1-1 Mentoring & Supervision

1-1 Mentoring & 1-1 Supervision 

In a relationship-based approach, feelings, emotions, and affect are central to fostering a child's development. In this fundamental paradigm shift from traditional behavioral approaches, an individual reflective exchange through 1-1 mentoring or 1-1 supervision is often helpful to become aware of our clients' own (unconscious) feelings as well as emotional intentions and blockages and to be able to respond appropriately to each individual situation. 

1-1 Mentoring/supervision is for you if you.

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want to discuss a specific child, video, topic or problem in detail

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groups make you feel insecure, are not intensive enough for you or 1-1 mentoring was recommended to you

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want to become more confident in using the DIRFloortime model and FEDLs

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ask yourself how to follow the child's lead and at the same time help him climb the developmental ladder

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Want to learn how to properly assess your children's/clients' FEDLs.

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want to learn to design interventions in a playful way, to play on the right FEDL, so that everyone has fun together

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looking for ideas for helpful play activities, play materials, techniques and strategies

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looking for a contact person with whom you can discuss your experiences and challenges

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want to better understand complex family situations or autistic/difficult behaviors

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DIRFloortime and the Waldon method understand and apply it even better in practice

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Thinking about autism and diagnoses and seeking new perspectives to better understand a child

What you'll get in my 1-1 mentoring session

  • individualized coaching & video analysis
  • DIRFloortime Strategies, techniques, activities
  • Assessment of FEDL development capacity & s.ensomotor profile of the child
  • Waldon method, partly with additional video examples
  • Ideas for play materials
  • Recommended reading

Possible topics for discussion

  • autistic-like behaviors, autism
  • Behavior, setting limits
  • Family Dynamics
  • Personality development support
  • Challenging behaviors
  • relational approach and PECS, ABA, TEACCH, etc.

Building bridges for autistic children The missing piece of the puzzle

"The detailed video analyses helped me like nothing else to find the missing piece of the puzzle and to understand what was really happening - on the emotional level in the child himself, to see how I could respond even more appropriately and use my voice to reach and nurture the child.“ 

Friedel Bauer, educator at an autism facility

1-1 Mentoring/ Supervision:

Scope:

  • 1 hour (online)
  • Period: mostly 3-10 hours or by arrangement

Prerequisite:

  • relational attitude
  • Interest in feelings and self-reflection

Objective:

  • individual coaching on individual topics
  • Preparation and follow-up of ICDL courses 201, 202, 203
  • DIRFloortime
  • Waldon method
  • Recommended reading

Building bridges for autistic children "The way to the goal

"The DIRFloortime method has confirmed and encouraged me in my approach of picking up the children where they are and accompanying them on their journey through the world (or often into the world). And to put more emphasis on the child's relationship and motivation. What I also take away is the choice of play materials and that you can make "so much" out of "so little". Also, that the path to the goal and the dialogue and interaction in the process is more important than the goal itself. In my work, I wouldn't want to be without Floortime." 

Barbara Cidej, Individual care in kindergarten

Building bridges for autistic children "Individual support

"The individual attention in 1-1 mentoring from Sibylle really helped me move to the next level in my own floortime practice and break free from my own ingrained patterns and focus on behavior change in my facility." 

Maria Lehnert, curative teacher

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