Sibylle Rothkegel, Berlin Report on the implementation of a three week consultancy in Sierra Leone First part of a 3-year program in »Trauma and Recovery« (TAR)

Time: March 3-29, 2004
Location: Catholic Education Office, Kingtom, Freetown, Sierra Leone
Context: The Catholic Preschool Education Program of Caritas International, Freiburg Germany


Contents
1. Terms of reference
2. Jointly developed topics for further training modules
3. Supervision of individuals and groups in selected preschools
4. 5 day training workshop
4.1 Content of the training
4.2 Paper describing basic knowledge of TAR
4.3 Training methods
4.4 The interaction
5. Summary
Plans for the future

 

1. Terms of reference

The following tasks were commended to the consultant:
I. a) to determine the level of knowledge of the preschool teachers
b) to establish and define the needs for training
c) to discover the potential of the heads of the preschools to train their preschool teachers

II. a) to develop a plan (time/content) covering training, counselling and supervision in cooperation with the heads of the Catholic Education office, taking into account the results of the evaluation of I.

III. Supervision of the teachers on how they can use the topics of the training in their day to day work.

IV. 5-day workshop with the heads of preschools.

 

2. Jointly developed topics for further training modules

This activity was carried out with the participation of the heads of the Catholic Education Office, Mrs. Bridget P. Sowa and Mrs. Ann-Marie Kandeh, and was devoted to a detailed discussion of suggested training modules to cover a period of three years. The emphasis was on working through the guidelines considered most necessary for enabling the participants to carry out their day to day work.
1. Definition of trauma (trauma and war)
2. Working with traumatised children: activities to be offered by preschool teachers.
3. Helping parents to cope with the trauma: How can parents be »child-friendly« in traumatic situations or in post war difficulties? How to cope with their own fears and feeling of being at risk of further trauma.
4. How to work with single parents and adolescents affected by trauma and post-war difficulties.
5. Dealing with loss, grief and bereavement
6. How to break the cycle of violence
7. Healing for teachers
8. Care for caregivers
9. Justice, peace and reconciliation
10. Conflict transformation, trust building and restorative justice
11. Empowering traumatised groups
12. Training in peace building
13. How to do networking? Networking with other peace building programs

These guidelines were established jointly in the first weeks of my stay. They are to be further developed in three-week periods of consultancy, supervision and workshops which will take place twice a year over a total period of three years.


3. Supervision of individuals and groups in selected preschools

Both individual and team supervision were provided at the following preschools in the presence of Mrs. Bridget P. Sowa and Mrs. Ann-Marie Kandeh: Stella Maris, St. Luke's Marillac Community, St. Michael's, Rokupa Wharf Community, St. Peter the Rock, Our Lady of Mt. Carmel and St. Peter the Fisherman.

The case reports presented by the teachers showed clear connections between the traumatic experiences of the children’s families and the children’s current symptomatic behaviours.
The teachers are working under difficult conditions, including the burden of their own traumatic stress reactions to experiences during the war, the complicated demands of day to day coping, large classes, small classrooms and little freedom of movement for the children.
I was impressed by how creatively and lovingly the classrooms were decorated and equipped with the simplest of materials. For instance, the children collected used bottle tops from rubbish dumps to use them in learning the colours, and discarded packaging materials were collected for use as teaching materials and toys.

The teachers complained in particular that they not only had to cope with the children’s post-traumatic symptoms, but that they had also not received their salaries for several months. They also said that they had several children in their classes who came to school without any food, so that they had to ask the other children to share, and that some parents were not even able to pay the low school fees of roughly $3 per month.

I was surprised to discover that the degree of participation of the parents and other family members varied from school to school and in some cases there was none at all. As a result of this experience I decided it was absolutely necessary to provide the heads of the schools with guidelines. To this end I drew up a paper detailing the points requiring consideration when working with children and their family and social environments. This paper I passed on to the heads of the Catholic Education Office. It is currently in the possession of Mrs Sowa and Mrs Kandeh, who visit the teachers regularly to provide supervision and organise further training for them.


4. Five days Training workshop

The training workshop was devoted to the training of 36 school heads from all regions of Sierra Leone. The group consisted entirely of women. It was planned from March 6 - March 8, 2004 and it was carried out from March 21 to March 26, 2004

The objectives were defined as follows:
1. to impart knowledge about:
a. the effects of traumatic experiences on
- individuals
- families
- children
- post-war societies
- peace building

b) the principles of counselling traumatised children and their families;

2. to enable participants to establish the significance of a rich cultural heritage in order to make use of appropriate cultural, religious and traditional methods in psychosocial care delivery;

3. to practise recognizing the signs and symptoms of stress and developing coping skills for stress management.

