Conductive upbringing carries on...

..teenagers look me in the eye

I just received a Google alert informing me that there was what I believe to be a bogus comment on the posting on Andrew Sutton’s blog called “Conductive Education against electric wheelchairs. Er…no”.

That posting linked to a posting of mine:

http://www.susie-mallett.org/2010/11/change-new-places-strangers-and.html

That link reminded me of what I wanted to write about!

I am certainly not against electric wheelchairs in fact as you can see in that post I am very active when my clients decide that this is what they wish to have to give them the freedom that they cannot achieve by walking but feel ready to experience.

Yesterday I visited a group of fourteen to sixteen year olds many of whom I have been in contact with, through my conductive work in the area, since they were three or four years old.

I had been invited to the local school for children with physical disability by the after-school care group with whom I worked regularly up until last year, when the funding was removed for conductive supervision in the group.

The children and their group leaders had decided that it was time that we all met up again so when they called on Friday we arranged a spontaneous meeting for Monday afternoon.

A walk through the park for ice cream at the local café

There are three children in the group who are wheelchair users and five children who can walk. There was my colleague and I who were pushing our bikes and of course there were the two group leaders. We made our way, strolling though the park, to the Italian ice cream parlour.

It always amazes me how quickly children of this age change, especially the boys with their deep breaking voices. Somehow it seems even more amazing when it happens just as naturally with our Petö children.

Suddenly it seems these group members are no longer children. They are teenagers with all the associated teenage likes and dislikes, problems and joys. But underneath it all they are still the littlies who used to cuddle up to us, and given the chance still do.

How independent they have all become

It really was a pleasure for me to observe how much they have developed as a group and praise each of the tremendous individual steps forward that they have made. Three of them will be off on holiday in August, for the second time, with the conductive “survival” camp and another one will be making his maiden trip!

Holidays-without-families are as much a step forward for parents as for the teenagers involved.

A big well done to all of you!

I also observed the amazing developments achieved with the arrival of the second electric wheelchair in the group. The sixteen-year old, who has had this wheelchair for only four weeks, is a changed person. Instead of someone who hung his head almost onto his knees while someone pushed him in his manual wheelchair and someone who almost reached the same posture when he tried to propel it himself, I met someone who was staring me in the face. I met a young man who is now very alert, who is speaking loudly and clearly and looking everyone in the eye. His new-found freedom has given this teenager a way of bringing together all he has learnt in his long conductive upbringing.

There is another member of the group who has an electric wheelchair. He has had his for five or six years, since he was a daily member of the group in our centre. It was his wheelchair that knocked all the plaster off the walls in our rooms as he practiced. Its arrival changed his life for the better too.

Being able to move independently changed his outlook on life too and as he sits as straight as a die he is out in the streets negotiating the traffic lights and pavements, parked cars and pedestrians just as well as his classmate.

Both of these children can walk several metres using a rolator, but it is exhausting for both them and the person who helps them. What a joy it was to see their faces as they independently crossed several busy roads and with self-assurance and self esteem that can only come with being in charge of one’s life, ordered their ice creams and got stuff in.

I have been invited again and I cannot wait to meet them all again at the end of May to learn about the next steps forward in their lives, hear about their new achievements and their plans for the future. Some will be leaving school in the summer to start apprenticeships for their future work at a nearby college!

Conductive upbringing for teenagers is certainly not easy but with enough adaptions it can carry on and on and on.

Let us be careful about aphorisms, principles and proverbs

Hong Kong 2010 by Susie Mallett

Let us be careful about aphorisms, principles and proverbs

As many of my readers know I am a great carrier of assorted papers and books in my rather large handbag. I carry them with me for perusal whenever I have a moment to spare, on a train, on a tram or even sometimes while walking along the street.

Last weekend I took the wad of most recent papers out of my bag and out on to the balcony that I spring-cleaned a couple of weeks previously in anticipation of spring.

Spring arrived and it brought sunshine and temperatures of twenty-six degrees centigrade with it. There was bird song to be heard and the voices of neighbours who meet to drink coffee in the courtyards below me, and the sound of music from the music school across the road drifting in the breeze. There was also the sound of a shuttlecock being hit. It almost felt like summer.

