640 APPENDICES This case focused on group treatment with three young people aged 12 and 14, Bart, Noortje, and Vanessa, and their therapist Irma. The young people had difficulties in social interactions with others. This manifested in struggles with playing together, listening to each other, waiting for their turn, and showing interest in others. The therapist in this case was Irma, a 27-year-old woman who had been working with Movement-as-anchor as a professional therapist at The Starflower for a few years. The goal of the intervention was to develop reciprocity while being engaged in a shared game. To that goal Irma alternately focused on developing shared experiences with each young person, with the aim of achieving shared experiences as a group. The expectation was that when one of the clients recognized and applied the structure of following behaviour in their interaction with caretaker Irma, the other clients would become more attentive to others, better able to wait for their turn, and interpersonal interactions should become more enjoyable and reciprocal. Additionally, it was expected that relationships with family members in the home setting would also improve. Irma, the therapist, focused on a specific movement feature in each of the individual interactions with the clients, creating a sense of togetherness. In the relationship with Noortje, Irma focused on the movement feature speed, with Vanessa it was the movement feature direction (regarding the topic of conversation), and in the relationship with Bart, it was distance (regarding the form of the movement). These unique interactions took place biweekly for a duration of nine months during shared play sessions. Due to the lack of resources and materials, CRQA could not be used, only descriptive outcomes were available. Video footage revealed that all three clients were able to play a collaborative game at the end of this program, where each person had their own role in the game, and everyone paid attention to the collective game and to each other. Based on previous statements from the parents, two years after the end of the intervention, the parents were interviewed again about the development of their child. Parents reported more enjoyable and smoother interactions in the home environment. The relationship with the parents had improved, the children became more helpful, and academic learning had also improved. The structure of turn-taking that emerged in the interaction with Irma had transformed into a more complex form of playing and working together and was visible in different contexts. Discussion Theoretical and empirical reflection We started this dissertation with two research questions. The first focused on theoretically substantiating Movement-as-anchor. The second research question focussed on providing empirical evidence for the assumed mechanism of Movement-asanchor, that is the biological ability of any organism of being-moved with the movement of others. Complex systems theory, as a meta-theory, provided the scientific explanatory
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