complementary therapies

Touch as a way to share the radiant energy of care

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By Barbara Goldschmidt, teacher, researcher, licensed massage therapist, and co-author with Niamh van Meines of Comforting Touch in Dementia and End of Life Care: Take My Hand.

My passion for integrative health care began 30 years ago, when I travelled to California to recuperate from a car accident. I was a seeker, looking for solace and a new path. Southern California offered warmth, reasonable rents, and ways of living that seemed open to many possibilities. It was commonplace there to focus on fitness, and easy to find gyms, yoga teachers, health food stores, and book shops filled with Eastern philosophy and self-help. Then there was the Pacific Ocean, like a big glittering mirror, reflecting who you were and at the same time inviting you to look deeper.

This was all very different from life in New York City at the time, where a focus on fitness was not so commonplace. In fact, friends on the East Coast often looked down on some of these pursuits. They’d ask, ‘Why is California like a breakfast cereal?’ Answer: Because it’s full of fruits, flakes and nuts! Maybe they thought it was foolish, but I felt I was finally becoming sensible.

During my seven years in Los Angles I completed my bachelor’s degree at UCLA, but my most meaningful studies were outside of traditional academia. I explored ‘alternative’ therapies, as they were called back then, because they were not part of the mainstream. Fortunately, I found reliable teachers who were masters in their field. I practiced yoga every day in Bikram Choudhury’s classes. Thanks to Jack Gray, whose energy work was studied by Dr. Thelma Moss at UCLA’s Parapsychology Lab, I learned how to direct my thoughts to help the healing process and to use my hands to do what Mr. Gray called ‘transfer of energy’. Dr. Grace Brunler demonstrated how she had used color light in her medical practice with her husband Oscar Brunler. With Jon Hofferman, a grad student from the UCLA film department, we made a short documentary about her work.

It was an exciting time, because it felt like a real movement in personal well-being was taking place. It wasn’t being led by doctors, but by ordinary people who were looking for more than symptom relief. They wanted therapies that were natural and non-toxic, and a way to be involved in the healing process. That was a key—becoming an active participant in wellness and illness instead of being a passive recipient of care. The quest for ways to be involved in the healing process, and for tangible ways to share it, became the continuing thread of my studies, writing and teaching.

When I moved back to New York City I wondered if I would be able to maintain the gentle practices I’d learned. As it turned out, I discovered deeper and more specific ways of practicing. With Catherine Shainberg, director of the School of Images, I studied body-centered imagery for many years. Dr. Shainberg doesn’t give answers, but leads students to the answers within themselves. My sessions with her led me to study massage therapy at the Swedish Institute, a college of health sciences in Manhattan. This allowed me to go from just writing about this field to becoming a practitioner.

After working for a few years as a licensed massage therapist, a desire for a more effective ways to engage with the body led me to Jeffrey C. Yuen and the study of Chinese medicine. I began to understand that energy, or Qi, infuses all of life, and that it is fundamental. Qi is our energetic program; it creates the body and directs our growth, development and everyday processes, including healing.

While I appreciate that there exists some controversy around the idea of Qi—it has no standard definition, it’s not readily visible, and can’t be quantified—I embrace its usefulness as teachers and practitioners have done through the ages. Directing Qi through the use of meridian points became the foundation of my practice, which often included teaching people to move their Qi from within through imagery.

Today, ‘alternative’ therapies are not just for Californians and even in New York City there are plenty of gyms, as well as stores selling organic food. Yoga, massage, meditation and acupuncture are now part of an integrative approach to cancer care, palliative care or chronic conditions in medical institutions around the world.

Comforting Touch for Dementia and End of Life Care: Take My Hand, is an integrative approach that will hopefully inspire people to explore touch as a way to share the radiant energy of their care. I was fortunate to have as co-author Niamh van Meines, who brought in her expertise and passion as a massage therapist and nurse practitioner working in hospice and palliative care. In the book, we introduce people to the idea that their touch involves the physical aspects of skin, muscles and bone; the energies of warmth, electromagnetism and Qi; and the inner quality, or spirit, which they bring to it. All will have beneficial effects for both the giver as well as the receiver. And in the spirit of integrative care, we encourage caregivers to become part of a team—whether with a doctor, nurse, social worker, psychologist, massage therapist, acupuncturist or pastoral advisor—so they will not feel alone, inhibited by initial awkwardness, or unnecessarily fearful.

I was happy when our book proposal was accepted by Jessica Kingsley Publishers, because they are so dedicated to the healing arts and to books that people can use to help one another. When Lisa Clark, our sponsoring editor, told us we would be part of the Singing Dragon imprint, it seemed especially fitting, because the energy of nature and the Eastern philosophy that teaches ways to engage with it have been a big part of my life. I hope that this book will be useful for the many people caring for someone with dementia or at the end of life, and that it will provide a meaningful way to discover both a tenderness and a power that we all have in common.

Next blog post: Compassionate care through touch – An interview with Niamh van Meines »

Copyright © Singing Dragon 2011.

Anywhere in Any Chair – Yoga for All – An Interview with Edeltraud Rohnfeld

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Edeltraud Rohnfeld qualified as a yoga teacher at the Berlin Yoga Institute Asha Rekai in 1991. She taught private yoga classes in Berlin for 15 years and trained yoga teachers and healthcare professionals. She later specialised in chair yoga, learning from its founder Erika Hammerstroem. She moved to Ireland in 2008 where she runs seminars on chair and classic yoga.

Here, Edeltraud talks about the many benefits and joys of practicing yoga, and how the exercises in her new book,
Chair Yoga: Seated Exercises for Health and Wellbeing, can help individuals with physical disabilities take control of their bodies and their lives.

What drew you to yoga, and how did you develop an interest in the seated form?

When I was 22 my sister showed me my first yoga exercises. I had just returned from a six-month trip to Israel feeling a little confused and without a clear perspective. I had reached a point where I was wondering what I should do with my life. Discovering yoga helped me not only physically, but emotionally too. Every time I did yoga something beautiful happened in me. It was different than doing sport. Not only my body benefited, but my mind and my soul as well. I began to feel more stable and gained more clarity in this very uncertain period of my life. I became more focused and was able to be more aware of all the possibilities life had to offer me. I practised yoga for years and undertook numerous courses. As I became more knowledgeable, I began to practice yoga with small groups of friends and it gave me such a pleasure that I then decided to become a Yoga Instructor.

