwordsratherthanshowingthembyothersignalslikeinflections,gestures,facialexpressions.Healsostatesthatthekeytosensitivityforotherpeople’sfeelingsliesintheabilitytounderstandandinterpretthenon-verbalsignswhereitcomestoreadingemotions.Thisisanotherdefiniteandconcreteindicationtotheimportanceofknowingandunderstandingthenonverballanguage:readingtherightemotionfromafaceofaclientisdefenitelyoneofthemainsubjectsinBodysystemics.
Theassumptionthatyoucanlearntoreadthenon-verbalsignsbyjustpayingattentiontothem(IsooK,1992)isdefenitelyonethatshouldbeopenfordiscussion.Inchapter6,theresultsoftheworkshopsandquestionnairesshowyouanotherconclusion:itrequiersaserioustraininginorderfortheprofessionaltogetfamiliarwithalltheinformationyoucangetfromreadingthenon-verbalsigns.Itgoesevenfurther:itrequiersalotofpracticetojustnoticethemall!
Fig.9:Wisdom
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5. MARKETINGRESEARCH
Eventhoughthereseemstobelittleknowledgeof,andlittleattentionfor,thebenefitsofagoodknowledgeofthenonverbalpartofcommunicationthereareanumberofreasonablysolidorganizationsintheNetherlandsthatgivelecturesortrainingonthissubject.Theyfocusondifferentpartsofthemarket.NoneofthemseemtobespecificallyinterestedinYouthCare.
Iselectedtheonesthatcameupmost,triedtofindoutwhatmakesthemspecialandtowhatbigger(international)organisationtheyareconnected.MostofthemfocussedonthefieldofSalesandCoachingingeneral,afeworganisationsuseditinamoreantroposoficway.ThesignificanceofknowingthatinconnectiontomyresearchisthatiftheconclusionisthatYouthCarewouldbenefitfromabetterknowledgeofthenonverballanguageitwouldbeinterestingtoknowandarguewhytheyshouldchooseBodysystemicsinsteadofanotherorganization/methodtoachievethat.
5.1.ThemostimportantinstitutesintheNetherlands
- BodyandMindLanguageinstitute(www.bmli.nl/opleiding)claimsthateverythingincommunicationandbodymovementisimportant,aswellasattitudeinlifeandbody-posture.Theirtrainingindividedintothreelevels,withrespectively10-10-6daysoftraining.Leveltwoandthreehaveanexamattheend.
Theyadvertisewith“auniqueapproachofcoaching”inwhichoneofthegoalsisimprovingyourselfimage.TheymakeuseofthebookBodyandMindlanguageofJosDolstra,thefounderoftheorganization.Thetrainingisrecommendedforfysiotherapists,teachers,psychologists,managerandsocialworkers.Theinformationontheirwebsitegivestheimpressionthatitconcernsapartlyfilosoficalapproachofbodylanguage.
BMLIhasanHBO-aknowledgedlevelisregisteredatanumberoforganizationsandistheirtrainings:VIV,LVNG,KTNO,BATC,CRKBO,ADAP,KZAG,UWV,CAT,ABvC.(Inthelistofabbreviationsyoufindashortclarification).
- ExpertiseCentrumLichaamstaalNederland(https://www.expertisecentrumlichaamstaalnederland.nl/)
ExpertisecentrumLichaamstaalNederlandisconnectedtotheCRKBOenPE-onlineandworkstogetherwithBodysystemics®andtheSwissAssociationofSpecialistsinNon-VerbalCommunication. ThecurriculumoftheinstituteisbasedonscientificknowledgefromPsychology,communication-andneuroscienceandbehaviorscience.Itfollowstheparadigma’softhesocialconstructivists,likethePaloAltogroup,wheretherelation(individualanditscontext),abetterunderstandingofintention,emotionandmotivationintheverbalcontextisprimair,withunderstandingofculturaldifferences.Theinstituteworksinthefieldofinternationalorganisationsinthefieldofpublicsafetyandeducationinordertoputnonverbalcommunicationonthemap.ItusestheBodysystemicmethodofobservingbodylanguage.ThisorganisationisregisteredatSKJ,whereeveryYouthCareworkerhastoberegistered.
- CentrumvoorLichaamstaal(http://www.lichaamstaaltraining.nl)TheleadingtrainerofhisinstituteisEddyVandeweyer,certifiedtrainerandleadingpartneroftheinstitute;HeworkstogetherwithPatrykWezowoski,thefounderofthiscentreofBodyLanguage,theworldnumberonetraininginBodylanguageforBusiness,astheyclaim.InternationalmedialikeCBSandFOXregularlyaskthemtomakeananalysesofpoliticiandcelebritiesTheirbooksarebestsellersandtheypublisehdaDutchbook“Bodylanguage”.Theydevelopedtheonly
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programmeintheworldthatteachesfacialexpressionbyvideo,alongsideagreatnumberoftoolsfornon-verbalcommunication.TheydevelopedtheBLINKmethod,acombinationofbodylanguageandinterviewtechniques.TheyofferabasictrainingandaMastertrainingandafreee-trainingfor8weeks.
- BodylanguageAcademy(https://bodylanguageacademy.nl)
DeniseDechampsisthefounderofthisorganisationandsheispsychologistandspecialistinbodylanguage.Thetrainingtheygiveconsistsoftwoparts:BodylanguageprofessionalenBodylanguageMaster.Thefirstistwodays,themasterlevelisthreedays.Theorganizationisdescribedby:“aspecializedinstitueofnon-verbalcommunicationandhumanbehavior.Withinteractivesciencebasedtrainingandcoachingwesupportcompaniestogofortheirambitioninthemostimportantandsignificantpartofcommunication:thenonverbal”.Onherwebsitethereisnoreferencetonationalorganizationssheisconnectedto.ShedoesagoodjobonherPublicRelationsbecauselatelysheisontvalot,togiveanalysesoncelebritiesandpoliticiansforinstance.
- Offermans&vanGemertBV(http://offermansvangemert.nl/non-verbale-communicatie)Theygiveatwodaytraininginnonverbalcommunicationforprofessionals.Theircorebusinessiscoachingofprofessionalsinvariousbranchesinthefieldofcommunicationskills,advise,andpersonaldevelopment.TheyhavedeCEDEO-certificate,whichimpliesthattheyhaveacertainqualitylevelofeducation.
- Stichtinglichaamstaal(WatsuInstituutNederland)Thisfoundationisavolunteernon-profitorganizationthatproducesandspreadsinformationaboutnon-verbalcommunicationintheinteractionwithbabys,youngchildrenandthementaldisabled.ThisorganisationusesbodylanguageasasupportforWatsu(awaterShiatsumethod,usingShiatsutechnicswhilefloatinginwater).Thereisnomentionoforganizationstheyareregisteredorfurtherinformationoftheirbackground.
5.2.Summary
- Thereareabout4organizationsinthefieldofBodylanguageintheNetherlandsthatseemtobeimportant.
- E.C.L.N.istheonlyonethatisregisteredatSKJ.- Someoftheorganizationshaveaninspiringwebsitewithshortvideo’sthatmostprobably
triggerthepotentialclienttocontacttheorganization.- StichtingLichaamstaal.nlhasdevelopedagameforbodylanguage- Centrumvoorlichaamstaalhadit’sownmethod:BLINK(Body Language Interpretations
Nominology Know-how)- ‘Centrumvoorlichaamstaal’givesyoutheopportunitytofollowafreevideotrainingfor2
months.Subscribingworksfastandtheinformationisveryclear,supportedbypicturesandhomework.Theysendanewlessoneveryweek.
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5.3.Conclusion
IfBodysystemicsasamethodistobesuccesfullyintroducedinthiscountyandspecificallyinYouthCare,ithastooffersomethingspecialtopotentialstudentsandeducationalorganizationsandaddsomethingsignifcanttotheircompetencesandabilities.IfBodysystemicswantstoobtainaseriousmarketpositioninYouthCare(andEducation)therehastobeatleastaninspiringwebsite,agoodadvertisingcampaignandefficientnetworkingattheHBO-schoolsandYouthCareOrganizationsandChildprotection.
AconnectionwithSKJ(StichtingKwaliteitseregisterJeugdzorg)isanimportantissuebecausethereare30.000peopleworkinginthisfieldwhoareallregisteredatSKJ,besides5000students.ItwouldalsobeinterestingtofindoutifthereisapossibilitytobeconnectedtoNJI(NederlandsJeugdInstituut,DutchYouthInstitute),whoworkontheDutchYouthQualitySystemandwhichistheinstitutethatworksonregistrationandaknowledgementofevidencebasedmethods.BothorganisationscouldbeagoodsupportineveryactiontoputBodysystemicsonthemapasafieldofknowledgethatisembreasedbytheYouthCareWorker.
Fig.10:Communication
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6. RESULTS
InthischapterIshowtheresultsofallthequestionnaires,interviewsandworkshopsthatIhavedoneduringtheresearch.Idividedtheminthreeparts:interviews,questionnairesandconclusions.Theinterviewswereatschools,withinternsandwithcolleguesandafewweeksaftertheworkshopswithanumberofparticipants(8).Theresultsofthequestionnairesaredividedinto(1)knowledgebeforetheworkshop,(2)expectation,(3)valueaftertheworkshop.
6.1.Interviews
FortheinterviewsIusedopenmeaningquestionsandcheckedtheauthenticywithclosedquestionsorcontrolquestions.Iinterviewed8peoplethatdidnotparticipateintheworkshop,expectforone.Iinterviewedseveralkindofprofessionals:management(2),qualityworker(1),behavorialscientists(2),communicationmanager(1),directors(2).IdidthoseinterviewsalreadyinjanuariwhenIwaslookingforagoodsubjectformyresearch.AttheendofmayIinterviewed8participantsoftheworkshopstoseeiftheywerestillenthousiastic,usedtheinformationIgavethemandwhattheiropinionwasofintroducingBodyssytemicsinYouthCareingeneral.
Themanagers(2)andqualityworker(1)werenotveryenthusiastic.DuringtheinterviewitbecameapparentthattheyknewlittleaboutbodylanguageandwerenotfamiliarwithBodysystemics.Theywereconvincedofthefactthatitwaslearnedbehaviorandthatyoucouldpreventyourselffromnon-conscientmovementsorlearnhowtochangethem.Theiraffinitywiththenon-verbalpartofcommunicationwaslow.Theystatedthattherewas,totheiropinion,insufficientscientificresearchforthemtodecidetoinvesttimeandenergyinlearningmoreaboutthissubject.Thesepersonsareinapositionthattheycanorderormotivatethosewhoworkdirectlywiththeclients.Inotherwords:theycouldbethegroupthatmightpreventtheintroductionofbodylanguageinYouthCare….
Laterintheinterviewthequalitymanagerseemedtoopenupandagreedonanotherinterviewafterfinishingtheinvestigation,providedthattheresultswouldindicatethattheparticipantswereverypositive.WeagreedonanothermeetinginJulytodiscusstheresults.OnemanageroddlyenoughhadshowninterestwhenIwasprintingthesheetsoftheworkshopsbutduringtheinterviewshetoldmethatitshethoughtthatiswasnoprioritybecauseofallthepressurethatwasallreadyonalltheworkers.IngeneralthetimeaspectisanimportantitemtotakeintoaccountifweseriouslywanttomakeanattemptinprofilingBodysystemicsinYouthCare.
Thebehavorialscientists(2)wereescpeciallyinterestedinthescientificbasisBodysystemics.This,offcourse,wastobeexpected.Theyagreedthatitwasalittleweirdthattherewassolittleattentionforsuchabigpartofcommunication,eventhoughtheymentionedthatthereweredifferentdividingfigurestopointouthowcommunicationwasbuildup.Theywereinterestedinthepossibilityofofferingatrainingtotheworkersthatwasbuildupinawaythatitwouldgiveenoughinformationandskillstomakeimmediatenandefficientuseofitduringthecontactswiththeclients.TheywerealsocharmedbythefactthatE.C.L.N.wasconnectedtotheSKJ,onaccount,offcourse,oftheregistrationrules.Theydidnotrealisethattheycouldalsomakeuseofthoseskillsthemselvesincoachingtheprofessionals,whichisagreatpartoftheirjob.AllthreeofthemreactedsurprisedwhenIpointedthataspectouttothem.Oneofthemreactedthatshedidn’tneedtheextraknowledgeinordertogiveagoodcoachingsession.
Thedirectors(2)weresurprinsinglyenthousiasticaboutthemethodbecausetheyperfectlyunderstoodmyargumentaboutthesmallpartofattentionforthebiggestpartofcommunicationandcouldwelldeductfromthatwhatthebenefitsofthemethodofBodysystemicscouldbe.Both
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ofthemgavemeanextraassignementinMay.Onedirector,ofDushihuis,bookedmeforthreeworkshopsonhislocationsinEllecom,TheHagueandDordrecht.Theotherdirector,ofmyowncompanyTriviumLindenhof,askedmeandthebehavorialscientistofaspecialprojectMATE,togiveknowlegdeofbodylanguagea“space”inthemethodology.(MATEisatrainingprogramforunderpriviligedyoungsterstogetaneducationforsailorwithjobguarantee).
Thefollowingquestionswerepresentedto8participantsoftheworkshops:
- Ifyoulookbackontheworkshopandtheinformationyougotthen,areyoustillenthousiasticaboutthemethodofBodysystemics?
- Doyouuseyourreaderandifso,howdoyouuseit.Andifnot,whatisthereason?- Areyou(still)interestedinanotherworkshoportraining?- Areyoucapableofputtingthenewknowledgeintopractice?- Whatwouldyouneedtoimproveyourskills?
AlltheinterviewedparticipantssaidthattheywerestillenthousisticaboutthemethodofBodysystemicsand7saidthattheyregularlyusedthereader.Onesaidhedidnothavethetimetolookintothereaderbuttriedtopracticeitbyheart.Sixofthemtrainedthemselvesbytryingtoobservejustoneitemofjustlookfortension,speedortheY.Theyallsaiditwasstilldifficult.Thiswasthereasonthattheywereallinterestedinanadditionaltraining.
6.2.Questionnaires
Thirty-oneparticipantsfilledinthequestionnairbeforetheworkshop.Therewere33participantsbuttwoofthemdidnotsubscribebeforehand,theyjustcameinspontaneouslybecausetheywereononeofthelocationsatthattime.Thirtythreepeoplefilledintheevaluationquestionnair.
6.2.1.Questionnairesbeforestart(30)
Idividedtheresultsinthreegroups:thosewhohadanmbo/hboeducationinSocialWorkorYouthCare(27),Universitydegree(3)andmanagementandothers(1).Therewere13questionsand33possibleanswers.
Ingeneraltheirknowledgewasreasonable,however,mostmistakesweremadebytheUniversityscholars,mostlyaboutthecrossingofthearmsandlegsandthedifferencebetweentheinformationyougetfromtherightortheleft.Becausetheresponsinthiscategoriewassolowyoucannotdeductaseriousconclusionfromthis.
Apartofthequestionnairconsistedofpicturesthattheyhadtoanalyse.TheyscoredreasonablywiththeexceptionofthequestionaboutinterpretationofthemoodofDafneSchippers,thebodylanguageofWimKieftinphoto1andthemeaningofthehandpositionofthepoliticians.
TheanalysisofthepicturesofObamaandTrumpgaveinterestinginformationofhowtheyinterpretedit.Therewere168differentaspectsmentionedasobservationofwhichtherewhere108objective,basedongestures,positionorfacialexpressionand60(30%)weremoreorlesssubjective,givingthepersonalopinionaboutthepersonobserved.ItwasstrikingthatespeciallyintheobservationofTrumppeopleshowedanegativeattitudeandinterpretationoftheimage.IpointedthatoutintheworkshopswhileanalysingavideoaboutTrumpandObamaintheWhitehouseandaskedthemagainhowtointerpretthephoto.Theresultwasthattheymadeabetter,moreobjective,observation,basedonmovementsandtherightinterpretation.Duringthediscussionweconcludedthatthesocalled‘selffullfillingprophesy’couldbeanexplanationofthe
pag. 28
negativeinterpretationofthepictureofTrumpintheassignment.ThismadethemawareoftherisksofasubjectiveprejudicedobservationwithoutthemethodofBodysystemics.
TheconclusionofalltheinformationthatIgotoutofthequestionnaireswasthattheparticipantswerereasonablycapableofinterpretingabodypositionandgesturebuthadthetendencyofinterpretatingonaccountofwhattheythoughttheobservedpersonfeltorintended.Thisseemstobeanitemthatneedsattentionforitisimportanttodescribeandinterpretbehaviorobjectively.
6.2.2.ExpectationQuestionnaires
Thisquestionnairwasofferedtotheparticipantsbeforethestartoftheworkshop.Thegoalwastofindoutwhattheirintentionwasandiftheworkshopgavethemwhattheycamefor.Twentytwooftheparticipantswantedtolearnhowtoapplytheirnewknowledgeintheirdailyworkandtwowantedtofindproofthatitwouldn’taddanythingtotheirwork.Thegoalofmostofthemwasjusttolearnmoreaboutthenon-verbalinfluenceoncommunicationand90%wrotedownthattheyknewlittleaboutit.Sixpersonssaidtheybelievedthatiswasaveryimportantpartofcommunicationbuttheydidn’tknowhowtoapplyit.Almosteverybodywouldbesatisfiediftheycouldapplythenewlyacquiredknowledgedirectly.
6.2.3EvaluationQuestionnaires
Theresultoftheworkshopwasthat90%oftheparticipantswereveryenthousiasticabouttheinformation.Theygotalotofinformationand8personswrotedownthatiswasverycomplicatedandalotofinformation.Theyweresurprisedthatitwenttosuchadetailedlevel,theyhadneverexpectedthat.Theaverageratingoftheworkshopsonascaleof0-10was8,2.
6.3.Workshops
Igave6workshopsdividedover3locationsand33participants.Theworkshopstook2,5hoursandconsistedofatheoreticalpart,alternatedwithexerciseswithvideo’sanddiscussionandquestionmoments.Mostparticipantsgavethefeedbackthatitwasalottoabsorbinsuchashortperiodoftimebutallofthemwereveryinterrestedinmoreinformationormorepossibilitiesforpractising.TheyrealisedhowcomplicateditwastomakeadetailedobservationandhadsomedifficultieswiththeY-method,theaxesoftheheadandthatyouhavetobealertthattheobjectofobservationisamirorimage:yourrightsideishisleftsideandviceversa.Itconfusedthemalot.
Theywereenthousiasticabouttheinformationbetweenrightandleft,incombinationwiththeinformationthatthedifferentbodypartswhererepresentativesofaspecific“fieldofinformation”.Theyimaginedthattheycouldputthisinformationintopracticerightaway.
