Internal relationships

1. Methods directed towards development and
evolution.
Franky D’Oosterlinck
franky.doosterlinck@oobc-nieuwevaart.be

3.  Children and Youth with EBD display
disturbing behavior
 Self
 Teacher
 Other
 Out of balance

5. What is this kind of
relationship about?

6.  3 Worlds
o “We” →’What is good?’ (Ethics)
o “I” → ‘What is beautiful?’ (Art)
o “It” → ‘What is right?’ (Science)

7. Child Other
We Values
I Wanting
Feeling
Thinking
Meaningfulness
Perceiving
It Behavior
Action

8. People experiencing
the support of an IR
will use “value-words”
as respect, honesty, …

9. Child Other
We Values ≈ ≈
I Wanting ≈ ≈
Feeling ≈ ≈
Thinking ≈ ≈
Meaningfulness ≈ ≈
Perceiving ≈ ≈
It Behavior ≈ ≈
Action ≈ ≈

10. This kind of attunement we find by nature in
◦ Attachment relationships
◦ Friendships
◦ Well functioning care relationships
≈
cfr P. Baker
◦ “Being with”
◦ “Feeling with”
◦ “Doing with”

11. In an IR, both actors are changed through the
experience of the shared action
When one actor tries to influence the behavior
of the other through directing upon one or
more of these dimensions, we call this
“interaction”

13. Student Teacher
We Values ←
I Wanting
Feeling
Thinking ←
Meaningfulness
Perceiving ←
It Behavior ←
Action

14. Student Teacher
We Values ≈ ←
I Wanting
Feeling
Thinking ≈ ←
Meaningfulness
Perceiving ≈ ←
It Behavior ≈ ←
Action

15. Student Teacher
We Values ∣ ←
I Wanting
Feeling
→
Thinking ∣ ←
Meaningfulness
Perceiving ∣ ←
It Behavior ∣ ←
Action

16. Student Teacher
We Values ∣ ←
I Wanting
Feeling
→ ∣
Thinking ∣ ←
Meaningfulness
Perceiving ∣ ←
It Behavior ∣ ←
Action

17. Student Teacher
We Values
I Wanting
Feeling
→ ←
Thinking
Meaningfulness
Perceiving
It Behavior
→ ←
Action

18. Conflict situations imply that
values and normes are
exceeded.
Therefore they must be
stopped!

19. The need for IR

20.  Restore the attunement
 Try to be helpful to build up an IR
 Goal = to provide enough support to recreate
the ability of functioning in life and in
learning situations

21. Teacher Team member
Coach
We Values ≈ ≈
I Wanting ≈ ≈
Feeling ≈ ≈
Thinking ≈ ≈
Meaningfulness ≈ ≈
Perceiving ≈ ≈
It Behavior ≈ ≈
Action ≈ ≈

22. Coach
Supervisor
Teacher Child

25. Student Teacher Other Students
We Values ←
I Wanting
Feeling ←
Thinking ←
Meaningfulness
Perceiving ←
It Behavior ←
Action

27. Parents Child Carer
We Values ≈ ≈ ∣≈
I Wanting ≈ ≈
Feeling ≈ ≈
Thinking ≈ ≈
Meaningfulness ≈ ≈
Perceiving ≈ ≈
It Behavior ≈ ≈ ∣≈
Action ≈ ≈ ∣≈
Involving the parents in the IR

28. Parents Child Carer
We Values ≈ ≈
I Wanting ≈ ≈ ∣≈
Feeling ≈ ≈ ∣≈
Thinking ≈ ≈ ∣≈
Meaningfulness ≈ ≈ ∣≈
Perceiving ≈ ≈ ∣≈
It Behavior ≈ ≈
Action ≈ ≈
Involving the parents in the IR

29. Parents Child Carer
We Values ≈∣ ≈ ≈
I Wanting ≈∣ ≈ ≈
Feeling ≈∣ ≈ ≈
Thinking ≈∣ ≈ ≈
Meaningfulness ≈∣ ≈ ≈
Perceiving ≈∣ ≈ ≈
It Behavior ≈∣ ≈ ≈
Action ≈∣ ≈ ≈
Involving the parents in the IR

30. Parent
Child Carer

31. Sequential shift from interaction towards IR

32. We Values “The Good” Virtues Ethics
I Wanting “The LSCI Qualitative
Beautiful” Research
Feeling
RAP
Thinking
Turning Down
Meaningfulness the heat
Perceiving
Developmental
Audit
Circle of
Courage
It Behavior “The Right” Rock and Water Quantitative
Research
Action
Timeout