Body Mind Centering® in Italy
Tuesday February 07, 2012
BMC® Certification Program in Italy
Directed by Gloria Desideri
SME Program (Somatic Movement Education)
Through the study of each body system and the developmental movement process, participants learn the fundamentals of embodiment practices. Whilst working on ourselves and others, we embody the anatomy and physiology of our physical structures; we touch and are touched in partnering hands-on techniques; we use sound, vibration, verbal dialogue and more to access the body’s wonders. The experience of the inner tissues is brought to consciousness and taken into expression.
The SME material has immediate applications to movement based disciplines— such as dance, yoga, sports, martial arts - and to other therapeutic modalities such as physiotherapy, occupational therapy, psychotherapy, bodywork and massage.
This progam of more than 500 hour leads students to qualify as Somatic Movement Educators, and is accredited by The School for Body-Mind Centering®.
It includes 12 courses: 4 developmental courses, 7 courses on the body systems and 1 course about professional issues. It is completed by one day course of Competency.
Senses and Perception 1
Skeletal System
Organ System
Basic Neurological Patterns (BNP)
Primitive Riflexes, Righting Reactions and Equilibrium Responses (RRR)
Ontogenetic Development
Endocrine System
Nervous System
Fluid System
Ligamentous System
Muscular System
Professional Issues 1
Competency
IDME Program (Infant Developmental Movement Education)
This program is a highly sofisticated and subtle approach to patterns in infants. It trains people to recognize early movement patterns and to interact effectively with infants in ways that will have a positive effect on their growth and development. The approach is gentle, non-intrusive, and enticing rather than demanding. It is direct and highly specific to the individual child.
It incorporates the child’s curiosity, interest and individualità into the relationship with the educator. It is child centered and relationship centered, and child oriented rather than task oriented. It does not force or impose, but focuses, engages, interacts, entices and seek to engage the child’s inherent curiosity and interest. It always looks at the whole child and fully embrace each child and their parents and family. It includes and educates the family in the interactive process. The key to change is engaging the child rather than making the problem the focus.
This program is especially suited for people who work with infants and wish to enhance their skills with an embracing, child-centered approach; for bodyworkers and somatic practitioners who wish to expand their skills to include infants; and for parents and caregivers.
With more than 280 hours, the completion of this program and its requisits leads students to qualify as Infant Developmental Movement Educators, title accredited by The School for Body-Mind Centering®.
It includes 6 courses.
4 courses are the same in-depth courses taken by students in the Somatic Movement Education program and Body-Mind Centering7 Practitioner certification program. They cover the experiential exploration of developmental movement.
Senses and Perception 1
Basic Neurological Patterns (BNP)
Primitive Riflexes, Righting Reactions and Equilibrium Responses (RRR)
Ontogenetic Development
and 2 application of developmental movement in working with infants (these courses can be attended only after having completed the 4 developmental courses): IDME-1 IDME-2
IDME 1 (Infant Developmental Movement Education 1)
The IDME 1 course leads students to being able to clearly observe and recognize normal development and growth in the first year of life. This is done in classes where material is presented through lectures and experiencial work; children and their parents are invited for direct observation; educational videos are shown and discussed; and other practices are used to enhance awareness and observation skills. Class material is based on the following topics:
IDME 2 (Infant Developmental Movement Education 2)
While the IDME 1 course mainly focuses on developing skills and awareness in observing children, the IDME 2 course leads students to being able to interact with children through play, meeting them at their level of growth and attention, and facilitating their development; as well as to embrace parents and carevigers, engaging them in dialogue and enhancing their awareness. Class material is based on the following topics:
Faculty
Bonnie Bainbridge Cohen is the Educational Director of the IDME Program and of all certification and application BMC® programs.
The certification program directed in Italy by Gloria Desideri hosts different BMC® Certified Teachers coming from European countries and the U.S. Among them, for the upcoming courses the following teachers will join Gloria in the faculty: Jeanette Engler (CH) , Mette Anne Bruhn (DK) , Jens Johannsen , Katy Dymoke , Walburga Glatz (DE) , Thomas Greil (DE) , Bob Lehnberg (USA) , Saliq Savage (USA) .