ThereactiontheygaveattheendoftheworkshopswasmostlythatBodysystemicswasveryinterestingandusefullbuttocomplicatedtorememberandpracticeinjustonesession.Theyindicatedthattheywereverybusy,withhighworkpressurethatanintensivetrainingprogramwouldnotappealtothem.Theyweremoreinterestedinashorttrainingoratrainingthatwasbuildupinclearpartsthatcouldbefollowedseparatelyandwhereinitselfinformativeenoughtoapplyintheirdailywork.
pag. 29
6.4.Conclusions
FromtheaboveinformationIdeductionthefollowingconclusions:
- Theprofessionalsareinterestedin(more)informationaboutBodysystemicsandtheythinkthatitwouldaddsomethingpositivetotheirdailywork
- Theprofessionalsareinterestedinmoretrainingonthissubjectbuttheymentionaproblemwiththetimethatitrequires.
- TheprofessionalsagreeonthestatementthatthemethodBodysystemicsmakestheriskofasubjectiveobservation(report)muchsmaller
- TheprofessionalsagreeonthevalueofBodysystemicsingettingabettercommunicationbetweenthemandtheirclientsandwillenablethemtoseethroughtheirclientssooner
- Onlyoneworkshopisnotenoughtoperpetuatethegivenknowledgeorskillsthatparticipantsaquireduringtheworkshop.Repetitionisrequired.
Fig.11:Procesofdrawingconclusions
pag. 30
7.CONCLUSIONSANDADVICE
InthischapterIgiveyoumyconclusionsandadvice,butalsotheactionIwillbegoingtotakehereafter.Istartwiththemainquestionin7.1andin7.2youfindtheanswerstothesubquestions.Iendwithmyintendedactionaftertheexams.
7.1.Themainquestion
Whatimprovementinthequalityofthetrainingoftheclientwouldbenoticablewhentheprofessionalhasabetterknowledgeofnon-verballanguage,Bodysystemicsinspecific?
The“popular”methodsusedinYouthCaretoguidetheclientstoimprovementallpointoutthatconnectionwiththeclientand“reallistening”isoneofthemostimportantqualitiesfortheprofessional.Theyfail,however,toactuallypointouthowtoachievethat.Youfindsomeindicationsoftechniquesinthewayyouaskquestions,orevenwhatquestionstoaskornottoask,butthereisnomentioningofhowtoreadthemostimportantsignalsapersoncangiveyou.Eventhepropositionthatthenon-verbalpartinconversationtakesupabigpartofcommunicationdoesn’tseemtoalarmanybodytotakeactionandstartinvestigatingthisimportantpart.
OnecouldconcludefromtheabovethatitwouldhelptheYouthCareWorkertoimprovehiscommunications-andobservationsskills,whichwouldhelphimtogettherequired“connection”withtheclientmuchsoonerthanbefore.Besidesthatitmighthelpthemtocheckontherealemotionsandproblemsthattheirclientisdealingwithbecausethenon-verbalsignswilltellhimiftheclientisauthenticortryingtohidesomething.
Bodysytemicsisamethodthatgavesyouskillstoseethemoredetailedbodysigns,whichgiveyouaninsightintheworldofyourinterlocutor.Withgoodskillsonreadingthenon-verbalsignsduringaconversationwiththeclientstheprofessionalcouldcometotherealproblemmuchquickerandmorethrustworthywhenheorsheisfamiliarwith,andtrainedin,applying,forinstance,Bodysystemics.Theprofessionalwillbelessvulnerabletomisinterpretationsbymissingoutonobvioussignsorsubjectiveobservations.Thesamegoesforthesupportingemployees,thestaff,whohavetodevelopbetterskillsineffectivecommunicationonaccountofallthechangesthathavetakenplaceandwilltakeplaceinYouthCare.ThestaffneedstodevelopmorecommercialskillsandcouldbenefitfromthepossibilitiesthatBodysystemicsgiveyou.Intheworkshoptherewasonestaffmember,ofcommunication,andshewasverypositiveaboutthegiveninformationandexcerciseseventhoughshewassomewhatskepticalinthebeginning.
7.2.Subquestions:
- Whatexactlydotheyknowaboutthenon-verbalcommunciation?
FromalltheinstrumentsIused,interviews,questionnaires,workshops,literature-anddeskresearchIgotthefollowinginformation:
Thereishardlyanyattentionforthenon-verbalpartofcommunicationintheeducationofYouthCareWorkers.,eventhoughtheyaretoldthatthebiggerpartofcommunicationisformedbythenon-verballanguage.Schoolinstitutesseemtohavenoknowledgewhatsoeveraboutthissubjectanddonotseemtobeveryinterestedindevelopingit.Schoolbooksdonotgivealotofinformationaboutthenon-verbalandtheimportanceofit.Themainthingthatiscommunicatedaboutthissubjectisthefactthatincommunicationthenon-verbaltakesupalargepart,largerthantheverbal.
pag. 31
- Aretheyinterestedinlearningmoreaboutnon-verbalcommunication?
Thereasonthattheyparticipatedintheworkshopwasmainlybecausetheywereinterestedandwantedtolearnmoreaboutthenon-verballanguage.TheyhadneverheardofBodysystemics(orSynergology)bytheway,soIthinkthatitwasnotthatimportantforthemwhichmethodofreadingbodylanguagewasintroduced,aslongastheygotinformationthattheycoulduserightaway.Theinterviewedparticipantswereunanimousabouttheirinterestforanotherworkshop.
- Towhatextentwouldtheyhavetolearnabouttheingredientsofnon-verballanguagetobeabletomakegooduseofitindailypractice?
TheamountofinformationIhadgiventhemduringtheworkshopswasconsideredasverymuchandcomplicatedandtheygivethefeedbackthatmoretimetoexercisewouldhelptolearnandunderstanditbeter,togetherwithamorelimitedamountofsubjects.OnaccountofthatIhavedoneapropositionaboutacustomizedprogramforthistargetgroup(withtheimplicationthatacustomizedprogramwouldmostprobablyapplyforothertargetsgroupsaswell).Youfindthatinchapter8.2.
FromthequestionnairesthattheparticipantsoftheworkshopsfilledinIconcludedthattheywereawareoftheroleofthenon-verbalandweresincerelyinterestedtolearnmoreaboutitandmostofallwantedtoolstohelpthemputtheirknowledgeintodirectpractice.Theyweresurprisedbythedetailedinformationtheycouldreadfromthenon-verbalsigns.Theyalsorealisedthatittookalotofpractisebeforetheywouldbeabletoreaditquicklyandcorrectly.Onaccountofthehighworkloadandthepressurethatrestsonregistering“declarable”hours(directcontactwiththeclient)theprofessionalisreluctanttostartacompleteandintensivetrainingonwhateversubject,includingBodysystemics.Theparticipantsoftheworkshopwereunanimouslyintheiropinionaboutthevalueofexpandingtheirknowledgeofthismethodbutallmentionedthetime-problem(orenergy-problem?)