The methodology was defined as follows:

- presentations
- group work
- plenary discussions
- experience sharing
- exercises
- case studies
- supervision
- using the creativity of the participants
- drawing
- role playing

The day-to-day schedule can be obtained from the author.

4.1 Paper describing basic knowledge of TAR

I compiled a paper giving definitions of terms used in conveying basic knowledge of TAR and distributed it to the participants.


TRAUMA (e.g. wound)


Definition

"The person experienced, witnessed, or was confronted with an event or events that involved actual or threatened death or serious injury, or a threat to the physical integrity
of self or others; the person's response involved intense fear, helplessness or horror."


Traumatic events

war trauma, civil violence, physical injury, traumatic loss, bereavement, domestic or family violence, childhood abuse;
natural disasters, technological and toxic disasters


Man made disasters have long term consequences

mental, physical, social, vulnerability lifelong;
loss of trust in the self (self-esteem and dignity) and in the »world«
They cause problems in the survivor's family.

The protective factors are related to individual coping abilities, family unity and strength, strength of communities and social networks and the ideological, political or religious consciousness of the individual.


Frequency and context

Under the conditions of war, the frequency of traumatic events is characterised by the repetitive impact of stress factors. These are experienced by the victims in a context of threat, where fundamental human rights are violated systematically and deliberately.


The traumatic reactions

Traumatised people are not sick.
Their symptoms are a perfectly normal reaction to abnormal experiences.
Nevertheless traumatization places enormous restrictions on individuals’ lives and possibilities of social interaction, and represents a dangerous potential for instability at the collective level.
Stable houses cannot be built with the hands of broken souls.


People exposed to direct war trauma

People may develop mental problems after experiencing violence in war. This group also includes all refugees and displaced people. Some groups are especially vulnerable:
- children and adolescents;
- amputees;
- female and male former child-soldiers;
- children and adolescents who are orphans;
- children and adolescents whose families have disintegrated (e.g. fathers or mothers have been killed or tortured);
- women who have been imprisoned by combatants (rebels) or have witnessed or committed war atrocities;
- elderly people who have been raped or terrorised; elderly people who have no support from their families or the social or medical welfare systems.


The impact of war on children

can include: loss of family and home, loss of friends, loss of childhood innocence, loss of security and trust.
Under normal circumstances children depend on their parents to provide their basic needs. Therefore the loss of family and the home creates extreme difficulties for children.
Children become adults overnight and take on roles for which they are not prepared.
They feel a sense of betrayal by adults and this creates feelings of insecurity and lack of trust.


Post-war societies

Under post-war conditions problems increase, e.g.:
poverty, unemployment, domestic and family violence, delinquency of adolescents, crimes, chronic illness. This creates an atmosphere of insecurity, fear and stress and can be an »ongoing trauma«. Alcohol and tranquillisers are the drugs most commonly used in the attempt to reduce the resulting anxiety.
Especially vulnerable groups are: soldiers/ex-combatants and former child-soldiers, for whom massive abuse has been documented.


Post traumatic stress disorder (PTSD)

is the most common stress response in severe traumatisation. The core symptoms are: various forms of re-experiencing the trauma (such as flashbacks and nightmares); various forms of avoidance, detachment, memory loss; psychic numbing, emotional numbing and behavioural changes; manifestations of increased arousal of the autonomic nervous system. The symptoms may vary significantly in terms of duration, frequency and severity. Many persons manifest several other symptoms such as anxiety, depression, dissociative phenomena, personality changes, self destructive behaviour, guilt, anger and fantasies of revenge, retaliation and somatic reactions based on psychological problems.


Complex PTSD

Prolonged or repeated trauma: the victims may develop adaptive and defensive patterns of coping which include forms of dissociation, somatisation, self-destructive behaviours, and changes in personality functioning, ego-identity, structure of self, ideological beliefs and values. In the context of war both extreme and repeated traumatisation are a constant threat due to the experience of repeated critical traumatic events involving threat, injury, exposure to death, destruction, chaos and human suffering.
Main categories of symptoms: hyper-arousal, intrusion and avoidance.