Courses are in Italian and English with simultaneous translation by Carol Berenyi.
Location of the courses
Courses of the Somatic Movement Education program 2010 - 2012 take place in two different locations in Italy: some courses at "La Fabbrica del Movimento" of Elisabetta Francini, in Tuscania, which is a medieval village one and half hour north of Rome, and other courses at "DiDstudio - AiEP Ariella Vidach, in the city of Milano.
For detailed information please go to Time Table or download the registration form at the page Documents/Links.
Time
Generally, courses include 7 contact hours per day, from 8:30am to 1:00pm and from 3:00pm to 6:15pm. There is a two hour lunch break. Schedule can slightly change depending on the type of course, the season, and for other reasons. Some days can include additional activities, usually optional.
Tuition
Information about costs can be found in the registration forms and by going to the page Calendar.
Payments are due 2 weeks before the course starts.
Certification requirements
Certification students need to complete a serie of homework and satisfy a requirement:
5 guidance sessions with a Practitioner of BMC®
2 private sessions with a BMC® Practitioner
10 study sessions
5 SME classes (where the student teaches the material to a small group of people)
100 hours of movement classes
50 hours of meditative practice.
Homeworks are required only from those who wish to graduate as Somatic Movement Educators.
All courses of the SME program (except for Competency) can be taken as individual courses and prior experience in BMC® is not required.
Course description
Senses and Perception 1
Skeletal System
Organ System
Basic Neurological Patterns (BNP)
Primitive Riflexes, Righting Reactions and Equilibrium Responses (RRR)
Ontogenetic Development
Endocrine System
Nervous System
Fluid System
Ligamentous System
Muscular System
Professional Issues 1
Competency
Senses and Perception 1
Our senses begin as potential and develop in response to stimulation and experience. The senses of touch and movement are located throughout the body - in every cell. The senses of vision, hearing, taste and smell are located in the head. It is through our senses that we receive information from our internal environment (ourselves) and the external environment (others and the world).
How we filter, modify, distort, accept, reject, and use that information is part of the act of perceiving. Perception is a global experience. It is the psychophysical process of interpreting information based on past experience, present circumstances and future expectations.
When we choose to absorb information, we bond to that aspect of our environment. When we block out information, we defend against that aspect. Learning is the process by which we vary our responses to information based on the context of each situation.
This course will include:
Skeletal System
This system provides us with our basic supporting structure. It is composed of the bones and the joints. The bones lever us through space and support our weight in relationship to gravity and the shape of our movements through space. The spaces within the joints gives us the possibility of movement and provide the axes around which the movement occurs. The skeletal system gives our body the basic form through which we can locomote through space, act on the environment and sculp and create the energy forms in space that we call movement.
Through embodying the skeletal system, the mind becomes structurally organized, providing supporting ground for our thoughts, the leverage for our ideas, and the fulcrum and the spaces between our ideas for the articulation and understanding of their relationships. It provides the foundation for the psychophysical qualities of clarity, effortlessness and form.
This course will include:
Organ System
"Our organs are vital and alive. They provide us with our sense of self, full-bodied-ness, and organic authenticity. Organs are the contents within the skeletal-flesh container and carry on the functions of our internal survival: breathing, nourishment and elimination. Organs are the primary habitats or natural environments of our emotions, aspirations, and memories of our inner reactions to our personal histories. They support our postural tone and our feelings, and give volume to our movement." (B.B. Cohen).
In this course participants will be guided through processes of embodiment of their organ system. An awareness of how the organs express themselves and integrate in the continuum of the body-mind can lead to higher personal growth and professional enhancement.
Explorations will be based on:
Basic Neurological Patterns (BNP)
The development of these patterns in humans parallels the evolutionary development of movement through the animal kingdom. The Basic Neurological Patterns are the words of our movement. They are the building blocks for the phrases and sentences of our activities. They also establish a base for our perceptual relationships (including body image and spatial orientation) and for our learning and communication.
