THERAPY

Montessori Therapy is an independent form of therapy and, as a Multidimensional Functional Complex Therapy (MfK), serves as a support measure within the framework of integration assistance. It is based on the insights and principles developed by physician Dr. Maria Montessori.

Montessori Therapy was developed at the Children’s Center Munich under Prof. Dr. Theodor Hellbrügge, drawing from Montessori pedagogy and alongside Montessori special education. It was further refined by Lore Anderlik and systematized by Prof. Dr. Hubertus von Voß. Since 1994, Montessori Therapy has been taught as a part-time professional training program.

Materials

Basics of Therapy:

  • The globally recognized and well-established Montessori pedagogy, developed by the Italian physician and educator Dr. Maria Montessori
  • The latest findings in Neurophysiology and Neuropsychology, Social pediatrics and Genetics
  • Current knowledge in developmental rehabilitation about the effects of disabilities and/or chronic illness on affected individuals, their families, caregivers, and other close contacts
  • 'Sensitive observation' for individualized support with a holistic, strength-based approach
  • Active involvement of caregivers with therapeutic transfer into daily life
  • Interdisciplinary collaboration with the patient’s professional and social environment
  • An inclusive attitude and support for individualized social inclusion

Therapy / Approach:

Montessori Therapy is characterized by its holistic, strength-oriented approach and its structured working method in a prepared environment with scientific developmental materials. The guiding principle of the Montessori concept 'Help me do it myself' reflects the methodical approach through self-education. In addition to helping patients integrate into their social environment as effectively as possible, Montessori Therapy supports the patient's direct caregivers in the support measures and guides them as needed.

Tasks:

The purpose of Montessori Therapy is to support overall development by stimulating sensori-motor, cognitive, social, and emotional processes. As a support measure within the framework of integration assistance, it seeks to mitigate and/or compensate for existing impairments or their effects, and to enable the patient to integrate into their living environment. In addition to its inclusion mandate, Montessori Therapy also aims to support the patient's immediate caregivers and provide guidance where necessary. Interdisciplinary collaboration with physicians, psychologists, and/or therapists from other specialties is just as integral as cooperation with individuals and institutions within the patient’s living environment.

Working with Patients

  • 'Sensitive observation' by the therapist as the basis for therapeutic action
  • Patient-centered approach, focused on the strengths and resources of the patient
  • Support through challenging and motivating tasks — providing targeted stimuli to activate developmental potential
  • Therapeutic support with sensitivity to encourage self-initiative, self-efficacy, and motivation
  • A purposefully prepared environment with selected materials that enable indirect guidance and support independent action

Working with Caregivers

  • Consultative guidance for caregivers via ongoing, supportive conversations
  • Active participation of caregivers in the therapy situation through observation and cooperation – guided by the model behavior of the Montessori therapist
  • Strengthening parental and caregiver skills through therapy transfer
  • Excluding close involvement of primary caregivers occurs only in therapeutically justified exceptions (e.g., patient’s age)

Therapy transfer in Montessori Therapy arises through

  • involvement of caregivers in the therapeutic process
  • the therapist’s role-model behavior as inspiration for new ways of acting
  • identifying and supporting natural learning processes and resources within the family — with concrete guidance for everyday implementation
  • interdisciplinary collaboration with physicians, psychologists, and/or therapists from other specialties is just as integral as cooperation with individuals and institutions within the patient’s living environment

Fields of Practice in Montessori Therapy:

The Montessori Therapy Diploma qualifies individuals to work independently and with personal responsibility as Montessori Therapists. Montessori Therapists are trained in interdisciplinary cooperation and are able to guide colleagues across groups in therapeutic and (curative) educational work, as well as in the field of inclusion.

* Validity: The diploma recipient is advised to check the national/local laws and regulatory requirements before assuming any role that could be interpreted as an independent licensed therapist.

Montessori Therapists can work in:

  • Private practices
  • Social pediatric centers
  • Rehabilitation clinics
  • Children’s hospitals

or in cross-group settings such as:

  • Daycare centers
  • Childcare facilities
  • Schools
  • Other social institutions

The diverse fields of work in Montessori Therapy give rise to a broad and varied client base: The scope ranges from early childhood intervention and individualized support in school and workplace environments to accompanying seniors and individuals with special needs, along with their caregivers. Therapists may work independently or as part of an employed team.

Intervention through Montessori Therapy

In Multidimensional Functional Complex Therapy, targeted stimuli are provided and processes are initiated to enable the patient to develop new skills and knowledge through motivated self-activity. The therapy plan—with clearly defined developmental goals—is created based on expert reports/diagnoses, sensitive observation, the needs of the patient and their closest caregivers, and interdisciplinary discussions. The individual goals of therapy may include the following areas:

  • Sensory and perceptual impairments or loss (e.g., visual, auditory, tactile)
  • Deficits in body awareness
  • Motor disorders (gross and fine motor skills)
  • Mental, physical, or intellectual disabilities / risk of disability
  • Emotional, physical, and cognitive developmental delays or disorders
  • Speech and language development delays/disorders
  • Specific learning disabilities (e.g., dyslexia, dyscalculia)
  • Difficulty with concentration and attention (e.g., ADD/ADHD)
  • Genetic syndromes (e.g., Trisomie 21, Fragile X)
  • Autism spectrum
  • Behavioral challenges or disorders
  • School-related anxiety or academic failure
  • Refusal behaviors
  • 'Montessori for Seniors' with additional training in gerontology (e.g., dementia, stroke patients) 

The basis of any successful intervention in these areas is the targeted strengthening of higher-level personal and social competencies!

This especially includes:

  • Self-confidence, self-awareness, self-respect, self-esteem, self-responsibility, and independence

  • Stable attachments and successful social interactions within the patient’s social environment

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