Explosive reactions to minor stimuli (trauma-like or trauma-symbolic situations)
The unresolved trauma is often experienced and observed in the form of explosive reactions, when an individual is exposed to situations that are similar to or symbolise the original traumatic situation. The emotional response exceeds what both the individual himself and an observer may find appropriate in relation to the character of the stimuli. Being alien to their personality and nature it is often combined with an experience of a fear of going crazy. The combination of these reactions and alcoholism and/or drug addition may at least partly explain the increased involvement in violence (criminal and domestic) seen in some traumatised people.


Symptoms of traumatised children:

Children fall in the group of the most vulnerable. We find the following symptoms.

Pre-school age (3-6 years):
fear of everything, e.g. dark places, separation from family members: clinging to them and to educators, regressive behaviour, e.g. bedwetting,
fear of strangers, crying and kicking, timidity, stubbornness, disruptiveness, extension of anger to toys, bed-wetting, sleep disorders, e.g. sleep-walking, nightmares, eating disorders;

Pre-adolescence (6-12 years):
day-dreaming, fears and feelings of revenge and hopelessness dominate their lives, they prematurely assume adult roles, show regressive behaviour and self destructiveness, rebel against authority, abuse drugs.

Adolescence (13-18):
feelings of hopelessness, aggression, depression and day-dreaming, short attention span, lack of personal hygiene, drug abuse, delinquency, tendency to commit suicide.

Children's stress reactions may become very severe if they persist for a long time and the victim fails to receive appropriate support from people around him or her.
Children therefore need special attention to be able rebuild their shattered lives.


Principles of working with traumatised children: 0-6 years

Create a safe environment and build up confidence,
pay attention, listen to complaints and try to solve them,
do not be afraid to talk about the traumatic event(s),
watch closely for signs of re-enactment of trauma: in play, drawing or behaviours,
only give age-appropriate information,
always tell the truth in the language that is understandable to them,
show love and understanding,
involve children in all school activities,
encourage them to play together,
encourage them to make friends,
encourage them to share with other children,
ensure that they observe some rules and regulations,
discuss behavioural expectations with the children,
provide a variety of play materials,
advise parents / guardians to show love and understanding,
advise parents / guardians on good conditions for the child,
encourage them to vary the children’s diet,
ensure that the children keep to fixed mealtimes
and seek medical advice to sort out any medical problems.


Parental modelling of recovery from trauma

Parents’ modelling of effective coping behaviour can be a support for their children. As parents are both sources of emotional support and models of effective coping behaviour, their ability to recover from the traumatic event has a massive impact on their children’s coping.


Transgenerational impact of traumatic stress

Studies on traumatic stress in the children and grand-children of Holocaust survivors and the children of Vietnam veterans have revealed an increase in traumatic stress disorders in the next generation. The perception of the children and maybe even grand-children is flavoured by the 'family memory' of the traumatic experiences of the parents and maybe even grandparents.
Transgenerational aspects related to the emotional responses of the victims of war in the countries of the former Yugoslavia (South-Eastern-Europe) have proved to be clinically significant. Further studies on this aspect may contribute to a new understanding of both the development of conflicts and possible conflict resolutions under war conditions.
"What cannot be talked about, can also not be put to rest; and if it is not, the wounds continue to fester from generation to generation." Bettelheim, B. (1984)


Support by a social environment

Man-made disasters shatter or even destroy feelings of safety and security in the world and in the people. Disruption or loss of social support is intimately associated with an inability to overcome the effects of psychological trauma. Lack of support during traumatic experiences may leave enduring marks on subsequent adjustment and functioning.
In both children and adults, lack of social support following trauma heightens the sense of lost security.
Cultures which traditionally remain silent about traumatic experiences and do not have adequate rituals for dealing with relevant feelings of mourning, helplessness or rage make it very difficult for its members to cope with the experience within the community. Thus, problems may get worse if the problem of avoidance which is inherent in the traumatic reaction is transported to the social level, thus rendering it impossible to process traumatic experiences constructively through confrontation.