Two years after completing my education in 1993, I met Erika Hammerstroem – the founder of Chair Yoga. She was an experienced Yoga Instructor who felt a strong need to aid group members who sometimes found it impossible to continue classes due to physical, aging-related limitations. Not wishing them to be excluded from participating in their much loved yoga classes, she began to adapt and devise exercises based on the classic form of yoga but using a chair instead of a mat. The interest in the classes was so great that she then went on to educate the Instructors so they could go on to teach classes. I was one of her students and I began to take my own chair classes in addition to mat yoga.

I began to develop more exercises as my experience grew. I wanted to share as much knowledge as I could and, realising the interest was so great, I decided to write a book about it. Erika Hammerstroem loved the idea. Sadly, she passed away in 2004 at the tender age of 82, just a few months before my book was published in german. I dedicated my book to her and to the angel to whom we prayed together.

I have been teaching both Classic and Chair Yoga for the last 17 years, and I get great pleasure from teaching anyone who loves yoga. My hope for the future is that Chair Yoga will be practised more widely throughout the world, allowing yoga to become more accessible to people who previously thought they could not do it, and to offer my seminars to Yoga Instructors all over the world.

What are the key benefits of practising Chair Yoga?

The key benefits of Chair Yoga are very similar to those of Classic Yoga. The only difference is that the risk of injury is significantly reduced on the chair. The whole body is moved and becomes more supple. Movements incorporate the spine, and all muscles and inner organs get gently stretched and strengthened (including the heart). The exercises support circulation, enabling better oxygenation to all the cells of the body, to the digestive system and to the immune system. It helps to reduce and cope with stress, anxiety and insomnia and increases self-esteem. By practising Chair Yoga frequently, one can feel more balanced in life and it can enable you to have more joy in life whilst becoming more flexible.

How does the book reflect your general philosophy about health and wellbeing?

In my opinion health and wellbeing is about finding a balance between one’s physical and psychological needs. By undertaking yoga frequently, one can improve and maintain good flexibility and strengthen muscles. Combining this with a good balanced diet, sufficient rest and regularly practising relaxation techniques, one can achieve good physical wellbeing.

The body and mind are strongly linked; if the body feels healthier, the mind will feel clearer and calmer and perhaps more receptive and better able to deal with the challenges in life. People need to have more self-awareness of their individual needs. Yoga empowers people to be more able to focus on their individual needs and not to give in to negative influences.

There is a strong connection between people feeling emotionally stressed and experiencing physical symptoms. Rather than trying to suppress worries and fears, yoga helps people confront their anxieties instead of ignoring them. This in turn can help us become emotionally strong and empowered. It has certainly helped me to find my way through difficult periods in my life, and to have faith and be more accepting of the things that I cannot control.

With my book I want to encourage everybody who is interested in practicing yoga to take their life in their own hands and make the best out of it. Despite any physical or psychological limitations, you can still practice Chair Yoga and significantly improve your health and wellbeing.

Why was it important to include a section about diet?

Whilst practising yoga greatly improves one’s health and wellbeing, in order to achieve the maximum benefits one needs to eat healthy too. A student who smokes, drinks alcohol and eats “junk food” will not gain as much from yoga as an individual who does not.

Throughout my years teaching yoga I’ve met many people who are not well-informed about how to make healthier dietary choices – for example choosing to eat “whole” foods as opposed to refined foods. Additionally I’ve had many students who were unaware of the importance of drinking water frequently while practising yoga. Yoga helps the body excrete accumulated toxins. With enough water the body is able to flush out these toxins; failure to drink enough water can result in headaches and joint and generalised pain throughout the body.

It was critical for me to inform my readers of the role diet and nutrition play in complementing yoga and in improving one’s health.

However, as I discuss in my book, it is not necessary for the individual to be vegetarian or a non-smoker in order to practice yoga. Awareness and understanding may enable students to begin to gradually change and alter their eating, drinking or smoking habits. It is important for people to achieve this in their own individual way. Many of us acquire bad habits over a period of years and therefore changes must be made slowly and at a realistic pace. Yoga is not about pressure or force and every person must respond to their own goals at their own pace.

How should this book be used?

First and foremost, I would recommend that the reader examine the Introduction and exercises. Try a few exercises which may be of particular interest or proceed to “Chapter 13: Exercise Guidelines” and start with a 15-minute program.

Depending on how you find the program, extend it to a 30-minute program in the next session. Try not to over-do the sessions. Instead, give yourself small realistic goals such as 2-3 times a week for 15 minutes, and aim to continue this at regular intervals. As you feel more and more able, increase first the length of each session and then the frequency.

Remember never to force yourself to do yoga, but practise it with joy!

Copyright © Singing Dragon 2011.

Restoring Health and Balance to Animals with Physical and Behavioural Problems – An Interview with Bach Flower Therapist, Enric Homedes

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Enric Homedes is a professional Bach Flower Therapist and trained at the Edward Bach Institute. He is vice-president of SEDIBAC (The Society for the Study and Promotion of Bach Flower Remedies in Catalonia, Spain), and is the author of The Handbook of Bach Flower Remedies for Animals – now published in English by Singing Dragon.

Here, he shares his passion for Flower Therapy and the difference it can make for animals with behavioural and physical problems – and for their owners.

*This interview with Enric Homedes has been translated from Spanish with the assistance of Daniel Kai. Warm thanks to both!

What attracted you to working with flower remedies?

In 1997 I became interested in natural therapies. I had been observing that many ailments and even diseases could subside if the patient began a treatment such as homeopathy, Bach Flower remedies, acupuncture, chiromassage, foot reflexology or other complementary therapies. Thanks to these, the patient could begin treatment with the hope of healing when modern medicine would not solve the problem.

