The treatment of neuromotor immaturity is an effective and non-invasive way of tackling the ever-increasing educational challenge of behavioural problems and learning difficulties from the root cause.
We want to enable children (and adults) to manage the tasks of their own lives with an appropriate degree of ease, being physically healthy, emotionally calm and mentally clear. As an introduction to the congress, Johanna Lauff will talk about the concept of neuromotor immaturity as a link between the diverse scientific and practical approaches in medicine, psychology and education. She will also present a brief overview of the development of INPP in Germany and the practical possibilities for promoting neuromotor development. She will offer an outlook on the various contributions in lectures and workshops at the congress and put them into context with the overarching theme.

Johanna Lauff M.A., born in 1980, studied educational science, medicine and psychology. She has been working as an INPP – neuromotor therapist since 2004 and works with clients between the ages of 3.5 and 65 and trains educational institutions in the use of the INPP school programme to promote neuromotor school readiness. Since 2023, she has taken over the management of INPP Germany and holds the position of ‘Director of Education’ at INPP International. She is responsible for maintaining the high quality standards and further developing the INPP method worldwide. She lives with her husband and three children in the Lüneburg Heath.

As the Institute for Neuro-physiological Psychology (INPP), has been the origin and profession to focus on neuromotor immaturity, its effects on development, learning and emotional regulation and how it can be detected and treated over the last 50 years Sally Goddard Blythe will present the history of the development of the INPP method and display the key concept of neuromotor immaturity. She will refer to evidence-based research on the subject and sketch her vision for the method in the future.

At various methodological levels of empirical research and in various psychotherapeutic settings, significant knowledge about the life-historical and psychological significance of pregnancy and birth has been developed in recent decades, which today provides an overview of this early reality of life, which in particular represents a resource for psychotherapy, but also enables cultural-psychological insights.

It is a special feature of homo sapiens that we are born immature and therefore function at an emotionally mid-level in the first year and a half of life. We are fundamentally dependent on early attachment figures to compensate for the lack of functionality of the prefrontal cortex. The lecture will discuss what this early reality of life looks like and what psychological effects disruptive factors in this early phase can have on life as a whole.

Das menschliche Gehirn hängt entscheidend von sozialen und körperlichen Erfahrungen ab, um sich vollständig und gesund zu entwickeln. In diesem Vortrag werden die wichtigsten neuronalen Veränderungen während der Gehirnentwicklung, der Übergang von reflexiven zu erlernten Verhaltensweisen und die Rolle früher Erfahrungen bei der Festlegung der neuronalen Verdrahtung über die gesamte Lebensspanne umrissen. Anschließend werden wir uns der Entwicklung geschlechtsspezifischer Unterschiede zuwenden, die ein Beispiel für das soziale Lernen und die Formung des Gehirns sind, die in den frühesten Jahren beginnen.

The prenatal psyche exists. The embryo and foetus absorb impressions from their environment and also show primitive reactions to these stimuli. These early experiences programme physical ‘imprints’ and psychobiological patterns that are stored in the body’s memory. This means that potentially traumatic experiences can also be stored in the organism. As the child’s motor skills develop, these patterns are increasingly translated into movement. For the prenatal child, movement is the most important element of its body language. Its body is a great instrument of expression with which the embryo, foetus or baby expresses what is going on inside it.
Psychobiological patterns that emerge during a vulnerable period can last a lifetime and can therefore be recognised in the early development of the postnatal child.
In infant psychotherapy, we start from the idea that the observable postnatal movement patterns can be an expression of prenatal experiences. Thus, a baby can express its experiences during birth and show very precisely what its possible problems might have been. In the prenatal phase of life, the experiences during conception or implantation may have left traces that are referred to as embryonic imprints. (Through the connection to the mother via the umbilical cord, the foetus lives not only in the mother’s body, but also in her psyche. Her emotions have an effect on the prenatal child. Scientific studies have shown that maternal anxiety, depression and stress have strong and lasting effects on the child. This ‘umbilical affect’ refers to all sorts of emotions that can affect the foetus). This could be left out if it’s still too long.
In infant psychotherapy, we utilise these motor expressions of the baby. We take them seriously as attempts by the baby to tell its prenatal and perinatal story. In this way, stress and trauma can be processed, blocked energy can be released and motor development can be freed from blockages.

The shaping influence of birth experiences and the pre- and postnatal phase of life on the later emotional life is today (also) scientifically proven. What remains difficult for a psychotherapeutic practice that includes the earliest experience of the individual is dealing with the difference between pre-linguistic experience and a later emotional, but also conceptual understanding of it as an adult person. To what extent can today’s experience of the world, neurotic and psychosomatic symptoms or personality imprints actually be traced back to earliest life experiences and where in therapy do we cross the line of speculation, interpretation or even the implantation of “false memories” (false memory theory)?

