Children do want to be let into a world larger than the world we can see with the naked eye. They ask the great questions. Even though it may be difficult to answer all their questions it is important that we try to meet the children where they are. If we take them seriously, listen to their questions and try to answer them the children will experience a feeling of solidarity.
The article is written in the light of the author’s experience as a chaplain in children’s oncological unit, Århus Universitetshospital, where she for several years participated in an interdisciplinary co-operation.
On condition that the nurse is in possession of timing, tact and empathy a professional application of humour may impart some important elements to the patient. The power of humour to create contact and space for difficult dialogues makes it immensely usable in the interaction with the patient. Applicating humour the nurse may help the patient to be in close contact with the severe problems in the situation and give him the possibility to distance himself from an otherwise unbearable situation.
In a rehabilitation unit for apoplectics an interplay between confrontation and humour may give the brain-damaged patient space for coming to terms with and accepting the changed conditions of life. It is not necessary always to use humour equally goal-orientated. Once a while the brain-damaged patient needs a break.
The article describes the method of Marte meo as a useful tool for developing the communicative competences of the nursing staff in relation to elderly people who need care and nursing. Video recordings of interactions in everyday life are used as starting point. By focusing on resources in the interaction the nursing staff become conscious of their own competences; the method, furthermore, offers opportunities for developing these competences. The communicative principles of the method as a support of functioning are described in relation to the author’s experience and reflections as a Marte meo supervisor for nursing staff who work in the field of eldercare. Finally the author especially points out the method as a tool for learning and developing as far as communicative competences are concerned.