The BNP are one of the foundations of Body-Mind Centering® and are interwoven with the Embodied Anatomy (body-systems material) in later courses. The BNP have extensive application in the areas of movement and psychophysical expression. Done in sequences, the BNP can also form the basis for a deep and ongoing personal movement practice. This course will include:
Primitive Reflexes, Righting Reactions and Equilibrium Responses (RRR)
If the Basic Neurological Patterns are the words, the Primitive Reflexes, Righting Reactions and Equilibrium Responses are the fundamental elements, the alphabet, of our movement. Underneath all successful, effortless movement are integrated reflexes, righting reactions and equilibrium responses.
The reflexes are the most primitive patterns that occur in response to specific stimuli, and they establish basic survival patterns of function.
The righting reactions are important in establishing a vertical or upright posture against gravity and a continuous head-torso axis.
The equilibrium responses are patterns which maintain balance of the whole body in the dynamic relationship between the shifting of one's center of gravity through space and one's base of support.
This course will include:
Ontogenetic Development
The period from intrauterine life through approximately 12 months of age is an extraordinarily formative time for humans. Our basic movement patterns emerge in utero, are present at birth, and develop through the first year of life. It is during this time that we build the groundwork for our movement and perceptual skills and pass through the milestones by which we mark our development. This course will include:
Endocrine System
The endocrine glands are the major chemical governing system of the body and are closely aligned with the nervous system. Their secretions pass directly into the blood stream and their balance or imbalance influences all of the cells in the body. The glands are the keystone between the organs and the nervous system and between the nervous system and the fluids.
They create crystalline psychophysical states through which we are able to experience and understand the universal aspect of self.
This is the system of internal stillness, surges or explosions of chaos/balance and the crystallization of energy into archetypal experiences. The endocrine glands underlie intuition and the perceiving and understanding of the Universal Mind
This course will include:
Nervous System
Experience first occurs on the cellular level. The nervous system is the recording system of the body. It records our experiences and organizes them into patterns. It can then recall the experience and modify it by integrating it with patterns of other previous experiences. The nervous system is the last to know, but, once knowing, it becomes a major control center of psychophysical processes. It can initiate the learning of new experience through creativity and play. The nervous system underlies alertness, thought, and precision of coordination and establishes the perceptual base from which we view and interact with our internal and external worlds.
This course will include:
Fluid System
The fluids are the transportation system of the body. They underlie presence and transformation, set the ground for basic communication, and mediate the dynamics of flow between rest and activity, tension and relaxation. The characteristics of each fluid relate to a different quality of movement, touch, voice, and state of mind. These relationships can be approached from the aspects of movement, mind states, or from anatomical and physiological functioning.
This course will include:
Ligamentous System
The ligaments set the boundaries of movement between the bones. They coordinate and guide muscular responses by directing the path of movement between the bones and provide specificity, clarity, and efficiency for the alignment and movement of the bones. When all of the ligaments of a joint are actively engaged, the movement of that joint becomes highly specific and is carried effortlessly to surrounding and successive joints. The ligaments support the psychophysical quality of detailed specificity.
This course will include:
Muscular System
The muscles establish a tensile three-dimensional grid for the balanced support and movement of the skeletal structure by providing the elastic forces that move the bones through space. They provide the dynamic contents of the outer envelope of flesh encompassing the skeletal structure. Through this system we embody our vitality, express our power, and engage in the dialogue of resistance and resolution.
This course will include:
Professional Issues 1
What does it mean to be a professional and how do you transition into this role? This course will cover some of the important issues facing professionals in the somatic field.
This course will include:
Competency
This class day is only for certification students. To this 1 day class can only take part those students who have satisfyed the certification requirements.
1 day, 7 contact hours
SME Program (Somatic Movement Education)
Through the study of each body system and the developmental movement process, participants learn the fundamentals of embodiment practices. Whilst working on ourselves and others, we embody the anatomy and physiology of our physical structures; we touch and are touched in partnering hands-on techniques; we use sound, vibration, verbal dialogue and more to access the body’s wonders. The experience of the inner tissues is brought to consciousness and taken into expression.
