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INTERMEDIATE LEVEL

Teacher of the AEQ Method® Level 3

 

 aeq-3

 

The condition for further education of teachers at the intermediate level of the AEQ Method® is successful perception and practical application of the knowledge of the previous elementary levels of the AEQ method, and fulfilment of the prerequisites for entering the educational process at the intermediate level.

 

The basic level explores the relationships and understanding of the meaning of the mind and the body and communication between them. The future Level 3 teachers can deepen their knowledge only by practical work, by exercising and understanding the principles they do themselves and teach others, of course, with the theoretical explanation. The theoretical explanation must be thoughtful and clear because a person can correctly perform and understand individual moves and set of movements that comprise each of the exercises only by understanding the method and its principles. This illustrates the development of soma, which works well only when communication between the mind and the muscles is without or with mild SMA. A teacher who understands the meaning of soma also transfers this understanding to clients.

 

The basic level of education enables understanding of the physical condition, the influence of self-awareness, expression and self-control, which all determine a person's character that also encompasses welfare and characteristics of soma. The student becomes aware of the importance of a clear connection between membrane and consciousness and realizes the function of pleasure and pain.

 

Intermediate-level education builds on the understanding of these links through a more advanced interpretation of physical and biological laws and anatomy of bones, muscles and myofascia. An essential part of learning at this level is to improve the ability to observe a client's body posture, his/her appearance and personal approach. The Teacher determines which parts of a client membrane are in a chronic spasm and where the control over the membrane was lost.

The Level 3 teacher is skilled to connect well enough, by observing, palpating and listening, what he senses and sees with what he hears or recognizes from the personal testimony of a client at the individual treatment, and then gradually, through discussion and practical work, presents his understanding of a client's condition and reasons for client's problems.

 

Because of his in-depth knowledge, the intermediate-level Teacher is more successful at individual treatments than the elementary-level Teacher; he can eliminate the condition of the SMA much faster than a client himself by learning the exercises and moves from the books, individual teaching of level 1 and 2 and at group workshops. Teacher's ability to direct attention to the critical client's problems and conditions is most certainly the most crucial advantage of this educational level. This is the right way where the Teacher can optimally connect with a client. Joint attentiveness and actions of a client and a teacher successfully reduces the alienation of the mind and membrane, which enables elimination of SMA pain, chronic pain and emotional states.

 

Overview of the intermediate level education

Intermediate level education for the AEQ method enables acquisition of the title the » Teacher of the AEQ Method Level 3«.
The basis of the intermediate level education is the somatic model of thinking developed by Moshe Feldenkrais and upgraded by his contemporaries Thomas Hanna and Martha Peterson. His approach is called Awareness Through Movement because, for the first time, an internal sense of pain relief was used intentionally.

 

Learning to work actively on the table is based on the fundamental somatic active therapy protocols developed by Thomas Hanna, PhD. This method is manual; the therapist's hands play a crucial role, which directs and synchronize the teacher's and client's attention for a better learning effect to go through SMA. The method enables the re-learning of the human primordial natural movement, with improving self-awareness. A person suffering from chronic or acute muscular pains or disorders learns to observe, modify and control the nervous and muscular systems in his or her body.

I complimented the findings of Feldenkrais, Hanna and Peterson, updated them, and improved them substantially. Thus, through work with clients and education, the AEQ Method® was created, of which I, Aleš Ernst, am the author, the Level 5 teacher.

 

Education of this kind is entering an area that science and health care do not yet address satisfactorily. Namely, relieving pain, relaxation of muscle tonus and improving function of the muscles and nervous system are crucial for a healthy life and smooth movement. The AEQ Method® of the intermediate level seizes the roots of most chronic muscular pains, which can be alleviated only with proper motion, and the latter can only be achieved with the help of understanding that changes how the brain and membrane works. Not only do they send the impulses to the body, but the brain can also be reprogrammed using the AEQ Method®, which is essential in the treatment of the defects of the muscular, nervous and skeletal system. It is the path to relaxation and regulation of soma and its syntropy.

 

Moshe Feldenkrais (1904 -1984) was an active athlete and excellent physicist, engineer and scientist. He was a respected judoka, judo instructor and author of some books on this skill. By the age of 50, he was mainly concerned with physics, at which time the old knee injury returned and significantly hampered his walk. He refused the knee surgery. Since the initial injury did not have such dramatic consequences, he believed that his incapacity at that time might not originate from the injury itself, but that it was only a response to the injury. He began to observe how he walked, and how his knees responded, how he used them. He found out that short, gentle movements were helpful; everything else was painful.