- HowwouldBodysystemicshavetobeimplementedinYouthCare?
ToimplementBodysystemicsinYouthCareyouneedtochoosebetweenanumberofoptionstogoaboutit.YoucaneitherstartwithoneYouthCareOrganizationandlateronapproachtheSchoolInstitutes,oracombinationofboth.Itmightbeagoodstarttomakeananalysesofthetime-aspectandsuccess-aspect.Ihavenoconcreteplanorideaofhowtoimplementit.
ItisadvisablethatNJIisapproachedaswellbecausetheyareveryimportantwhenitcomestomakingastartofbecominganevidencebasedmethod.IdidnotmentiontheminthethesisbeforebutJSO,ExpertisecentreforYouth,SocietyandUpbringing,wouldbeworthwhileconsideringbecausetheyareoftenhiredbyYouthCareOrganizationsorTownCouncellorstointroducenewmethodsorapplynewknowledge.Basisthingis,inimplementingBodysystemicsinYouthCare,youneedagoodPlanofActionandonecannotdoitalone,youdefinitelyneedateam.
7.3.Summaryoftheconclusions
InthisparagraphImakeanoutlineofthemostimportantconclusionsoftheresearch:
1.Participantsoftheworkshopwereunanimousintheiropinionaboutthevalueofknowledgeofthenon-verballanguage,Bodysystemicsinparticular.
pag. 32
2.Theprofessionalwoulddefinitelybenefitbymoreknowledgeofthenon-verbalandinspecificofBodysystemicsbecauseitwouldatleastdiminishtheriskonasubjectiveobservation.
3.ProfessionalsareinterestedinBodysystemicsandwouldbeenthousiasticaboutshorteffectivetraininginBodysystemicsbutareveryreluctantinstartingacompletetraininginthesubjectonaccountofthelackoftime.
4.Themarketonnon-verballanguageintheNetherlandsisstillrathervirginalallthoughthereareanumberoforganizationsthathaveafirmposition.Noneofthem,though,isespeciallyworkinginthefieldofYouthCare.Sothatisstillanopenspot.
5.YouthCareisbindedbyanumberofrulesandregulationsandwillnotbeinterestedsoeasilytoadoptBodysystemicsasanaddedvaluetotheirworkofimportantinstituteslikeNJIofSKJarenotinvolvedintheimplementation.Oneneedstoinvestinthatandoneneedstoberealisticintheamountoftimeitwillbegoingtotake.
6.Schoolsteachnexttonothingonnon-verballanguageinthemajorsubjectsorMinors.ThisisabigvoidtofillandrecommendabletomakaPlanofActionfortheintroductioninschoolaswell,consideringthattheyworkwiththesamechildrenasYouthCaredoes!
7.4.Advise:makeaseriousattempttointroduceBodysystemicsinYouthCare
MyadviceistomakeagooddevelopmentplaninordertogetattentionofYouthCareOrganizationsandEducationalInstitutesforBodysystemics.Berealisticthatitwillbetimeconsuming.OncetheprofessionalseestheactualeffectsofBodysystemicshewillprobablychangehisreluctanceinstartingatrainingnexttohisdailyjob.
7.5.Myactions
BecauseIamconvincedthatthereisamarketforBodysystemicsintheNetherlandsandYouthCareinspecificIwillmakeastartinintroducingit.AconceptplanyouwillfindinannexIX.
pag. 33
8.PRODUCTS
TheadditionalresultofthisinvestigationisanumberofconceptdocumentsthatcanbeuserdasastartforthefoundationofthepositionofBodysystemicsinNetherlandsandareobligatoryifBodysystemicswantstogetitstelfinahighpositioninYouthCarebecausetheseproductsarerequiredbythisbranche.
8.1.SystemofLicenceCONCEPT
ProgrammeofLicenceBodysystemics
INTRODUCTION
ThemostimportantthingtorealiseintheactofpositioningthemethodofBodysystemicsinwhatevercountryyouplanto,istomakeitlooktrustworthytoitsmembersandtheworldaroundthem.Itisnotsufficienttojusttellthatyoudeliverquality;peoplewanttomakesure.Sobesidesofferinganeducationandexamsofacertainlevel,goodqualityofstudymaterialandliteraturetogetherwithacleardigitalcampus,itisimportanttoimplementasysteminwhichstudentsandteachersandothermembersareregularlytestedontheleveloftheirknowledge.Bysuchasystemyoudiminishthechanceofquackeryandbadadvertising.
Inotherbranchestherearelotsofexamplesoflicenceprograms.Afootballumpireforinstance,hastodoanannualtestonhisknowlegdeandphysicalcondition,ateacherhastoattendacertainnumberofworkshopsortrainingsessionsayear,aYouthCareworkerhastogatheranumberofcreditwithinaperiodof5yearsinordertokeephis/herlilcence,adoctorhastogotoannualrefreshcourses…
Soitisn’tsuchanunordinaryideatointroduceasimilarprogrammeformembersoftheorganizationthatisgoingtoimplementBodysystemicsinHolland.IwouldevenadvisetoimplementitinallthecountriesthathavegraduatedexpertsinBodysystemics.Thisgivestheorganizationthereputationofavalidorganizationthatdeliversquality.
WhyisitescpeciallyimportanttointroducealicencepogrammeforBodysystemics,besidesasagoodPublicRelation,forgainingagoodpositioninthemarket?Bodystystemicsisamethodtoreadbodylanguage,analyseitanddrawaconclusiontotheanalyses.Therearenumerousapplicationareasandifthereisnocheckonthequalityoftheknowledgeandthecompetenceofthepeoplethatworkwithitandwhoaremaybedoinginterviewsorevenananalysesonsuspectsforpoliceorlawyersorwhoteachothers,youruntheriskofproliferation.Thedamagetothisfairlynewfieldofknowledgewouldbeenormousandtheriskofbeinglookeduponasagroupofcharlatanswhocan’tbetakenseriouslywouldbegreat.