The SME material has immediate applications to movement based disciplines— such as dance, yoga, sports, martial arts - and to other therapeutic modalities such as physiotherapy, occupational therapy, psychotherapy, bodywork and massage.
This progam of more than 500 hour leads students to qualify as Somatic Movement Educators, and is accredited by The School for Body-Mind Centering®.
It includes 12 courses: 4 developmental courses, 7 courses on the body systems and 1 course about professional issues. It is completed by one day course of Competency.
Senses and Perception 1
Skeletal System
Organ System
Basic Neurological Patterns (BNP)
Primitive Riflexes, Righting Reactions and Equilibrium Responses (RRR)
Ontogenetic Development
Endocrine System
Nervous System
Fluid System
Ligamentous System
Muscular System
Professional Issues 1
Competency
IDME Program (Infant Developmental Movement Education)
This program is a highly sofisticated and subtle approach to patterns in infants. It trains people to recognize early movement patterns and to interact effectively with infants in ways that will have a positive effect on their growth and development. The approach is gentle, non-intrusive, and enticing rather than demanding. It is direct and highly specific to the individual child.
It incorporates the child’s curiosity, interest and individualità into the relationship with the educator. It is child centered and relationship centered, and child oriented rather than task oriented. It does not force or impose, but focuses, engages, interacts, entices and seek to engage the child’s inherent curiosity and interest. It always looks at the whole child and fully embrace each child and their parents and family. It includes and educates the family in the interactive process. The key to change is engaging the child rather than making the problem the focus.
This program is especially suited for people who work with infants and wish to enhance their skills with an embracing, child-centered approach; for bodyworkers and somatic practitioners who wish to expand their skills to include infants; and for parents and caregivers.
With more than 280 hours, the completion of this program and its requisits leads students to qualify as Infant Developmental Movement Educators, title accredited by The School for Body-Mind Centering®.
It includes 6 courses.
4 courses are the same in-depth courses taken by students in the Somatic Movement Education program and Body-Mind Centering7 Practitioner certification program. They cover the experiential exploration of developmental movement.
Senses and Perception 1
Basic Neurological Patterns (BNP)
Primitive Riflexes, Righting Reactions and Equilibrium Responses (RRR)
Ontogenetic Development
and 2 application of developmental movement in working with infants (these courses can be attended only after having completed the 4 developmental courses): IDME-1 IDME-2
IDME 1 (Infant Developmental Movement Education 1)
The IDME 1 course leads students to being able to clearly observe and recognize normal development and growth in the first year of life. This is done in classes where material is presented through lectures and experiencial work; children and their parents are invited for direct observation; educational videos are shown and discussed; and other practices are used to enhance awareness and observation skills. Class material is based on the following topics:
- Developmental assessment of children from borth to 12 months.
- Applications of developmental movement repatterning in working with infants.
- Safe and appropriate handling of infants.
- Educational play and toys.
- Professional issues in working with infants, parents and caregivers.
- Indications, contraindications, scope of practice and referrals.
IDME 2 (Infant Developmental Movement Education 2)
While the IDME 1 course mainly focuses on developing skills and awareness in observing children, the IDME 2 course leads students to being able to interact with children through play, meeting them at their level of growth and attention, and facilitating their development; as well as to embrace parents and carevigers, engaging them in dialogue and enhancing their awareness. Class material is based on the following topics:
- Developmental assessment and movement repatterning skills in working with infants in relation to their parents, caregivers and other family members.
- Developmental assessment and movement repatterning skills in working with infants in relation to daily activities and environment.
- Educational play and toys.
- Professional issues in working with infants, parents and caregivers.
- Professional issues in working as an Infant Developmental Movement Educator.
Faculty
Bonnie Bainbridge Cohen is the Educational Director of the IDME Program and of all certification and application BMC® programs.
The certification program directed in Italy by Gloria Desideri hosts different BMC® Certified Teachers coming from European countries and the U.S. Among them, for the upcoming courses the following teachers will join Gloria in the faculty: Jeanette Engler (CH) , Mette Anne Bruhn (DK) , Jens Johannsen , Katy Dymoke , Walburga Glatz (DE) , Thomas Greil (DE) , Bob Lehnberg (USA) , Saliq Savage (USA) .