And there I sat with my pile of papers

Before me I had a list of statements that read rather like “Many hands make light work” and “Too many cooks spoil the broth”! I had a list of so-called “proverbs” attributed to András Petö and written down by Ester Cotton.

To me they look like notes made hurriedly while listening to a lecture or in a discussion with someone. I have little black books full of such notes. On the top of this list there is the title “Petö’s Proverbs”

A similar list is referred to in Anita Tatlow’s book on Conductive Education as “Petö’s Aphorisms”. Here Anita Tatlow tells us that András Petö answered Ester Cotton’s questions with aphorisms - phrases that are, according to the dictionary, generally understood as concise statement containing subjective truth - and that these statements changed Cotton’s way of thinking.

In the English and German languages you can find a proverb to suit most situations you find yourself in and in many cases there is one that will contradict the other. Many hands will make light work if you are in a hurry, but too many cooks will spoil the broth if you want to do something alone and with care.

There must be hundreds of these wise sayings in use around the world. There are also snippets that we all use that were coined by our parents or grandparents that have become over the years “family” proverbs containing subjective truths.

What is said has a context

This list that I have before me says it is a list of Petö’s proverbs. I expect that someone who knew Mária Hári well could compile a list of Hári proverbs. But, as far as I can remember, when she told us something she made sure we did not take it as gospel. She made it clear that we understood the importance of trying out new ideas, of experimenting and of being open to new opportunities for change. She gave us good ideas but also made it quite clear that she believed that because all children are different there would be as many different solutions and these would change daily, if not sometimes by the minute. From my experience I think she tried not to speak to us with aphorisms containing subjective truths - she wanted conduction to be transforming in the same way as it transforms.

What do others who knew Mária Hári think about this?

What about Dr Petö, did he speak like Dr Hári or did he make statements that seemed like they were gospel? I do not know, but some people out there should still remember.

What were your experiences? Did he speak, as Anita Tatlow tells us in her book was the norm in Petö’s Vienna days, using many aphorisms that if they applied to the situation, seemed relevant to the moment and could have held a subjective truth for listeners?

Truth is in the eye of the beholder

I have read this paper of so-called Petö Proverbs before, several times, this time I just glanced at it while searching for something else and it is this sentence that jumped out at me and made me put pen to paper: “If he can grasp a stick he can talk louder and better. If he holds a stick he can walk better”.

Now I can quite believe that AP did say this to a visitor watching a group of children working together, about a particular child at a specific moment. Maybe he also said “And if you give the same stick to the child next to him he will not be able to say a word, or take a single step. We teach that child to clasp his hands or hold his trousers and maybe next week he will walk and talk while carrying the shopping, or with nothing in his hands at all”. This second piece did not however get recorded as part of this subjective truth!

I think this has always been the danger when visitors watch children or adults participating in conductive groups, what they “learn” depends on what they wish to see.

When parents, physiotherapists, teachers or carers are invited to watch conduction in action it is important that they know what it is that they are observing and that they are made aware that there is no recipe that applies to each client at every moment of the day.

Observing conductively

Being a conductor can often be like being a scientist experimenting all the time but not looking for one single solution or result. Conductors are always on the look-out for when something suits the moment and we then we use it.

This is especially true when a client is new to a group, but we are for ever observing to discover the best for the next moment. The best seating for eating, for reading, for writing, for painting or for doing something with the feet or with the hands. We are observing to discover the best place for the hands when walking, talking, sitting etc. We know that there is no subjective truth, no proverb to help, only constant observation and adaption is needed and this is what often gets missed when visitors observe a moment in a day, in a life of a client taking part in a conductive group.

The important thing that we need to communicate when we are teaching parents and other visitors is that it is a pedagogic method that we are using, just as teachers have one in their work in their classrooms, and the facilitation that we use to implement it is in constant change just as it is in any classroom or family situation.

If clients can now crawl or stand without the need of a plinth to grasp or a wall-bar to hold on to then they are offered the opportunity to crawl on a carpet and then on a slippery mat where it is harder, or to stand up by leaning on the wall, with a stool or by pressing on their own knees.

There is no proverb or recipe that will solve those problems - just observation and adaption and constant change is required. Finding out what suits the moment.

Complex causations

I will go into this next “proverb” that jumped out of the list at me too deeply but I do have to mention it:

“Psychological problems are not the result of pathological problems but always stem from the parents and the home situation”.

