embedded Theta-Delta Hemi-Sync program. This evoking of behavioral change in an equine suggests the potential for numerous uses for various Hemi-Sync-embedded tapes with nonhuman animal species, including relaxing animals dur- ing transportation (transportation usually is stressful); inducing “relax-alert” before tasks; using concentration tapes for training animals that are hyperactive and have dif- ficulties learning new tasks, etc. The observation that Kerry Mist's stable mate main- tained his position behind her during the entire tape portion of this study suggests that it would be interesting to follow the EEG output of close pairs (“friends”) of animals, includ- ing humans, to determine whether the EEG output in the member of the pair not receiving direct audio stimulation changes to resemble the EEG output of the subject who has received the audio stimulation. In addition, future experi- ments now in the planning stage will investigate inter- species relationships, for example, those between Border collies and the sheep they herd. a RECAPTURING THE INTUITIVE IN THERAPY AND EDUCATION: HEMI-SYNC IN ADULT CONTINUING EDUCATION by Suzanne Evans Morris, PhD |* Internationally known for her work with children with develop- mental disabilities, speech-language pathologist Suzanne Evans Morris maintains a private practice near Charlottesville, Virginia. As director of New Visions, she also provides innovative professional
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Hemi-Sync® Journal 1992-4 (Fall) · 1 Hemi-Sync® Journal 1992-4 Fall.pdf
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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
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-