The role of culture regarding the shaping and healing of trauma

The relevant cultural context forms the framework for the interpretation of the trauma and the resulting symptoms and provides specific coping resources as a kind of collective coping strategy. This contributes partly to the variation in symptoms between cultures and influences the degree of chronicity of a disorder. In spite of worldwide observation that posttraumatic reactions are similar, e.g. in refugees, we observe that the ways in which this suffering is interpreted and how individuals deal with it differ between cultures. It depends on the respective culture whether healers, priests or friends are called in or if one suffers in silence, or whether physicians, psychologists or professional helpers are consulted. The same applies in regard to whether the interpretations of the suffering are more physical, more mental or more emotional. It is particularly the general emotional and cognitive consequences, such as the typical helplessness, sadness, rage and the loss of basic trust that are experienced, interpreted and expressed differently in each culture and therefore constitute culture-inherent coping strategies.


4.2 Content of the training

The training workshop was a very rich week of mutual work and sharing different experiences. Together we worked out:
a clear definition of trauma, the events and their consequences for individuals, families and children and established the importance of social support is for survivors recovering from the effects of traumatic experiences.
Through the creativity of the participants I learned about the rich variety of cultural, religious and traditional methods they use as resources in coping with trauma in Sierra Leone.
Using role plays we did several practical exercises in counselling sessions and group supervision.

To start with we established a clear definition of trauma. Initially the participants had equated trauma with frustration. It was very important to them that while the symptoms of the mental sequelae of trauma involve suffering, traumatised people are not to be considered or treated as »crazy«, but that their symptoms are a perfectly normal reaction to abnormal experiences.
It repeatedly became evident how strongly the participants were affected by their own traumatic experiences during the war in Sierra Leone. Sufficient space was therefore provided for supporting participants in their own processes of coming to terms with trauma and the theory was often combined with practical experience.

A list of traumatic events was drawn up by the participants on the basis of their experiences. They split up into four groups according to their ethnic affiliations and each group presented a role play of a traumatic event. The groups enacted the following events:
Mende: violent death of the (female) president of a secret society
Krio: bereavement
Limbé: accident
Timini: broken home.

In my view these role plays were the climax of the workshop. All the participants expressed their regret tht this part of the workshop had not been recorded on video.
The role plays revealed the importance of rituals and social support for the processing of traumatic experiences. In the role plays the participants experienced how helpful fixed rules and rituals can be in »crisis management« and that currently these resources are not always perceived as such in the society of Sierra Leone as a result of the sheer magnitude of the atrocities experienced in the war. Drawing attention to the existing personal and social resources of participants who have had such previous experiences and are now teaching under such difficult conditions is thus an important component of training on TAR.

To this end the fantasy image of »healthy islands« was also selected as symbol in one module, working on the basis of a principle of Gestalt therapy, according to which it is most helpful to focus on existing potential rather than on deficits, in this case the poverty and catastrophic conditions, etc.
Various counselling exercises were carried out with the participants, using problems they encountered in their daily work as examples.

Within the framework of the situational approach I concentrated on identifying key problem situations with the teachers to establish ways of dealing with them.
It became clear that there is a substantial need for further training in this area. I noted that the participants apparently had substantial difficulty in really taking time to attend to a problem that had been described.


4.3 Training methods

As the training programme is skill-based it demands practical methods of teaching.
Throughout the course the following methods are used:
Role plays are considered the most important training tool for understanding and learning the skills and concepts that form the foundations of psychosocial counselling. At times »group role-plays« are conducted, which entails one person being the client and all the participants the counsellors, turn by turn. This method is useful for obtaining an overview of all participants’ functioning, as well as providing an opportunity for them to learn from each other, especially as the role plays are discussed, either as they are enacted or afterwards. For the same reasons, though with more focus on individual performance, we conduct individual role plays in front of the larger group (who are asked to be active observers). Thirdly, at times the participants are asked to sit in pairs to role-play with each other, with a third participant taking the role of an observer.
Group work is done frequently as it activates individuals and stimulates general discussion, which is especially useful in building on to existing experience, knowledge or ideas. As a rule, group work promotes brainstorming among participants, thus helping to clarify concepts important to counselling.
Lectures were used as little as possible as I do not believe them to be the ideal method in a training programme that focuses on learning skills. At the same time, focused lectures are considered useful in introducing new skills, concepts or theoretical frameworks. Generally, such topics are explained through combining lectures and group work.
I asked the participants to do exercises for different reasons, for example, to create awareness by exploring their experience as service providers, or to provide examples by doing exercises that focus on participants’ personal experiences or problems, to revitalise attention by doing relaxation exercises or energisers or to practise communication skills, or I asked the participants to respond to a certain client statement with a relevant communication skill.


