The key to communication Prof. Dr. Marleen Janssen - Marga Martens MSc
Heiligenbronn, June 2014
The key to communication Research in relation to daily practice with a clear focus on High Quality Communication
The key to communication Research in relation to daily practice with a clear focus on High Quality Communication International collaboration = knowledge sharing (theory and practice) – Booklets and Master program = practice based evidence Collaboration between University of Groningen and Royal Kentalis Evidence based methods – PhD studies Implementation of knowledge – Communication coaching – staff development New research questions
The key to communication Master program at the University of Groningen − International Master in Educational Sciences, 60 ECT Focus on Communication and Deafblindness − Content made by the DbI Communication Network Themes: Social interaction, Dialogical communicative processes
− Different theoretical perspectives − Students learn skills in analyzing communication in complex situations − Master projects are focused on different aspects of communication like: laughter, musicality, peer-interaction
The key to communication PhD program at the University of Groningen
The key to communication PhD program at the University of Groningen High quality communication = Interpersonal communication based on Innate Intersubjectivity theory (Trevarthen & Aitken, 2001; Braten & Trevarthen, 2007)
Three layers of intersubjectivity: − Primary: social interaction and affect − Secondary: meaning making − Tertiary: symbolic communication and perspective taking
This theory contributes to understanding of interpersonal communication in people (with deafblindness) and offers insights and intervention suggestions from developmental psychology perspective
The key to communication PhD program at the University of Groningen
Description Intersubjectivity Innate Self and Other awareness that is displayed in the sharing of experiences about objects and events between people (Trevarthen & Hubley, 1978)
The key to communication PhD program at the University of Groningen
Purpose Try to come to evidence based practice Methods are theoretical underpinned, tested on their effects and follow a solid implementation (Baartman, et al., 2001; Vlaskamp. et al., 2005)
The key to communication PhD program at the University of Groningen Evidence based manifestations on the primary layer: 1. Harmonious interactions Turn-taking, attention, confirmation, intensity, affective involvement, responsiveness (Janssen, 2003-2014, Bloeming; Boers, Damen, 2014) 2. Affective involvement Sharing of emotions, positive and negative emotions during interaction (Martens, 2014a, 2014b, in press) 3. Tactile strategies in interaction Tactile and auditory initiatives (Huiskens)
The key to communication PhD program at the University of Groningen Evidence based manifestations on the secondary layer: 1. Meaning making: referential communication, negotiation of meaning, shared meaning (Damen, 2014; Boers) 2. Affective involvement and shared meaning (Martens, 2014a, 2014b, in press)
3. Tactile gestures and signs (Huiskens) 4. Expressions based on bodily emotional traces (BET’s) (Bloeming)
The key to communication PhD program at the University of Groningen Evidence based manifestations on the tertiary layer: 1. Declarative communication, sharing experiences of the past, retelling (Damen, 2014; Boers) 2. Symbolic communication (Boers)
The key to communication PhD program at the University of Groningen New running studies: Deafblind education in schools 1. Importance of teacher-student interaction (Haakma) 2. Effective teaching strategies (Janssen, Bruce and Bashinski)
3. A communication-development follow-up model (Wolthuis)
The key to communication
The key to communication Royal Dutch Kentalis National organization with services to people with constraints in communication -
Deaf Hard of hearing Deafblind
↳ Kentalis Deafblindness Center of Excellence -
Speech/language impairment or
-
Severe speech and language difficulties due to austistic spectrum disorders = education and care = care
The key to communication Kentalis Deafblindness Center of Excellence Special attention for a special group of people
The key to communication Kentalis Deafblindness Center of Excellence Ambition: ‘Access must be provided to all…our clients have the right to receive excellent support’ Aim: Ensuring optimal conditions to people with deafblindness so that they are able to developing skills needed for full participation in the society
The key to communication Kentalis Deafblindness Center of Excellence • • • •
Providing services with regard to diagnostics, education, and care Linking Experts, Knowledge, Products, and Services nationally and internationally Developing and spreading knowledge concerning Deafblindness Developing and implementing evidence-based practices in collaboration with the University of Groningen
The key to communication Kentalis Deafblindness Center of Excellence Examples of activities: 1. Linking experts and knowledge the knowledge network group - Sharing information - Discussions around a theme - Preparing knowledge days and conferences - Signaling various issues
The key to communication Kentalis Deafblindness Center of Excellence Examples of activities: 2. Implementing evidence-based practices staff development - training coaches in fostering high quality of communication with people who are congenitally deafblind - adapting training programs to practice using individual and team coaching with video analysis as most important tool
The key to communication Kentalis Deafblindness Center of Excellence Staff development - Individual and team coaching Cycle of a coaching route:
The key to communication Kentalis Deafblindness Center of Excellence Example of coaching professionals on fostering affective involvement Request for coaching and target question: “Ben is often angry…and there is no mutuality between us….” “How can we improve the communication so that there is more enjoyment in our relationship?” Aim for intervention: “evoking and sharing positive emotions”
The key to communication Before coaching
The key to communication Coaching professionals: Fostering affective involvement Intervention principles To improve the communication partner’s competence in a) Recognizing individual affective behaviors b) Attuning to interactive behaviors c) Sharing meaning d) Sharing emotions during interaction and communication e) Adapting the context
The key to communication Coaching professionals: Fostering affective involvement Coaching involved - Team coaching: four team sessions - Individual coaching: five professionals, 6 coaching sessions each - Two settings: group home and daytime activities center - Duration of coaching: 20 weeks
The key to communication Coaching professionals: Fostering affective involvement Professionals learn to use strategies in the tactile mode based upon theories on communication and affect attunement (Trevarthen & Aitken, 2001; Stern, 1985)
The key to communication After coaching
The key to communication
References •
Baartman,H., Van der Ley, A. Stolk (2001). Het perspectief van de orthopedagoog/ Perpspective of the orthopedagogue. Houten/Diegem: Bohn Stafleu Van Loghum.
