Asociaia Tottoro www.tottoro.ro www.asociatiapavel.rowww.isna.ch Study on benefits on Snoezelen (multisensory) therapy for children with intellectual deficiencies and behavioral disorders and children with cancer

www.tottoro.rowww.asociatiapavel.rowww.isna.ch1 Study on benefits of Snoezelen (multisensory) therapy for children with intellectual deficiencies and behavioral disorders and children with cancer Note Thisstudywasconductedwithintheproject"Snoezelen,aninnovativeapproach"aprojectco-financedbyagrant fromSwitzerlandthroughtheSwiss-RomanianCooperationProgrammeforReducingEconomicandSocial Disparities in the Enlarged EU (http: / www .swiss-contribution.ro /). ThispublicationdoesnotnecessarilyreflecttheofficialpositionoftheSwissgovernment.Thecontentthereofis assumed entirely by TOTTORO Association. "Study on the benefits of Snoezelen (multisensory) therapyfor children with intellectual deficiencies and behavioral disorders and children with cancer", June 2015 Author: Laura A Militaru, project coordinator (Association TOTTORO) Consultant: David Grupe, ISNA Schweiz Keywords: MSE - controlled multisensory environmentMultisensoryroom-multisensoryenvironment-theroom/roomsdecoratedwithobjectsandequipedtoprovide sensory stimulation. Snoezelen therapy - multisensory therapy ISNA - International Snoezelen Association - International Snoezelen Association The data were collected during the Snoezelen therapy sessions sustained by: MirelaPancu-prof.andspeechtherapist,SpecialSecondarySchoolno.5-Bucharest(VolunteeratTottoro Association) Cristina Can - psychologist, Special Secondary School no. 5, Bucharest (Volunteer at Tottoro Association) Delia Gavril - Special psychopedagogue (Volunteer at Tottoro Association) Mariana Popa - assoc. Prof. Psychology Faculty (Volunteer at Tottoro Association) MihaelaNeagu-prof.psychopedagogue,SpecialSecondarySchoolno.1,Bucharest(VolunteeratTottoro Association) AncuaPetcu-prof.psychopedagogue,SpecialSecondarySchoolno.1,Bucharest(VolunteeratTottoro Association) Costa Teodor Scoran - psychologist (Volunteer at Tottoro Association) Dochia Filipa - psychopedagogue (Volunteer at Tottoro Association)

www.tottoro.rowww.asociatiapavel.rowww.isna.ch2 Mihaela Schiopu - therapist, art therapist (Volunteer at PAVEL Association) Simona Sandu - social worker (Volunteer at PAVEL Association) Laura Toderici - psychologist (Volunteer at PAVEL Association) Adela Matache - psychologist (Volunteer at PAVEL Association) Tottoro Association, 2015 Executive Summary There were furbished two Snoezelenrooms, one at Tottoro Association and and one at "Prof. Dr. Alex. Trestioreanu " Oncological Institute for PAVEL Association, under the project " Snoezelen, an innovative approach", co-financed by agrant from Switzerland,through theSwiss-RomanianCooperation Programme. The project is implementedby TottoroAsosociationinpartnershipwiththePAVELAssociationandtheInternationalSnoezelenAssociation Switzerland. Thestudywasconductedwithintheproject"Snoezelen,aninnovativeapproach"whichprovided300freetherapy sessionsfor60childrenwithintellectualdeficienciesfromSpecialSecondarySchoolno.1andno.5ofBucharest and for 40 hospitalized children with cancer at "Prof. Dr. Alex. Trestioreanu " Oncological Institute. Also, the project providedaccesstotheSnoezelenroomto320childrenwithcancertreatedinoutpatientinthesameOncological institute. ThestudyisbasedondatacollectedduringSnoezelentherapysessionsprovidedbythe12volunteerprojectwith background in psychology, pedagogy, speech therapy, social work, who were previously trained in Snoezelen therapy intheprojectmentionedabove,byexpertDavidGrupe-Snoezelentherapistwithextensivepracticalexperience, President of International