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At the age of 16, towards the end of special education school and shortly before moving on to an apprenticeship or employment, Ruth comes to Spielzeit.

Ruth fell into a stupor from one day to the next in the face of the impending changes. She no longer speaks, doesn’t react when spoken to and barely moves. This condition is known as severe regression. It is observed in people with trisomy 21 worldwide and can occur for no apparent reason, albeit very rarely. It is impossible for Ruth to work in this state.

Due to the contact difficulties, we begin to work with the adolescent using the “Spielzeit method”. This special treatment approach was developed by Robin Mindell – founder of Spielzeit – over the past 20 years. A positive response to the application for cost coverage by the IV took 15 months.

It is only thanks to a donation that Ruth can be treated promptly using the “Spielzeit method”.

In addition to the stupor, we suspect severe depression, but recommend an endocrinological examination first. This reveals an undiagnosed autoimmune disease. The hypothyroidism associated with this can now be treated immediately.

Ruth’s regression gradually dissolves as a result of the treatment.

At the beginning we see Ruth twice a week. We plan so-called experience and action spheres in therapy. Through these contextual action sequences, Ruth can gain experience in a community, which should lead her out of her withdrawal and motivate her to participate in social activities again. The main therapist initiates action sequences with the co-therapist, whereby the patient begins to react to motor and/or auditory impulses. The co-therapist mirrors the patient’s behavior.

• The “Spielzeit method” was developed based on the concept of situated learning. In the experience of negotiating meanings in a community, fundamental changes or transformations are brought about. In this way, stagnating development can be promoted by means of an individually and collaboratively designed construction process (see Schmohl 2021).

For example, we choose a piece of music that we know is very important to Ruth. It is played and ended prematurely in the hope of triggering an instinctive counter-reaction in Ruth. The co-therapist is then visibly sad, she wants to hear the piece of music to the end. The main therapist shows her how this is possible and verbalizes what she is doing: “This way you can press the device to continue listening to your music.” After a while, Ruth – who had previously sat there completely impassive – raises her arm towards the jukebox on her own and lets the music play again. A start has been made: Ruth gets moving. The process continues step by step.

• On the basis of innate behaviors such as identification and mirroring, impulses for liberation from states of rigidity or stagnation are encouraged in order to make use of them in Ruth’s everyday life.

After a year of psychotherapy and intensive efforts, Ruth finally begins to initiate her own actions and social interactions: She chooses toys again independently and without prompting, begins to hide and is happy when the therapists find her playing hide and seek. Another milestone for Ruth was the discovery of free painting. With great attention to detail, she creates pictures that reflect her emotional state.

After two years of therapy, Ruth has found her inner voice and begins to speak again. Now, for example, she is also able to express worries. And we can finally recommend switching to a workshop with a daytime structure. Ruth takes part in various activities and tasks here, such as sewing. And she enjoys it! Ruth takes part in life again with joy.

Help children and young people with a donation so that they can say “yes” to life again.

The Spielzeit team would be delighted to count on your support.