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Familienbild nach der Balance

Systemic Kinesiology in social educational institution with an interdisciplinary team and the Family in a Case Study of an Adoption

Systemic kinesiology follows the model of the salutogenesis of WHO, the World Health Organisation. The oneness between bodily, spiritual and social well-being stands at the foreground of the work. Systemic kinesiology connects the knowledge about the effects of the systemic field, the techniques of kinesiology and balance, with the capability to accompany people on their way.

Kinesiology assists the systemic activity in which energy blockades are dissolved between people and generations, with which the refusal for advancement can materialise in repetitive destructive patterns of behaviour, and/or physical and mental sicknesses.

“No man lives only for himself” “No man is an island”.


Every man plays different roles in the different systems of which he is part of, for example:
The family, life partnership, work, school, clubs, institutions, organisations, and society. Each relationship constellation – individual and system – is illuminated and stands under the light of our attention. Systemic kinesiology makes possible the recognition of blocked structures and their change. In that each person brings for themselves new positive movement into their system, changing the entire system. Also, other systems which this person belongs develop a positive dynamic. This experience oriented approach uses new movement for new experiences and changes , which takes place through sculptures, role play, family formations and the readiness for change, growth and freedom. Important elements of this activity are one’s own knowledge, one’s own stage of development and solutions of the clients, their self-responsibility and self -realisation. Systematic work makes a space in which a person can, but not “must”, change.

bild sytemische k bild 1

 It makes possible decisions, negotiations, activities and movement in a concrete situation.

The system of people encompasses both the social aspect of groups and also the personal, individual system of the body. These two take hold of one another. They are, to be exact, inseparable. The selfregulation of the individual, psychically, emotionally, and mentally, is found in the context of the environment and influences it simultaneously. Belonging, a comprehension of being, the philosophy of the social order, its image of the world and people enter into the foundation of all relationships.
We use the kinesiology muscle test in order to discover on what level and in which system the experience of and the striving towards knowledge, happiness and freedom is blocked and on which path the river of life can flow freely.

Systemic kinesiology promotes a program of life that is based on its own resources, in which every person should be given the possibility to learn and grow and discover something new, time and again, that in their concrete situation may be necessary and suit them.
The most varied systemic approaches all presuppose a particular kind of thinking – called systemic thought.
A system is a sum total of elements, which are so drawn to one another and in a certain way act in alternating, so that they can be seen as one entity.
Systems organise and maintain themselves through structures. The family is the social system that most people are familiar with. Cause and effect continuously interact. Strategic, solution oriented work, defining goals through kinesiology and priorities, supports the specialist competencies of the different members of the Team, so that children can open up and develop so as to have more opportunities in the oneness of the world.

Systemic Kinesiology in a Team of Social Pedagogical Organisation

Work with systemic kinesiology in organisations, for example, daycare centres, encompasses the following points:

For the Children:

  • Group analysis according to the basic principles of systemic kinesiology for work oriented towards solutions:
  • Development of a group specific kinesiology program for the promotion of integration, dynamics and structure.
  • Development of a kinesiology training program for the encouragement and improvement of different sequences of movements.
  • Regular review of the performance and objectives of the therapy
  • Advancement of the preschool children.

For the Team:

  • Support and development of new negotiation possibilities for colleagues dealing with extreme situations.
  • Team support for the strengthening of individual resources and specialised abilities.
  • Creation of a special settlement program for the purpose of implementation in groups and at home.

For the Family:

  • Parent evenings and parent education on the subject of system kinesiology.
  • Work with individual children with the involvement of parents.
  • Family work with the systemic kinesiology approach, in particular the analysis of the structure of the family.

The Oneness of the Systemic Kinesiology Interdisciplinary Team

Interdisciplinary is contingent on the bringing together of various partial aspects. A process of understanding takes place in relation to the boundaries of the discipline, with an awareness of the varied expertise of each area– this is unity.
In this model systemic kinesiology is used as a “bridging language” – over the systems.