•
Braten, S. & Trevarthen C. (2007). Prologue: From infant intersubjectivity and participant movements to simulation and conversation in cultural common sense. In S. Braten (Ed.), On being moved. From mirror neurons to empathy. Amsterdam: John Benjamins B.V.
•
Damen, S., Janssen, M.J., Huisman, M., Ruijssenaars, A.J.J.M. & Schuengel, C. (in press). Stimulating intersubjective communication in an adult with deafblindness: A Single-Case Experiment. Journal of Deaf Studies and Education.
•
Janssen, M.J., Riksen-Walraven, J.M. & van Dijk, J.P.M. (2003). Contact: Effects of an intervention program to foster harmonious interaction between deafblind children and their educators. Journal of Visual impairments and Blindness, 97, (4), 215-229.
•
Janssen, M. & Rødbroe, I. (2007) Contact and Social Interaction. Communication and Congenital Deafblindness. Handbook 2. Sint-Michielsgestel: VCDB/Viataal.
•
Martens, M.A.W., Janssen, M.J., Ruijssenaars, A.J.J.M. & Riksen-Walraven, J.M. (2014a). Introducing an intervention model for fostering affective involvement with persons who are congenitally deafblind. Journal of Visual Impairment & Blindness, 108 (1), 29-41.
•
Martens, M.A.W., Janssen, M.J., Ruijssenaars, A.J.J.M., Huisman, M. & Riksen-Walraven, J.M. (2014b). Intervening on affective involvement and expression of emotions in an adult with congenital deafblindness. Communication Disorders Quarterly, 35(3), 1-10. 28
References •
Martens, M.A.W., Janssen, M.J., Ruijssenaars, A.J.J.M., Huisman, M. & Riksen-Walraven, J.M. (in press). Applying the intervention model for fostering affective involvement with persons who are congenitally deafblind: an effect study. Journal of Visual Impairment & Blindness.
•
Rødbroe, I. & Janssen, M. (2006). Congenital Deafblindness and the Core Principles of Intervention. Handbook 1. Sint-Michielsgestel: VCDB/Viataal
•
Souriau, J., Rødbroe, I. & Janssen, M.(Eds) ( 2008) Meaning Making. Communication and Congenital Deafblindness. Handbook 3 with cd-rom. Sint-Michielsgestel: VCDBF/Viataal.
•
Souriau, J., Rødbroe, I. & Janssen, M.(Eds.) (2009) Transition to cultural language. Communication and Congenital Deafblindness. Handbook 4 with cd-rom. Sint-Michielsgestel: VCDBF/Viataal
•
Stern, D. (1985). The interpersonal world of the infant: A view from psychoanalysis and developmental psychology.
•
Trevarthen, C. & Aitken, K. (2001). Infant intersubjectivity: Research, theory, and clinical applications. Journal of Child Psychology and Psychiatry, 42 (1), 348.
•
Trevarthen, C. & Hubley, P. ( 1978). Secondary intersubjectivity: Confidence, confiding and acts of meaning in the first year. In A. Lock Ed.), Action gesture and symbol ( pp. 183-229). London: Academic Press.
•
Vlaskamp, C., Poppes, P. & zijlstra, R. (2005). Een programma van jezelf. An educational program for children with profound intellectual disabilities. Assen: Koninklijke Van Gorcum 29
