--- 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
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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