4.4 The interaction

The basis for interaction within the group and between the group and myself was provided by a sense of friendship and trust, a participatory working style and a common spiritual foundation in Christian religion.


5. Summary

Sierra Leone is currently struggling with the difficult conditions of a post-war society and its associated problems, e.g. poverty, unemployment and domestic violence and the health and psycho-social consequences of traumatic experiences during the war. The teachers in the target group at which our consultancy is aimed work in this field of tension.

I am very impressed with what I learned about the preschool programme of Caritas International/Freiburg. I consider it extremely important since it offers educational interventions for target groups in which it is possible to exert considerable influence, i.e. in socially weak and previously disadvantaged sections of the population. It thus provides these children with structure in their daily lives and promotes their mental and physical health at an early age. Their parents are involved in the programme, thus reinforcing and supporting their competence and parental authority. In view of the conditions that I am told were responsible for starting the long civil war in Sierra Leone, i.e. an unjust distribution of the available resources in the country, this would seem to me to be particularly important for building up and maintaining peace in the country.
The objective of this first part of the consultation programme was to establish the level of knowledge and potential of the target group as facilitators for training the teachers in their teams and thus to establish and define the existing training needs. To achieve this I considered it important to begin by determining the immediate problems encountered by the teachers in their work from day to day. This time I therefore scheduled the supervision in the selected preschools at the beginning, also in order to be able to use the insights I gained from it for the workshop in the third week of my consultation visit and to orient it entirely towards the needs of the target group.

The theory conveyed during the workshop was always linked to the participants’ personal experience and also activated by means of role plays and exercises. In the daily reflections and at the final evaluation the participants mentioned that they found this particularly useful in helping them learn. They explained that this had made them feel that their professionality was respected and that the practical exercises had helped them to integrate the theory.
The emotional atmosphere during the workshop was good, and there was also much laughter, despite the serious subjects at issue.

I would particularly like to mention the good support I received from the project sponsor, the Catholic Education Office, headed by Ms Moses S. Kailie.
I found it most fruitful and helpful to work together with Ms Bridget P. Sowa and Ms Ann-Marie Kandeh. I would like to take this opportunity to extend my heartfelt thanks to all three of them.


6. Plans for the future

The »Trauma and Recovery« programme is to be spread out over a period of three years, during which two three-week consultation visits will be made to Sierra Leone each year. These visits are to be made alternately by myself and my colleague Dr. David Becker. In order to avoid the rainy season and the associated transport problems, we consider it best as a rule to schedule our visits for the months of March and September. Dr. David Becker will thus be making the next visit in September of this year.

All consultation visits and interventions will be agreed upon with our colleagues at the Catholic Education Office in Freetown and the needs expressed in the initial orientation phase as wishes for the training module will be repeatedly re-examined and new ones integrated where necessary.

The work on the conceptual links between the psychological and educational dimensions of the problems should be continued and further developed at future meetings.

Owing to the teachers’ personal histories of trauma, the general conditions of work and the field of tension described above, we shall repeatedly introduce elements of personal self-experiencing work, processing of the participants’ own traumatic experiences and stress management in our interventions in order to counteract the risk of burnout and the need to deal with it.

We would like to compile a training manual together with the local participants which can then continue to be used by Caritas staff in Sierra Leone in the future.
As mentioned above, I found that there was a substantial need for the development of counselling skills. Exercises in which these can be practised will continue to be oriented towards the participants’ own experience and the problems with which they are currently faced. I consider it useful and desirable also to record the work on video. The videos produced should then be analysed by the entire group, as a basis for discussing skills and process, and thus serve as an observational learning skill.

We shall continue to offer supervision for the heads and teachers of the preschools as a support for their work. At future consultancy visits the supervision section will follow the one-week training workshop, in order to support the group in »using the topics of the training in their day-to-day work«. The workshop participants and the staff of the Catholic Education Office mentioned how important the provision of supervision and counselling is in other parts of Sierra Leone. During future visits we shall therefore also carry out the required interventions in these regions.

We view our activities in the »Trauma and Recovery« programme not only as imparting knowledge and providing consultancy services, but also as promoting and sustaining peace, since "what cannot be talked about, can also not be put to rest; and if it is not, the wounds continue to fester from generation to generation." Bettelheim, Bruno (1984).