When I encountered the work of Dr. Bach, I marveled at the philosophy behind his healing system. For him the main goal of treatment was not the remission of the disease, but to find out the cause of the person’s physical or mental illness. Our temperment, our character, the disharmony and imbalance that we ourselves generate when we live in conflict, can open the doors to illness. Imagine a person living with hatred or anger in a sustained manner. They are continually blaming others for what happens and their life is dominated by hatred. Traditional Chinese Medicine, among other ancient medicines, associates all of these emotions with liver diseases and demonstrates that a person could get seriously ill if this wasn’t corrected and balanced. Following the example above, Western medicine would focus on the body itself (in this case the liver) but not the cause that led that person to become ill.

In 1999 I began my studies at the Bach Centre in Barcelona (Spain). The remedies of Dr Bach and his philosophy would open the door to a new vision of how to think about disease and how to relieve it, not only in human beings but also in animals.

Can you tell us a bit about what you do as a Bach Flower Therapist and how you began to work with animals?

I have been a Flower Therapist since 1999 and a teacher since 2006 – the same year that the Bach Classroom Training School was created in Barcelona, which has trained a large number of students in Flower Therapy for use with humans and with animals. I have also taught Flower Therapy in various graduate programmes and courses organised by Spanish universities like the Rovira i Virgili of Tarragona (the public university of Tarragona), the Escola de Prevenció i Seguretat Integral (Comprehensive School of Safety and Prevention) related to the Universidad Autonoma de Bellaterra de Barcelona (Autonomous University of Barcelona at Bellaterra) and the holistic department at Zaragoza Veterinary College.

In recent years, like other Flower Therapy professionals, I have researched and gathered information about the use of flower remedies with animals. One of the main objectives of my work is to disseminate and share this information at national and international conferences, and at workshops in the field of veterinary medicine, canine and feline education, animal training, ethology, etc., so that professionals in these areas might consider the possibility of using them as a complementary tool in the treatment of animals that have high levels of stress and/or behavioural problems, etc.

My dedication to animals began in earnest as a volunteer in shelters for abandoned animals. The animal shelters where I worked gave me a thorough understanding of certain aspects of and behavioural problems in the animal world – and their solutions, with the help of Dr. Bach’s remedies – and at the same time, it catalysed a personal transformation in me. When we help a mistreated and/or abandoned animal we are given a wonderful opportunity to heal ourselves and discover the bond we have with the living being we are helping. These animals have taught me that, despite having been battered by fate, they display neither hatred, nor rancor, nor bitterness. They always welcome you with joy and gratitude in their eyes. They are living beings with unconditional love, always at your side when you need them. They love without expecting anything in return. Unfortunately this love does not always go both ways and they don’t always receive the treatment they deserve.

Because of these animals, and for them, I will do my bit in the hope of making a change and settling a historical debt we owe to our friends.

What is Bach Flower Remedy?

Bach Flower Therapy is a natural treatment system consisting of 38 flower remedies. It is an holistic, energetic therapy (vibrational), which helps to restore health by helping to harmonise the dysfunctions in the physical, emotional, mental and spiritual development of all living beings – whether human, animal or plant. Edward Bach was an English physician (1886-1936) who excelled in research in the field of bacteriology and homeopathy. Guided by his love and respect for nature, and for all living things, he developed a natural therapy that was simple to apply and highly effective.

Dr. Bach’s Flower Remedy has been in use for over 70 years, and in almost every country in the world. In 1983 the WHO (World Health Organization) published a study addressed to the health administrations of its member states, explicitly recommending Bach Flower Remedy (“Traditionelle et Couverture Medicine de Soins de Santé.” WHO Geneva. 1983, p. 162). Bach Flowers are also part of the Cuban health system, since 1998, and are used in many countries with more than encouraging results. Cuba’s University “Marta Abreu” of Las Villas has trained the Cuban Research Group of the Diagnostic-Therapeutic System of Edward Bach (Bach-GC) in order to research, using the scientific method, the system developed by Dr. Bach. The results of their research have been published and can be downloaded (in Spanish) from SEDIBAC’s website.

Why use flower therapy with animals, and how does it work?

Animals, like us humans, are subject to stress and anxiety – they have to adapt to new situations, experience periods of change, feel fear, sometimes experience trauma – and Bach Flowers help them cope with any of these emotional states. There is enough casuistry about how the remedies can help the animals by solving physical problems such as allergies, ear infections, cystitis, etc. Since Bach Flowers are not drugs, and have no adverse side effects, there is no possibility of overdose and they are fully compatible with any drug treatment by a veterinarian and the education standards set by animal behaviourists, trainers and educators.

Bach Flowers, like other flower remedies, are neither herbal infusions nor herbal extracts because they do not contain any active ingredients, i.e., they do not contain chemicals that are incorporated into the cellular metabolism of the animal that takes them.

Bach Flowers are vibrational, or energetic, remedies that help restore the balance of living beings who after experiencing a conflict have fallen ill. In the same way that a tuning resets the tone of a flat instrument, flower remedies restore lost balance and harmony to the living being. The flower remedies attempt to cure diseases and any imbalance (physical, emotional, behavioural, etc.), manipulating one’s energy fields by providing high-frequency life energy.

Can tell us about the first animal you treated with Bach Flower Therapy?

The first animal was a dog called Nora. Twelve years ago, Nora had a behavioural problem that in canine training education is called ‘resource guarding aggression’. Nora was over-protective of her owner – a resource that provided many benefits (food, petting and the safety of a household). Her possessive agression manifested in growls every time someone approached the owner. Having tried to bite a neighbour, Nora became my first ‘dog-client’ to try Bach Flower Therapy. The case was quite urgent as the owner was considering putting her down. This opportunity to start treating animals with Bach Flowers brought me to the question: What flower remedies should I use to treat Nora? Should I use the same flower remedies that I had been using to treat possessive people? I started considering flower remedies for managing her distrust and jealousy (Holly); the low tolerance of anyone who ‘stepped on her turf’ (Beech); her possessiveness (Chicory); and especially her uncontrollable emotional responses to the external stimuli that causes the aggressive behaviour (Cherry Plum).

