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11 years

Below follows a specific elaboration of a case of a student from group 8, as an explanation of what PEM can do and mean for child, parent(s) and school. To protect the privacy of the student, this description is displayed anonymously. Of course we have permission from parents and student.

Brief description of case

This is a girl from group 8, at the time she fills in the questionnaire she is 10 years old (she will soon be 11 years old), we call her Xena. Xena is described by parents as a spontaneous, energetic child with an enormous imagination, which expresses itself in particular creatively. She invents new games that are on average normal child level, she cuts, pastes, colors, draws, paints and above all she makes things that, as she says, meet the needs of other children and adults. She has already filled in many (online) shops and shops and actually sells to others. Xena observes very sharply and has an eye for detail, color and design. In this Xena impresses as above average. She asks questions, is inquisitive and interested. Xena is very sensitive to the atmosphere and emotions of others.

There is also a completely different side that is visible and tangible every day. In grade 6, Xena began to come out of school more and more often exhausted. At home, this manifested itself in often sad crying spells, difficulty falling asleep and being very receptive to everything that happened in her immediate environment. Concentration problems, daydreaming and difficult to approach behavior developed, mainly caused by extreme fatigue. More and more, Xena discussed feeling misunderstood, not being seen in class, and learning became more difficult. She was regularly called in sick from school and sought out the silence and seclusion in the house. The highlight of Corona, in group 6 and 7, was mainly at home due to Lockdown measures Xena, on the laptop and just like every other child, not with other children and in class.

This resulted in a long period of unhappiness and impact on the entire family and system, decreasing motivation to learn and increasing physical and mental frailty. Doctor visits, a child therapist and many conversations with her teacher(s). 

Observation in a general sense:

The story described above arose well before the Corona epidemic, but the impact from imposed Corona measures gave an extra complexity. The spiral of guessing at possible causes, a growing concern and despair that gripped Xena, her parents and surrounding system. In the thinking of all involved, a growing doubt arose about its capacity and possibilities.  Unseen, a certain conviction formed among parents and teacher in thinking about possibilities for further education. Xena, a 10-year-old student with an apparently normal average intelligence, was gradually allocated a place at VMBO level. We would like to share this observation with everyone because thinking and determining about further education in this situation says nothing about the level or nature of further education. From a rational point of view, such ideas do provide direction and determine the future of this student. It sneaks in, often unconsciously, but with irrevocable impact. What originally arises and leads to (justified) concern and turns into guessing, and then becomes part of a conviction or opinion. But what is (potentially) really in Xena? What makes her happy and how can she come to full bloom? In short, if Xena had a voice, how could she put words to what is wrong with her and most importantly, how can it be solved?

There is no right or wrong, no high or low.

The PEM analysis method focuses exclusively on the potential, capacity and talents of the individual. It shows how the individual does and does not use the available potential. You can then send it again. The PEM analysis method also provides an accurate indication of a professional identity. This is closely related to unique and characterological characteristics of the individual. In short, it gives direction to the development of the individual.

The PEM analysis method is not used in considerations to let the individual go to the next year!

Figure 1, overview of average scores from the questionnaire.

MeasureMe Cases Figuur 1 NL Anna.png

Each student has his/her own dashboard with dynamic display of their own data. Dynamic means that when you click with your mouse on, for example, a blue bar, the entire overview changes immediately. That's because this click takes you deeper into the subject in question and gives you insight into the backgrounds of a certain score. Here's a brief example:

In the figure on the right (spider web) we see a score that appears to be minimal on the axis 'Learning skills'. Incidentally, this fully corresponds with the Xena herself and with her Teacher and parents. The main question now is: can we find out what is causing this minimum score?

For that we go to the picture in the middle what we call a bar chart. We want to see what Xena's learning ability looks like. Here is the overview picture of learning skills.

Figure 2, overview Learning ability.

MeasureMe Cases Figuur 2 NL Anna.png

Learning ability is expressed here in four categories, ie: Learning ability; Self development; Adaptability and Flexibility. From the conversation that followed, we successively observe the fear of parents and questions from Xena herself about why this is so. Immediately after this, the parents recognize this image in the conversation and they talk substantively about what they have seen in their child for some time. Naturally, the question arises: 'why is this and what can we do about it?' To do this, we will go to the next overview image to delve a little deeper into the backgrounds of this image.

Figure 3, Intrinsic values of the individual.

MeasureMe Cases Figuur 3 NL Anna.png

Going deeper into the backgrounds of learning skills means we can look deeply into Xena's intrinsic values. We see intrinsic values as values deeply rooted in the character and person that develop through experiences, learning and reflections of the individual himself. We see that an important factor Resilience has shrunk to an unacceptable minimum at Xena. This fact has led to recognition and acknowledgment among parents, Xena and Teacher. A constructive and constructive discussion followed on how to develop this resilience again. Xena herself was able to tell very clearly and clearly about when this development faltered, what the situation was like for her at school and in the relationship with the teacher and parents. Xena got a voice and was able to explain very clearly.

Less than 2 weeks later, Xena called and asked for advice from a Business Plan she had written (on her own initiative) to make new products and find a market for them. Xena had actively started to make her resilience resilient again, especially with a clear focus and help from her parents and teacher.

The description of Xena as an example of what the PEM analysis method can do stands alone and is unique, just like every other PEM analysis of every child is unique. We are convinced that the entire picture at Xena will show major changes in a subsequent analysis.

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