SIVUS method

The SIVUS method ( Swedish abbreviation for S ocial I ndivid V ia U tveckling S amverkan; in German social-individual development through cooperation) was created for people with a cognitive disability in order to enable them to develop through joint action. This method can be used in a workshop for disabled people (WfbM) as well as in other facilities such as a dormitory .

idea

As already mentioned at the beginning, people with a disability also develop through collective action. The promotion of social and individual development occurs through cooperation in the group; For the individual, this means that he can bring his skills to bear, he must take responsibility and can grow from it. This creates the motivation and interest in the development of skills and personality .

Image of man

The following image of man is assumed within the SIVUS method:

Man (with or without disabilities) is a dialogic and socially needy being, that is, he needs He relationship with Be relationship.
The human being is not born as human in the human sense, but is first formed into it. By nature, he is not tied to a certain form of life, but must first learn it through education . To achieve this way of life he needs long-term stimulation and learning aids. This is possible because humans have an acquisition brain.
Only in coexistence with other (adult) people can humans exist and develop as humans in a humane sense.
Prenatal , perinatal and postnatal causes of disability can significantly delay the development of cognitive abilities (thinking, spoken language, memory, perception, attention, etc.).
People with disabilities (especially in the cognitive area) are often classified by society as incapable of development. They are therefore often excluded from society, that is, they form a fringe group . This makes their development much more difficult.
Nowadays it is still not a matter of course to integrate disabled people into society; In the last few decades, however, much has been done for the integration (= normalization in the sense of the normalization principle ) of these people.
Disabled people are people in development. Development is an ongoing process; Abilities, skills and knowledge are not a priori set for a certain level of development. Disabled people develop, like all non-disabled people, out of their own inner drive and through their own actions.
own needs and desires lead to own activities that bring about personal maturation.
Driving force and one's own actions are expressed in personality development.
People with a disability are people with whom one lives and works. They are not objects that are only looked after.

target

People with disabilities are supported to the extent that they can act as a social individual as unhindered as possible, both individually and with other (possibly also disabled) people .

The development of the following crucial skills is supported:

Self-confidence
independence
Feeling of togetherness

(these are so-called overarching goals )

The SIVUS method accompanies, guides and supports people with disabilities on their way to the greatest possible independence and integration . This results in an independent and self-reliant shaping of your life.

The role of the companion

In the SIVUS method, one does not speak of a supervisor or a group leader, but of a companion, since his task is to accompany and participate (as opposed to caring for and looking after). In order to support and accompany people with disabilities, he must be able to recognize people's needs , interests and requirements. Obviously, objective observation is necessary for this. Daring interpretations and speculations are by no means desired, because these are usually the result of assumptions (and assumptions are very easily prejudices ).

The companion works as an active member in the group, so it is easier for him to find out what skills the individual group members bring with them. Then he builds on it instead of emphasizing what individual people cannot . So it is very important to emphasize the skills and not the weaknesses. At the same time, the companion gives support where necessary . It should also give each person the opportunity to “feel their way forward” to get by without assistance.

Of course, it should not be "lifted" above the person to be accompanied. Instead, he has to deal with the current situation of the group members with empathy .

The companion should have the ability to build relationships , at the same time he should be aware of the importance of relationships. He should prove authenticity, empathy and appreciation in the group discussions and in everyday life. It is important that the companion enables each individual group member to develop at their own pace.

He is also responsible for telling the people entrusted to him what is expected of them. He has to ensure that the requirements are kept as low as possible; it creates the necessary protective framework for the integration, which may take place "by the millimeter". The companion offers the group member the security in order to be able to reduce fears.

Structure of the SIVUS method

1. Starting point:

The development of the individual takes place in joint action with other people.

Man experiences what it is like

on your own
for two or more
in a group
with other groups
inside and outside the institution
out in society

... to act.

2. The collective action, the group activities of various kinds take place in small, constant groups . These are geared towards the needs and interests of the participants and according to democratic principles.

the group members are informed (this creates an overview of the overall activities and goals of the group)
all important decisions are discussed in the group, the companions actively support and encourage the group members
anyone can work with whoever they want; there is no compulsion to work with someone he cannot relate to
the group work is not interrupted by commands or commands
the companions deal with the problems of the individual group members through personal discussions
the companions see themselves as group members

3. People with disabilities should better perceive and influence their independent actions with the support of the companion . To ensure this, each group work includes at least four important situations:

deal with each other
prepare, plan the work or activity
carry out the plan
judge the result

Four skills are assigned to these activities and are developed:

the social ability

understand each other

to get along with

work together

Relationship ability

Communication skills

the ability to plan

to have an idea

anticipate future activity in the spirit

plan and prepare their work or activity

the ability to work

carry out the plan

know and be able to carry out the individual work steps

the ability to judge

think about what you've done

assess the whole work process

judge the product, the service

know what quality is required

4. flexible behavior

Broadening your horizons, learning different forms of work so that you are not restricted to just one work step / activity. Broadening of horizons by dealing with the materials, fellow human beings and the work processes.

There are five stages of development on the way to diverse and flexible independence (the transition from one stage to the next is fluid).

the individual level

the group member observes his surroundings

the group leader is his first reference person

the group member covertly draws attention to his needs and learns to act alone

the pair stage

the group member makes contact with another group member

both act together

the group level

the group member can contribute to the group

it deals with the group

it acts in the group

the intergroup level

the group member is aware of his identity and his group

it can move and act in different groups without getting lost

Social class I

the group member can go shopping alone

it moves outside the facility

it can establish contact with other people [e.g. B. Seller]

Company level II

the group member can act on his own in society

it acts outside the facility

it represents its cause or that of its group towards society

it has no problems making contact with its environment

Everyday situations are mastered

5. Support from the companion decreases with increasing independence of the participant. The development is carried out through so-called sub - stages within each stage:

1st sub-level

comprehensive support from the companion

2nd stage

little support

3rd sub-level

no support

The development happens continuously and leads, from one situation to another, to an ever greater degree of independence.

literature

Association of Protestant Institutions for People with Mental Disabilities (VEEMB): The Sivus Method (Orientierungshilfe der Diakonie), Stuttgart, 1989, ISBN 3-497-01219-X
Chr. Janßen: The SIVUS concept in work in residential groups, intellectual disability, 1997,1, 40-55
Janßen, Chr .: SIVUS. A model of holistic learning, In: Theunissen, G. & Wüllenweber E. (Eds.), Between Tradition and Innovation, Marburg, Lebenshilfe Verlag, 2009, pp. 60–68
Chr. Janßen, I. Begemann: "Here I do it all by myself" - The SIVUS method in the dormitory, Bethel Verlag, Bielefeld 1998

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