Specialists

• Autism Spectrum (AS) – Understanding and Categorizing Behavior
• ADHD – Impulse Control, Attention, Regulation Strategies
• Combined and Rare Syndromes
• Diagnoses That Don’t Fit the Picture

• Meltdowns and Crises – Prevention and Follow-Up
• School Absenteeism and Refusal to Attend Class
• Withdrawal, Freezing, Selective Mutism

• Adjustment of Learning Objectives and Support Measures
• Compensating for Disadvantages – Focus on Effective Design Rather Than Administration
• Individual Support and Homeschooling – Restructuring Educational Content
• Interdisciplinary Coordination (Child Psychiatry, Social Services, Therapy)

• Reflect on measures, adjust strategies
• Regain the Ability to Act
• Dealing with Helplessness and Exhaustion

Consultations are possible even without advance documentation. For individual consultations, a verbal introduction is sufficient. For group consultations, we recommend providing a brief written summary of the case—a few days before the appointment, in accordance with our handout “Anonymous Case Discussion at School.”

Up to 90 minutes, either in person during Spielzeit or via Zoom. We conduct a psychological assessment, formulate hypotheses, and discuss specific next steps—in the classroom, when interacting with parents, and when collaborating with external specialized agencies.

We welcome feedback on the implementation—it allows us to adjust the approach if necessary. Follow-up meetings are possible in complex situations.

Case assessment and development of a reintegration plan following a suspected diagnosis of borderline personality disorder and conduct disorder. Reframing within the framework of AuDHS (Autism and AHDS) and implementation of potential compensatory measures for late-diagnosed autism spectrum disorder.

Consultation with the school team: An 8-year-old student with intellectual disability, ADHD, and a disorder of muscle tone regulation—developing hypotheses regarding escalation dynamics, assessing the appropriate school setting, and involving psychiatric services.

Developing potential integration measures and coordinating daily home health care during the school year.

Advising the management of a residential care facility in the Canton of Zurich on establishing an in-house therapy unit for children with disabilities who exhibit challenging behaviors.

Consulting services are available to help develop a catalog of possible measures to compensate for disadvantages associated with ADHD and AS for high school students.

Consultation with the school team regarding a 13-year-old student with suspected ASD who has been experiencing prolonged school absenteeism—a systemic reality check, next steps within the school setting, and how to address a lack of willingness to cooperate.

Context-specific assessment (in cases of misdiagnosis) and guidance for teachers regarding AS-specific characteristics (including expressive language difficulties and social challenges). Development of potential accommodations to address these challenges in the daily kindergarten routine of a 5-year-old child.

Consultation with special education teachers regarding a 15-year-old student with co-diagnoses of AS and ADHD in a homeschooling setting—restructuring of school curriculum and adaptation of the learning framework.

Recurring meltdowns by a 9-year-old student in the classroom with an undiagnosed condition—clarification and initiation of context-specific diagnostic evaluation, as well as counseling regarding de-escalation and communication with parents.

• Conducting Context-Specific Diagnostics in an Institutional Setting
• Indications for Concurrent Psychiatric Treatment and Medication
• Referral letters and coordination with specialists and hospitals

• Understanding Behavior and Putting It into Context in Everyday Life
• ADHD and AuDHS – Impulse Control, Regulation Strategies, Daily Routine
• PDA Profile – Identifying Ways to Avoid Requirements and Applying the Low-Demand Principle

• Depressive Disorders in People with Disabilities—Recognition and Classification
• Psychotic Symptoms – Differentiation and Determination of Indications
• Complex Post-Traumatic Stress Disorder (PTSD) in an Institutional Setting

• Impulse Breakthroughs and Escalation Dynamics
• Stereotyped behaviors, compulsions, and pronounced behavioral routines

• Environmental Therapeutic Adjustments – Setting, Daily Structure, Transitions
• Caregiver-Mediated Interventions (CMI) Instead of Individual Therapy
• Dealing with Personal Helplessness and Exhaustion Within the Team

Before the appointment, the team will send:

• Issue and Existing Reports (e.g., BEP-KI Assessment)
• Tabular recording of incidents, escalations, and crises over at least four weeks—with a before-and-after comparison
• Consent of the data subject’s legal representative

Up to 120 minutes, on-site at the facility if desired. Based on the data, we develop a psychological assessment: hypotheses are identified, behavior is classified according to the specific disorder, and concrete courses of action are developed. If necessary, we discuss the indications and next steps for psychiatric co-treatment, medication, or inpatient care. The team documents the agreed-upon measures.