Surprisingly, after a week of administering the five flower remedies to Nora at least four times a day, her aggressive behaviour significantly improved. After seeing this rapid improvement, I continued to administer the remedies for two months, and consequently Nora achieved complete remission from her behavioural problem.

The rapid resolution of Nora’s case brought me to a new question: Do animals always respond to flower treatment so quickly? I knew that they experience emotions more linearly, with no mental amplification, without intellectual analysis and without having to integrate or accept the emotion. They feel and express them in the moment, fully and intensely. These considerations could justify why Nora had responded so quickly to treatment. Unfortunately, since treating Nora I have not achieved a resolution as quickly as I’d hoped in some cases, especially when dealing with the complex problem of aggression. This has led me to believe that, in some cases where a change in anomolous behaviour is necessary, Flower Therapy should be combined with animal education guidelines. Remember also, that some behavioural problems are rooted in a physical problem and therefore an initial diagnosis by a veterinarian is always essential.

What are some misconceptions about Bach flowers? How does your book help to correct or dispel these?

The first misconception is that the well-known and widely used Rescue Remedy® can change the character of an animal. The book explains at length that the remedy serves primarily to quickly stabilise the animal in a specific emergency situation.

The second misconception is the belief that the remedies are placebos. The book presents several cases where physical situations are resolved, such as allergies, inflammation, etc., by using only flower remedies.

The third is the argument that flower essences can always resolve on their own any alteration in an animal. This is false and the book explains at length that, in addressing the problem of an animal – be it physical, emotional or behavioural – the veterinarian, animal trainer and flower therapist must work in synergy. Unfortunately there is not always a good understanding between these three groups and this hampers the effectiveness of treatments.

The fourth is to assert that the remedies do not work because sometimes the owner hasn’t noticed any positive changes after administering the treatment to his or her animal. The book repeatedly describes that many times the owners fail to correctly interpret what the animal expressed through its body language – its calming signals, etc.; or they haven’t considered that the problem would be solved simply by addressing the needs of the animal properly, such as enhancing the quality and frequency of their walks, considering nature outings, etc.; or they haven’t thought about how much responsibility they, the owner, have for their animal’s anomalous behaviour, such as when they pull on the leash or pick up the animal up whenever they come across another dog or person. This is a common unconscious error that owners make which can cause aggressive behaviour in the animal. I remember the case of a German shepherd that was aggressive towards children. When we went walking together, I saw the owner pulling the leash (fearing it would attack) every time they came across a child. In ‘dog speak’, the owner was unconsciously alerting the dog that children are dangerous. This case could not be resolved properly if, in addition to using Bach Flowers to reduce the animal’s stress, the owner had not been warned that her behaviour was contributing to the problem. In many cases guidelines should be prescribed to the owner as well as the animal. The book provides canine and feline education guidelines and suggests behaviour modifications for pet owners in order to change the bad habits that may have triggered the problem in the animal.

What is your philosophy on health and healing? Do you think more people should look for more homeopathic solutions for themselves as well as for their animals?

When I arrive at someone’s home to treat an animal, I start looking inside the house and at the family members living with it, in order to try to understand their personalities and what kind of relationship each of them has with the animal. Many times I find out that the habits of the family or the personality of one of the family members is contributing greatly to the problems of their pet. All this ‘nonverbal’ information is very valuable in addressing treatment. Many times this leads me to propose the need to also treat some member of the family. Often the animal’s anomalous behaviour is solved by treating these problem simultaneously.

For this reason it is important that an animal’s owners treat their own emotional imbalances using flower remedies, homeopathy, etc. In 70% of treated cases, I have found that the cause of the animal’s imbalance is the lack of affection from their owner, and the owner’s fears and negative emotional states. If we approach the problem together, treating simultaneously both the animal and its owners with Bach Flower Therapy, we can balance the emotions and thus eradicate the disease throughout the whole family.

Copyright © Singing Dragon 2011.

How to Incorporate Wellness Coaching into Your Therapeutic Practice – An Interview with author Laurel Alexander

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Laurel Alexander is a complementary therapist, coach, trainer and widely published author with over 20 years of experience in the wellness industry. She runs Wellness Professionals at Work, providing business coaching for healthcare professionals and a range of accredited wellness courses. She is a qualified reflexologist, nutritionist and stress manager and is currently the business coach for the Association of Reflexologists, the International Stress Management Association and the National Council of Psychotherapists. She is based in Sussex, UK.

Here, Laurel explains her passion for wellness and introduces readers to her new handbook for therapists and counsellors, How to Incorporate Wellness Coaching into Your Therapeutic Practice.

 
How did you come to the field of wellness?

When I left school, I wanted to be a nurse (that was either my mother’s fantasy or mine). With the contrariness of teenage years, I became a window dresser in a fashion shop instead. Over the following years, I developed an interest in self development and this became my working life. The next few years saw added work with career management and a fading link with self development. At 39, I was diagnosed with breast cancer and this reconnected me to my intuition and passion for wellness. For the past 13 years, I’ve worked solely in the area of wellness; writing, teaching and as a therapist/coach.

What experience(s) motivated you to write the book?

Much of my working life as been as a wellness professional. Many moons ago, my students suggested I added the teaching of life coaching to my courses which I did. Over time, this has evolved into teaching of wellness coaching. Writing of course is another way of teaching – so here I am today.

The book is designed to be used as building blocks in terms of underpinning knowledge and skills development. Therapists can take ideas from the book and develop themselves both personally and professionally.

I would hope therapists would take away information, ideas and inspiration for their own wellbeing and that of their patients and clients.

What are the key characteristics of wellness coaching that make it a useful addition to a counsellor or complementary therapist’s toolbox?

As healthcare professionals move into the 21st century, coaching offers a highly effective skill set which can complement a therapist’s practice. Key characteristics include:

  • being non-directive (thereby empowering clients);
  • questioning and listening skills (useful to gain information so that we are better informed);
  • integration of coaching skills into a variety of therapeutic approaches (offering an eclectic toolbox approach to healthcare)

Let’s not forget we are in the “business of healthcare”. We may come to wellness as a vocational calling. We may feel motivated and inspired to work with others in a healing capacity for the highest good. However, we are business people and if we are to stay in business, we need a range of transferable skills which are marketable and useful. Coaching is one of those key skills.