The lecture draws its insight into the emotional world of the earliest phase of life from the practical work with the constellation method of the Life Integration Process (LIP) and the model of the stages of consciousness according to W. Nelles on which this practice is based. By means of the constellation method, it is possible to enter into a dialogical resonance relationship with the prenatal child that we once were. The application of LIP shows in an individual way how the environmental experiences of the early child, such as traumatic experiences of the mother during pregnancy, prematurity and/or postnatal separation from the mother, interact with the essential, innate dispositions of the individual and thus create the earliest pathways of our personality today. The therapeutic work moves between respecting the fundamental mystery of the pre-linguistic life experience and the mental and emotional connection of today’s feelings, images and symptoms with the early biography.

Thomas C. Südhof has developed methodological approaches to understanding the connection points between synapses. He wants to know how synapses form in the brain of the embryo, how they are specified and how they change. Synapses and complete
neuronal networks can adapt to processes and remodel themselves for optimisation.
This so-called neuronal and synaptic plasticity is a fundamental mechanism for learning processes and memory. Thomas Südhof wants to uncover the molecular mechanisms of these processes and understand how the nerve cells form networks in the brain. Over the last ten years, the focus of Thomas Südhof’s research has become more specific: he is particularly interested in the question of how synapses are established between pre- and postsynaptic nerve cells and how they receive their respective properties from the neurons. These fundamental processes form the basis for understanding how nerve cells are wired together and how a neuronal circuit is set in motion. Neurexins, a group of presynaptic adhesion proteins, play a key role in this process. Mutations in the genes coding for neurexins are linked to diseases such as Tourette’s syndrome and schizophrenia.
In this lecture we will be taken on this interesting research journey.

Here is a brief description: Conventional accounts of consciousness focus on the cerebral cortex and cognition. In this talk, evidence will be presented to show that consciousness arises from the brainstem and is affective in nature. Special emphasis will be placed on the implications of this for our understanding of the distinction between reflex and voluntary behaviour.

Human infants have feelings, they are fully-fledged human beings and rightly enjoy the full protection of the German Basic Law. However, they do not yet have a conscious “self”. The region of the frontal brain in which the self-networks are located is still biologically immature and non-functional at the time of birth (Joachim Bauer: “Wie wir werden wer wir sind – Die Entstehung des menschlichen Selbst durch Resonanz (How we become who we are – The emergence of the human self through resonance), Heyne TB). The “self” of the child develops along the reflective social interactions between the infant or toddler on the one hand and its caregivers on the other. Interpersonal relationships remain of central importance for the lifelong development of the human self.
In the context of good self-care, the self is also important as an “inner doctor” (Albert Schweitzer).

The digital products mentioned in the title are carefully designed by their developers to appeal to people’s motivational systems, especially those of children and young people, and to keep users glued to the screen for as long as possible. The promise of connectedness (social media) and self-efficacy (video gaming) is shattered by serious “side effects”, which will be discussed in the lecture. Chatbots aim to replace analog social contacts with generative conversational AI. All of the services mentioned have a considerable potential for addiction and danger (Joachim Bauer: “Realitätsverlust – Wie KI und virtuelle Welten von uns Besitz ergreifen” (Loss of reality – How AI and virtual worlds are taking possession of us, Heyne Verlag). The legal protection of the youth has virtually been abolished. The lack of political action towards the powerful providers is irresponsible. By understanding the interrelationships, the lecture will also highlight opportunities for intervention.

In this workshop, the model and practice of the LIP will be presented and demonstrated. The LIP is a constellation process which, from the position of our present adult self, enables us to look at earlier stages of life and consciousness (prenatal to postnatal phase of life (“symbiotic unity consciousness”), childhood (“we-consciousness”), youth (“I-consciousness”) and in this way brings the client into contact with the emotional and living world of the personal biography. In the workshop, we will primarily look at the first symbiotic life stage of the pre-, peri- and postnatal period, which is central to LIP and in which essential pathways for the way in which we experience ourselves and the world around us in the further course of our lives take place.

Behavioural disorders and physical complaints are usually multifactorial. In addition to neuromotor immaturity, the type of diet is another significant causal factor.
The right foods at the right time make and keep people healthy. If a deficiency is recognized at its earliest stage, the balance can be quickly restored with small, inexpensive countermeasures. It is therefore very important to be able to recognize the first signs, even without complex laboratory diagnostics.

