BODYSYSTEMICSINYOUTHCARE:USEFULLORNOT?

MajadeJonge

mjdejonge123@hotmail.com

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

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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

Baart,A(2005),Aandacht.EtudesinPresentie(2edruk),DenHaag:UitgeverijLemmaBV.

Baart,A(2006),Eentheorievandepresentie(3edruk),DenHaag:UitgeverijLemmaBV.

Celistin-WesterichS.,Celistin,P(2012),Observerenenrapporteren(2edruk).Amsterdam:PearsonBeneluxB.V.

Coleman,D(2001),EmotioneleIntelligentie+EmotioneleIntelligentieindepraktijk(2edruk),Amsterdam:UitgevrijContact.

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Ekman,P(2009),TellingLies.Cluestodeceitinthemarketplace,politicsandmarriage(2ndedition).NewYok:W.W.Norton.

Ekman,P(2003).Emotionsrevealed.RecognizingFacesandFeelingstoImproveCommunicationandEmotionalLife.NewYork:SintMartins’Press.

EkmanP(2003).Gegrependooremoties.Watgezichtenzeggen(3ddruk).Amsterdam:UitgeverijNieuwerzijds.

Ekman,P,Rosenberg,E(2005),Whatthefacereveals.BasicandappliedstudiesofspontaneousexpressionusingtheFacialActionCodingSystem(FACS)(2eedition).NewYork:OxfordUniversityPress.

Erp,T,Havermans,A,janssen,D,Kampjes,J,Nieuwenhuizen,M,Venderbosch,A,Verheule,C(2016),Pleegzorginbeeld,Handleidingvideo-interactionsupportforprofessionalsinFostercare,Amsterdam:SWP.

Jongde,P(2012),Dekrachtvanoplossingen.Handwijzervooroplossingsgerichtegesprekstherapie(9eeditie),Amsterdam:PearsonAssessment&InformationB.V.

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Kugel,Dr.,J(2003).Ontwikkelingspsychologie.Vooropvoeders,lerarenenhulpverleners.Utrecht:Agiel.

Moenvander,H,KluijtmansF(2005),Gespreksvoering.Basisvaardighedenengespreksmodellen.Groningen:WoltersNoordhoff.

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Dolstra,J(2009).Body&MindLanguage.Derelatietussenlichaamstaal,lichaamshoudingenlevenshouding(4edruk).Hilversum:GVMedia

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Marwijkvan,F(2006).LichaamstaalbijBaby’s.Houten:UnieboekHetSpectrum.

Geelvan,V(2017).Lichaamstaal.Praktijkboekvoordeleraar((7edruk).Amersfoort:ThiemeMeulenhof.

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Rutten-Saris,M(1990).Basisboeklichaamstaal.Assen/Maastricht:VanGorcum

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https://www.expertisecentrumlichaamstaalnederland.nl/

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https://bodylanguageacademy.nl/

www.tvcn.nl/nl/blog/2015/12/.../non-verbale-communicatie-in-verschillende-culturen

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http://www.dejeugdzorgwerker.nl

Youtube:

https://www.youtube.com/watch?v=-Cu69gUkQNYFILIPBOYEN

https://www.youtube.com/watch?v=TvAxM0eumR4AMYCUDDY

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

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md(4)

dem

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dem

aninhetblauw

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dem

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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