Association Snoezelen Switzerland, Vice President ISNA-MSE.ORG, member of Board of director of the International Association Snoezelen and international trainer in Snoezelen therapy. The therapy sessions were conducted during 2014-2015. Thestudyinvolved100children,girlsandboys,agedbetween3and20years,whowereselectedfromamong studentsoftheSpecialSecondarySchoolno.1andno.5ofBucharestamonghospitalizedchildrenwithcancerat "Prof. Dr. Alex. Trestioreanu " Oncological institute in Bucharest. TheresultsshowthebenefitsofSnoezelentherapyamongchildrenwithcancerandthosewithintellectual deficiencies. Snoezelen therapy benefits are multiple and with diverse applicability. Snoezeleniswidelyusedabroadineducationandcareinstitutionsforchildrenwithdisabilitiesandautism,early intervention,socialcentersforpatientswithdementia,emotionaldisturbances,behavioral,braindamage,elderly patientswithAlzheimerdisease,peoplewithmentalillnessandthosesufferingfromchronicpaininpalliativecare hospitals. We want this trial to draw attention to the educational system and the professionals In Romania who provide care and support services to children with various disorders and parents in understanding the meaning and benefits of this type

www.tottoro.rowww.asociatiapavel.rowww.isna.ch3 oftherapysoittheuseinRomaniaofthetherapywillincreaseasinothercountriesintheworldwhereSnoezelen therapy is widely used. Thequantitativeanalysiscontains thedescription of items comparedwiththequestionnaire "Wellbeing"in orderto observethechangesobtainedthroughSnoezelentherapyoncommunicationskills,concentration,confidence, cooperation, relaxation, representing some of the benefits of therapy. Qualitative analysis focuses on how recipients respondtothistypeoftherapyandthetherapysessionsimpactontheirqualityoflife,basedonguidednotes.The notes higlight the importance Snoezelen therapy for children with cancer and those with intellectual deficienciesand reflect the opinions ofsome parents whose children attended the Snoezelen therapy sessions. Methodology Subjects: The study is based on data collected during Snoezelen therapy sessions conducted with 60 children with intellectual deficiencies fromthetwo Special Secondary School no. 1 and no. 5 of Bucharest and 40 hospitalized childrenwith cancer in "Prof. dr. Alex. Trestioreanu " Oncological Institute, Bucharest. The four project volunteer teachers, specialists trained in Snoezelen therapy, employees of the two secondary schools No.1andNo.Special.5,wereaskedtoselectagroupofchildrenwithwhomtheyworkedfrequentlyinclass,30 children in each school. Children in special schools were selected on the following criteria: girls and boys good attendance at school known by the two therapists with deficient intellect / behavioral disorders From the Special Secondary School No. 1 there were selected 30 students, who have the following profile: 10 girls and 20 boys age between 9 to 14 years moderate deficient intellect / behavioral disorder good attendance at school known by the two therapists From the Special Secondary School No. 5 were selected 30 students, who have the following profile: 9 girls and 21 boys aged 9 to 14 years moderate deficient intellect / behavioral disorder good attendance at school known by the two therapists Children with cancer were selected using on the following criteria: to be admitted to the Institute and to stay long enough to participate in the complete cycle of 15 Snoezelen therapy sessions offered by the project. There were selected: 10 girls and 30 boys aged 3-20 years Thechildrenparticipatedinacycleof15Snoezelentherapysessionsingroupsof5.Theywereorganizedduring morning and afternoon, depending on time availability of volunteers and children.