Courses are in Italian and English with simultaneous translation by Carol Berenyi.
Location of the courses
Courses of the Somatic Movement Education program 2010 - 2012 take place in two different locations in Italy: some courses at "La Fabbrica del Movimento" of Elisabetta Francini, in Tuscania, which is a medieval village one and half hour north of Rome, and other courses at "DiDstudio - AiEP Ariella Vidach, in the city of Milano.
For detailed information please go to Time Table or download the registration form at the page Documents/Links.
Time
Generally, courses include 7 contact hours per day, from 8:30am to 1:00pm and from 3:00pm to 6:15pm. There is a two hour lunch break. Schedule can slightly change depending on the type of course, the season, and for other reasons. Some days can include additional activities, usually optional.
Tuition
Information about costs can be found in the registration forms and by going to the page Calendar.
Payments are due 2 weeks before the course starts.
Certification requirements
Certification students need to complete a serie of homework and satisfy a requirement:
5 guidance sessions with a Practitioner of BMC®
2 private sessions with a BMC® Practitioner
10 study sessions
5 SME classes (where the student teaches the material to a small group of people)
100 hours of movement classes
50 hours of meditative practice.
Homeworks are required only from those who wish to graduate as Somatic Movement Educators.
All courses of the SME program (except for Competency) can be taken as individual courses and prior experience in BMC® is not required.
Course description
Senses and Perception 1
Skeletal System
Organ System
Basic Neurological Patterns (BNP)
Primitive Riflexes, Righting Reactions and Equilibrium Responses (RRR)
Ontogenetic Development
Endocrine System
Nervous System
Fluid System
Ligamentous System
Muscular System
Professional Issues 1
Competency
Senses and Perception 1
Our senses begin as potential and develop in response to stimulation and experience. The senses of touch and movement are located throughout the body - in every cell. The senses of vision, hearing, taste and smell are located in the head. It is through our senses that we receive information from our internal environment (ourselves) and the external environment (others and the world).
How we filter, modify, distort, accept, reject, and use that information is part of the act of perceiving. Perception is a global experience. It is the psychophysical process of interpreting information based on past experience, present circumstances and future expectations.
When we choose to absorb information, we bond to that aspect of our environment. When we block out information, we defend against that aspect. Learning is the process by which we vary our responses to information based on the context of each situation.
This course will include:
- Exploration of the anatomy and physiology of the six senses (movement, touch, taste, smell, hearing and vision);
- Analysis of the perceptual-response cycle as the process of perception;
- Bonding, defending and learning as psychophysical processes based on your perceptions.
Skeletal System
This system provides us with our basic supporting structure. It is composed of the bones and the joints. The bones lever us through space and support our weight in relationship to gravity and the shape of our movements through space. The spaces within the joints gives us the possibility of movement and provide the axes around which the movement occurs. The skeletal system gives our body the basic form through which we can locomote through space, act on the environment and sculp and create the energy forms in space that we call movement.
Through embodying the skeletal system, the mind becomes structurally organized, providing supporting ground for our thoughts, the leverage for our ideas, and the fulcrum and the spaces between our ideas for the articulation and understanding of their relationships. It provides the foundation for the psychophysical qualities of clarity, effortlessness and form.
This course will include:
- Skeletal principles that enhance effortless movement;
- The relationships between bones and joints and how they integrate through the whole body;
- Evaluations and reppaterning of imbalances in skeletal alignment and movement;
- Techniques for facilitating the reppaterning of the internal structure of the bone.
Organ System
"Our organs are vital and alive. They provide us with our sense of self, full-bodied-ness, and organic authenticity. Organs are the contents within the skeletal-flesh container and carry on the functions of our internal survival: breathing, nourishment and elimination. Organs are the primary habitats or natural environments of our emotions, aspirations, and memories of our inner reactions to our personal histories. They support our postural tone and our feelings, and give volume to our movement." (B.B. Cohen).