The team provides feedback on what has changed. If necessary, up to two follow-up sessions are scheduled. Experience shows that caregiver-mediated interventions (BVI) are sufficient in most cases to bring about lasting change—without traditional individual psychotherapy.

50-year-old woman with early-onset autism, moderate intellectual disability, and recurrent severe depression—psychological assessment of affective and psychotic symptoms, development of caregiver-mediated interventions (CMI), recommendation for concurrent psychiatric treatment, and referral letter to a psychiatrist.

A 24-year-old man with early-onset autism, PTSD, and a severe depressive episode—providing expert input to the interdisciplinary roundtable, clarifying diagnostic priorities, introducing BVI as a structured form of treatment, and assessing the need for inpatient hospitalization and BVI for the care team.

An 18-Year-Old Woman on the Autism Spectrum with a PDA Profile – Developing a Practical Guide for Supervisors and Teams: Understanding the PDA Mechanism, Dos and Don’ts in Everyday Work, the Low-Demand Leadership Approach, and Crisis Management.

A 19-year-old woman with AuDHS, a moderate depressive episode, phobias, and suspected autism spectrum disorder—counseling on transitions, the low-demand principle, setting boundaries in daily group life, and the rationale for transitioning to a partially supervised setting.

A 30-year-old man with a complex set of symptoms—psychological assessment, development of intervention recommendations, nonviolent aggression intervention (AGGRIP®) for daily life and relationship management (following four months of escalation documentation by the care team).

A 24-year-old man with a genetic syndrome, severe intellectual disability, autistic traits, and depression—assessment and goal-setting for the treatment framework (BVI instead of individual psychotherapy), determination of indications, and referral.

Development of a structured BVI approach for a client with severe intellectual disability, core depressive dynamics, and trauma-related behaviors—creation of BVI interaction models (PMM, RMM, TRM) for shift-based care.

• Differential Diagnosis in Cases of Unclear or Multiple Diagnoses (AS, ADHD, PDA, Mood Disorders)
• Dealing with Diagnoses That Only Become Apparent During Therapy
• Assessment of Psychiatric Comorbidity and Indications for Concomitant Treatment
• Disorder-Specific Treatment Planning for Neurodiversity

• Countertransference in Challenging or Stalled Therapy Processes
• Working with People with Limited Verbal Communication Skills
• Handling Parent Systems and Multiple Accounts (Child, Parents, Institution, School)
• Therapeutic Approach to Rejection, Refusal of Therapy, and PDA Dynamics

• Coordination with schools, residential facilities, psychiatric services, and government agencies
• Dealing with Hazardous Situations and Ethical Dilemmas

Therapy at an impasse due to increasing avoidance of demands; realignment of the treatment framework based on the low-demand principle and the involvement of parents as co-therapists.

Differential Diagnosis, Determining the Need for Concurrent Psychiatric Treatment

Monitoring and supervision regarding various issues specific to the disorder.

Classification of physical and symbolic forms of expression in the context of intellectual disability and ADHD; development of a framework for nonverbal therapy tailored to specific disorders.

Clarification of countertransference dynamics (“helplessness as a mirror”), restructuring of therapeutic goals, and coordination with the residential care system.

Dealing with recurrent treatment discontinuations and deviations from the treatment plan; developing a treatment strategy tailored to the specific disorder in cases of mild intellectual disability.

Assessment of interoceptive characteristics and defense patterns typical of PDA in body-oriented therapy.

Child Psychotherapy for Young People with Special Needs and Physical and Intellectual Disabilities: Fundamentals, Mechanisms of Action, and Practical Application.

What is AS and how is it diagnosed? The dual empathy challenge, predictive coding, contextualized teaching and support, working with parents on the autism spectrum, school and institutional measures, neurodiversity, and eating.