www.tottoro.rowww.asociatiapavel.rowww.isna.ch4 Method: For those 60 students with intellectual deficiencies Tottoro Association arranged Snoezelen mobile unit within the Special Secondary School no. 1 and no. 5 in Bucharest. Beneficiaries participated in 15 full cycles of Snoezelen therapy sessions, each session lasting about 45 minutes. The sessions were previously prepared by therapists. Children participated in therapy sessions in groups of 5 children, at least once a week, depending on the availability of teachers, pupils. The 30 pupils from Special School no. 1 organised 8 -10 therapy sessions followed by a break of half a year because of the summer holidays when only 6 of them were brought constant to Tottoro Association for therapy sessions. The remaining children resumed therapy sessions to complete the cycle of 15 therapy sessions during February-March 2015 when it was rearranged the mobile unit at school. The composition of the participant group to the therapy sessions was not always the same, because students were not brought by their parents to school every day or there were days when they were sick. Childrenwith cancerhavebenefited fromtherapysessionsin thePAVELAssociationSnoezelen roomat"Prof. dr. Alex. Trestioreanu "Oncological Institute, were allowed to participate in therapy sessions in the Snoezelen room only withthedoctorapproval,aftermedicaltestswereperformed.Theywerenotalwaysingroupsof5,oftenbeing accompanied by a parent, and participated more frequently, sometimes daily, at different times of the day. Alltherapysessionswereconductedbythespecialistsinpsychology/pedagogy/socialandformedteamsoftwo therapists. Teams of therapists in special schools were formed from a school teacher and anexternal volunteer from TottoroAssociation.AttheInstitutethetherapiststeamswereformedfromvolunteersthatknewandhavecontact with them the children from previous activities (Occupational Therapy, Medical School, art therapy). TherapistsvolunteersweretrainedinSnoezelentherapybyexpertDavidGrupeandsupervisedbyduringtherapy sessions by the project coordinator Laura Militaru, trained in Snoezelentherapy and Snoezelen room furbishing. For all 100 children we have been applied the same tests. Beforestartingtherapysessionswiththerapistchildrenfilledoutwiththehelpoftherapists,aformontheir preferences and non-preferences. After the first therapy session, an initial assessment test was applied (Questionnaire onthewellbeing-developedbyProf.Dr.KristaMertens).Thisquestionnairewasrepeatedafterthelasttherapy session. Upon completion of cycle 15 therapy sessions, the children's parents that wanted, answered a few questions on the changes observed during and after therapy sessions. Aftereachtherapysessionthetherapistsfilledoutbasedonobservation,twoquestionnaires,namelythe questionnaire on the involvement of children in the sessions, and the mood and reaction to the session. These will be used for the qualitative analysis as observation forms. AllquestionnairesusedinthisresearchweredevelopedbyPaulPagliano,boardmemberofISNA-MSE.ORG, Associate Professor at James Cook University, Townsville, Australia, from the book "The multisensory Handbook - a guideforchildrenandadultswithlearningdisabilitiessensory"butthequestionnaireusedtoevaluatethe quantitative"Questionnaireforwellbeing", developed by Prof. KristaMertens, professoratHumboldt University in Germany and adapted by Laura Militaru, the project coordinator, Tottoro Association. All questionnaires were provided by David Grupe, Snoezelen therapy specialist. The 15 therapy sessions had the same format for all beneficiaries, following both the educational objectives with the help of projections as well as sensory exploration and relaxation. The therapy sessions had the following specific objectives: broaden cooperation develop communication skills creating a general good feeling building confidence and self-acceptance developing knowledge about food, tastes involvement in activities development of memory and thinking

www.tottoro.rowww.asociatiapavel.rowww.isna.ch5 development of concentration and attention relaxation and calm personal development and learning increasing motivation through initiative and participation decrease bullying and increase communication with others reducing stress and inducing relaxation developing motivation for learning by increasing involvement in activities relieve pain caused by medical condition increase desire for recovery Wheneverpossible,thestudentswithintellectualdeficiencieswereobservedintermsofbehavioralalsooutside therapy sessions, the therapists being also teachers in their respective schools, most of them presentingfrequently at thebeginninghighaggressivenessandbullingbehavior.Thisgroupofchildrenhavelowselfesteem,lackof involvementinclassroomactivities,distressbecauseofrelationshipswithpeersandfamily,feelingoutcast,lonely, misunderstood by family, experiencing lack of friendly relations with peers. Children hospitalized in the Institute show distress because of long periods hospitalization, medical interventions and awareness of the situation, and family distress, low level of confidence in the future and spending time unnatural, lack of exercise and high levels stress. Results: Qualitative analysis, based on guided observations with the help of questionnaires "The wellbeing of the beneficiary II beneficiary status" and involvement questionnaire (used as observation form) Variable and uncontrollable stimuli: presence of the thrapists: discussions, massage. non-specific stimuli created by therapists: speaking with another person or in general, the movement in visual area, glances, encouragement. Other stimuli: voluntary or involuntary touches, noise created by others, other distracting events. In rooms in which the Snoezelen therapy were performed we had the following items: Optical fibers(static or moving) -permanently Carpet with lights (static or moving) - occasionally Snoezelen projector (moving projection) - permanently videoprojector - short periods Laptop for videoprojection - video, short periods Aroma therapy - permanent Snoezelenmusic - permanent Materials for sensorial games- short periods Story - short periods Massage - occasionally Theywereusedmorethan4stimulisimultaneously.Itwasobservedanincreaseinthelevelofinteractionand communication, from the first session, in all the children. Children have changed positions and the proximity at least three times per session. Guided observation is one of the most common approaches to this kind of research.