Can you describe a typical client who would benefit from wellness coaching techniques, or a particular case in which the use of these techniques has proved effective?

The best of scenarios with a wellness client is someone who is pro-active in their healthcare, who is a seeker of self knowledge and who is willing to embrace all possibilities.

How does the book reflect your general philosophy about wellness?

My philosophy about wellness is multi-faceted. There is rarely one route into, and out of, wellness. There are often several contributing factors including lifestyle and mindset. We also need to bear in mind that wellness may not mean “no disease” or “less pain”. It may mean pathways of acceptance or transition.

Copyright © Singing Dragon 2011.

VIDEO: Lisa Spillane demonstrates the Six Healing Sounds – Qigong for Children

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Lisa Spillane is the author and illustrator of the new book, Six Healing Sounds with Lisa and Ted: Qigong for Children, which teaches young children how to transform negative feelings into positive ones by using simple breathing techniques that are based on ancient Chinese Qigong exercises.

Using a special sound for different parts of the body, Lisa and Ted show that a “haaaww” can heal the heart and blow away impatience, and a “whooooooo” can steady the stomach and chase away worries.

In this video, Lisa demonstrates each healing sound from the story so that parents, teachers, carers and children can make sure they’re getting the most from them.

Click below to see how it’s done!

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Lisa Spillane qualified as a teacher of Art and Design at the National College of Art and Design (NCAD) in Dublin, Ireland. She also has a master’s degree in Education and is a co-founder and former Director of Artlink Ltd., a charitable company promoting access to art in the North West of Ireland. Having taught at a number of schools, Lisa went on to work for several years in Northern Ireland on community projects with children and young people. She learned Qigong meditation from attending classes taught by Grandmaster Mantak Chia. Lisa currently lives in Brussels, Belgium.

Copyright © Singing Dragon 2011.

Teaching Tai Chi and Qigong in Schools – An Interview with Singing Dragon author Betty Sutherland

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Betty Sutherland is the founder and director of UK Tai Chi and ‘Chi for Children’, a leading provider of Tai Chi based initiatives in schools across the UK. She has studied Tai Chi Chuan since 1994 and is a senior instructor at the Five Winds School of Tai Chi Chuan. She is also a member and listed as an ‘A’ grade instructor with the Tai Chi Union for Great Britain and a member of the British Council for Chinese Martial Arts.

Here, she answers some questions about her new book and DVD, Chi for Children: A Practical Guide to Teaching Tai Chi and Qigong in Schools and the Community.

How did you get in to Tai Chi Chuan, and what do you love about it?

I was originally directed to Tai Chi to help me during a very stressful time in my life. I was actually being ‘bullied’ in work by a boss and this was taking a serious toll on my health and mental wellbeing. A neighbour saw me with a dreadful migraine (I was having regular debilitating migraines) and she said “Take up Tai Chi – you need grounding”. She said this regularly for 2 years until I did indeed ‘take up Tai Chi’. It helped me work out my situation and deal with the daily mental punishment in the work situation, and other people began to notice that I was dealing with things a lot better. I will always thank my neighbour for her insight. (Incidentally years later the ‘boss’ took up Tai Chi!)

To this day Tai Chi is still my solitude and when things go wrong, my head says “Do Tai Chi” and I am compelled to go and do some form – it’s weird but it works.

What was the impetus for establishing UK Tai Chi? How have you found running Tai Chi and Qigong classes in schools?

I was asked to go into a school for their International Day and do a little bit on China. When the teachers saw how calm the students became while doing Tai Chi, they asked me to do more and show them how to help their students by teaching them Tai Chi. Hence the programme of Educational Tai Chi and Qigong called ‘Chi for Children’ was born, and train-the-trainer (the foundation for this resource) established in schools. In 2002 my programme was supported by school sports management and rolled out across Yorkshire (and now beyond).

Most teachers have embraced Tai Chi and the Chinese approach to life, so much so, that I now have several teachers in my traditional Wudang Tai Chi Chuan evening classes. On the whole the educational ‘establishment’ see the benefits to students, especially for the calmness that Tai Chi brings to the classroom. They also recognise the benefits of teaching students how to ‘manage the mind’ and improve their ability to focus and in the long term improve discipline. Mostly students (mainly 6-11 years old) love it and as they calm their energies and come alive to the movements they report mainly good feelings about themselves, of feeling calm but happy and often pleasantly surprised that they can feel Chi (energy) in their bodies. Often teachers attending these sessions will comment on how calm the class becomes during and after Tai Chi.

I have lots of letters and drawings from kids who have enjoyed the Tai Chi sessions, but the one I remember most was a little girl who had obvious learning difficulties. At the end of the session she came up to me and said “Miss, I didn’t think I would be able to do this, but I can”, with a big beaming smile on her face. This to me was the best reward that I could have asked for.

I also have a teenager who was withdrawn and a loner because of family difficulties. This student has since competed in Tai Chi at local and national level. However to me the best thing that has happened to him is that he has stepped forward to mentor and nurture some of the younger pupils and was recently pictured with his arms round them laughing and smiling. Like myself these students have embraced Tai Chi and are reaping the benefits.

How did the book and DVD come about, and what is the idea behind it?

In the early days teachers who wanted to sustain Tai Chi in schools asked me for a teaching resource; they stressed that it would be easier for them if it was in a visual format. I sat down and worked out how I was delivering the sessions and wrote it all down. This was the foundation of the DVD and book. It is for anyone who wants to learn the basics to teach to the younger age group.

How does Tai Chi support children’s physical, mental, emotional and academic development?

In Traditional Chinese Medicine the emotions and physical health work hand-in-hand, one balancing the other. When we follow these principles and teach them to the younger generation they benefit from an early age. Recognising that stress, fear and adrenalin inhibits learning, we teach students how to manage the mind, reduce negative emotions and improve and enhance a positive attitude. This in turn can benefit their emotional and academic development, and also helps going forward in life (interviews, driving exams etc.).

