Professional Competences

The European Forum of Psychomotricity takes care to ensure consistency and consolidation of the common professional competences of the psychomotrician / psychomotor therapist, obviously respecting the specific differences of each country.

Professional competences in Europe
developed by the EFP

The professional competences of a European Psychomotrician or Psychomotor Therapist are from the “minimum Bachelor’s curriculum” agreed upon and written by the Commission of Education of the EFP.

They are categorized into 5 domains and divided into main and complementary competences.

  • Main competences are those unanimously agreed upon by all EFP members to be acquired at the Bachelor’s level.
  • Complementary competences may be included at either the Bachelor’s or Master’s level.

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Definition

Based on a holistic view of the human being and on the relation between body and mind, Psychomotricity integrates the physical, emotional, symbolical and cognitive interactions in the individual’s capacity to be and to act in a biopsychosocial context.

The scientific frame of Psychomotricity is constituted by the medical, psychological, neuropsychological and pedagogical sciences.

Intervention

Master in the field of movement and body oriented intervention to improve psychosocial functioning and mental health in babies, children, adolescents, adults and elderly people.

− Perception,
− Coordination,
− Praxis,
− Lateralisation
− Space and time integration
− Body schema (related to body awareness)
− Body image (related to self esteem)
− Emotion
− Non-verbal communication including tonic-emotional dialogue
− Behaviour of movement (intention, interaction and expression)
− Behaviour at play
− Social and object interaction

Main competences

Perform a psychomotor evaluation, in a specific setting, using qualitative and quantitative instruments (clinical observation, tests and protocols)

Conduct a psychomotor diagnosis, identifying psychomotor skills, psychomotor problems, and the quality of development across all ages

Consider the environment and aspects of relationships that interfere with psychomotor development of the subject

Formulate indications for psychomotor intervention with a critical point of view adjusting all dynamic aspects

Conceive and design plan of intervention; considering goals, frequency, duration, setting, methodology and economic aspects.

Discuss the plan and follow up with the subject and the social environment including his family, and adjust it whenever necessary.

Organize intervention in a multidisciplinary context

Work in individual sessions or in-group sessions in co-intervention

Discuss a follow-up intervention with the subject and the social environment, including the family

Reflect on actions and notices aspects of his work during the intervention process and discusses it with other colleagues or asks for advice and support.

Regulate practice by updating his scientific knowledge, respecting ethical and legal principles.

Do not centre on the symptoms but rather looking to the strength of the person with propositions between self-constitution, structure and openness (according to the development) and self-confidence.

Propositions are characterized by selfaction, self-control and self-efficiency of the person

Organization

Main competences

Work in multidisciplinary teams, either in institutions or in private practice

Communicate with and advise other professionals, translating his language to other conceptual frameworks

Act in accordance with his own mission and the goals of the organisation

Document information about psychomotor diagnosis aims, evaluation and progress of the intervention

Organize and manage a structure of psychomotor intervention attending appropriate space, quality of materials, budget, timetables and methods

Complementary competences

Train and form adults (professionals, parents and interested parties)

Provide advice to institutions or other organisations with specialized knowledge and skills

Coordinate the work of different professionals and to lead teams

Professional Development

Main competences

Engage in a relationship (including corporal, tonic-emotional, verbal and no-verbal communication) that helps others to express and develop

Discuss professional work according to his own knowledge, abilities, and attitudes

 

In order to guarantee continuing education in his own competences

Discuss personal functioning by taking part in professional discussions and supervision

Participate in lifelong learning with regard to the technical, cultural, and motor aspects of one’s professional competence, while also engaging in personal education in the psycho-corporal and affective fields

Participate in seminars, conferences, and courses, and update his knowledge with recent literature

Education

Main competences

Inform other professionals

Contribute to visits or internships of students/colleagues from other disciplines

Complementary competences

Offer training to other professionals

Supervise and assess of training in psychomotricity

Provide seminars, lectures, presentations, workshops and written materials

Research

Main competences

Contribute to research of others
(professional or scientific)

Complementary competences

Design and execute of a research plan

Participate in presenting and publishing research findings.