He focused his trained analytical mind to the question of how we function as human beings. He began to study human anatomy, neurology, and the like. Experiences he gained in judo, and other forms of movement certainly helped him to cope with pain. He learned to walk without pain.

Moreover, he developed a revolutionary understanding of how people learn and function, which has become the basis of the Feldenkrais method. He first described this method in his work Body and Mature Behavior and then raised many practitioners.

 

Thomas Hanna (1928-1990) spent his entire life discovering ways to extract hidden potential from man and develop it because he considered it to be the key to freedom, physical and intellectual as well as mental freedom. He believed everyone had the power to take responsibility for their own lives and conduct.

He wrote about his method of somatic education in his breakthrough book Somatic: Reawakening The Mind's Control Of Movement, Flexibility, And Health. The book clearly shows the influence of Feldenkrais' functional integration and awareness through movement.

Hanna upgraded his discovery of sensory-motor amnesia and his simple solutions to mysterious states of pain into the Hanna somatics method. Educational program for teachers of the Hanna somatics was developed. Unfortunately, the further development of his approach was interrupted by a fatal car accident, and it happened literally during the schooling of the first group of 38 students. As he said, it was the beginning of confrontation with more frequent chronic pains brought about by the modern way of life. Luckily, he transferred at least part of his extensive knowledge to others, thus enabling further development of somatic methods, including the AEQ Method®.

 

Martha Peterson

Martha Peterson is a certified clinical somatics teacher - educator by Thomas Hanna method, a movement expert and founder of Essential Somatics®. She is the author of a book Move Without Pain as well as of several DVDs with clinical somatic movements. Martha is a graduate of Somatic Systems Institute in Northampton, MA and certified by the Novato Institute for Somatic Research in Novato, CA. She has a degree in dance education from the State University of New York and a Massage Therapy diploma from the National Holistic Institute in Oakland, California. Martha is a member of the Association of Hanna Somatic Education (AHSE) and the International Somatic Movement Education and Therapy Association (ISMETA).

 

Her expertise stems from more than 30 years of working with professionals in the field of dance, bodywork and somatic disciplines. Martha discovered Hanna Somatic Education when searching for solutions for her chronic hip and knee pain due to the injuries after years of professional dancing; HSE was the only method that taught her how to soften and alleviate pain and postural imbalances and allowed her the freedom of movement. She finds that mastering healthy body mechanics and proprioception is the key to maintaining flexibility and freedom of movement.

 

Martha teaches training and workshops on clinical somatics across the US and internationally. I had the honour to be part of the first group to gain knowledge and understanding of Thomas Hanna's approach through her education program; the experience enabled me to alleviate my pain significantly and start teaching the clinical somatics in Slovenia. Her passion, determination and knowledge helped me to obtain the thinking models necessary for the development of the AEQ Method®.

 

Your Teacher of the Level 3 education, Aleš Ernst

 

I am a Level 5 teacher of the AEQ Method®, and I work daily with different clients who turn to me because of various problems regarding their movement and movement patterns. I am also the author of the book "out of chronic pain with ease". Teaching the AEQ Method® and the AEQ exercises® has become the central area of ​​my professional life, in which I invest my time, attention and energy. I took what I had learned from the Teacher Martha Peterson, and throughout many years worked hard to upgrade the method and to phase out the shortcomings caused by the premature death of Thomas Hanna. I also noticed that the Feldenkrais method was inadequate for the permanent regulation of more severe loss of control over the body too, and its interpretation somewhat illogical for a modern way of life. That's why I have combined various somatic models with other knowledge like physics, psychology, mechanics, electrical engineering, and sports, and developed my method, which reliably helps anyone willing to invest time and attention. The AEQ method is gaining popularity and recognition by the general and professional public in the field of medicine as well as sport.

 

 

TRAINING PROGRAM FOR THE AEQ METHOD® LEVEL 3

 

Preconditions

 

Due to the integrity and complexity of this program, and the responsibility that the 3rd-level Teacher has, only those 2nd-level teachers who will meet the following conditions will be admitted to this program:

 

- completed elementary degree of the practical teaching of the AEQ Method® for working with individuals and groups;

- ability to recognize one's feelings and states satisfactorily and understanding of the influence of the past on movement and character patterns;

- sufficient improvement in the ability to control muscular tensions in everyday life;

- the appropriateness of development is determined with the interview (in person or via video link), by agreement with the education manager

- regularly writing the texts and articles on topics covered by the AEQ method®.