But I will ask: Is it not through the inability to experience growing up in the way that other children without disability do, that psychological problems develop? Is it not because of not being able to experience falling from a slide, screeching for joy while being chased, enjoying the breeze in the hair while swinging, knowing the exhilaration of using ones legs to run, hop or skip or even earlier in life to crawl behind the sofa and discover with joy a lost toy, that a knock-on effect causes development to be disrupted in all other emotional, sensory and physical areas?

Do not all these dis-abilities to enjoy the physical and the emotional and the social combined not cause psychological development problems (related of course to having a physical disability). This is where conductive upbringing can intervene and assist the parents to learn how their children can experience as much as they can in order to prevent such knock-on effects and to bring about the development of a personality that can function in the society despite physical disability.

We should be very careful

We should take great care that we do not, one day in the future when we are old and experienced conductors, find that there are visitors who have watched our work, discussed what is happening in our centre, in groups and with individuals, but have still not been given enough information to prevent them writing and publishing something for further distribution that makes us cry out “OH DEAR!”

We should always make it clear that what is seen is not “gospel” for all clients, that what is observed at the moment in time is the solution for that situation at that time and will change many times throughout the client’s life.

We have always to make it very clear that in our work there is no cookbook, no recipe, no single statement that can be written down like those that are in this list before me and presented as proverbs or aphorisms. We must take care that we do not add to this list of proverbs containing subjective truths, gradually to become known as the-whole-truth-and-nothing-but-the-truth after they have bandied about on Google or You Tube long enough.

We must make sure that we always make it clear that there is no set of rules. Observers must know that we are pedagogues following a method that we adapt to suit the needs of all our clients in all situations in their lives, in a conductive group, in school, at home, at work, or at play.

It is our responsibility as conductors to ensure that we do not spread untruths, and that we do not contribute to lists of proverbs like the one before me, and lists of principles that include furniture, that do not have much to do with conductive pedagogy and upbringing. How can furniture be a pedagogic principle?

We must prevent statements such as this, from the list of Petö’s proverbs, from being believed a gospel truth:

“All directions are given from the body-image of a child”.

I am not saying that it is not so in some contextst, but this statement does not say enough to be written down as something essential to conductive pedagogy.

We as pedagogues have to help our clients to learn about their body so that eventually they can sense direction from the body image. There is a lot of work that goes into achieving this, and other points of reference need to be used on the path to developing a good body-image. Learning how to relate the self to the position of objects, to smells, to breezes, to people, to ceilings, to floors, etc., contributes to the goal of being able to say “The cup that I wish to drink from is beside my right hand”.

I do not want in fifty years time for there to be another list that is headed “Mallett’s Proverbs”. I would quite like it to be known that there is no recipe for a conductive upbringing but there is pedagogy.

PS

I went to school last week

I had been invited to work for two hours in school with the classroom assistant of our afternoon-group children.

We do this regularly and now it was time to check out a few things about using a computer, the rolator that is too small, walking in the bathroom, and climbing the stairs that sweep in a huge curve up to the craft-room.

We worked so hard and it was fun for us all, working out new ways of solving problems. This team of conductor, pupil and her assistant is continuously working on ways to adapt the facilitations needed for different situations, in the classroom, at home, or in our group room for different situations. And of course we find new solutions for new problems, like the new computer. We are experimenting with what to sit on, when to place the joystick and the printer and which method to use to hit the keys.

The assistant told me that she enjoys this time in the classroom with a conductor very much. She is an expert on what is to be learnt in the class, adapting the quantity and the size of the worksheets to suit the child’s knowledge and physical ability, sometimes writing for her, sometimes allowing the time for her to practice writing herself.

When I or another conductor visits the school there is a long list of things for us to look at and discuss. Questions to find solutions for, that I hope will make the work of child and her assistant easier.

The answers are for the now, not for ever.

The answers that we find are not: “You must position your hands or feet just so because your athetoid movements are like this”.

No, we try to find several alternatives to work on. There are many solutions that we know work for the child in different situations in our work in the group and at home. We set to work on discovering which ones could work in the classroom, remembering that time is an important factor to consider here.

We worked out sitting positions at the computer that gave stability to the trunk but leave the arms free to reach all the necessary equipment. We moved the equipment so that the arms could stay as near to the trunk as the child needs them to be at the moment to prevent over-movements clearing everything from the desk.