MypropositionofaLicenceProgramisbasedontheprogramthatTriggerPointCoachisemployingfortheirmembers.IknowtheirlicenceprogrammewellbecauseI’mamembermyselfandIhavetosubduetothissysteminordertobeallowedtousethetitelTriggerPointPracticioner.(http://www.triggerpointcoach.nl)
pag. 34
CONCEPT
TheassociationofBodysystemics
Theboardoftheassocationconsistsofatleast4members.Thereisachairmanandasecretary,atreasurerandtheheadofeducation.Thelastoneisassignedtoperformthelicenseprogram.
Programofeducationlevel:
- APPRENTICE,level1 inscription €50,00
Whenastudentstartswiththetrainingheentersthesocietyasanapprentice.Thestudenthastoattendatleast80%oftheclassesandhandinallofhisassignmentsbelongingtotheyearofstudy..Whenthestudentissuccesfullintheexamshecangotolevel2.Anapprenticeisnotyetallowedtoteachorgiveworkshops.
- ASPIRANTMEMBER,level2 inscription €80,00
Youareanaspirantmemberwhenyouhavesuccesfullyfinishedthesecondlevel.Youcangiveworkshopsundersupervisionofafullmember.
- FULLMEMBER inscription €125,00
Thememberthathasattendedeverylevelofthetrainingandsuccesfullydidthefinalexamandthethesisisregardedasbeingafullmember.Fullmembersareallowedtoteach,startingwith3modulesundersupervisionofaseniorfullmember.Afullmemberisallowedtoperforminthemediainthethirdyearofthefullmembership,followingtherulesofmedia-action.Experiencedoneduringthesecondlevelofthetrainingiscountingforthefullmembership.
pag. 35
LICENCEPROGRAM
Everyfullmemberhastoattend2annualcongresseswithin4years
Everymemberhastoattendatleast1pracitcedayayear
Foreachlevelthereisaworkshopprogram,matchingthelevelofeducation
Onceayearthereisameetingforallthemembers,independentoftheirlevelandmembership,inwhicheverybodyisinformedofpossiblechanges,newinformationandresultsofinvestigations.
- ASPIRANTMEMBER
Anaspirantmemberhastomakeananalysisofavideoof2minuteseveryyear.
Anaspirantmemberget´sanassignmentoftheboardwhichhastobehandedinandwillbejudgedbytheboardoftheorganisation.
Anaspirantmemberhastoattendto2workshopseveryyearifthemembershiplastslongerthanthe2ndlevelofeducation.
- FULLMEMBER
Everyyearafullmemberhastodooneanalysesofavideoof4minutes.Thisanalyseshastobejudgedbyatleasttwoseniorfullmembers.
Afullmemberhastodooneinvestigationeverytwoyearsinordertocontributetothisfieldofknowledge.Hewritesanarticleabouttheinvestigationwhichispublishedonthecampus.
Afullmemberhandsinvideomaterialforthestudentcampus,yearlyatleast15video´saboutoneortwoitems,withasmallanalyisofthematerial.
Planning
1. Annualinternationalcongres 2. Nationalworkshopforinterjudgereports3. Nationalinformationmeetings4. Workshopondifferentsubjects
pag. 36
8.2.Concept:Propositionofaneducationalsystem
Duringandaftertheworkshopsitbecameclearthatitmightbeagoodideatomakedifferentprogramsforthedifferentprofessionals.Bodysystemicsisratherdetailedinalltheaspectsthatcangiveyouinformation.Itcanalsofeelrathercomplicatedinmakingtheanalysesofanotherpersonbecauseyouhavetobeawareallthetimethatyouhavetodowithamirror-image.Thatmakesitconfusinginthebeginningoftheprocessoflearning.
ForYouthCareitisimportanttotakeintoconsiderationthattheyarelimitedinthetimetheycanspendoninstructionsoreducationduringworkinghours.Thereisgreatpressureontheamountofhoursthattheyscoreindirectcontactwiththeclients(directtime)becausethatistheonlytimethatispayedfor.Allthetimethatisspendonmeetings,sickleave,holydays,professionaldevelopment,peerconsultationetc,isnotdeclarabel(indirecttime).SoeitheraprofessionalchosestoenlistinatraininginhisownfreetimeorheselectsonlythosetrainingsthatareobligatoryforhisSKJ-registration.
Thetrainingprogrammetherefore,shouldbeshort,interestinganddirectlyapplicable.Myideaisthefollowing*:
Ingeneral 1houroftheory,3hoursofpracticing
1assignment(thattakesaboutanhourinaverage)
Lesson1: thedifferencebetweenrightandleft
Explanationofthebodypartsandwhattheyreferto
Sittingpositions
Lesson2: Theaxesofthehead
TheYmethod
Lesson3: Gestures
Lesson4: Thedetailedinformationoftheitchesonthefaceandbody
Lesson5: recognizingemotions
Movementsofthemouth
Besidesthatmyadviseisthatisalistofarticlesandliteraturethatistobereadbythestudentsandisrelevantforthesubjectthatisontheprogramme.Ashorttestthenextlessoncouldbeawisecondition:youforcethestudentstotakeitseriously.Theconditionofscoring60%onthetestinordertogetacertificate,couldbeconsideredaswell.