- regular participation in learning in the FB closed group

 

Recommended:

- participation at the AEQ workshops as an assistant and a co-host of the Level 5 teacher events;

- participation in the AEQ method® follow-up seminars.

 

Training takes place in the AEQ Method Center, Brežice.

 

 

Contents of the modules

 

Module 1


Getting to know the specific technique of assessing the loss of feelings and connecting the mind and the body, based on recognition of permanently activated reflexes: red light reflex (fear and sadness), green light reflex (anger and joy), trauma reflex (adaptation) and freeze response (block of feelings). Students will get to know each other and learn five methods that are used in active work on the table (kinetic mirroring, means-whereby, guided pandiculation, reciprocal inhibition and differentiation).

 

These five methods provide the AEQ method® teachers more effective support when teaching their clients to change the sensory-motor feedback loop between the membrane and the consciousness. The first module includes lessons on membrane philosophy, the protective role of the sensory-motor amnesia, and a deeper understanding of the teaching methods for the individual work with a client on the table.

 

Learning active work on the table will include working with fellow students, be a receiver of protocols from a level 5 teacher, and implementing parts of protocols on the Teacher. Each student will step into the role of practitioner, observer and recipient of active therapy. We will process in detail the reflex of anger and action, and the function of pressure that the reflexes allow in the membrane. We will learn to implement protocol 1 and 2a properly. Students will observe a demo session of protocol 1 and 2a on a client.

We will deal with approaches that allow the client to understand the AEQ method. We will also discuss the appropriate arrangement of the room for the therapy as well as learn how to communicate with clients as an explanation which is appropriately understood makes 60% effect of clinical work.

 

Module 2


After renewing and clarifying inconsistencies in the implementation of protocols 1 and 2, and complementing the assessment of a client's current state, we will invest much attention on monitoring and adjusting Teacher's attitude towards a client.

 

We will continue by studying the muscle functions and body structures and with a more profound understanding of connections between the membrane and the consciousness. We will discuss the rules for changing the superego and its automated patterns with regular exercises. We will observe the impact of active therapies on speed and depth of the change of consciousness and subconsciousness.


We will learn and understand the role and need of trauma reflex, and study how to define, apply and implement protocol three and four correctly.

Learning active work on the table will include working with fellow students, be a receiver of protocols from a level 5 teacher, and implementing parts of protocols on the Teacher. Each student will step into the role of practitioner, observer and recipient of active therapy. We will process in detail the reflex of trauma, and the function of pulsation for soma to live.
Students will observe a demo session of protocol three and four on a client.

Part of the module will be dedicated to understanding the organization and management of longer workshops (6 hours).

 

Module 3


Understanding the functioning of the centre of the body, and the red light reflex. Implementing protocols five and 2b to treat the problems related to the chronically activated startle reflex. Managing the loss of sensation and control over the abdomen, chest, upper limbs, neck and head.

We will examine and refine protocols 1, 2a, 3 and 4 and begin to elaborate the details of the nervous, fascial and muscular system. An essential part of this module will also be an appropriate combination of protocols to achieve the optimum elimination of unreal and unclear communication between the nervous system and the upper part (above the pelvis) of the muscular system. Part of module 3 will also be dedicated to neurotic behaviour connected to SMA in the form of red light reflex.

We will also cover marketing and approaches that allow the environment to understand your work and skills better with creative writing of articles.

Learning active work on the table will include working with fellow students, be a receiver of protocols from a level 5 teacher, and implementing parts of protocols on the Teacher. Each student will step into the role of practitioner, observer and recipient of active therapy. We will process in detail the startle reflex and the function of breathing for soma to live.
Students will observe a demo session of protocol five and 2b on a client.

 

 Module 4

 

 

Understanding the functioning of the centre of the body, the upper periphery, the functions of the bones and joints and the upper part of the body in the light of soma. Implementing protocols 6 and 7 to treat the shoulder, hand, wrist, neck and head problems. Managing the loss of sensation and control over the upper limbs, neck and head.

We will examine and refine protocols 1, 2a, 3, 4, 5 and 2b and begin to elaborate on the details of the nervous and muscular system. An essential part of this module will also be an appropriate combination of protocols to achieve the optimum elimination of unreal and unclear communication between the nervous system and the upper part of the muscular system.

We will also cover marketing and approaches that allow the environment to understand the AEQ method® better and the creative writing of articles.

