Training materials for the participants of Snoezelen 1st training level conducted by ISNA-MSE POLAND
Written by: Dr. Agnieszka Smrokowska-Reichmann
Table of contents
I. Genesis and development of the Snoezelen method
Intuitive beginnings - name and essence of the method
Popularisation and professionalisation of the method
Development and present day of the Snoezelen method
Global structure of the Snoezelen - ISNA-MSE
The Snoezelen method in Poland - The World Experience Room
Towards the future
II. The eight principles of the Snoezelen method
1. The Right Atmosphere
2. The Opportunity for Choice
3. The Opportunity to Set the Pace
4. The Right Length of Time
5. Repetition
6. A Selected Choice of Stimuli
7. The Proper Fundamental Attitude
8. The Right Supervision
III. The Snoezelen method – potential and risks
Doubts concerning Snoezelen
Strengths and risks of the Snoezelen method
Controversies around the use of UV light in the Snoezelen Room
Snoezelen methodical principles as components of the Snoezelen event
Between ethics and the principle of normalization
IV. Equipment and arrangement of the Snoezelen Room
Size of the Snoezelen Room
The most important equipment used in the Snoezelen Room
Design principles of the Snoezelen Room
The Snoezelen Room as Colour, White and Black Snoezelen
Snoezelen outside
V. Multisensory stimulation in the Snoezelen Room as communication
Haptic perception in the Snoezelen Room
Visual perception in the Snoezelen Room
Auditory perception in the Snoezelen Room
Olfactory perception in the Snoezelen Room
Taste perception in the Snoezelen Room
VI. Sensory integration therapy and the Snoezelen method - similarities and differences
VII. Conducting activities in the Snoezelen Room
Free and thematic sessions / according to a scenario
Scenario in the Snoezelen
Following the participant during free and thematic sessions
VIII. Developmental music therapy - the Karl Orff method in the Snoezelen Room
Multisensory effects
Participant autonomy
Stimuli as language
Instruments and activities
New facets of an established therapeutic model
Convergence of the principals of Snoezelen therapy and Orff music therapy
Pedagogical and therapeutic priorities
IX. The place of the Snoezelen method in modern occupational therapy
Innovative occupational therapy
Interfaces between the Snoezelen method and occupational therapy
The place of Snoezelen and occupational therapy in academic education
X. Review of selected research projects
Appendix: ISNA-MSE POLAND regulations [excerpt].
REFERENCES
