workshops and family-oriented clinical services. Dr. Morris is a member of the TMI Board of Advisors. In 1985 adult continuing education workshops were developed for professionals working in rehabilitation and special education. Between 1985 and 1988, 320 individuals attended twelve small, five-day workshops that incorporated --- PAGE 3 (OCR) --- Fall 1992 Hemi-Sync signals in background music to enhance partici- pant learning. Following the workshop 96% stated that they were both more relaxed and more attentive than usual dur- ing the workshop. In a follow-up questionnaire four months later, 50% of those responding stated that they were using Hemi-Sync tapes in therapy with children and adults. Many participants stated they felt more intuitive and connected with their clients since the workshop. However, this experi- ence was frequently uncomfortable since they lacked the trust and ability to integrate these intuitive “hunches” with the rational approach others expected. From this feedback a new workshop, “Recapturing the Intuitive in Therapy and Education,” was born. Workshop Rationale Current systems of professional education were exam- ined to identify existing models of thinking that would vali- date an intuitive-rational model. Therapy and education have been described as both arts and sciences. However, most educational programs have supported only the scientific component. The “art of thera- py” has been superficially acknowledged, but little has been
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Hemi-Sync® Journal 1992-4 (Fall) · 1 Hemi-Sync® Journal 1992-4 Fall.pdf
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provided to assist the development of skill and accuracy in this area. Professionals are usually educated and trained ina fact-based approach. The assumption is made that clinical and educational decisions are made at a rational level, and specific approaches and techniques should be supported by scientific theory and research. The therapist or educator is expected to observe each aspect of the client’s abilities and disabilities, and move step by step toward the logical conclu- sion. Only information that “makes sense” and can be veri- fied objectively is included in the planning of a therapy or educational program. The term “clinical intuition” might be substituted for the “art of therapy.” An intuitive approach to assessment and treatment includes hunches and spatial-timing components. Intuition is defined as knowing something without knowing how we know it. In accessing intuitive information, professionals open both physical and nonphysical senses to obtain a global impression of the child and family. Questions are asked of the intuitive self, and answers are incorporated in the assess- ment, treatment, or education program. The intuitive data is generally refined, with specific points checked out by addi- tional questions and observations. Responses to subtle non- verbal messages and intuitive knowledge promote further investigation or lead directly to a conclusion. Changes in space and time occur so easily and appropriately that thera-
py/education exhibits an aliveness and a flow from one event to the next. Information does not initially have to make sense. It usually cannot be validated objectively at the time it is perceived to be accurate. An intuitive approach leads to quantum leaps in understanding, and is an essential compo- nent of creativity. It allows therapists and educators to become more sensitive to their own needs and to the needs of their students and clients. It improves the effectiveness of clinical problem solving. Research on right-left hemisphere processing supports multiple ways of dealing with information. The styles repre- sented by the right hemisphere (i.e., intuitive, spontaneous, holistic, visual, artistic, spatial, nonverbal, symbolic, diffuse, playful) are equal to the processing styles of the left hemi- sphere (analytical, linear, sequential, verbal, concrete, ratio- nal, goal-oriented). Integration of the two hemispheres and subcortical processing provide full access to human capabili- ty. With skill and efficiency in all ways of understanding a situation or concept, the individual may be described as using the whole brain. The whole-brain concept becomes a metaphor for rehabilitation and education. Use of a single processing style reduces the information-processing capabil- ity of the individual. For complete function, the total capaci- ty of the individual must be recognized and nourished. Work with individuals with special needs is enhanced