In this workshop, you will learn to recognize the most important deficiency symptoms in your patients/clients through visual diagnosis and to make initial recommendations for action.

Find out what effect the individual foods can have on the body, psyche and performance and gain an insight into the complex interrelationships of which foods are best consumed when and how.

Astrid Saragosa talks about the special responsibility of professionals to also keep parents in mind and to offer or recommend professional follow-up care regarding stressful experiences during pregnancy, birth and especially in the first year of the child’s life.

The concept of AS – postnatal care is a wonderful addition to other support programmes that are not explicitly concerned with reducing the stressful reactions of parents. An online questionnaire is the first step for mothers to start self-reflection and processing stressful aspects. If there are signs of increased stress, at least a one-off AS postnatal consultation is usually recommended. Before/after values maintain the quality of labour so that families can regain their strength as quickly as possible in order to be fully present for their baby. Because happy babies need happy parents.

In the context of behavioural problems and psychosomatic complaints in children and adolescents, it is initially important to recognize the sensory-cognitive weaknesses behind supposedly “psychological” problems in order to pick up the adolescent WHERE he is with his sensory possibilities. On the one hand, this recognition requires intuition and empathy, as well as diagnostics and, on the other hand, appropriate handling through support and encouragement with the protective therapeutic/educational interventions made possible by this recognition
The workshop offers in-depth knowledge of existing recognition possibilities and treatment options.

Well-functioning auditory perception and processing is of great importance for a child’s development. Various factors can influence auditory processing and lead to problems in everyday school and private life, such as concentration difficulties, dyslexia, social problems, hypersensitivity to noise and much more. JIAS auditory training can support these children in a simple way.

This workshop, including many visual observations, offers a unique journey into the world of children’s joy of creation and authentic creative power. A journey to the beginnings of all human visual manifestations and creative expression in all countries of the world. Universal forms and movements as well as individual creative processes are visualised and brought to life using many examples of images from all over the world. The development of an organic diagram will provide an insight into the basic building blocks of this sensitive drawing process. The aim of this journey is to sensitise the participants‘ own perception in an artistically active way and to appreciate the child’s ability to express itself. In addition to the diverse pictorial impressions, the workshop offers the opportunity to gain personal experience in dealing with universal forms and movements through playful movement exercises and drawing activities.
I am looking forward to addressing these and other questions together.

The two Child Art workshops build on each other thematically.

This workshop covers the basics of the anatomy of the eye with regard to eye muscle motor functions such as accommodation and convergence. The connections between early childhood reflexes and visual development will be highlighted. What happens when early childhood reflexes persist and what effects does this have on visual functions? Which areas can be improved by functional optometric visual training, how it is carried out including practical exercises.

Experience shows that visual training helps, but in many cases further measures are required beforehand.

Recognition has a lot to do with knowledge and experience. In the workshop, we will try to share our knowledge and bundle our experiences. We will use photo and video material to sharpen our perception. If simple behavioural patterns or constellations are overlooked (e.g. auto-manipulation or attachment problems), all therapeutic efforts can be useless. In contrast we will try to recognize KiDD children through simple exercises.

Decades of experience in psychotherapeutic settings using regression therapy now make it possible to obtain very specific and differentiated information about the consequences of prenatal and birth stress. The essential aspect here is an expansion of perception to include the manifestations of unprocessed pre-verbal experiences in the form of bodily sensations, moods, feelings, reactions, impulses to act, sensitivities, etc.. Due to the high rate of intervention in today’s technology-oriented obstetrics, it is particularly possible to record the after-effects because these interventions are precisely documented and therefore known.

This workshop will give you an insight into the significance of these early experiences.

In dieser Arbeitsgruppe besteht die Möglichkeit eines intensiven Austausches auf Fachebene mit Prof. Dr. med. Lise Eliot.

Die Arbeitsgruppe findet in englischer Sprache statt.

Die Ausreifung der intrauterinen und frühkindlichen Reflexe und die Entwicklung der posturalen Reflexe ist das Ziel unseres INPP-Ansatzes; die Prämissen – wir arbeiten präzise, langsam und wiederholt – dienen nicht nur dazu, die neuronalen Strukturen nachzureifen, sondern gleichzeitig den Muskeltonus, das Gleichgewicht und die Eigenwahrnehmung – unser Posturalsystem – zu fördern.
Es geht darum diese Basalfunktionen als Reifezeichen zu verstehen und unsere Arbeit auch hierüber deutlich von anderen Ansätzen abzugrenzen. Es werden kleine Experimente vorgestellt, über die die Bedeutung der Funktionsfähigkeit der Basalfunktionen jedem verdeutlicht werden kann.

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