Hemi-Sync® Journal 1991-1 (Winter)

--- PAGE 1 (OCR) --- Journal Vol. IX Winter 1991 A Publication of The Monroe Institute Professional Div: INTRODUCING HEMI-SYNC TO CLIENTS IN PSYCHOTHERAPY IN THIS ISSUE INTRODUCING HEMI-SYNC TO CLIENTS IN PSYCHOTHERAPY; « ais sss ows ¢ one was rae 0% 1 Laura Batchelor, M.A., discusses methods of introducing and applying Hemi-Sync within her clinical therapeutic practice. SENSORY ORGANIZATION AND ATTENTION: A PERSONAL JOURNEY WITH HEMI-SYNC.... 3 Suzanne Evans Morris, Ph.D., addresses the relationship between sensory integration and Hemi-Sync from professional and personal perspectives. CRANIOSACRAL THERAPY AND HEMI-SYNC: A CASE STUDY Craniosacral therapist Robert S. Siciliano pre- sents a case demonstrating the use of Hemi-Sync as a supporting technology. by Laura Batchelor, M.A. Laura Batchelor is an educational therapist in private practice in St. Louis, Missouri, specializing in creative/vocational expression, spiritual development, Jungian theory, and transitions. Since her first mc a year ago she has become a member of and has integrated the technology into her work with clients. In this article, Ms. Batchelor discusses her methods of introducing and applying Hemi-Syne in the therapeutic process. As a psychotherapist, I find that most clients enter the therapeutic relationship without the understanding or ability to relax mentally or physically, without an awareness of inter- nal imaging, and without a real sense of the ongoing data processing that occurs within their own psyches. Often clients choose to seek counseling because their processing of data has become dysfunctional at some level resulting, in part, from the focus of attention being almost exclusively upon secondary learning systems and very little on the primary learning system. The primary learning system, which | call “light-bound reality,” is the inner world of the psyche, and the source of intuitive and sensate information. The secondary learning system is the source of information from the outer world, including social and cultural influences. I call it “time-bound reality.” For many clients the primary learning system has been a forbidden forest, unexplored and misunderstood. Con- sequently, there is a tendency to avoid or reject information from that source. Information is more readily accepted from the secondary learning system, which is perceived as more “real.” The bias toward external sources of information leads to inadequate processing of the data which is received. There- fore, one of the greatest challenges for the therapist and client is to establish an effective working environment within the client's internal processing system—one that integrates infor- mation from both the primary and secondary learning systems. This whole-brain-mind method helps to focus conscious attention on one’s innate learning abilities, and serves to open up internal communication with primary learning system material. The newly incorporated method provides a founda- tion for the client’s further development. Once conscious, coherent information processing is established, a greater exploration of the primary learning system can be undertaken. © 1991 The Monroe Institute Route 1, Box 175, Faber, VA 22938-9749 804/361-1252 --- PAGE 2 (OCR) --- HEMI-SYNC JOURNAL METHODOLOGY In the primary learning system one encounters emotion and memories from the unconscious years of development, zero to ten years of age, and intuitive and sensate input relative to present-day development. To begin, I ask the client to record in a journal all emotional and memory input, as well as any intuitive and sensate material such as dreams, visions, or fantasies. Using the journal, the two of us then spend an hour anda half a week sorting through what has been remembered, recorded, and pertains to that week of the client’s life. This method serves a) to educate the client to his/her own system of processing data; b) to differentiate emotional response from intuitive, felt- feeling response; c) to begin a conscious observation of archetypal behavior, i.e., how data has been conceptualized and organized within the psyche; d) to foster an understanding of personal archetypal behavior as a link to universal archetypal behavior; e) to encourage the client’s individuating process. NEW CLIENT SYMPTOMS: REPORTED AND OBSERVED Often I find that new clients a) live in an agitated state; they have forgotten or are not consciously aware of a relaxed mental state. The typical methods of evoking relaxation are sexual activity, alcohol, drugs, food, and sleep; b) view their lives through a body consciousness, an emo- tional consciousness, or through many of the other forms that cultural, rational consciousness takes; c) lack conscious experience of their own dreams, visions, active imagination, or creative visualization; d) feel that the state of “mind awake/body asleep” has no value. Most often, when it occurs for them, it is viewed as a lack of sleep; e) perceive the use of intuition or objective consciousness as too assertive, controlling, illegal, or a weird state of mind not to be trusted; f) have avery low tolerance for the higher vibratory levels that conscious attention can induce. HEMI-SYNC MODALITY The Hemi-Sync tape that | initially use in my work with clients is The Way of Hemi-Sync. I prefer this tape as it requires no explanation, guides the listener step-by-step through an experience, and gives information and instruction simply and easily. INTRODUCTION OF HEMI-SYNC INTO THE THERAPEUTIC PROCESS Generally I will introduce a client to Hemi-Sync when there is a call for reduction of stress and anxiety. After an initial, and often lengthy, discussion of relaxation methods, I ask the client whether s/he has used any kind of sound techniques, and if s/he would be interested in trying one for stress reduction, as well as to aid his/her present work of balancing right-brain and left-brain