Understanding, Contextualizing, and Supporting—Beyond a Deficit Mindset. For schools, therapists, and parents.

A person-centered, nonviolent program for institutions serving people with intellectual disabilities

Psychosomatics in the Context of Disability and Illness: How Mental and Physical Processes Interact in the Development of Affected Children.

You contact us with a topic or a question. In a brief conversation—in person or by phone—we’ll work together to determine who the target audience is and what you hope will be different by the end of the training.

Based on this, we’ll put together a customized proposal that includes the content, format, duration, and cost. The proposal is binding and comes with no surprises.

Before the session, we’ll coordinate the content with you. If necessary, we’ll visit your institution in advance or prepare handouts and materials tailored specifically to your context.

Robin Mindell conducts the training right at your location—or at our facilities in Zurich. Our training sessions are interactive, practical, and directly tailored to your day-to-day work.

Guest lecture on the Spielzeit method as an outpatient treatment approach for people with intellectual disabilities who have experienced violence. An interdisciplinary audience of professionals from the child protection groups at Swiss children’s hospitals.

Client: Conference of Child Protection Groups at Swiss Children’s Hospitals

Guest lecture for aspiring psychologists on relationship dynamics, emotional stress, and psychological characteristics in families with a child with a disability.

Client: ZHAW – Department of Applied Psychology, Zurich

Measures to Prevent Overload: A workshop on understanding AS and practical measures to prevent sensory overload and autistic burnout among adults.

Client: Mainaustrasse Foundation, Zurich

Workshop as part of a teacher training program. Identifying, understanding, and addressing the needs of students on the autism spectrum in high school.

Client: Zimmerberg Cantonal School, Wädenswil

Guest lecture at the National Annual Pediatrics Conference. The dual empathy problem, predictive coding, diagnostic implications of high heritability, and contextualized counseling and teaching in AS.

Client: University Children’s Hospital Zurich – Department of Developmental Pediatrics.

Guest lecture as part of an in-house training program. Prevention planning, the taboo surrounding aggression, and typical causes and risk factors for the development of aggression in institutional settings.

Client: Bühl Foundation, Wädenswil

Guest lecture for the Bern Cantonal School Psychology Service. Family stressors, relationship dynamics, and the systemic effects of a disability on all family members.

Client: Department of Education and Culture of the Canton of Bern – Conference of School Psychologists, Educational Counseling

Guest lecture for professionals and those affected. Psychotherapeutic approaches and limitations in ADHD, resource-oriented therapy, relationship-building, and working with parents.

Client: ELPOS Switzerland Association, Zurich

The Spielzeit Method as a Developmentally Oriented Therapeutic Interaction. Workshop for the Child and Adolescent Psychiatry Team. Effectiveness and approach of the Spielzeit Method, intra-individual developmental norms, and decoding challenging behavior in children with disabilities.

Client: Child and Adolescent Psychiatry (KJP) Graubünden, Chur

Course content on designing nonviolent interventions. Prevention planning, tabooing, typical causes, and risk factors for the development of aggression. Commissioned by the Bühl Foundation, Wädenswil.

Nonviolent Intervention in Aggression for People with Disabilities. Guest lecture at the annual conference of the Swiss Center for Special Education (SZH), Bern.

Aggression Intervention Program. Nonviolent intervention and prevention for adults with intellectual disabilities. Two-week, Israel-wide training seminar held at various institutions on the implementation of the “AGGRIP® Intervention Program” for the Ministry of Social Welfare, Israel.

Content
Under the direction of Nora Mindell, systematic monitoring and documentation of play therapy processes for seriously ill children and adolescents at the Children’s Hospital Zurich. For the first time in Switzerland, the psychological distress of children with cancer was recorded, evaluated, and addressed therapeutically within an outpatient research setting. Development of proprietary methods for session documentation (Session Summaries) and symbol analysis.

Results
. Publication of the research findings in the American journal *The Arts in Psychotherapy*. This laid the foundation for the later “Spielzeit” method. Three videos were produced for children and adolescents with cancer and distributed by the Swiss Cancer League to hospitals and families throughout Switzerland.