«
 

Short biographical note Sibylle Rothkegel was born in 1947, received her degree in psychology and trained as a Gestalt therapist. She has conducted individual and group therapy in private practice and worked in projects with Lebanese children and adolescents, with civil war refugees, in a rehabilitation home for girls (many of whom were victims of individual and/or sexual violence), and in a project for homeless young mothers. She has taught at the College for Social Work and Social Pedagogy in Berlin. Rothkegel began working at the Center for the Treatment of Torture Victims in 1994 and became the Center’s Assistant Director from 1996 until the end of 2001. She has been involved in work for "Coordination of Women’s Advocacy", an organization which supports female witnesses appearing before international courts, since 1995. Sibylle Rothkegel is now working in a private practice in Berlin and as a collaborator at OPSI consult (see below). Since August 2003 construction of a project for "expeditious psychological and psychotherapeutic help for victims of extreme right-wing, xenophobic, and anti-Semitic violence." In spring 2002 she worked for the first time with traumatized war survivors in Sierra Leone ("Dienste in Übersee/Service Overseas"). She returned to Sierra Leone in spring this year.

Selected publications
Nichts ist mehr wie vorher: Psychische Folgen für Opfer rechtsextremer Gewalt. In: Opferperspektive - Beratung für Opfer rechtsextremer Gewalt in Brandenburg, e.V. (Hg.), Jahrbuch 2003. Potsdam, 2004, S. .. - ..

Zu gesundheitlichen Folgen der Ausbeutung und des Missbrauchs: Trauma. In: Zwischen Ausbeutung und Willen zur Selbstbestimmung. Ergebnisse der Internationalen VERA-Fachtagung "Frauenmigration. Zwischen Gewalt, Ausbeutung und Willen zur Selbstbestimmung" über Menschenhandel und Zwangsprostitution am 23./24.09.2003 in Magdeburg. o.O., 2003, S. - ..

- mit Friesa Fastie und Sabine Leutheusser-Schnarrenberger, Flüchtlingsfrauen und -mädchen in Deutschland und die Bedeutung geschlechtsspezifischer Gewalt in Asylverfahren. In: Friesa Fastie (Hg.): Opferschutz im Strafverfahren. Sozialpädagogische Prozessbegleitung bei Sexualdelikten. Ein interdisziplinäres Handbuch. Opladen: Leske und Budrich, 2002, S. 385-399.

The frozen lake.Gestalt therapy dreamwork with torture victims. In: Graessner, Sepp, Norbert Gurris, and Christian Pross (Eds.) At the side of torture survivors: treating a terrible assault on human dignity. Translated by Jeremiah Michael Riemer. Baltimore, MD, Johns Hopkins University Press, 2001, pp. 95-111.

Traumakonzepte in nicht-europäischen Ländern. Ethnokulturelle Aspekte in der internationalen Traumaarbeit. In: Medica Mondiale (Hg.), Krieg, Geschlecht und Traumatisierung. Frankfurt, Verlag für Interkulturelle Kommunikation, 1999, S. 149-159.

No place – nowhere? In: Richter-Lyonette, E. (Ed.) In the aftermath of rape. Givrins, The Coordination of Women’s Advocay, 1997, pp. .. - ..

Counselling torture and trauma victims. In: Wülker-Wild, G. (Ed.): Mentally rebuilding Lebanon. Beirut: Goethe-Institute, 1995, pp.38-45.

Traumatization, Secondary Traumatization, debriefing. In: Wülker-Wild, G. (Ed.): Mentally rebuilding Lebanon. Beirut: Goethe-Institute, 1995, pp. 82-89.


Dipl.-Psych. Sibylle Rothkegel
Gestalttherapeutin, Psychologische Psychotherapeutin
Schaperstr. 20
10719 Berlin
Germany
Phone +49 (30) 83 85 20 31
Fax. +49 (30) 83 85 21 30
Email sibrot@yahoo.de

and

Office of Psychosocial Issues (OPSI) - Consulting, Development, Research
Büro für Psychosoziale Prozesse - Beratung, Entwicklung, Forschung
c/o Internationale Akademie für innovative Pädagogik, Psychologie und
Ökonomie GmbH (INA) an der Freien Universität Berlin
Königin Luise Str. 24-26
14195 Berlin
Phone +49 (30) 83 85-20 31
Fax. +49 (30) 83 85-21 30
URL http://www.opsiconsult.com