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-
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Hemi-Sync® Journal 1992-4 (Fall) · 1 Hemi-Sync® Journal 1992-4 Fall.pdf
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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
when therapists and educators integrate rational and intu- itive styles of thinking—a skill that honors both the science and art of therapy. To do this, educational programs must support the development of skill and confidence in both ways of processing information. Yet, professional education, with its rational-linear mode of teaching, implies that intu- itive thinking is inappropriate in therapy and education. Most professionals engage in intuitive thinking as they deal with the daily issues that confront them. Although they automatically bring intuition into therapy or the classroom, few have developed their intuitive skills to as great a degree as their rational skills. The creation of binaural beats in the brain through the Hemi-Sync process creates the natural environment for developing this blending of intuitive and rational processing skills, Through the noninvasive use of Hemi-Sync sounds, a more equal balance of activity is created in the right and left hemispheres of the brain. Subjectively reported emotional balance would also imply the activation of the subcortical limbic system. Workshop Design The three-day workshop is designed to assist participants to discover and trust their unique perceptive and intuitive skills; create a receptive mode for learning and gathering information; become more sensitive to inner needs and those of their clients; improve the effectiveness of clinical problem solving; rapidly gain access to intuitive states of