found excitement, hope, or anticipation. In following con- --- PAGE 3 (OCR) --- Winter 1991 versations, they will describe these initial responses as the point at which they consciously began to feel relief from the psychoemotional pain they are experiencing, and the less- ening of superfluous mental chatter. I find The Way of Hemi-Sync tape a most valuable tool for establishing a fertile inner state—a state which evokes a necessary step toward understanding how self-criticism and conscious self-reflection impact the psyche. This understanding, achieved bit by bit, leads toward a broader comprehension of self and fosters the ability to control attitudes and thoughts deliberately. Thus, the client is able to become aware of, and thereby utilize, the fields of energy within, and outside of, the psyche. SENSORY ORGANIZATION AND ATTENTION A Personal Journey With Hemi-Sync by Suzanne Evans Morris, Ph.D. Suzanne Evans Morris, a speech-language pathologist and educa- tor in private practice near Charlottesville, Virginia, is nationally and internationally known for her work with children with developmental disabilities. Dr. Morris maintains a practice which includes direct clinical work, continuing-education workshops, development of clin- ical materials, and clinical research. She is the director of New Visions, which sponsors innovative professional workshops and pro- vides family-oriented clinical services. She has been a Professional
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Hemi-Sync® Journal 1991-1 (Winter) · 1 Hemi-Sync® Journal 1991-1 Winter.pdf
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Division member since 1984 and is a member of the TMI Board of Advisors. For the past twenty-five years I have worked professionally with children whose lives were influenced by a sensorimotor disability. The specific diagnoses of these youngsters varied, including labels such as cerebral palsy, autism, mental retar- dation, attention deficit disorder, and specific learning disa- bility. One characteristic was common for the majority—a difficulty perceiving, organizing, or integrating sensory infor- mation, and a reduced ability to focus attention for effective learning. These children have been my teachers who have allowed me to learn a great deal about my own ability to process information and to be attentive and focused when I desired to be. They have taught me much about learning environments, that reduce or enhance the ability to process information efficiently. I have learned from them because they constantly remind me that all of life is a continuum. What the world labels a disability is simply a behavior at the far end of the continuum that tends to interfere with full participation in life. As I understand the issues and challenges in their lives, I gain greater insight into my own. SENSORY INTEGRATION IN DAILY LIFE Sensory input plays a critical role in brain function. Sensa- tions from hearing, vision, taste, smell, touch, pressure, and movement provide the input to the brain that is organized for movement, cognition, and learning. The richness of the sen-
sory environment and the interactive experience of the indi- vidual with the environment contribute to the growth of intelligence. Sensory integration is a term used to describe the way in which the brain sorts out and organizes for our use the many sensations we receive. It enables us to focus attention selec- tively and reduce awareness of sensory input that is temporar- ily unimportant. It allows us to “put together” parts to create a whole. It attaches meaning to sensations through comparing them with past experiences. It enables high levels of motor coordination. It is the basis of perception. There is a continuum of skill in sensory processing and integration. Individuals experience varying degrees of sensory organization and integration. None of us organizes sensations perfectly or consistently. A high level of sensory integration may enable an individual to be a skilled gymnast, an artist, or a business entrepreneur. Most of us have average abilities in this area. The normally functioning person with low normal sen- sory integration may be physically clumsy or dislike being ina noisy environment. Variations are also present within the same individual. A high level of sensorimotor skill and sensory integration can be reflected in sports performance in the individual who also has a low level of sensory integration for reading skills. Each of us has a range of internal variability in the skill with which we organize and respond to our sensory world. Our