In this course participants will be guided through processes of embodiment of their organ system. An awareness of how the organs express themselves and integrate in the continuum of the body-mind can lead to higher personal growth and professional enhancement.
Explorations will be based on:
- Initiating breath, voice, movement and touch from the organs;
- Analyzing imbalances in individual organs and the organ system as a whole;
- Techniques that facilitate access to the organs and ways to balance them;
Basic Neurological Patterns (BNP)
The development of these patterns in humans parallels the evolutionary development of movement through the animal kingdom. The Basic Neurological Patterns are the words of our movement. They are the building blocks for the phrases and sentences of our activities. They also establish a base for our perceptual relationships (including body image and spatial orientation) and for our learning and communication.
The BNP are one of the foundations of Body-Mind Centering® and are interwoven with the Embodied Anatomy (body-systems material) in later courses. The BNP have extensive application in the areas of movement and psychophysical expression. Done in sequences, the BNP can also form the basis for a deep and ongoing personal movement practice. This course will include:
- Exploration of the prevertebrate patterns: vibration, cellular, sponging, pulsation, mouthing, and prespinal;
- Exploration of the vertebrate patterns: spinal, homologous, homolateral, and contralateral;
- Distinguishing and integrating the actions of yield, push, reach and pull;
- Combinations of the vertebrate patterns that facilitate their integration;
- Facilitating developmental repatterning in yourself and others.
Primitive Reflexes, Righting Reactions and Equilibrium Responses (RRR)
If the Basic Neurological Patterns are the words, the Primitive Reflexes, Righting Reactions and Equilibrium Responses are the fundamental elements, the alphabet, of our movement. Underneath all successful, effortless movement are integrated reflexes, righting reactions and equilibrium responses.
The reflexes are the most primitive patterns that occur in response to specific stimuli, and they establish basic survival patterns of function.
The righting reactions are important in establishing a vertical or upright posture against gravity and a continuous head-torso axis.
The equilibrium responses are patterns which maintain balance of the whole body in the dynamic relationship between the shifting of one's center of gravity through space and one's base of support.
This course will include:
- Fundamental building blocks of human movement (the alphabet of movement);
- Postural tone and physiological flexion and extension;
- Differentiating the RRR in relation to the three planes of movement (horizontal, vertical, sagittal);
- The roles of the RRR in readiness for relating, relating to earth and heaven, gathering and reaching, taking hold and letting go, weight bearing, rolling, vertical uprightness, locomotion and equilibrium.
Ontogenetic Development
The period from intrauterine life through approximately 12 months of age is an extraordinarily formative time for humans. Our basic movement patterns emerge in utero, are present at birth, and develop through the first year of life. It is during this time that we build the groundwork for our movement and perceptual skills and pass through the milestones by which we mark our development. This course will include:
- Developmental milestones including: fetal movement, nursing, head control, eye-hand coordination, rolling, circumduction, belly crawling, quadrupedal creeping, sitting, kneel-sitting, kneel-standing, half kneel-sitting, half kneel-standing, squatting, standing, cruising, walking;
- The sequence of development that allows the infant to progress through each and all skill levels during its development process;
- Patterns of movement that inhibit more integrated skills from developing;
- Facilitating integrated movement skills and inhibiting patterns which limit full development.
Endocrine System
The endocrine glands are the major chemical governing system of the body and are closely aligned with the nervous system. Their secretions pass directly into the blood stream and their balance or imbalance influences all of the cells in the body. The glands are the keystone between the organs and the nervous system and between the nervous system and the fluids.
They create crystalline psychophysical states through which we are able to experience and understand the universal aspect of self.
This is the system of internal stillness, surges or explosions of chaos/balance and the crystallization of energy into archetypal experiences. The endocrine glands underlie intuition and the perceiving and understanding of the Universal Mind
This course will include:
- Initiating breath, voice and movement from each of the following glands and bodies: coccygeal body, gonads, adrenals, pancreas, thoraco body, heart body, thymus, thyroid, parathyroids, carotid bodies, pituitary, mammillary bodies and pineal;
- Distinguishing their reflex points;
- Aligning their energy centers along the spine;
- Establishing their relationships to bones and joints;
- Analyzing the glandular support of the spine and head.