On a physical level, I have found that children are not as fit as they could be for their age. Tai Chi is not ‘an easy option’ – it just looks easy. Tai Chi is a ‘weight bearing’ exercise and holding postures develops muscles and bone density. In Tai Chi we ensure that don’t over-stretch or ‘hyper extend’ in the way that some other exercise systems can. A session last between 45 – 60 minutes and the students are standing for that period of time. Most comment that ‘it’s hard work’.

What advice would you give to someone looking to introduce Tai Chi into school and community settings?

I would recommend that teachers attend a Tai Chi class, however my resource Chi for Children will lead the teacher through the basic forms and postures that they need to help them get started. Each and every action is shown in the easy to follow DVD and explained in the book – a teacher could start to teach some of the simpler posture from day one. I know this because I have taught several hundred teachers/activity and community leaders backed by my resource.

Tai Chi is an excellent way to start the day and calm the classroom environment. I would recommend that teachers take learning slowly and as I say in the book – “Encourage your students to help you as you are also ‘new to the subject’. Empowering others always gets lots of enthusiasm.”

Praise for ‘Chi for Children’ from the Barlby Sports Partnership:

“The ‘Chi for Children’ program, delivered by UK Tai Chi has made a huge impact within the Barlby School Sport Partnership.

After a comprehensive review of the partnerships activities, it became apparent that, young people wanted more from their current physical education program. There was also a real need to target those children that took little or no interest in the traditional team activities that were currently being offered.

Alongside this the School Sport Partnership wanted to run an initiative that not only captured the imagination of all the young people involved but offered primary teaching staff the opportunity to gain a qualification in delivery archived through a excellent personalised mentoring scheme offered by UK Tai Chi.

The impact to date has been huge, 20 primary schools (45% of all schools) have been involved with the Chi for Children initiative, with over 20 teachers attending the train the trainer module 1. Over 200 pupils now regularly participate in Tai Chi either in the classroom as a focus session or as a stand alone PE lesson. One school was even used as a show piece example in the Partnership Dance Platform event.

As well as the health and physical benefits to all the young people what has been most encouraging is the impact the initiative has had within the whole school. Schools have been using Tai Chi as a means of stress relief for pupils (and staff) prior to exams, as a means of calming children down after lunchtimes, as a way of focusing children in the mornings to start the day.”

Copyright © Singing Dragon 2011.

Singing Dragon Wins Gold at the 2011 Living Now Book Awards

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We are pleased to announce that four Singing Dragon books have won prizes at the 2011 Living Now Book Awards, including two first place Gold prizes!

Singing Dragon received the Gold prize in the Enlightenment/Spirituality category for The 12 Chinese Animals: Create Harmony in your Daily Life through Ancient Chinese Wisdom by Master Zhongxian Wu.

Singing Dragon also received the Gold prize in the Yoga/Pilates/Bodywork category for Yoga Therapy for Every Special Child by Nancy Williams.

And in the Exercise/Fitness category, Singing Dragon scooped two prizes: the Silver for Vital Healing: Energy, Mind and Spirit in Traditional Medicines of India, Tibet & the Middle East – Middle Asia, by Dr Marc S. Micozzi, and the Bronze for Managing Stress with Qigong by Gordon Faulkner.

The Living Now Book Awards celebrate the innovation and creativity of new books that enhance the quality of our lives, from cooking and fitness to relationships and mature living. Visit www.livingnowawards.com for more info.

Congratulations to the authors, contributors, editors and everyone who worked on the winning books! Click below to learn more about each one.

Copyright © Singing Dragon 2011.

Lisa Spillane on How Qigong can help children who feel ‘pushed and pulled’ by their emotions

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In this interview, Singing Dragon author Lisa Spillane answers some questions about her new book, Six Healing Sounds with Lisa and Ted: Qigong for Children, which teaches young children how to transform negative feelings into positive ones by using simple breathing techniques that are based on ancient Chinese Qigong exercises.

Tell us about your background and your experience of Qigong.

While I’m thankful for the many happy times I enjoyed as a child, it’s mainly the challenges I faced in my early years that have led me to write this book. I was born in New York and lived there until my father died shortly before my eighth birthday. After that we moved to Ireland where my parents were from. My father died from a brain tumor which he suffered with for two years, and the trauma of that and subsequently moving to a new and very different country was a lot to deal with for a little girl. In time, those experiences gave me a desire to pursue a career in education with the aim of helping children to express themselves.

I qualified as a Teacher of Art and Design, and for my Master’s Degree in Education I researched and developed programs for children from at-risk backgrounds and for young offenders. Nearly twenty years ago, along with two artists, I co-founded Artlink, a charity located in the Northwest of Ireland that provides opportunities for people of all ages and backgrounds to learn and experience art. My childhood experiences coupled with what I’ve learned through teaching have reinforced my view that children need to be taught techniques to manage their emotions so they can develop lifelong habits to protect themselves from the consequences of stress.

I was introduced to Qigong meditation by attending classes taught by Grandmaster Mantak Chia three years ago. Since then I’ve continued to learn through local trainers in Brussels, where I live, and through self-research. The first time I did the Inner Smile and Six Healing Sounds meditational exercises it occurred to me, when I was being shown how to rub my liver, that previous to that moment I hadn’t given much thought to its location. My organs were like abstract objects that I was connected to on a very superficial level. And, it dawned on me how ridiculous it was that even though I’d had this body for so many years and took an interest in health and nutrition, I was unable to confidently point to my spleen, pancreas or liver. I thought to myself that if I’d learned these exercises as a child, not only would I have known more about my body but I’d have been able to help myself in those dark times when I felt pushed and pulled by my emotions. Qigong techniques can help children to understand their emotions better and to have more control over them by showing them that they have the power to transform negative ones into positive ones through utilizing the body-mind connection.

What are the Six Healing Sounds and where do they come from?

