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].