‘ous articles on leadership, team building, management, and human relations. Dr. Akenhead has served as coordinator of a graduate adminis- tration degree program and has taught graduate courses in administra- tion and counseling for eighteen years. Jim is presently director of The Ohio Network: Training and Assistance for Schools and Communities. This paper discusses the application of Hemi-Sync technology, in four different formats, to enhance the instructional environment during the delivery of a conflict-management workshop for administrators. An overview of workshop content objectives is presented, as are the results of a basic statistical analysis of participants’ perceptions, ‘Asa career educator and consultant for more than thirty years, I am continually interested in methods to enhance instruction in professional workshops, seminars, and presentations. After facili- tating several hundred workshops, I consider anything that helps tired and sometimes burned-out people get more out of presenta- tions. Ways of improving content presentation, adding humor, and varying instructional techniques and processes all receive atten- tion. Last summer I experimented with yet another dimension to aid workshop participants in getting the most for their time and effort. This project involved the use of Hemi-Sync for enhancing the delivery ofa workshop on conflict management. Workshop Objectives The workshop objectives were threefold. Clearly, a primary
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Hemi-Sync® Journal 1993-4 (Fall) · 1 Hemi-Sync Journal 1993-4 Fall.pdf
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focus was to provide the participants—a group of school adminis- trators—with the skills and understanding necessary to make them better conflict managers. In addition, I wanted to use the Hemi- Sync technology to enhance the workshop learning environment and to give the administrators a tool they could use to maintain a “centered” state in which they would be able to deal more effective- ly with conflict situations (in much the same way that an athlete's personal state contributes to performance). Content ‘The curriculum for the conflict-management phase of the work- shop included a personality style analysis of each participant and a comparison of each participant's style with a hypothetical style pro- file deemed to be highly productive in managing conflict situa- tions. Following the style analysis, participants were given lectures, structured activities, and simulations that acquainted them with the nature of conflict and methods for conflict resolution. Hemi-Sync Technology At the beginning of the workshop, participants were told that Hemi-Sync would be used to enrich the workshop environment and to provide them with some personal resources that could be helpful to them in actual conflict situations. Technical aspects were explained briefly. The explanation included information on brain- wave technology, including the discovery and development of the Frequency Following Response and its capacity to support produc- tive brain-wave patterns. Concentration
‘The Concentration tape was used during the lectures and ques- tion-and-answer portions of sessions. The technology and rationale were explained, and the volume was raised so the tape sound could be heard. Thereafter, the volume was adjusted to fade into the background. METAMUSIC Participants were told that METAMUSIC would be used during small group discussions and breaks. Selections included Cloudscapes and Daybreak. Participants were assured that there were no subliminal messages on the METAMUSIC tapes. Exploring Exploring (with Hemi-Sync) from the series Journeys into Creative Problem Solving, developed by Applied Creative Leadership Systems, Inc., was introduced during the last phase of the workshop. This provided people with an additional resource for creating and exploring options for use in problem solving and in planning related to conflict situations. H-PLUS The Prep side of H-PLUS Relax was introduced as a system for bringing about full-body relaxation when the required time and privacy were available. The Relax side of the tape was presented as a means to learn a personal code or anchor that could effect a relaxation response in almost any situation without the need for a prolonged process. This kind of personal code was compared to a person’s consistent response to a favorite song. It was suggested that, once developed, the H-PLUS code would initiate the relax- ation response in the same way a favorite song initiates a particu- larly positive feeling.