ANNA
11 years old
Below is a specific elaboration of a case of a student from 8th grade, as an explanation of what P.E.M. 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 for this.
Short description case
This is a girl from 8th grade, at the moment she fills in the questionnaire she is 10 years old (soon she will be 11 years old), we call her Anna. Anna is described by parents as a spontaneous, energetic child with a huge imagination, which is particularly creative. For example, she invents new games that are at average normal child level, she cuts, pastes, colors, draws, paints and above all she makes things that, as she says, meet a need of other children and adults. For example, she has already filled in many (online) shops and shops and actually sells to others. Anna observes very sharply and has an eye for detail, color and design. In this, Anna impresses as above average. She asks questions, is inquisitive and interested. Anna is very sensitive to the atmosphere and emotions of others.
There is also a completely different side visible and tangible on a daily basis. In 6th grade Anna started to come out of school exhausted more and more often. This manifested itself at home in often sad crying fits, difficulty falling asleep and very receptive to everything that happened in her immediate environment. Concentration problems, daydreaming and difficult to approach behaviour arose, mainly caused by extreme fatigue. More and more often Anna discussed not feeling understood, not being seen in the classroom and coming to learning became more difficult. She was regularly called sick from school and sought silence and seclusion in the house. During the peak of Corona, in 6th and 7th grade, Anna was mainly at home, at the laptop and, just like any other child, not with other children and in the classroom.
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 vulnerability. Doctor's 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 anxiety and despair that took hold of Anna, her parents and surrounding system. In the thinking of all involved, a growing doubt slowly arose about her capacity and possibilities. Unseen, a certain conviction formed among parents and teachers in thinking about possibilities for further education. Anna, a 10-year-old student with a seemingly normal average intelligence, was gradually thought of 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. Rationally speaking, such thought determinations are guiding and decisive for 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 belief or opinion. But what is (potentially) really in Anna? What makes her happy and how can she come to full bloom? In short, if Anna had a voice, how could she give words to what is with her and most importantly, how can it be solved?
There is no right or wrong, no high or low.
De PEM analysis method focuses exclusively on the potential capacity and talents of the individual. It shows how the individual does and/or does not use the available potential. This can then be sent back to. The PEM analysis method also gives a 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 questionnaire.
Each student has his/her own dashboard with dynamic display of their own data. Dynamic means that when you click on a blue bar with your mouse, for example, the entire overview immediately changes. That's because this click takes you deeper into the subject in question and gives you insight into the background of a certain score. Here's a quick example:
In the figure on the right (spider web) we see a score on the axis 'Learning ability' that seems to be minimal. Incidentally, this is completely in line with Anna's own and with her teacher and parents. The main question now is: can we figure out what causes this minimum score?
For that, we go to the picture in the middle, what we call a bar chart. We want to see what Anna's learning skills look like. Here is the overview picture of learning skills.
Figure 2, overview Learning Skills.
Learning skills are expressed here in four categories, i.e.: Learning skills, Self-development, Adaptability and Flexibility. From the conversation that followed, we successively observe the fear among parents and questions from Anna herself about why this is so. Immediately after this, the parents recognize this image and talk about what they have been seeing in their child for some time. Of course comes the question: 'why is this and what can we do about it?' For this we will go to the following overview image to go a little deeper into the background of this image.
Figure 3, Intrinsic values of the individual.