Oneness with the Systemic Interdisciplinary Team

interdisciplinary team

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Interdisciplinary collaboration aims to direct knowledge, experience and statements from various fields of work together, so as to optimise work solutions. Children, who through delayed development or (imminent) handicaps alongside general educational and daycare offers,  need special support and therapy, to visit daycare centres which can work together with the educational specialists: Therapists, doctors, remedial teachers, psychologists and other occupational groups. The goal of all professional groups in such a daycare centre is to promote and encourage the optimal development of the children. Accompanying this is the counselling of families and receiving of assistance. Also in this context, interdisciplinary collaboration in an exchange between professions presupposes developing common support and training concepts for children and then applying the particular measures specific to discipline.

Advantages of Interdisciplinary Systemic Kinesiology Work

An interdisciplinary collaboration has impact on the development of children, the type of support for the families and the development possibilities of the people participating in diverse ways. In particular, it offers the following advantages:
• The development of the child is considered from a educational, psychological, medical and therapeutic view, and in exchange for the particular perceptions and assessments, further goals are adapted to the child . Their resources are discovered through the
dialogue with the other disciplines, increasing the treatment certainty and the competence of the participating experts.
• In relation to the boundaries of ones own profession, new methods will be envisaged, discussed and tested, which decidedly increase the competency of Team members on the subject of systemic thought.
• The members of an interdisciplinary Team are called upon to practice constant in critical self-refection, which means that not only does ones own perception and experience play a role, but even those of the others. One’s own balance is supported in entirety by the balance of the Team.
• Parents receive differentiated reports on the development of their child and through this can gain a better understanding of the status and development attained by their child. The education for parents in particular areas of kinesiology brings the certainty of improved treatment in the everyday life of the children.

Case Study of M.F.

  • M.F. is born in August 2004, adopted in December 2009
  • Enters Kindergarten on the 10th of August, 2009
  • Diagnosis: Developmental delay
  • Contact just recently with biological parents
  • No information on the first year of life, only bodily scars from abuse

Early years in the Integrated Kindergarten:

  • Allows no one get close / prefers to play alone
  • Destructive towards themself and towards others
  • Has no sense of self worth
  • Has no fine motor skills
  • Delay in speech skills
  • Aggressive when called by name in Kindergarten and at home
  • Accepts no rules

The Interdisciplinary Team is comprised of:

Educational teachers
Speech pathologists / Occupational therapists
Occupational therapistsZeichnung systemisch vor der Balance

1.Balance with the goal: “I am one”
Problems with names:
Identity / Identification pattern of birth names to adoptive first and last names.
birth name → adoptive name
- Genogram tested
- First name tested: F. M. F.M. M.F. Stress OK
- Systemic Family portrait tested
- Necessity of a 2. Balance on the following day in the presence of the adoptive parents
- M.F. drew a family portrait (figure 1)

2. Balance: “I know who I am”
M.F. explains, that he has 2 “Daddies”, a “Mommy Ute” (AM) and the “Mommy, who gave him life”.
In the work with genograms, information is required about the birth parents and the adoptive parents.
The birth mother takes priority in the balance.
The correction is found around the starting and end points of the kidney meridian, the center of gravity points and an integration of the brain.
On the same day, M.F. drew a new systemic family portrait (figure 2), in which the immediate
effect of the balance is recognisable.oneness2Exercises for Kindergarten/Nursery school and at home:
The child has chose each exercise and the person to do with.
Balance points have been rubbed from the adoptive mother or the nurse/educator
Kidney Meridian is massaged with affirmation “I love life” from the adoptive father
An affirmation “I am at peace” with reclining attention to the head and body contact with the adoptive father for 5 days
Bach flowers “Star of Bethlehem” – “I have the strength to cope with experiences and to heal myself”

Reaction after 5 days:
M.F. wakes up at night, goes to his parents and says: “I am not dead – I am M.F.“
He searches for body contact with the adoptive parents and other adults in the institution
He perceives his own pain and takes consolation from the adults

Current Situation: 1 year later
M.F. today is in a 1. Class, in the public school - Integration section- and is developing
himself continually in all areas .

For more Information please contact Annie Timant


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