We decided that for the moment the keys would be hit by the left hand, with the right hand fixed against it, before later learning to you both hands independently of each other. For the moment the fixing method is faster but leaves the hands free to move quickly apart if need be.

With the arms fixed in this way the trunk is very stable. The child does not have to regain her balance every two seconds as she would if the arms were apart and flying about. But her arms are not so fixed that she cannot use them quickly. In a forty-five minute mathematics lesson every second is precious.

We work step-by-step; we experiment and find several ways for each of the aims. There is no recipe book here either. On each visit I can show the next step forwards, we can look at how the child has developed and how we can adapt this into the school day. For example: as the child grows she can reach different places to grasp as she walks to the toilet, she can use a different method to walk to the front of the class, maybe holding on to other children’s desks or walking along the wall.

This child has the athetoid form of cerebral palsy. While we are working in the classroom solving problems and answering questions it must never be forgotten that this child will be finding her own methods of going about her daily life. We must also remember that what we are discovering in this classroom with this child with athetoid cerebral palsy will not suit the child in the next class with athetoid cerebral palsy. I have to make sure that I make it quite clear that we are always in a state of change and that facilitations can change by the minute! In fact this is the best as it means that developments are taking place.

PPS

Another of those Petö proverbs:

“The bigger the group the better”

Not necessarily and perhaps not at first. And better for whom?

We really do need to be very careful not to make sweeping statements about the work that we do. As I was doing in the school, we should talk about the needs for the moment and the aims for the future, and how we can change facilitations as we move along the path of development. At school I can show the child and assistant the next steps ahead so that they can reach them without me.

A large group may be our aim but they may also be several steps along the way that are better for the client now.

Yet another PS

Since I wrote the notes for this posting out on the balcony last Sunday there has been a conversation developing on Andrew Sutton’s Facebook, now transferred to his blog. This dialogue brings to the fore once again the need to be so very careful about what we say about the work that we do as pedagogues. We need to be more discerning about what other people, conductors or not, say about conduction

Notes

Conductive Education for Children and Adolescents with Cerebral Palsy – Anita Tatlow, The Spastics Association of Hong Kong, Ashfield Press, Dublin Ireland, ISBN 1901658619, 2005

Andrew Sutton on neuro-tosh and neuro-trash –

http://www.conductive-world.info/2011/04/neurotrash.html

The big-wide-world and our clients, many questions

" Late winter, early spring, sunset ", by Susie Mallett, April 1st 2011

How much can we do to protect our clients from a big-wide-world that can sometimes be very cruel?

When should we step in?

We must of course include the big-wide-world or even the smaller-but-still-widening-world of the clients in the education package that we provide. Sometimes the world out there is too tough to go it alone.

What made me mention this?

I was reminded yesterday, during a situation at work, of the struggles that we had when I was the partner and carer of a man whose movements were restricted by multiple sclerosis.

We often struggled when we were out in the big-wide-world to come to terms with what we met there in regards to some people's reactions to disability but it happened just as often in our own smaller world.

We struggled with the question about whether we should bother to educate or just ignore it, when assumptions were made that were very hurtful. Mainly these were assumptions associated with the notion that people who sit in a wheelchair do not have a voice of their own or that people who sit in wheelchairs do not wish to attempt to do something for themselves.

When I first lived in Germany my partner and I could make a funny situation out of a sad one, by his regular reaction when he asked a question and I received the answer. He could always say that he was afraid they would have to communicate with him, however hard they found this, because however loud they spoke to me I could not understand a word that they were saying.

Obviously this was not the case for long. It changed as I learnt to speak and understand German. Then I learnt how to very politely say, when receiving the answer to a question my partner had asked, that I did not need to know the information but my partner did, so please speak to him.

We often experienced this "Does he take sugar?" reaction to the wheelchair, in many different situations; at airports, in the city hall, in hospitals, at the post office, in restaurants or at the theatre. Sometimes I retreated to a distance once I had helped my partner reach the person he wished to speak to so that we could avoid it occurring, but this was not always possible. When it did happen, more often than not we mentioned it, which always caused embarrassment because such behaviour was usually not conscious. Sometimes we ignored it. It always depended on what kind of day we were having, and also on how often it had occurred recently.