Nervous System
Experience first occurs on the cellular level. The nervous system is the recording system of the body. It records our experiences and organizes them into patterns. It can then recall the experience and modify it by integrating it with patterns of other previous experiences. The nervous system is the last to know, but, once knowing, it becomes a major control center of psychophysical processes. It can initiate the learning of new experience through creativity and play. The nervous system underlies alertness, thought, and precision of coordination and establishes the perceptual base from which we view and interact with our internal and external worlds.
This course will include:
- Distinguishing experientially the organization of the nervous system: central/peripheral, somatic/autonomic, sensory/motor;
- Differentiating and integrating from a psychophysical perspective the enteric nervous system of the gut, the parasympathetic and sympathetic pathways, and the somatic nerves;
- Assessing and releasing blockages in the nerve pathways (brain and spinal cord, autonomic nerves, major somatic and autonomic plexes and their peripheral pathways);
- Understanding the principles of nerve reversals and methods of releasing them;
- Exploring balance of the autonomic nervous system as a calm support for intentional movement;
- How intentional movement provides the container of expression for autonomic movement.
Fluid System
The fluids are the transportation system of the body. They underlie presence and transformation, set the ground for basic communication, and mediate the dynamics of flow between rest and activity, tension and relaxation. The characteristics of each fluid relate to a different quality of movement, touch, voice, and state of mind. These relationships can be approached from the aspects of movement, mind states, or from anatomical and physiological functioning.
This course will include:
- The major fluids of the body (cellular, interstitial and transitional fluids, blood, lymph, synovial fluid, and cerebrospinal fluid);
- Distinguishing the qualities of specific fluids through movement and touch;
- Initiating movement from each of the fluids;
- Identifying individual psychophysical characteristics of each of the fluids and their various combinations;
- Gaining awareness of your own fluid affinities and recognizing their embodiment and expression in others.
Ligamentous System
The ligaments set the boundaries of movement between the bones. They coordinate and guide muscular responses by directing the path of movement between the bones and provide specificity, clarity, and efficiency for the alignment and movement of the bones. When all of the ligaments of a joint are actively engaged, the movement of that joint becomes highly specific and is carried effortlessly to surrounding and successive joints. The ligaments support the psychophysical quality of detailed specificity.
This course will include:
- Initiating movement from the ligaments;
- Facilitating freedom, resilience, strength and integration of the ligaments through touch and repatterning;
- Releasing ligaments from the restrictions of surrounding tissues;
- Integrating ligaments into their corresponding fascial planes.
Muscular System
The muscles establish a tensile three-dimensional grid for the balanced support and movement of the skeletal structure by providing the elastic forces that move the bones through space. They provide the dynamic contents of the outer envelope of flesh encompassing the skeletal structure. Through this system we embody our vitality, express our power, and engage in the dialogue of resistance and resolution.
This course will include:
- Innovative muscle principles (proximal and distal initiation, muscle coupling and currenting, A and B muscles, four stages of a muscle action, eight functions of a muscle);
- Embodying muscles and initiating movement at the molecular level (actin and myosin);
- The embodied functions of proprioceptors (muscle spindles and Golgi tendon organs);
- Analyzing the actions of individual muscles and of groups of muscles from the perspective of one's position in relation to gravity;
- Interrelationships between muscles in different parts of the body and as they pass through different fascial planes;
- Techniques of muscle re-education and training.
Professional Issues 1
What does it mean to be a professional and how do you transition into this role? This course will cover some of the important issues facing professionals in the somatic field.
This course will include:
- The student/movement educator relationship;
- Working with individuals and groups
- Responsibilities of being a professional, including ethical guidelines and health precautions;
- Setting up and managing a professional practice, such as, finances, publicity, managing space and time, promotion, interfacing with other professionals, supervision and networking.
Competency
This class day is only for certification students. To this 1 day class can only take part those students who have satisfyed the certification requirements.
1 day, 7 contact hours