SNOEZELEN

A THERAPEUTIC PERSPECTIVE

Roger Hutchinson

2009

Forensic Psychology Practice

98 Sheffield Rd

Boldmere

Sutton Coldfield

B73 5HW

T - 0121 377 6276

F - 0121 377 6027

www.forensicpsychology.co.uk

Where it starts

PRIMARY SENSORY

STIMULATION

which can be analysed at different levels

• EXPERIENTIAL

emotions and feelings

• SENSATION

modalities

submodalities

• COGNITIVE

developmental maturity

perception

learning and memory

representational systems

• PHYSIOLOGICAL

sensory impairment

people

therapists

S M E L LS M E L LS M E L LS M E L LS M E L LS M E L LS M E L LS M E L L

ESSENTIAL OILS

TYPE OF PROBLEMRELIEVED

NEUROCHEMICALSECRETED

PART OF THE BRAIN TRIGGEREDBY ESSENTIAL OIL

CHAMOMILE

LAVENDERMARJORAM

ORANGE BLOSSOM

ANXIETY STRESS

HYPERTENSION

INSOMNIA ANGERIRRITABILITY

SEROTONIN

RAPHE

NUCLEUS

SEDATIVE SEDATIVE SEDATIVE SEDATIVE SEDATIVE SEDATIVE SEDATIVE SEDATIVE

EFFECTEFFECTEFFECTEFFECTEFFECTEFFECTEFFECTEFFECT

SENSATIONS

Modalities Submodalities

V ision colour/near/big/moving etc.

A uditory loud/soft/slow/rhythm/beat

K inaesthetic smooth/rough/gentle/hard

O lfactory pungent/acrid/sickly/sexy

G ustatory sweet/salty/sticky/crunchy

lead to feelings

• Sensory Anchors - things we see,hear,touch,smell or taste will trigger an emotion.

NLP

Where from ?

outside sensory

experience

inside sensory

experience

sensory

memories

we notice when

there is no

sensation

LIFESPACE

experiences

& memories

ambitions sensations

current

behaviour

Use rapport

• MATCH one part of your behaviour to one part of your clients behaviour

• PACE by varying your own behaviour to match changes in the other person

• MISMATCH your behaviour to the client

• LEAD the clients behaviour and if the client now matches your behaviour you are in RAPPORT

• DANCE in the other persons model of the world

• the others emotions and feelings UNCONSCIOUSLY communicate that you are receptive and responsive

NLP

develop magical mind reading

sensory

acuity

attach meaning to a

signal or set of signals

produced by the person

elicit and remember

various sets of

signals produced by

the other person

use these sets of signals

to attribute certain states

of mind to the other person

calibrationNLP

CALIBRATION

HAPPY

• V – smile

• A – laugh

• K – relaxed

• O – smell

• G – taste

ANGRY

• V – frown

• A – shout

• K – tense

• O – smell

• G – taste

NLP

Being aware of

• developmental age

social / physical / cognitive

• perceptual difficulties

whole / part / integration

• memory strategies

verbal/auditory/visual/tactile

• learning styles

modelling/chaining

• representational systems

lead / preferred / reference

FROM SENSATION TO COGNITIONan approach based upon developmental maturity

lessmature

moremature

continuous

arousal

selective

arousal

involuntary

arousal

attention

intrinsic

exploration

extrinsic

reward

stimulus

dependent

motivation

symbolic

interaction

body language

eye contact

smile

muscular

dialogue

interaction

Inter-sensorial

associations

distance

individual

nearbysenses

frustration

fear

differentiationfeelingsemotion

imitation

intentionality

symbol,cognitive

operant

trial and error

rewards

classicallearning

process

cognitiveemotionalreflexmemory

mental

representation

anticipationhere and nowexperience

cognitionperceptionsensationsawareness

Representational Systems

• Lead System – how a memory is accessed VAKOG

• Preferred System - how a memory is experienced VAKOG

• Reference System – how we check out if it is the right memory VAKOG

NLP

Reinforcement

• positive or negative

• social, concrete or sensory

• internal or external

moving away from

and avoiding something

we do not like -

negative reinforcement

moving towards and

getting something that

we want-

positive reinforcement

Sensory Restriction

• increases anxiety

• decreases pain threshold

• effects attention processes

• has psychological effects

• has emotional effects

• effects cognitiontoo long an exposure to unchanging sensory input

produces physiological,perceptual & affective impairments

sensory restriction can lead to an increase in

sensitivity for tactile and noxious stimuli,resulting in a lowered pain threshold