*thisismentforabasictraining,notforafulleducationonBodysystemics,withthegoaltoapplythisindaily(professional)lifeandbenefitfromit.AcompleteBodysystemic-trainingisworkedoutbyBodysystemics.ch
pag. 37
REFERENCELIST
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Youtube:
https://www.youtube.com/watch?v=-Cu69gUkQNYFILIPBOYEN
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https://www.youtube.com/watch?v=XHMEmLSGTg8DEWESMETHODE
pag. 39
LISTOFABBREVIATIONS
ABvC BeroepsverenigingvoorCounselling
ADAP AccreditatieDeskundigheidsbevorderendeActiviteitenParamedici
ADHD AttentionDeficithyperactiveDisorder
AIT AssociatieInteractiebegeleiding&Thuisbehandeling
ASH AmbulanteSpoedHulp
BAMw BeroepsregistervoorAgogen&MaatschappelijkWerkers
BATC StichtingBelangenorganisatieTherapeutenConsumentn
BMLI Body&MindLanguageInstitutes
CAT Catcollectief
CRKBO CentraalRegisterKortBeroepsonderwijs
FF FamiliesFirst
HBO HogerBeroepsOnderwijs
KTNO StichtingKwaliteitenToetsingNatuurgerichteOpleidingen
KZAG KeurmerkKwaliteitTherapeut
LVNG LandelijkeVerenigingvoorNatuurlijkeGeneeswijzen
MBO MiddelbaarBeroepsOnderwijs
MDFT MultiDimensionalFamilyTherapy
MST MultiSystemTherapy
PDD-Nos PervasiveDeveolpmentalDisorder,notfurtherdiscribed
SKJ StichtingKwaliteitsregisterJeugdzorg
UWV UitvoeringsinstituutWerknemersVerzekering
VIV VerenigingIntegraleVitaliteitskunde
pag. 40
ANNEX
I RESULTSOFTHEQUESTIONNAIRESBEFORESTART6.2.1
tabel1
table2
0
5
10
15
20
25
40%com
mun
icay
eis
nonverbaal
nonverbale
commun
icay
ezijn
nonverbale
commun
icay
eis
eriseen
verschilin
betekenistussen
armen
gekruisd
duidt
opeen
gesloten
emoy
esdrukken
zich
uitinlichaam
staal
1 2 3 4 5 6
RESULTATENVOORONDERZOEKENTESTONDERZOEKKENNISSPH/MWDGOED
RESULTATENVOORONDERZOEKENTESTONDERZOEKKENNISSPH/MWDFOUT
RESULTATENVOORONDERZOEKENTESTONDERZOEKKENNISSPH/MWDWEETNIET
0102030405060
dem
anm
ethet
blauweoverhe
md(4)
dem
anm
ethet
blauweoverhe
md(1)
dem
aninhetblauw
eoverhe
md(1)
dafneschipp
ers(1)
dem
anachterin
met
hetd
onkerblauw
epak
geertw
ilders
1 2 3 4 5 6 7
SPH/MWDGOED
SPH/MWDFOUT
SPH/MWDVERGETEN
pag. 41
ANNEX
II RESULTSOFTHEEXPECTATIONQUESTIONNAIRES6.2.2.
deverwachtingenvandeworkshops aantalmeerlerenoverbodysystemics/lichaamstaal 15kennistoepasseninmijnwerk 18bewijsvindenddatmeerkennisvanlichaamstaalnietstoevoegtaanmijnwerk 2andersnamelijk:geprikkeldworden 6
Ienlistedbecause:Outofcuriosity(2)I’mstillstudyingandIwanttoinvestigatewhatIfindinterestingCommunicationappealstome(2)butIfindithardsometimes.Ibelieveinthetheorythattheverbalsayslessthanthenon-verbalIwanttolearnmoreaboutit(5)IwanttogettipsandtoolsIknowlittleaboutthissubjectThisisessentialinlifeIwanttolearntounderstand/readtheclientsofmygroupbetterIknowthatbodylanguageisimportantincommunicationandcommunicationismyprofession
Iamsatisfiedwhen:IgetinformationthatIcanuse,thatIknowhowtoreaditIgettoolstoworkwithIcanapplyitdirectlyandeasilyIunderstandwhatitmeansandhaveexamplesthatIcanapplyIgetstimulatedIgetmoretoolstogodeeperintothesubjectIknowhowtointerpretcertainmovementsorlooksMyknowledgeonthissubjectisenlarged
pag. 42
ANNEX
III RESULTSEVALUATIONQUESTIONNAIRES
Tabel3
Tabel4
0
5
10
15
20
25
30
35
eens oneens weetniet nietingevuld
zoujenuandereantwoordengevenopdevragen?
kennisvanbodysystemicsisbelangrijkinonswerk
nadezeworkshopgaikwelanderskijkennaarlichaamstaal
0
5
10
15
20
25
30
1 2 3 4
ikzoudeelnemenaaneen(verdere)trainingbinnenTL
ikoverweegeenvolledigeopleidingBStevolgen
opyemodulaireopleidingzouikwelkiezen
pag. 43
Tabel5
Tabel6
0
5
10
15
20
25
30
35
eens oneens beetjeeens nietingevuld
deworkshopvoldeedaanmijnverwachyngen
delesstofwasgoedopgebouwd
devoorbeeldenwarenduidelijk
devoorbeeldendiegegevenwerdenwarenvoldoendeinaantal
0
2
4
6
8
10
12
14
16
waardevande
workshop
8 8,5 9 10 nietgescoord
Reeks1
pag. 44
ANNEX
IV THECOMPETENCELISTOFSTICHTINGKWALITEITSKADERJEUGDZORG(SKJ)
Nr Omschrijving1 givesinformationandadviceinanunderstandableway2 makescontactandhascontactswithchildrenandtheirparents3 mapsthesituationaroundtheclient4 formulatethequestionthattheclienthasandmodulatesit5 chooseafittingintervention6 isoutreaching,inasystem-orientatedcontext7 createsasafepedagogicalenvironment8 worksinateam9 coordinatesthecarearoundthesystemoftheclient10 formsajudgement11 takesreasoneddecisions12 hasavisiononeducationanddevelopmentandworksaccordingly13 worksmethodically14 executesanappropriateintervention15 worksresponsibly16 reflectsonhisorheractions17 influenceshisorherownworkingconditions18 contributestothepolicyofthecompanyorbranche19 developshisorherownwork20 dealswithchildrenandtheirparentswhoarenotvoluntarilywithYouthServices21 dealswithdiversity22 dealswithsuspicionsofdomesticviolence23 dealswithverbalviolenceand(light)agressivebehavior
pag. 45
ANNEX
V SCHOOLSYSTEMINTHENETHERLANDS
TheschoolsystemintheNetherlandsisrathercomplicated.Afterprimaryschool,whichtakes8years(startingat4yearsold),childrengotosecundaryeducation,attheageof12,ingeneral.Dependingonyourlevelofintelligence,whichtheytestinthe8thgrade(CITOtoets),yougotoeither4yearsofVMBO(lowestlevel),5yearsofHAVO,6yearsofVWOorGymnasium(highestlevel).VMBOisdividedintoTheoreticalline(TL),BasicProfessional,KaderandPracticaleducation.Ifyoufinishsecundaryschool,yougotoanMBO(forVMBOstudents),HBO(forHAVOandVWOstudents)orUniversity(forVWOorGymnasiumstudents).MBOisdividedintheEntree-level,consistingof1yearofbasictraining,MBO-2,MBO-3,MBO-4.IntheNetherlandsyouhavetogotoschooluntillyouhaveabeginnersqualificationwhichimpliesatleastadiplomaofHAVOofMBO-2.Whenyoureachtheageof16younolongerduetocompulsoryeducationbutquitingschoolbeforeyouhaveabeginnersqualificationcanhaveimplicationsfortherestofyourlife.
