631 ENGLISH SUMMARY one person has a wavy way of moving, another has a more staccato manner, and yet another person has an explosive manner of behaviour. A newborn baby will experience this dynamic movement pattern or form of vitality in the feeding, changing diapers, and caressing of the parent. Why is this perspective on movement relevant to Movement-as-anchor? Firstly, forms of vitality express the dynamic features of movement and not so much the static forms or the emotional load that accompanies it. In addition, forms of vitality are useful because they are built up from several concretely observable features. Sterns explains these in his latest book (2010). He calls them the four daughters of movement. Each movement is characterized by direction, time, space, and force. Direction, time, and space have been respectively named direction, speed, and distance by us. These three features are amodal properties of movements. These are properties that can be observed independently of modality. Therefore, it does not matter what activity is performed during the treatment, as the focus is on the invariant or amodal qualities with which we work. The term ‘intensity’ is also frequently used in the literature for the quality ‘force’. We have operationalised this amodal quality in modal characteristics, namely muscle tension and sound. Muscle tension is a form of intensity, just as sound reveals intensity. As a result, we can describe intensity or force in observations such as more/ less or higher/lower muscle tension than the other person, or louder/softer or more/ less sound than the other person. This description immediately shows that movement features are described in relation to the other person. It is exactly these features on which our approach is based. Method The empirical underpinning of the method was a multiple-case study of 10 cases in which it was tested whether the intervention used brings about the expected change in interaction. Nine cases consisted of a dyad, that is, one client was working with one therapist. In one other case, the therapist worked with three clients who participated in a group. Each case served as a test for the assumed mechanism underlying the method Movement-as-anchor using quantitative and qualitative measures. The central hypothesis was whether a change in the therapist’s movement behaviour led to the desired adjustment in the client’s behaviour. Specifically, the assumption was tested whether an imbalance between togetherness and autonomy can be changed by changing one or more of the movement features. Ten clients (4 female and 6 male) participated in this study, with the youngest being 7 years old and the oldest 28. Except for one, all clients were diagnosed with an intellectual disability ranging from mild to severe. Additionally, autism was diagnosed four times, reactive attachment disorder three times, ADHD twice, and selective mutism and oppositional defiant disorder once. One of the clients lived with a foster family, three stayed in a residential home, and the remaining clients lived at home. At the start A
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