environmental conditions are an important cause of

undue stress

RISK ASSESSMENT

manage

hazards

manage

opportunity

Provide sensations

• Make the best use of the senses

• access the external sensory world

• develop an awareness of internal sensory experience

• enjoy sensory adventures

open the

door

to a library of sensations

A LIBRARY OF SENSATION

SNOEZELEN SENSORY SENSORY

ACTIVITY THERAPEUTIC

ACTIVITY

______________________________________________

need the facility stocking the rooms working method

atmosphere different subjects specialised use

exploration different topics therapy principles

carer attitude sensory items led by therapist

adventures variety of experiences

leisure continuous expansion

____________________________________________________

leisure therapy

Leisure in a SNOEZELEN room

A place to……SNOEZELSNOEZEL

individual

or combined

sensation

atmosphere

+shared

experiencesensory

adventure

pleasure

Sensory Diet

• balanced for each person

• planned schedule of activity

• includes combinations of

activities -

alerting

calming

organising

• individualised diet of

tactile,vestibular and proprioceptive activities

This can bring about

less

more

stress

anger

pain

depression

self-harm

motivation

pleasure

attention

sharing

control

choice

Multi-Sensory Activity

• GENERATE SENSATION

• REDUCE SENSATION

• ENHANCE SENSATION

• CHANGE SENSATION

• SENSORY THERAPIES

eg.Sensory Integration

• ASSESSMENT

• SENSORY ENVIRONMENTS

inside and outside

gardens

sensory cocoon

• ACTIVITIES

experiential or task based

MULTI SENSORY PRACTICE

experientially

orientated activity

enabling directed

therapy

task oriented

activity

Multi sensory activity outcomes

• establish rapport - to facilitate client carer communication

• identify sensory impairments for specific modalities

• identify the use the client makes of submodalities

• provision of external sensory experiences that the client finds pleasurable

• design the clients environment to disable the client as little as possible

the above promote

• skill acquisition

• motivation

• social interaction

• quality of life experiences

• a strategy to meet individual needs

What can be measured

• frequency / amount of client carer interaction• frequency of self injury• frequency of other ‘challenges’• amount of physical contact• amount of shared activity• amount of ‘engagement’• change in attention span• degree of ‘compliance’• initiation of activity or communication• increase in skill repertoire• reduction in the amount of prompting• length of time relaxed• number of choices made• type of communication used• change in staff / carer attitudes

IT IS ESSENTIAL THAT OUTCOME MEASURES ARE REALISTIC FOR THE

INDIVIDUAL CONCERNED

Multi Sensory Approaches in Education 1

• Provide a ‘sensory dimension’ to subjects

that are taught

• Pupils learning priorities can include

‘sensory targets’

• Facilitates enhanced communication

• Alternative input through ‘sensory

modalities’

• Greater environmental control through

access to appropriate forms of technology

• A specialised ‘sensory curriculum’

Multi Sensory Approaches in Education 2

• Innovative solutions to pupils complex needs

• Learning in ‘technological environments’

• Whole-school policies that guide teachers in using MSE across the curriculum

• Working with microcomputers

• Technology as a personal tool

Childrenresearch findings

• Acceptance of the value of Snoezelenas essentially an opportunity for leisure has been widespread with many publications in professional journals - Walters 1993

• Leisure has it’s own potential for self-development and self-realisation -Hogg et al 1995

• Snoezelen as part of a ‘sensory curriculum’ - Gallaher and Balson 1994

• The positive role of Snoezelen in therapies - Moore et al 1994

• Frequency and duration of non-adaptive behaviours decreases in the snoezelen setting whilst frequency and duration of adaptive behavior increases -Shapiro 1997

Older peopleresearch findings

• Whilst further research is clearly indicated,there appears to be sufficient evidence to consider incorporating a sensory stimulation approach into the care environment of older people with dementia - Hope

1996

• Increase in calmness -Moffat et al 1993

• Decrease in social disturbance and unadaptive behaviour - Baker et al

1997

• Improvement in spontaneous speech, recall of memories and sentence length - Baker et al 1997

• Increase in personal interaction during the session - Spaul et al 1998

• Carers developed positive views of clients - Pinkney 1997

Adult Mental Health

• therapeutically helpful relationships can be developed

• distraction from stresses that are typically experienced

• the person can be taught to relax more fully

• helpful in depression and withdrawl

Smith and McCalister 1998

Snoezelen in other areas of practice

Snoezelen has been found to be valuable with

• critically ill children

• people presenting as autistic

• women in maternity units

• people needing palliative care support

• people who experience chronic pain

Hogg 1999

WHERE ARE WE NOW

multi sensory approaches

multi sensory environment

multi sensory activity

+

It really is

a kind of

magic