www.tottoro.rowww.asociatiapavel.rowww.isna.ch6 Achievingtherapysessionswereobtainedthroughsensoryandtalesgamesandothertherapeutictechniquesused suchasmassages,videoprojections,gamesfordevelopingself-confidence,discussionsandencouragement.Fairy taleswereselectedinthelightoftheobjectivespursuedbytherapysessions(developingself-confidence,the acceptance of self, acceptance of differencesin people and situations, develop communication and cooperation). All discussions with beneficiaries pursued these objectives. At the first session for children with intellectual deficiencies, most children were reluctant to share their experiences, discuss personal problems, manifest interest in certain activities and were less receptive. After the first four sessions we begin to see greater openness and willingness to communicate. Children become more self confident, more close toeachother.Invariably,allwantahappyfamilyandfriends,theybegintomakeassociationsbetweenacquired knowledgeorpersonalexperienceandtheinformationprovided,theystartedtoinitiatenew,freshideas(shadow theaterduringbirdsvideoprojection,associatedwithbirdfreedomdance,surfaceswithdifferenttexturesbecome flowers or islands, odors association with various desserts, proposals for new themes). Teachers volunteer therapists have stated thatstudents who participate in therapy sessions aremorewilling to share theirknowledgewithothersandespeciallyimmediatelyaftertherapyhaveabettermood,cooperatebetterinthe classroom and have built a very good relationship with volunteers teachers, theyare more tolerant with each other. Students have been since the beginning excited with therapy sessions, with everything that happens in the Snoezelen room. After thefirst therapy sessions have started, childrenshow an increased level of confidence,they feel special forattendingthesesessions,theystartedtotellwhat'sgoingoninthosesessions,theyhavelowerratesof absenteeism and share with others their experiences and feelings. These results were obtained by the beneficiaries in theactivities performed during therapy sessions or to givean answer to aquestion, or bymaking an activity carpet with lights set in the middle of the room. The carpet bing centrally situated, it was perceived as a display area in front of others and initially they were reluctant to sit in this space, feeling watched by the group, but in time, because this rugisagreatattractionandsensorygamesweremadeinthisarea,theymanagedtoovercomeuncertaintyandto exposeitsown,whilegainingmoreconfidence.Gameswereconductedtodevelopconfidenceinthemselvesand others. Also,duetosensorygameswhichtheycouldplaywithahighsuccessrate,thebeneficiarieswereabletogain confidence in their forces. In these exercises,we wanted to expose the children in a controlled, nondirective manner, unimposing the approach. Since Snoezelen therapy exercises are very attractive,the beneficiaries participate in them with pleasure and increased motivation for participation. Children discusses about home and classroom ("I do not feel understood, they say that I am bad, naughty and do not knowhowtobehave,grandmothertellsmethatsheislookingforwardtogetridofme"andopposite"Igetalong better with my colleagues, peers do not beat me anymore "). In the therapy sessions we encountered various situations such as conflicts between students, jealousy, inappropriate gesturesthroughwhichstudentshavetried to draw attention eitherofcolleagues ortherapeutists,difficultmoments of sincerity of somewho wanted to share difficult experienced they go through, so we used them in order to discuss with students and help them understand the situation they are experiencing. Also, there were parents who asked us to talktochildrenaboutvariousissues.Thankstotheverywelcomingenvironmentwherethebeneficiariesfeelsafe, and once they have gained trust in the therapists, we could achieve this intervention, individually and discreetly. Ihadmanymomentsofsincerityinwhichstudentsexpressedtheirfrustrations,andmomentsoftendernesswhen students expressed their understanding and support to others in similar situations. I have witnessed with joy moments when students in conflict situation, get closer to each other emotionally through massage or group activities. Also, I could see with joy that although a few minutes prior therapy session some of the beneficiaries were violent, in the Snoezelen room no such incident happened.