Learning active work on the table will include working with fellow students, be a receiver of protocols from a level 5 teacher, and implementing parts of protocols on the Teacher. Each student will step into the role of practitioner, observer and recipient of active therapy. We will process in detail the reflex of anger and action, and the function of pressure that the reflexes allow in the membrane. We will learn to implement protocol six and seven properly. Students will observe a demo session of protocol six and seven on a client.

We will deal with approaches that allow the client to understand the AEQ method. We will also discuss the appropriate arrangement of the room for the therapy as well as learn how to communicate with clients as an explanation which is appropriately understood makes 60% effect of clinical work.

  

Module 5

 

Somatic understanding of the role of the body's centre and lower periphery and the function of the bones and joints of the lower body. We will learn and implement protocols 8 and 9 for managing problems of the pelvis, hip, knee, ankles and feet.

That will help us to manage the loss of sensation and control of our feet after implementing the basic protocols of the centre. We will examine and refine protocols 1, 2, 3, 4, 5 and 6 and go further into the details of the nervous-muscular system.

An essential part of this module will also be how to combine the learned protocols properly to achieve the optimum elimination of unreal and unclear communication between the nervous system and the lower part of the muscular system.

We will gain the basics of emotional responses and connections between character patterns and behaviour on the table and the attitude to exercising.

Learning active work on the table will include working with fellow students, be a receiver of protocols from a level 5 teacher, and implementing parts of protocols on the Teacher. Each student will step into the role of practitioner, observer and recipient of active therapy. We will process in detail the reflex of anger and action, and the function of pressure that the reflexes allow in the membrane. We will learn to implement protocol eight and nine properly. Students will observe a demo session of protocol eight and nine on a client.

 

Module 6


Repetition and review of what we've learned in all protocols. Examining the approaches in the first four modules and insight into their discoveries and innovations in learning the method. Investigating more complicated cases and reviewing the plan to particularly difficult situations.

In particular, we will focus on the problems like scoliosis, spondylitis, calcination, artificial joints and severe wear and tear of joints, thus rounding up the whole medium-level education.

We will address the understanding of the basics of the influence of emotions on the connection of the membrane and the mind, the role of pleasure and pain in their mutual communication, and the impact of emotions on syntropy and entropy of soma and its surroundings.

Part of the module will be dedicated to organizing and managing the all-day workshops (8+ hours).

Students will complete the course by performing an active therapy on a client and a mutual evaluation.

Contents of the modules may also change during the course, depending on a group in the program.

 

 

Details about the mid-level program schedule and work between the modules

 

The program consists of six modules. Each module takes place from Sunday to Saturday, from 9 am to 6 pm with a 90-minute break for lunch at 12.30.

 

The five modules encompass a total of 340 hours of supervised learning.

 

As an addition to the lessons, students will:


perform and document 30 active therapies between each module; documentation may be in written form or as a video recording where it will be possible to assess the suitability of the approach and the implementation of active therapy (180 hours);

actively participate in discussions in the closed FB group of teachers of the AEQ method® Level 3;

between each module, organize and carry out at least one 6-hour workshop of the AEQ method basics with 7-10 participants (30 hours);

between each module, publish at least five articles with their thoughts on topics related to the AEQ Method® (30 hours);

  

Total hours of lessons: 580.

 

Level 3 license

 

Requirements to be met for acquiring the license are:

 

- Completed practical and theoretical exams between the modules.

- Active participation in the learning process.

- Participation (practice, work experience) at the distance mentor sessions.

- Completed homework assignments, including 120 documented active therapies in written form or as video recordings; they must be submitted in an appropriate number (30) before each subsequent module.

- Adequate preliminary assessment of the student's practical work in his/her work practice at the AEQ Method® centre.

- Participation in all five modules.

- To pass final evaluation of performance in the fifth module.

 

Price of one module is 3.000,00 Euros.

 

Payment for each module must be settled one month before the beginning of that module.

 

 

When admitted to the program, students will receive a link to a closed FB page for the Level 3 students.

 

Each student must provide for their transportation, place for living and food.

 

Max number of students at each module is 8.

 

Deadline for applications for the Level 3 education program is 1.5.2021 (May 1st, 2021).

 

Applications: education@aeq.si

 

 

Terms for the modules of the Level 3 education:

 

Module 1: 12. 12. - 18. 12. 2021

 

Module 2: 12. 6. - 18.6 2022

 

Module 3: 11. 12. - 18. 11. 2022

 

Module 4: 18. 6. - 24. 6. 2023

 

Module 5: 17.12. - 23. 12. 2023

 

Module 6:  17.6. - 23 6. 2024

 

 

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tel. : 00386(0)74990871 
mail: info@aeq.si
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