functioning. Most clients choose to use the tape. First | introduce them to The Monroe Institute’s work and describe Frequency Fol- lowing Response (FFR) and Hemi-Sync using the explanations from the Institute brochure. Then I provide the tape, tape instructions, and the “Are Thoughts Really ‘Things’?” pam- phlet, which cites the application of a topographic display EEG computer system to investigate the relationship between brain waves and states of consciousness. To complete the orienta- tion, we usually discuss equipment, tape listening preparation and scheduling, and the broader application of learning about other energy systems. The client takes The Way of Hemi-Sync and literature home, and is responsible for deciding how often and when to use the tape. To date I have introduced twenty-five clients to Hemi-Sync. INTRODUCTION RESULTS Twenty-four of the twenty-five clients introduced to Hemi-Sync immediately made the decision to try the tape. The client who initially decided not to use the tape later requested it. Three clients returned the tape. One man stated that “in a home of six children there was no undisturbed time to use it.” (He now frequently uses a METAMUSIC tape for the whole household to hear.) Two clients reported that their ears were too sensitive to the sound (one person wears hearing aids in both ears, the other is extremely sensitive to her inner proc- essing system). Two other clients, while they feel that Hemi- Sync is a very good application for them, have trouble finding the time to use the tape. Ten clients use the tape frequently. Having begun by listening three to four times a week, they now use it about once every seven to ten days. Eight clients have commenced the GATEWAY EXPERIENCE home course, while others have gone on to the H-PLUS Function tapes and METAMUSIC Series. DIRECT EFFECTS OF HEMI-SYNC I find that, for clients, use of Hemi-Sync a) reduces stress immediately, allowing the mind to focus on work to be done in the session; b) often provides a new experience for the client; c) begins to orient the mind to giving pleasure to the entire organism; d) provokes thinking of new means of relaxation; e) gives the mind a reference point for re-creating the whole- brain state; f) gives the mind permission to talk about inner, primary learning system behavior; 8) evens out emotional highs and lows. As one client states, it brings him to a centeredness in which he can be more objective about himself. Without this centeredness, there seems to be a tendency to focus on negatives; h) begins the development of an effective attitude for problem solving and creative adventure. OTHER OBSERVATIONS Frequently I notice an interesting and surprising reac- tion to the introductory discussion about Hemi-Sync. Clients will often respond with what seems to be a newly found excitement, hope, or anticipation. In following con- --- PAGE 3 (OCR) --- Winter 1991 versations, they will describe these initial responses as the point at which they consciously began to feel relief from the psychoemotional pain they are experiencing, and the less- ening of superfluous mental chatter. I find The Way of Hemi-Sync tape a most valuable tool for establishing a fertile inner state—a state which evokes a necessary step toward understanding how self-criticism and conscious self-reflection impact the psyche. This understanding, achieved bit by bit, leads toward a broader comprehension of self and fosters the ability to control attitudes and thoughts deliberately. Thus, the client is able to become aware of, and thereby utilize, the fields of energy within, and outside of, the psyche. SENSORY ORGANIZATION AND ATTENTION A Personal Journey With Hemi-Sync by Suzanne Evans Morris, Ph.D. Suzanne Evans Morris, a speech-language pathologist and educa- tor in private practice near Charlottesville, Virginia, is nationally and internationally known for her work with children with developmental disabilities. Dr. Morris maintains a practice which includes direct clinical work, continuing-education workshops, development of clin- ical materials, and clinical research. She is the director of New Visions, which sponsors innovative professional workshops and pro- vides family-oriented clinical services. She has been a Professional Division member since 1984 and is a member of the TMI Board of Advisors. For the past twenty-five years I have worked professionally with children whose lives were influenced by a sensorimotor disability. The specific diagnoses of these youngsters varied, including labels such as cerebral palsy, autism, mental retar- dation, attention deficit disorder, and specific learning disa- bility. One characteristic was common for the majority—a difficulty perceiving, organizing, or integrating sensory infor- mation, and a reduced ability to focus attention for effective learning. These children have been my teachers who have allowed me to learn a great deal about my own ability to process information and to be attentive and focused when I desired to be. They have taught me much about learning environments, that reduce or enhance the ability to process information efficiently. I have learned from them because they constantly remind me that all of life is a continuum. What the world labels a disability is simply a behavior at the far end of the continuum that tends to interfere with full participation in life. As I understand the issues and challenges in their lives, I gain greater insight into my own. SENSORY INTEGRATION IN DAILY LIFE Sensory input plays a critical role in brain function. Sensa- tions from hearing, vision, taste, smell, touch, pressure, and movement provide the input to the brain that is organized for movement, cognition, and learning. The richness of the sen- sory environment and the interactive experience of the indi- vidual with the environment contribute to the growth of intelligence. Sensory integration is a term used to describe the way in