Funding Sources
• Swiss Cancer Research (main funder, evaluation phase)
• Swiss Cancer League (video production and distribution)
• Collaboration Partner: Saint Mary’s University of Minnesota, USA

Contents
Under the direction of Robin Mindell, longitudinal research on psychotherapeutic treatment of children and adolescents with multiple disabilities. Research question: How do children with physical and intellectual disabilities develop in play-therapy-oriented psychotherapy? Evaluation of therapy outcomes over several years; development of specialized intervention methods and the intra-individual developmental norm.

Findings
Publication: “Psychotherapy for Children and Adolescents with Physical Disabilities,” journal *Praxis der Kinderpsychologie und Kinderpsychiatrie* (Göttingen, 2009). Methodological basis for the current “Spielzeit” method for children with disabilities.

Funding Sources
• Swiss Foundation for Children with Cerebral Palsy (Stiftung Cerebral), Zurich (primary funder, research design, and follow-up research)
• Hamasil Foundation (in-depth study and publication)
• Stefanie and Wolfgang Baumann Foundation (co-funding of publication)
• Adolf Streuli Foundation (co-funding of publication)

Contents
Under the direction of Robin Mindell, development of a client-centered, nonviolent intervention model for managing aggression in group homes and institutions for people with intellectual disabilities. Commissioned by the Israeli Ministry of Social Affairs (Division of Services for Persons with Developmental Disabilities). Includes a manual (in English and Hebrew), the AGIM aggression assessment tool, and the CEAS risk assessment scale. Pilot studies conducted in Switzerland and Israel.

Results
. Complete program manual (EN/HE), licensed by the Israeli Ministry of Social Affairs for distribution to all state health and social institutions in Israel. AGGRIP® is a registered Swiss trademark. Training provided to institutions in Switzerland, Germany, and Israel.

Funding Organizations
• Commissioning Agency: Israeli Ministry of Social Affairs – Division of Services for Persons with Developmental Disabilities, Jerusalem.
• Wilma and Walter Salvisberg-Wessely Foundation, Bern (main sponsor)
• Swiss Federation of Jewish Communities (SIG), Zurich
• Swiss Jewish Welfare Association (VSJF), Zurich
• Bank Dreyfus Söhne & Cie., Basel

Contents
Led by Robin Mindell, a three-phase research and publication project on the theoretical foundations of the Spielzeit Method, based on over 30 years of documented therapeutic work. Development of the triadic model (child–therapist–system) and the reverse and triadic modeling approaches. International exposure and preparation for a book publication. In parallel: Further development of “Therapy for Three” as an independent therapeutic form.

Result
‘s book: “It’s Normal to Be Different—How Severely Traumatized Children Have Changed Psychotherapy Through Their Play” (Spielzeit, Zurich, 2014). ISBN 978-3-033-04551-4. Marking the 30th anniversary of Spielzeit Psychotherapy.

Sponsors
• Foundation (anonymous; not named at its own request) (main sponsor, all three project phases)
• MBF Foundation (printing and production of the anniversary book)
• Kohler-Friedrich Foundation for Children and Youth (co-funding of book production)

The Spielzeit Method measures development not by the average—but by each child’s unique developmental trajectory. What may be “not enough” for others can be a breakthrough for this child. We call this shift in perspective a paradigm shift: from comparing against norms to focusing on individuality.

The methodological approach is inductive and follows empirical-regulatory cycles (ERC): observe, formulate a hypothesis, intervene, reflect, and adjust. No two sessions are alike. What remains consistent is the precision of observation and the fact that the method is effective even for children with intellectual disabilities.

For children who cannot be reached through language alone, the Spielzeit method has developed its own forms of interaction: Reverse Modeling (the therapist follows the child, not the other way around) and Triadic Modeling (the child, therapist, and a third element—such as a second therapist, a doll, or an object—together form a therapeutic triad). These models make therapy possible even in situations where traditional methods are hardly applicable.

The Spielzeit method does not aim for adaptation, but rather for transformation in the developmental process. It is the moment when the heroine or hero defeats the dragon: not by fighting it, but by becoming a different person. It manifests itself in new behaviors, an unexpected zest for life, and communication that has never happened before.