Supervision groups

& 1-1 Mentoring

Reflective supervision

Reflective supervision is a fundamental component of a relationship-oriented way of working that sees feelings, emotions and affect at the center of human development, as in DIRFloortime, person-centered or psychotherapeutic approaches. We need the exchange with each other to be able to become aware of our own (unconscious) feelings as well as the emotional intentions and blockages of our clients and to be able to respond appropriately to each individual situation. This reflective exchange can take place 1-1 as well as in supervision groups or supervision days. 

You are right in my supervisions if you want to

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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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want to exchange practical examples and approaches

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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

ATTENTION! Register here for the Training days NETZWORK FLOORTIME on 27-28.1.2023 in Munich with the unique opportunity to meet and network with like-minded people!

What you get in my supervisions

  • 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
  • multidisciplinary exchange with colleagues
  • Reading recommendations, access to relevant events 

Possible topics for discussion

  • autistic-like behaviors, autism
  • Topics re relationships, attachment, Asperger syndrome
  • Behavior, boundary setting, family dynamics
  • Personality development support
  • Challenging behaviors
  • Reflect on and discuss own professional uncertainties and issues in a protected space

Supervision group

Scope:

  • 7-8 x 2 Hours (online)
  • 2-4 meetings per month
  • 7-8 participants
  • 2 case presentations/TN

Prerequisite:

  • 101 DIRFloortime Intro Course
  • relational attitude
  • Interest in self-reflection

Objective:

  • Preparation for ICDL courses 201, 202, 203
  • Developing the ability to reflect
  • DIRFloortime practice
  • Waldon method
  • Exchange with colleagues
  • Recommended reading

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
  • Developing the ability to reflect
  • DIRFloortime practice
  • Waldon method
  • Exchange with colleagues
  • Recommended reading

Supervision days & case discussions

Scope:

  • 5-6 hours (on site/ online)
  • Period: 1 day
  • Case discussions, also with video analysis
  • Master-class with child/family and colleague (on site)

Prerequisite:

  • 101 DIRFloortime Intro Course
  • relational attitude

Possible Objectives:

  • Team consulting
  • Collegial consultation with parents and child on site
  • Assessment re DIRFloortime
  • Waldon Method: Activities & Play Materials
  • Family dynamic assessment

Building bridges for autistic children „ Ideas for therapy design

"I wish I had done the supervision group BEFORE the next ICDL course. Because DIRFloortime is not just a method that you use or not, but opens your mind to new perspectives in working with children (regardless of diagnoses). Through the video-based format bekommet one very, very many very concrete ideas for therapy design."

Anneliese Fischer, remedial teacher

Building bridges for autistic children "Exchange with colleagues

"I liked that we are a group from different professions, everyone brings a different professional and background experience, the online format with the almost weekly zoom hours I found very enriching and necessary to experience support and exchange for this therapy concept and not have to "muddle around" alone" 

Doris Schwarzmann, Occupational Therapist

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 "Video analyses

"The video analyses a la DIRFloortime are really a brilliant way to expand your own practice and to assess and support your children in a meaningful way.“ 

Udo Zappenheimer, Psychologist

Building bridges for autistic children "Like a colorful bouquet of flowers"

"The supervision group is always like a colorful bouquet of flowers for me to take back to my work with the children each time."

Ines Hoch, speech therapist

de_DEGerman

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