Once we were at the airport seeing off my sister. My German “sister-in-law” was there too. She was dumbfounded when an airport-worker approached her and began to talk to her about wheelchair access in planes. She soon realized that the information was in answer to a question from my partner that she had not even heard being asked. She soon made known her astonishment and wanted to know why this had happened.

Between us all we managed a small amount of educating within our big and small worlds.

It is nice to remember how my partner was always delighted when we were in England and in Canada where, he often remarked, he felt like a man without a wheelchair, because it seemed that no one noticed it, no one asked me: "Does he take sugar?". Not once did I have to take a step back to avoid receiving the answers to his questions. If I stepped backwards it was only because the crowds wishing to speak to him were so large!

What happened to remind me of all of this?

The emergency helicopter landed on the meadow that is soon to be the building-plot for our new Conductive Kindergarten.

I was indoors with one little schoolgirl who had finished lunch, shown me the A-grade that she got for her German classwork and just begun a round of Kim’s Game with me. It suddenly became obvious that the noise that we heard was not a helicopter on its way to the nearby airport but the emergency air ambulance bringing the doctor to our centre for adults with disabilities.

I looked at Littlie and asked: “Is it landing, should we run? She nodded yes, I grabbed her as best as I could and we arrived at the door by half-running and half flying, just in time to see the dust rising from the dry grass and the skis of the bright red helicopter already touching the ground.

Luckily it is not a too regular event around our neck of the woods but we know what is about to happen when we notice the rotor blades are getting louder. Usually the school children choose to drop everything, to rush outside to watch, and the conductors are always more than happy to do this too! Certainly this conductor.

Not only were the Kindergarten children and the afternoon-conductive-group children out there in the unusual-for-April, twenty-six-degree-heat, but one-by-one the children from the neighbourhood started to appear too. And where did they position themselves but right in front of one Littlie who was outside holding my hand? She was without her rolator so she could not move around independently, and these other children knew it. In the end I had to ask them to move aside. They were less than happy, despite there being a field of space for them to stand in. It seemed like they wanted to block the view!

The children with disability were so engrossed by the sights and sounds that this incident did not matter to them. But the almost baiting of our children continued by our “visitors” with negative remarks about what our clients could not and could do.

When one of our children said that she would like to climb a tree I asked whether a “visitor” would get down for her. I had expected the excitement and offers of help that I receive from the integrated Kindergarten group, but no. Instead I heard a stream of comments: “Why should I? I am in this tree. She cannot do it anyway. She cannot do things on her own.” There were no direct questions to the child who wanted to give it a go.

What was I to do?

I could not ignore it. I again suggested that a place be made free in a tree, and reluctantly one child said she that would move, although still insisting that she bet that my client could not get up there anyway. I was open-mouthed; I expected them to be excited and happy to help. This reaction was worse than any of those "Does he take sugar?" instances that I had experienced with my partner for all those years. These children all know each other, they all know the centre for the people with disabilities and they live two-hundred metres away. If this is what life in the small-wide world is like what on earth is it now like in the big one?

This particular little client finds it very difficult to speak and I expect that she was as lost for words as I was. I decided that I could not let the situation pass without showing the little girl, who wanted so much to get up that tree, that some things are just not acceptable in this world, however big or small that world might be.

I decided that I must speak, so I told the children that I thought that how they spoke to their neighbour and play-mate was not acceptable and that I did not wish to hear them speaking like it again. At this point a conductor colleague arrived on the scene and our little client was up the tree in no time at all, surveying the scene and noticing many things that she had never noticed before, from the ground, pointing out what she could see in buildings in the distance and looking straight into the window of the helicopter.

Later when the doctors returned and the helicopter left, she waved them off, now from the top of a slide where she began asking questions about why the doctors were there.

And I was left questioning whether I had done the right thing and asking myself whether things will change for the better or the worst for people with disabilities who are joining in with the big-wide-world of life.

Notes

Does he take sugar? -

http://everything2.com/title/Does+He+Take+Sugar%253F

A Book

"An embroidery made for my Grandad in 1917"

Another one that will be lined up on my shelf of books to read:

http://www.havantlitfest.org.uk/artists/veraForster.php

Vera Forster -

A Daughter of Her Century is published by the Clucket Press, ISBN 9780954925680

Conductive upbringing on the phone!

