Concentrative exercise therapy

The concentrative movement therapy (KBT) is a body-oriented psychotherapeutic method and was from the psychotherapists Helmuth Stolze founded. In concentrative movement therapy, perception and movement are used as the basis for acting, feeling and thinking. In concentrative movement and perception, memories are reactivated that have found their physical expression in posture and behavior in the course of life.

In addition, when dealing with objects (e.g. cloths, stones, sticks, or even people), a symbolic meaning can also be experienced in addition to the real experience.

Against the background of developmental and depth psychological models of thought, the subsequent discussion enables the exchange of experiences and reflection on physical experience. The results are more differentiated perception, a clearer distinction between functional and dysfunctional behavior patterns and, based on this, change and development.

history

The KBT was developed from the individual movement work of Elsa Gindler (1885–1961). The turning away from gymnastic exercises towards self-awareness was essential. “Be ready to experience.” Gertrud Heller and then Helmuth Stolze began to use physicality and movement when working with the mentally ill. In 1958, Helmuth Stolze presented the method as “concentrative movement therapy” at the Lindau Psychotherapy Weeks. Other pioneers in the development of KBT as a psychotherapeutic method were Thea Schönfelder, Miriam Goldberg, Christine Gräff, Ursula Kost and Hans Becker. In 1975 Ursula Kost founded the German KBT Working Group (DAKBT). The method was made communicable by developing a differentiated curriculum for further training.

Theoretical background

The KBT is based on developmental, depth psychological and learning theory models. An important part of the theoretical background is Viktor von Weizsäcker's gestalt group , which Helmut Stolze related to KBT and presented in 1972. In his model there are two form and control circles: that of the averbal (moving - perceiving) and that of the verbal (thinking - speaking). Both are in turn part of a comprehensive understanding as a connection between the individual and his environment.

Another element of the theoretical basis of KBT are developmental psychological approaches by Erik Erikson , Margaret Mahler and Jean Piaget , as presented in their work by Sylvia Czerny and Hans Becker . For example, Piaget describes how certain behavioral patterns arise in a child from sensorimotor experiences, which are further developed into a certain pattern through repetition. Other developmental psychological phases that play a role in KBT work are symbolization, abstraction, separation and individuation. The results of recent infant, attachment, neurobiological, and trauma research confirm these basic assumptions. The KBT enables post-maturing processes and the development of new behavior through experience offers that relate to certain development phases.

method

At the beginning of a KBT session, the therapist picks up on the current situation: verbal messages, moods, postures of the client or patient and their own reactions. She translates this into an offer and gives suggestions for experimentation and experience, e.g. B. Perceiving the space, walking in different ways, tapping the body's boundaries, creating a scene with objects, touching objects or touching dialogue with the therapist. Every situation can be used for an offer and should allow scope for experience. Offers in KBT can have the following goals: stimulating self and body perception, becoming aware of one's own state of mind, dealing with internal and external conflicts, clarifying relationship situations, perceiving feelings and impulses, recognizing different internal constitutions / strivings. The verbal processing that follows serves to clarify, clarify, differentiate and integrate the experiences made.

A central approach is the concentrative perception in current activities and experiences. In KBT, this action and experience is understood as movement. By concentrating on the physical, the patient gains access to unconscious memory. The body memory is assigned to it and stores all experiences, especially relationship experiences. By concentrating on one's own body, memories can become conscious that are expressed in posture, movement and behavior. With every stimulation of perception, an inner movement is triggered at the same time. In the current activity, motion sequences (familiar activities such as walking, grasping, standing, lying) can be used to become aware of old experiences, to interrupt automatisms and to enable new content. The inner participation enables an affective level of experience, whereby new behaviors are more easily learned and integrated. This shows results of learning research, according to which emotionally tinted content is best retained. With offers that open up a space for action, these new experiences can be tried out and deepened through repetition. Helmut Stolze calls this process “exercise without practicing.” This concentrative action also promotes learning effects, as the research results of the neurobiologist Braus show, according to which action and “doing yourself” have a 90% learning success.

The body-oriented experience described enables the client to distinguish and understand healthy parts of disorders. This makes topics accessible for psychotherapeutic processing and the setting of goals is made easier. An essential part of the KBT work is the inclusion of objects. Objects serve as real objects, as aids to building up self-perception, as symbols, as means for scenic design, as design of the body image, as an object for establishing relationships between two or more and as a transitional object that the client supports and continues an inner process is given home. Another focus in the therapeutic process is the design of the interaction between clients, group members and the therapist. Experience reports can be found on the DAKBT website.

research

Since 1999, a research group has been set up within the DAKBT to document research activities and initiate new studies (see DAKBT homepage). Research is important for the further development of KBT. Numerous studies have been published in specialist journals. Projects and results of the research group are presented and discussed at the annual KBT research workshop. In addition, these are presented at international symposiums and congresses and discussed with other psychotherapy researchers. The results of neurobiological research in recent years confirm the essential basic assumptions of KBT, e.g. B. the important function of the body as a memory carrier of past, the conscious memory sometimes inaccessible, life history content.

further education

KBT is a method that is learned while working. It is taught on the basis of a profession that has been learned, for example from the fields of medicine, physiotherapy, psychology, education and theology. On average, the training lasts around five years. Job-specific advanced training is offered as an introduction to advanced training.

After a formalized admission procedure, the training candidates take part in a self-awareness group, which runs 240 hours in a fixed composition, and also complete 40 self-awareness individual hours. This part ends with an interim colloquium, in which the candidates take stock of their previous self-experience and review the decision for further training.

The second part of the training is about the KBT-specific teaching of theory and methodology. At the same time, the advanced training candidates deal with the practical application of KBT at different levels: As observers of groups led by experienced KBT therapists. Then as co-therapists in the management of groups and finally independently with groups and individuals under the intensive supervision of teaching therapists.

The advanced training is concluded with an examination that consists of three parts: a written examination paper, a theoretical oral examination and a practical examination in which a group is led in the presence of two examiners. Successful completion is attested by a certificate.

The prerequisite for independent therapeutic activity is either a license to practice as a psychological or medical psychotherapist, or recognition according to the Heilpraktikergesetz.

Web links

swell

Hans Becker: Concentrative movement therapy . Thieme, 1989, ISBN 3-13-604902-0 .
Christine Gräff: Concentrative movement therapy in practice . Klett-Cotta, 2008, ISBN 978-3-608-89064-8 .
Anke Hamacher-Erbguth: Concentrative Movement Therapy (CMT) in European Psychotherapy, Vol 11 (2012/2013) . CiP media.
Arnd Krüger : History of movement therapy , in: Preventive medicine . Springer loose-leaf collection, Heidelberg 1999, 07.06, 1 - 22.
Evelyn Schmid: Concentrative Movement Therapy. Basics and disorder-specific applications . Schattauer Verlag, Stuttgart 2016, ISBN 978-3-7945-3110-3 .
Ulrike Schmitz: Concentrative movement therapy for coping with trauma . Vandenhoeck & Ruprecht, Göttingen 2004, ISBN 978-3-525-46222-5 .
Helmuth Stolze: Concentrative Movement Therapy . 3. Edition. Springer, Berlin 2002, ISBN 978-3-540-42901-2 .