www.tottoro.rowww.asociatiapavel.rowww.isna.ch7 However,weoftenwitnessedtheconfessionthattheywanttocomemoreoftenintheroomorthedesiretostay longer in the room. The therapy sessions conducted in the Tottoro Association Snoezelen room accounted for therapists and students as a dettachment from the influence of time since they took three hours, therapists and children alike losing track of time. It is amazing to see students who can not otherwise perform independent activities and who lose patience and interest after5minutes,stayinginthesameroomwithoutbeingimposing,3hourswhileparticipatinginvariousactivities with great interest. The questionnaireshowed a high rate of involvement in the activitiesduring therapy sessions and a generalstate of feeling good and very good. Children who participate in therapy sessions returned to class eager to share their experience with others, more able to focus,morecooperatingwithteachersandmorefriendlywith colleagues,and theyshowmoreinitiativeand havea positive mood. Theybecamemorecurious,theyaskedmanyquestionsinvarioustopicssuchasclarifyingUniverse,Underwater World, jungle, diversity. They had the opportunity to discuss their problems in the sessionswith the topics: Friends, Family, South Pole, Diversity. They enjoyed seaside journeys and in other countries. They had pic-nicks in the woods anddiscoveredthepleasureofcooking.Theyrelaxedandinteractedwithmassagesessionsandtheyracedduring sessionsofconcentrationgamesandsensorygames.Theyenjoyedguessingthetastesandflavors.Theyfeltfree flying like butterflies and birds. It is difficult to monitor how they behave outside therapy sessions and outside school, as collaboration with parents is quite weak, for objective reasons. Many parents of children involved in the project presents various deficiencies, low intellectual,orsimplyaminimal-involvementintheirchild'sschoollife.Thesefactorsaccountedforandwere barriers to children's participation in therapy sessions over the summer. Their parents did not bring them to Snoezelen therapy at Tottoro Association, either because they were taken outside Bucharest, at the country side, for the holiday, or had other brothers who would get unattended or come from dysfunctional families, residence centers, foster care. A very important aspect to consider is that Snoezelen therapy due to its specificity, is a therapy that recipients expect and want, with great impatience, not a therapy that child is required intellectual effort or a certain way to be. This is a therapythataffectsthepersonregardlessoflevelofdevelopment.Theinvolvementinthesessionsandtheir frequency, dictates the intensity of the expected results. Parents of the children from Special secondary schools No.1 and No.. 5 in Bucharest formed their own opinion about the efficiency of Snoezelen therapy on their child, "the child tells about room, is more communicative and responsive, he/she better comply with the rules,is happy, retain easier, he/she lovemusic, ismore interested, more courageous, closer to grandparents and colleagues, we get closer, it is happier, more responsible, he/she helps me. " Oncologicalpatientshavedifficultiesexpressingthemselvesduetotraumatheysustained.Snoezelentherapy, throughitssecureenvironmentandthewellbeingstatethatinduces,helpsachildwithcancertorememberthe normalityreplacedbythesufferingcausedbydiseaseandprolongedhospitalization.Thusthesessionsitgivesa sense of the moment, even though it is full of pain. Snoezelen provides a deeply spiritual communication intervention with the patient, creating the environment for psycho-emotional relief. Snoezelentherapyarebroughteverydaymissingitemsbecauseoflengthyhospitalstay,andamorenatural relationship with the parents. The Pavel Association Snoezelen room at The Oncological Institute there were used, in addition to the named already, the following techniques:

www.tottoro.rowww.asociatiapavel.rowww.isna.ch8 Dramatherapy Cinematerapie Body-painting Therapy through music and dance. Relaxationisthemainobjectiveoftherapyinthiscase,theexpressionofpersonalexperiencesthatgeneratean improvement in wellbeing. Observing light and changing the position of the light source through effortless gestures brings joy. Theatre of shadows, which may be even less effort, calls and expresses much of the time the state that children have. For those who have to lie down on the water bed because they are too weak to explore, guided imagery is a soothing creative act which tranship them on a careless realm where everything is possible. Movements of air into water fascinates small patients, helping them forget that they are actually in a hospital. Mirror around bubble column increases the space, creating a visual echo. In every fragment the child sees himself as he/she wishes or multiplied, and this it amazes and amuses them, becoming a childish game and brings relief for the moment and a hope they may be the same as before. Thecolumnwithcoloredbubblesthatdanceintriguesatthebeginningthechildrenandmakethemfollowtheir movementsforeheadgluedonthecolumn,charmedasiftheyareinafairytaleandsoothedbythealmost imperceptiblevibrations.Inotherwords,thediseaseremainsforawhileoutsideSnoezelenroomdoorandleaves their active imagination fuel their joy. Curtain lights are like stars in universe, tiny and lost in the dark. It becomes a place wherewithout being required to make any movement, but simply standingon, theimagination and soft music helps to mentally travel in a happy and smooth space created by their own desires. Opticalfiberslightsareoneofthegreatestjoys.Childrenwrapsthemaroundandlostthemselvesintheever changingcolorsandhangthemontheneck,likeascentedstring.Theyhavemagiclookingglassesthroughwhich they see everything they want and develops concentration, following each change in color and every glimmer of light. Unrealbecomespossible.Sunscanbemovedbyhandandthestarscanbehandled.Withminimaleffort,children immerse in a dream and forget where they are. They arrange for minutes the optical fibers, they would like to catch andseizetheconstantlychangingcolor.ItappearslikethewholeUniversecanbetamed.Thefloorcanbecomea moving ocean. Light is water and sky, earth and rest. The holiday atmosphere of the house recalls memories. The children relive the Christmastheydreamof,togetherwiththeirlovedonesinacarefreeatmosphereandgainsstrengthtogoonwith their lives. Throughvideoprojectionsthereareactivatedlifememoriesfromoutsidethehospital:circus,playinginthepark, walking on the grass, smell the forest, anniversaries, dinner with friends, a brother/sister. The lack of hair can be forgotten when we have the fiber optic to replace it. Excitedtofindabrightspot,itcapitalizesturningitintothestory,andthatwasenoughforDragostoputathread after ear to become a firefly. Developing imagination and creativity occurs naturally. Marinus pretending he can not move because it was "nailed to a circle of light." Having recovered his sense of humor, he received a long-awaited smile from his peers and thus emotional stress relief occur. Tostareatakaleidoscopemeanstodreamandtoconcentrateonthegameofcoloursandtrackgeometrical,thusdeveloping attention. Waterbed with vibrations that surround you can be a pretext forchildren to think that he/she is the sea in a boat and relive lost normality. They sit quietly with colorful cushions under the head and the therapist gently swaying, helping them to visualize an enchanted holidays or that they are well and all the pain is in the past.