This book combines the Six Healing Sounds and the Inner Smile Qigong meditational exercises. Qigong is a form of Traditional Chinese Medicine. The exercises were developed thousands of years ago in China to help people to purge toxic negative emotions from their bodies. Doing them combats the dangerous effects of stress by activating the body’s own healing systems through a combination of: deep breathing, smiling, touch, gentle movements, sound vibrations and positive thoughts. Many of the elements we do instinctively, which is how the doctors of ancient China became aware of them. They created the healing sounds from observing the noises (sighs and groans) people make for different ailments because they realized that these sounds cool and detoxify the body’s organs. In the practice, each organ has its own healing sound, color and set of positive and negative emotions. Also, each organ has a season and associated elements. For example, the season for the liver is spring and its element is wood. To avoid information overload, I’ve only suggested the seasons and elements through the stories and illustrations so that children can absorb them with less effort.

Why are they so beneficial?

Although the exercises are simple and easy to learn, there are many complex scientific reasons for why they work. A good number of those reasons have only become evident to us in recent years through advancements in brain scanning which, for example, has proved that smiling, even when we don’t feel like it, produces endorphins in the brain which help to reduce stress and support the immune system. Neuroscience has also shown that thoughts of gratefulness and appreciation calm the nervous system and protect the heart. We instinctively know that using the breath to calm down is very effective. And, deep breathing also increases the amount of oxygen rich blood in the body which is needed for energy and healing and it boosts the lymphatic system helping it to get rid of toxins.

Is there a “right way” to do them?

There are many variations to this practice. This book demonstrates the exercises I learned from Grandmaster Mantak Chia. I’ve tried others but these are the ones I prefer. That said, I felt it was necessary to make some alterations so they’d be more accessible for children. In the second story I chose to refer to just the stomach, even though it should be the stomach, spleen and pancreas because I didn’t want to overwhelm young readers with too many new words. And, it’s good for them to focus on the stomach at this stage in their lives because there’s so much temptation for children to comfort themselves through eating junk food. This gives them an alternative to trying to numb their feelings of worry with food. I’ve also made alterations to the Triple Warmer exercise. This exercise doesn’t relate to a specific organ, but because it aims to even out the body temperature by bringing hot energy down from the head and cooler energy up from the feet it made sense to me to describe the hot energy as the chattering, busy thoughts in the brain. The exercise ends with Ted resting his hands on his stomach which is roughly the Dan Tian area, which relates to this exercise.

For readers who’d like more clarity regarding the sounds: “haaaww” rhymes with “saw”, “whooooooo” is like the sound an owl makes except longer, “sssssssss” is like the sound a snake makes, “tchewwwww” is like a sneeze sound “achoo” except made slowly and without the “a”, the “shhhhh” sounds like you’re telling someone to be quiet and finally “heeeeee” rhymes with “pea”. And, although you should try experimenting with the volume it’s recommended that the sounds be made softly and slowly.

It’s best to do all the organs in the order they are shown in the book, making the sound at least three times for each one, but you can concentrate on just one or as many as you like as long as you do them in the right order. The more you do this the more you will make it your own. If you get caught up in trying to do it perfectly then you won’t get the most out of it. There are also postures and movements as well as other emotions for the organs to be learned but what’s in this book is more than enough to make a good start with. Learning this practice should be seen as a continuous lifelong process that taps into our inherent abilities to heal ourselves.

Undoubtedly we could all gain something from these exercises – why did you decide to write it for children?

There’s an abundance of information on the internet and many excellent books and videos that teach adults how to do these exercises but from what I see there’s very little on the subject for children. Firing up the imagination with colors and beautiful imagery, smiling and making different sounds are all things I knew would appeal to young readers and the earlier we can learn tools to deal with our emotions the better. The format of a children’s picture book is a great learning tool because it allows for a lot of the information to be presented visually. When we use our eyes to dart around the page to look at all the different elements it helps the brain to create meaning and record images, thoughts and feelings together which in the future help us to remember the sequence of the exercises with all the associated information. And, I think many adults will find through the experience of sharing the book with children that they’re benefiting from the practice too.

How do you use these exercises in your own life?

I try to do the practice daily, either in the morning to give me energy and optimism for the day ahead or before bed as a way of clearing out all the emotional garbage that I’ve collected over the course of my day. More significantly for me though are the benefits I gain from weaving the Healing Sounds into all aspects of my life. For instance, I’ve recently taken up yoga, so when I’m doing a pose that works on, for example the kidneys, I’ll smile and breathe in peace, imagining deep blue calm water filling them and then I’ll make the “tchewww” sound as I breathe out my fears. Or, if I’m confronted with any kind of a challenging situation, I’ll take a moment to smile, breathe, connect to the relevant part of my body and if I happen to be in a public place and don’t want to draw attention to myself I’ll imagine that I’m making the sound as I exhale. I find it helps to stop the stress cycle. Simply smiling, breathing, being aware of what my body is telling me and being positive instead of negative helps to put me back in control of the ship, as it were. Also, if I become aware that I’m worried about something I’ll smile and gently rub my stomach, spleen and pancreas and that helps to calm me down as I try to think rationally about whatever it is that’s bothering me.

Essentially it’s all about making a loving connection to oneself and others. When I’m outside taking nature in, I’ll look at the leaves on the trees and connect with my liver and think about filling it up with generosity and kindness. It’s a great way to quieten the “monkey mind” – to stop negative self-talk and instead bring thoughts of appreciation and joy into the mind and body.

Spiritually it’s been good for me in many ways. For example, when I’m praying I usually begin with a few cleansing breaths and making the “haaaww” sound I’ll think about my heart, release any resentments in it and then fill it up with loving attitudes. And, like Ted in the story, when I have trouble sleeping I make the “heeeee” sound and push all the noise from my head out of my body so I feel more relaxed and ready for sleep.

What do you hope readers, including parents and teachers, will gain from the book?

When my son Dualta was a little boy, it was usually when I was reading him a bedtime story that he would decide to tell me about the ups and downs of his day. Mindful of this need to “offload” at bedtime, I’ve written the stories short enough to give children the space to bring up any negative feelings that may be troubling them. Also parents can choose to just concentrate on one or two stories depending on what particular emotions are raised. For example, if a child is grieving over the loss of a pet it might be more appropriate to just do the lungs and the heart. Using this book as a guide, it’s my hope that readers are led through a process which soothes away troubling emotions so they feel calm and ready for a good night’s sleep.