Fig.14:DutchSchoolsystem
pag. 46
ANNEX
VI DUTYOFREGISTRATION,2015
EveryworkerinthefieldofYouthcarehadtoregisterinordertogettheircertificatetobeallowedtoworkinthisbranche.ForthosewhohadanHBO-certificateitwassufficienttouploadtheircertificateintheBAMW-register.TheemployeeswhohadanMBO-degreehadtohandinalotofinformationanddocumentsinordertoprovethattheyhadenoughcompetencestobeliabeltoworkwithchildrenandtheirparentswithoutanyrisk.Acommitteewoulddecideonwhichleveltheirregistrationwasranked.Therewerethreelevels(1-3)andeachlevelleadtoadifferentobligatoryaction.Iftheyscoredallofthe24competencesonlevel1registeringwassufficient.IftheyscoredonalowerleveltheyhadtheopportunitytoenteranEVC-training.Thecontentsofthistrainingdependedagainontheleveloftheresults.All-inallitwasagreatdealofpaperworkinwhichyoucouldaskyourselfthequestionifitreallyaddedanythingtotheworkandtheworkersinthefieldandalsoiftheclientswouldbenefitfromit…
Theregistrationisvalidfor5years.Inthe5-yearperiodalltheworkershavetocollectpointsondifferentitemsinordertobesurethattheirregistrationwillbeextendedin2018,foranother5years.Meanwhile,thosewhodidnotentertheregistrationbecausetheydidnotcommittothebasicregistrationconditionareexperiencingtheuncertaintyofwhatwillhappentothemin2018:willtheystillhaveajobin2018ordotheyhavetolookforanotherjob,orsomethinginbetween?ThereseemtobenonationalruleorGovernmentDecreeaboutthisissuesoitmightbedifferentperorganisation.
Duringthepast4years,onaccountofthecomplaintsaboutthewayBAMWworked,ordidnotwork,theregistrationofprofessionalsintheYouthcarewastakenoverbySKJ(……).Theywillberesponsibleforalltheactionsofthere-registrationofalltheyouthcareworkers.Itwillbeahellofajobagain,Isuppose,in2018.
Fig.15:ProfessionalizationinYouthCare
pag. 47
ANNEX
VII THETRANSITION
IntheoldsystemeveryYouthCareorganisationhadtheirowncontactpersonintheDistrictoffice,whomtheycouldcalliftherewasaproblem,aspecialrequest,anintendedchange.Twiceayeartheyvisitedthebigorganizationstogetanimpressionoftheworkthatwasdonethere.Thelinesofcommunicationwhereshortandreasonableefficient.
Withthetransitionthischanged,andnotforthebetter.Wehave12DistrictsintheNetherlandsand388Municipals!Therewasnoaationaldecreeofhowtoorganizethings,soeachMunicipalhadthefreedomoforginazingeverythingtotheirownidea.TheresultwasthattheYouthCareOrganizationshadtodealwithsubstantiallymorelocalgovernmentsthanbefore.Theyhadtodealwithalotofextrawork,hadtostartnetworkingamongadministrationofficialsoftheMunicipalsandCouncellors.
Thefirstyear,2015,wasatransitionyearinwhichallthecurrentagreementswereretainedandextendedfor1year,sobesideaslightcutbackofthebudget(2%)theorganizationscouldgoonastheywhereusedtoandgotthetimetodevelopamorebusinessattitude.In2016anothercutbackstruckalltheorganizationsandorganizationsstartedtomergeorgotbankrupt.Forourorganizationthecutbackwasupto20%!
Fig.16:CashflowinYouthCare
pag. 48
ANNEX
VIII PASSENDONDERWIJS(EDUCATIONTHATFITTSALL),2015
Around2015theMinistryofEducationdecidedthatschoolsshouldputmoreeffortinorganizingcareintheschoolsinsteadofsendingboysandgirlstoSpecialEducation,whichismuchmoreexpensive.Theideabehindiswasthateverychildhasarighttonormaleducation.Besidesthatitwasamoneymatter:schoolshadtocutdownonexpenses.TheGovernmentworkedoutabigplan,called“PassendOnderwijs”(FittingEducation)inwhicheveryschoolhadtorewritetheircareplanintwoyearstime.Everyschoolhadtoprovethattheycouldtakecareofstudentsthatneededextraattention,likestudentswithADHD,Autism,Dyslexie,PDD-Nos.OnlythosewithanIQbeneith70couldclaimaseatinSpecialEducation.Alltheothershavetoattendregulareducation.
Theresultisthatclassroomsarefilledwithmorestudentsthatneedextraattention.Teacherwerebadlypreparedforthat.Duringtheirtrainingthereare,offcourse,topicsdealingwithproblematicbehaviorbutthecorebusinessofateacherisgivingeducation.YouthCarewaspartlyinvolvedinthenewplansbutnotthatmuchthattheycouldpreventschoolsfromtakingbaddecisionsaboutcarestudents.TheresultisthatthechildrenthatcometoYouthCareoftenhavemoreproblemsthanbeforebecausetheschoolsdonotcallintherightprofessionalsintimeorkeeptryingthemselveswhiletheyarenotqualifiedtodealwiththeactualproblem.
Fig.17:ConnectionSchoolandYouthCare
pag. 49
ANNEX
IX PERSONALPLANOFACTION
ACTION WHEN HOW Finish the education Bodysystemics July Give some additional workshops at Dushihuis
May and Juni Powerpoint presentation Plan them on 3 different locations Send them a questionnaire afterwards
Develop the project MATE and connect Bodysystemic to it
May and june Together with the behavorial scientist
Make an appointment with the director of Dushihuis to talk about the results of the questionnaires that his employers have filled in
July By email
Discuss the results above and write a report about it
July Written report
Make an appointment with the senior behavorial scientist to introduce Bodysystemics to her and make an appointment to do a workshop for the team of behavorial scientists of the organization
July / august
Use the questionnaire again and write a report about the results
September Written report
Make an appointment with the bureau of education of my organization to talk about putting the workshops on the campus of our organization
September
Do deskresearch on keyfigures at the institutes of our interns and try to make an appointment to see if they can be interested in enlisting Bodysystemics as a minor
October Me and other students of Bodysystemics
Start organizing the Bodysystemics congress in 2018 in the Netherlands
October Together with Rabah and other students