So I’ll describe how my interest in this method arose and increased:

1. The first step was my decision, at the end of 1989, to participate in the exchange programme ERASMUS with the Faculty of Educational Sciences at the University of Amsterdam (under supervision of Drs. Bert Van Der Linden), as part of a Masters course in Science of Education (begun in the academic year 1989/90 at the University of Coimbra). During the first semester of 1990, VIDEO-HOMETRAINING, which had been in operation in Holland since the 80's, came to my attention, and I made contact with some of the people involved in the scheme. As V.H.T. was still in an 'intuitive/subjective' phase, information about it was scanty, and it had a certain aura of mysticism. Thus, there was very little literature or research available on the subject, and it was difficult to draw any parallels or theorize about it. Anyway I felt quickly attracted and interested to that way of working with the family, instead of working for them, by principles of VHT method.

Involvement with VHT/VIG - I

Since I remember that I want to do something to help out others, I was looking and searching for different ways how to do it.
During this process I discreetly moved from the somewhat harmless fight (trying to build the world according to my inner “eyes”) to paying attention to the others’ “eyes”, trying to see as each of us sees and wishes it. It is only with this change of perspective that I feel that my fight has new achievements - although they are less exuberant - finding so many other worlds, respecting them and helping to build them. Meanwhile, my world was being renewed, opening paths to new projects and elaborating strategies to fulfil others that already existed.
Thereby it is within this ongoing and progressing personal and professional construction that my involvement in VHT/VIG and its fulfilment arise. So I’ll describe how my interest in this method arose and increased: