642 APPENDICES General reflection Research The theoretical investigation has shown that Movement-as-anchor can be embedded in the metatheory of complex systems. According to this metatheory, complex behaviour is more than the sum of its parts, and the question of identifying effective components of an intervention is not meaningful. What becomes more important is the question of which principle or mechanism underlies Movement-as-anchor. The strength of the method lies in the fact that there is an explanation for a change in behaviour. This provides the therapist with tools to facilitate new behaviour. The design of our multiplecase study makes the individual processes of each participant visible. In all cases, the application and the effect of the mechanism have been demonstrated repeatedly. The time-series data have proven to be indispensable in our study. This is a strength because nowadays there are many different techniques and possibilities available to obtain time series of dyads. At the same time, this also means that a certain knowledge and expertise is required to analyse and interpret these data. Education Completing this dissertation over the course of approximately ten years brought about an additional advantage. Lecturing about our relational perspective could develop in mature courses at the Bachelor and Master levels. Ten years ago, there were only a few competent teachers, but now there are enough qualified teachers. A continuous learning trajectory has been developed from the second year of the Bachelor’s program in Pedagogical Sciences at Radboud University to a specialization course in the Master’s program. Postgraduate courses on Movement-as-anchor are now available for professionals looking to familiarise themselves with the method. Becoming proficient using Movement-as-anchor requires becoming familiar with complex systems theory and the resulting perspective on development. A change in scientific thinking about phenomena is not always easy. Simple cause-and-effect relationships are easier to understand: ‘If he doesn’t do what I say, he does not want to listen.’ Thinking in terms of rewarding desired behaviour and punishing undesired behaviour is deeply ingrained in our educational and pedagogical system. Taking on a different perspective will, however, will expand the range of available treatment options. Clinical practice Professionals in the field who have learned to work with Movement-as-anchor and have experienced the success of the method often do not want to work in any other way. Once they can see the inappropriate behaviour of a young person as typical behaviour rather than intentionally difficult behaviour that needs to be unlearned as quickly as possible, a sense of acceptance is achieved. The behaviour of the young person then becomes less frustrating. As a result, therapists can quickly see potential for development because they identify opportunities for adjusting their own behaviour. The client receiving help is no longer overwhelmed and feels better understood, which makes them more open to
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