Teachers can use this book to encourage children to learn about their bodies and to consider how their attitudes and behavior effects themselves and others. Learning through stories is a fun way for children to absorb information and they can relate the scenarios to challenges they face in their own lives. It can be used to prompt children to share their experiences and in so doing they will learn that emotions and feelings are a natural part of life and common to everyone. More importantly, the exercises will help them to see that they can learn ways to manage their emotions and cultivate a sense of peace within themselves.

*Singing Dragon is an imprint of Jessica Kingsley Publishers.

Copyright © Singing Dragon 2011.

SomaCentric Dialoguing and The Insightful Body – An Aricle by Julie McKay

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Julie McKay, CST-D, NCTMB, BFRP is Director of The CLEAR Institute and a highly respected therapist and teacher. Julie has spent over 10 years refining her techniques that she uses to dialogue with clients, and she is passionate about helping others learn how to become more effective therapists.

Here, Julie discusses her recent book, The Insightful Body, the events that inspired her to develop SomaCentric Dialoguing, and the many benefits of this remarkable and effective technique.

Two events have greatly influenced my work with clients and my developing SomaCentric Dialoguing. The first was when I was six years old. I fell off my bike and hurt my knee. My mother taught me that I could tell my body that it didn’t have to hurt anymore because I got the message that it needed attention. Mom suggested that I make my knee feel soft like a marshmallow, thus helping it to relax and be pain-free.

The second came after being a professional bodyworker for ten years, when bodywork came to my rescue. It took 18 months of intensive manual therapy, acupuncture and chiropractic care to figure out that what seemed to be nerve pain from a possible slipped disc was actually from abdominal fascial restrictions, from a thrown phone book hitting me in the stomach. The word “pain” did not accurately describe what I experienced. This experience made me realize that my clients, particularly those with fibromyalgia, chronic fatigue or post traumatic stress disorder, might have a similar problem finding the right word to describe how they felt.

When colleagues asked me to teach them how to effectively dialogue with their clients I wrote down all the concepts that had made a difference in my work. I quickly realized that there was no one source that described the importance of word choice and asking open-ended questions, avoiding the use of certain words (“pain” does not mean the same to everyone, so it is one of the No-No words), empowering clients to tell me if I am inaccurate about something (I call this Wiggle Words), and the difference between beneficial protection mechanisms and resistance obstacles.

It is important to talk with a client in her “processing language.” My client responds easier when I speak using her manner of processing information, through auditory, kinesthetic, or visual channels. The last crucial concept is that people have different ways of communicating. Some are clear-cut and to the point communicators, others want to bond before getting down to business, some are spurt-workers and extremely creative, while others want endless details before making decisions. I got better results and realized that a client can more effectively get in touch with what is going on in her body when I dialogue with her using her communication style and processing language, rather than talking with everyone in the same manner.

I use simple and yet profound dialoguing techniques to help my client to effectively let go of holding patterns and pain in her body. Putting these concepts and techniques together, I created SomaCentric Dialoguing. The goal of SomaCentric Dialoguing is to help my client understand and articulate what her body wants her to be aware of, helping her to heal more deeply, rather than just removing the physical symptom and “fixing” the problem. This results in core physical, mental, and emotional healing.

Copyright © Singing Dragon 2010.

Qigong for Multiple Sclerosis: An Interview with Singing Dragon author Nigel Mills

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Nigel Mills, is an accredited Clinical Psychologist, Craniosacral Therapist and EMDR therapist. He is also an experienced teacher of Qigong. Nigel currently works as an independent therapist in Abergavenny, South Wales, UK.

Here, Nigel answers some questions about his new book Qigong for Multiple Sclerosis: Finding Your Feet Again.

Your book is the result of a research study funded by the NHS. What motivated you to launch this study of Qigong and MS, and to write the book?

In the late 1990’s I was employed as a clinical psychologist in the NHS, and part of my role was to see people with MS to try and help with their feelings of anxiety and depression. It became apparent that a lot of people’s psychological problems stemmed from a sense of vulnerability and helplessness, which in turn stemmed from a sense that the body was out of control and somehow alien. It seemed to me that rather than ‘just talking’ it may be more useful to explore some practical ways to re-connect with the body and to improve confidence in being able to balance and move. My own practice of Qigong led me to think that Qigong might be very useful for the sort of difficulties faced by people with MS.

How does Qigong benefit people who suffer from MS both mentally and physically? What difference can it make to their lives?

One of the most important specific benefits is an improvement in balance and a greater sense of ‘ownership of the body. Qigong encourages a way of moving which is very stable and integrated, and the mind ‘enters’ the body in a fuller way. The subsequent improvement in balance goes on to help people regain their confidence in movement and thus improves confidence generally. Secondly people report a greater calmness and an enhanced ability to cope with stress. This can make an enormous difference to the quality of life for someone with MS

Can Qigong benefit people at any stage of MS?

Yes, different people gain different things from the programme depending on their stage of MS. But the programme has something to offer everyone. People with mild symptoms report benefit from the greater calmness and sense of being grounded and the feeling that they are doing something to maximise their functioning for as long as possible. People who may be wheel chair users, like the fact that many of the exercises can be adapted for a sitting position and still benefit from the sense of being able to inhabit their body in a fuller and more compassionate manner.

Research has shown that certain exercises can be harmful for people with MS. How is Qigong different from other forms of exercise?

The essence of Qigong is softness and flowing. Not forcing anything, but allowing movement to come forth. The mind doesn’t coerce the body, as in some forms of exercise, rather the mind follows the body and follows the breath.

What is a ‘Qigong attitude’, and why is it particularly important for people with MS to develop this outlook?

‘Being with’, rather than ‘doing to’. Using the attention to follow rather than lead. Softening and flowing rather than forcing. Compassion rather than blame. These are elements of a ‘Qigong attitude. It is important for people with MS not to ‘enter into battle’ with their body. This will only increase their sense of stress. The task is to befriend the body and then everything can calm down and slow down.

Copyright © Jessica Kingsley Publishers 2010.