www.tottoro.rowww.asociatiapavel.rowww.isna.ch9 Forthechildwithcancerisanopportunitytovoluntarilyexperiencesomethingtempting,whilehe/sheisforcedto spendmuch of thedaylyinginhishospital bed:thechildrenwillhear "soundwaves" focusing on something other than pain, helplessness or bitterness, which produce a major mental effort. ForAnemone,thelightcoloredmovementwashypnotic.Sinkedinnpillowssherestedjustlookingatthem.That was all she could do, being brought to the sensory room in a wheelchair. "Lying in the lounge is a nuisance. Here, I would stay in this bedup to immortality "says Michael, who was moving with great difficulty that time, recovering after a very difficult operation. In the waterbed is room for everyone: for pillows, dolls, Anemones feet and Yaniswith his smile. What we call "cinematerapia" means the screening of films accompanied by individual or group discussions. For Mario "to stand still" is usually hell, regardless of how he feels. However, looking at slipping the ink in the water or a movie with elves, something that makes him happy, arouses curiosity and calms him down. Another aspect of cinematerapie is that it can facilitate laughter therapy. Alex was using sensory room sessions to improvehis mental state. Utterly tired, he prefers to stay in bed lying with water and watch for hours "Tom and Jerry". A film can be viewed backwards. This is the charm, because every child that lives in hospital in his world "must be so" , but in this room everything can be 'as I want "; Here we can stop being so brave and dare to confesswhat hurts usorthatwelosehopeorask"why?".Herewecansupporteachotherandfindashouldertocryon.Butthenwe gain magical powers to go further ". Musical box has a role in the story room and grab their attention. Sounds with different pace and height have different effects on them. When children arevery tired,everything can be limited to "music therapy" and to listen with eyes closeda discrete line sounds, which helps them to travel mentally, which, together with color droplets scattered in the room, with their slow movement, bring relaxation. Afterarestperiod,Rogaciswitchedwithhismother,unusedtobepamperedandspoiled."Ma'am,wefeelpeoplefromtimetotime,likenow..."shesaid.Amazedthatsheisallowedin"relaxationroom"themommyof extraordinary Contessina forgot for a while the fear for the analysisresults she was expected. Ionuts mommy feels "like in Heaven. If this would be our lounges, maybe we will not have this grif in our hearts. " Alin's less angry. "He loves music and likes thewaterbed, madam, we are living at the seaside." "He does not mind, but here I feel how much I teeth clench day by day. Here I sit for the massage and hear something else. Light it's like Christmas ... " Sometimestheyarepaintedontheirfacesinaslowpace,asagentlestroke.Thusthecontactwiththehospital,a space so traumatic where they are struggling with the disease every day, even for a while, increasing wellbeing.

www.tottoro.rowww.asociatiapavel.rowww.isna.ch10 Bibliografy Beit, Issie, Shapiro. (2013). The magic of Snoezelen. nr. 18. Beit Shapiro s magazine. Study published by Elsevier. Research in developmental disabilities (http:/www.elsevier.com/copyright); Fava, Leonardo i Krista, Strauss. (2000). Multisensory rooms: Comparing effects of the Snoezelen and Stimulus Preferences environment on the behavior of adults with profound mental retardation; Filipoi, Sempronia. (1998). Therapeutical stories for children and parents. Cluj-Napoca: Fundaia Cultural Forum; Fowler,Susan.(2006).Sensorystimulation:sensoryfocusedactivitiesforpeoplewithphysicalandmultiple disabilities; Fowler,Susan.(2008)Multisensoryroomsandenvironments;controlledsensoryexperiencesforpeoplewith profound and multiple disabilities; Prof.Dr.Mertens,Krista.Sensorystimulationandrelaxationinspecialinteriorrooms:HumboldtUniversityof Berlin; Pagliano,Paul.(2012).Themultisensoryhandbook,aguideforchildrenandadultswithsensorylearning disabilities. USA, Canada: Routledge; Shapiro, Michele i Parush, Shula i Green, Manfred i Roth, Dana. (1997). The efficacy of the Snoezelen in the managementofchildrenwithmentalretardationwhoexhibitmaladaptivebehaviours,retrievedfromTheBritish Journal of Developmental disabilities, vol. 43, part 2, nr. 85; Stephenson, Jenniefer. (2002). Study: Characterization of Multisensory Environments: why do teachers use them? Journal ofApplied Researchin IntellectualDisabilities, 15, 73-90.FacultateadeEducaie, University oftehnology, Australia; Sirkkola, Marja i Veikkola, Paivi i Ala Opas, Tuomes. (2008). Multisensory work, interdisciplinary approach to multisensory methods: Hamk University of Applied Science. Verheul, Ad. Fundamental philosophy of Snoezelen, historical background planning and concept; Whittaker, Joe i Kenvorthy, John. (1997). The logic of Snoezelen: Bolton Institute of Higher Education.