Mum, me and Sis, in 1957 in the back yard

I just received a phone call

It went like this:

“Sorry Susie to disturb you again, but I just had to tell you that I am going on holiday this year with my group of workmates. I also wanted to tell you that in May I will be competing again after so long in a horse-riding tournament. I am really pleased to be going on holiday with the work-mates and I will have to practise a lot for the riding competition. I am really excited about it. Granddad is well enough to come and watch me.”

All of this took a long time. It was my almost twenty-one-year-old client, a young man with athetoid cerebral palsy, who had phoned on Thursday just for a chat, and again so apologetically tonight to impart his important news.

Patience

He is so patient with me.

I find it quite difficult when I have not met him for a few months and when I am not face to face with him, to understand what he is telling me about.

If I get lost I ask him questions. I start by locating the place where the action takes place. It was his work that we were talking about for the holiday story and it was the local village where he lives when he gave me the information that, since the weather was getting better, he had started horse-riding again. The conversation flowed easily as from here on to the story about being at last able to take part in another riding tournament. This was something that he had said he would like to do the last time we were together so I already had a head start in understanding that story.

As well as making himself understood on the phone he seems to be doing quite well in making his wishes clear to his horse-riding instructress.

I have very rarely, in the fourteen years that I have known him, heard this young man say that it does not matter when someone does not understand him. It always matters to him and, what is more important, it matters to the person he is talking to. Everyone has been encouraged by his family, and when I am there by me, to keep on listening to the end of the story. By asking questions and working it out together it is always worth it in the end, because this young man always has something interesting to say.

I congratulate him on the patience that he has learnt. The patience to wait for his own body to carry out the movements that he wishes to make, the patience to control his limbs and try again and again.

He has the same patience when he speaks, as he tries to make words clear, and he also has the patience that he has developed for other people as they try their hardest to understand him. I admire him for phoning me regularly and not getting despondent when even I, who should do it better than others, do not always understand him.

Well done Laddo! You are doing really well.

Questions on Conductive Upbringing - one, two and three

Sis and I, as our alter-egos Karen and H'olive,

but in our everyday clothes! 1959

Are now re-published on :

http://www.susie-mallett.com/

An edited version can also be found in Recent Advances in Conductive Education, Volume 7, August 2009. Publisher: Foundation for Conductive Education.

April, April

"What a glorious mess" April the First 2011

Conductive fun on April the First

Much to the delight of the children who attend my after-school group the same rule does not apply in Germany as in my childhood Norfolk. The rule at home is that an April Fool has to be played before twelve o’clock for it to be a success.

Yesterday I had remembered that it was April the First when I got up, I had even written an email to a friend asking whether there were any spaghetti trees on the front of any of the daily newspapers but, by the time I got to work, after midday, I had forgotten all about it. Obviously the children had not.

As we were eating lunch and talking about what would happen during the next few hours I very clearly heard the Little Princess, with athetoid cerebral palsy, say “I have no homework today”. I asked whether they had got so much done at school that they had been let off homework, or was the teacher being extra kind. I asked the others whether they also had the same luck. I went on and on until eventually Littlie could hold out no longer and she screeched out loud in glee: “April, April!”

Of course this led to many other attempts all afternoon to fool me but none of them had the success that the first one had.

It is just one other sign of our childrens' successes that they take part in the April Fool traditions. This year I was taken in by a child who last year could not have spoken clearly enough to have made the joke work.

Jolly Professor was too clever for us too, as both the children and adults tried on several occasions to get him to fall for April Aprils but he was not having it. He was on the alert until he went home!

We have a couple of colleagues who have April birthdays, so we spend our arty-crafty time, after we had stopped all the jokes, making a present for one of them, as you can see in the photograph above.

Notes

The BBC’s Spaghetti Harvest just before I was born in 1957 –

http://www.youtube.com/watch?v=27ugSKW4-QQ

In 1957 the Encyclopaedia Britannica did not even mention spaghetti let alone how it was produced so it was no wonder that this April Fool worked! -

http://en.wikipedia.org/wiki/Spaghetti_tree_hoax

Conductive upbringing without a conductor?

Instinctively this mum knew that her adopted babies needed to be led to water! At home in Norwich 1974

An upbringing that developed out of necessity

Another inspiring family:

http://www.youtube.com/watch?v=K2Uxx4gjTWI&feature=related