Standards of Practice

Die internen Regelungen des IFF auszudrücken eine Vereinbarung, dass alle Mitglieder eine verabschieden sollte “Standards of Practice.” Im 1994, die IFF nahm eine Modell “Standards of Practice” die von den Mitgliedsorganisationen verwendet werden.


Standards of Practice des Feldenkrais-Methode®

Wie von der IFF-Generalversammlung im Mai angenommen 1994

Inhaltsverzeichnis

  • Vorwort
  • Einführung
  • Sektion 1: Feldenkrais: Was es ist und was es tut
  • Sektion 2: Was die Feldenkrais-Methode ist nicht
  • Sektion 3: Was für ein Feldenkrais-Methode Praktiker weiß, versteht und macht in der Feldenkrais-Methode zu praktizieren
  • Sektion 4: Organisation von Prozessen der Feldenkrais-Methode
    • Fragen Praktiker / Lehrer bezeichnen sich selbst
    • Fragen im Zusammenhang mit dem Schüler zu beobachten.
    • Kognitive Fragen in den Köpfen der Praktiker / Lehrer, dass er / sie die Auffassung,.

Vorwort

1. Jeder Versuch, eine Definition der FELDENKRAIS Methode schreiben könnte, wie die Herstellung eine etwas statische Beschreibung einer hochfließfähigen und dynamischer Methode zu erkennen,. Feldenkrais Praktizierende / Lehrer ständig ihr Verständnis und Praxis der Methode entwickeln und anzubieten definitive Aussagen über die Arbeit müssen wir unsere Sicht der Dynamik und Evolution nicht verlieren. Dieses Dokument sollte in diesem Licht interpretiert werden.

2. Innovation und Wachstum in diesem Bereich bewertet, vor allem, wenn auf einem soliden Fundament von Verständnis basiert, Sensitivität und Fähigkeit in den Verfahren verkörpert’ Form. Als gültige Innovationen worden in der Feldenkrais-Methode Gemeinschaft akzeptiert, Diese Normen werden entsprechend geändert werden.

3. Dieses Dokument wird von einem Ausschuß in regelmäßigen Abständen aktualisiert wird durch den Verwaltungsrat zum Zweck der Standards der Praxis der Überprüfung und machen Revisionen ernannt werden.

Einführung

1. Die Feldenkrais-Methode geht davon aus, dass die Menschen haben transformierende Potenzial und dass alle Menschen, unabhängig von ihrem Alter oder Zustand, haben die Fähigkeit, zu lernen.

2. Moshé Feldenkrais schrieb in HIGHER JUDO,

“In einem perfekt gereiften Körper, der hat ohne große emotionale Störungen gewachsen, Bewegungen neigen dazu, nach und nach an die mechanischen Anforderungen der Umwelt anzupassen. Das Nervensystem hat unter dem Einfluss dieser Gesetze entwickelt und ist mit ihnen ausgestattet. jedoch, in unserer Gesellschaft, die wir tun, durch das Versprechen großer Lohn oder intensive Strafe, so verzerren die gleichmäßige Entwicklung des Systems, dass viele Handlungen ausgeschlossen oder eingeschränkt werden. Das Ergebnis ist, dass wir besondere Bedingungen für die Förderung der Erwachsene Reifung vielen verhafteten Funktionen zur Verfügung stellen müssen. Die Mehrheit der Menschen gelehrt werden, haben nicht nur die speziellen Bewegungen unseres Repertoires, sondern auch Muster von Bewegungen und Haltungen zu reformieren, die nie hätten ausgeschlossen werden müssen oder vernachlässigt.”

Sektion 1: Feldenkrais: Was es ist und was es tut

1. Die Feldenkrais-Methode ist ein Bildungssystem, das ein funktionelles Bewusstsein des Selbst in der Umwelt entwickelt. Das Verfahren nutzt die Tatsache, dass der Körper das primäre Vehikel für Lernen.

2. Die Feldenkrais-Methode ist ein Ansatz, mit Menschen zu arbeiten, die ihr Repertoire an Bewegungen erweitert, verstärkt das Bewusstsein, verbessert die Funktion und ermöglicht es Menschen, sich mehr voll zum Ausdruck bringen.

3. Die Feldenkrais-Methode richtet sich direkt die Frage, wie das Lernen zu erleichtern, die für die Organisation der ganzen Selbst und das Gewinnen ausgeschlossen und unbedachte Bewegungsmuster oder Aktionen, die notwendig ist.

4. Dies wird durch die Erweiterung des Selbstbildes durch Bewegungsabläufe durchgeführt, die die Aufmerksamkeit auf die Teile des Selbst zu bringen, die aus Bewusstsein sind und unbeteiligt in funktionellen Aktionen. Bessere Funktion wird durch die Schaffung eine verbesserte dynamische Beziehung zwischen dem einzelnen evozierten, Schwere, und Gesellschaft. Feldenkrais, selbst, definierte Funktion als die Interaktion des Menschen mit der Außenwelt oder das Selbst mit der Umwelt

5. Die Methode ermöglicht es Menschen in ihrer Funktion schließen, Bewegungen und Teile des Körpers unberücksichtigten, vergessen oder aus ihren gewöhnlichen Handlungen oder Bildern von Aktionen ausgeschlossen. Dadurch, dass eine Person zu erfahren, wie ihr ganzer Körper in jeder Bewegung zusammenwirkt,, Die Feldenkrais-Methode hilft Menschen, ihr Leben zu leben vollständigen, effizient und komfortabel.

6. Die Verbesserung der körperlichen Funktionsfähigkeit ist nicht unbedingt ein Selbstzweck. Eine solche Verbesserung beruht ein breiteres Funktions Bewusstsein zu entwickeln, die oft zu allgemeineren Verbesserung der physikalischen Funktion im Zusammenhang mit seiner Umgebung und das Leben kann ein Gateway.

7. Die Feldenkrais-Methode basiert auf der Selbstorganisation und Selbstregulation beim Lernen.

8. The FELDENKRAIS METHOD is expressed in two parallel forms: AWARENESS THROUGH MOVEMENT and FUNCTIONAL INTEGRATION..

9. AWARENESS THROUGH MOVEMENT consists of verbally directed movement sequences presented primarily to groups. There are several hundred hours of AWARENESS THROUGH MOVEMENT lessons. A lesson generally lasts from thirty to sixty minutes. Each lesson is usually organized around a particular function.

10. In AWARENESS THROUGH MOVEMENT lessons, people engage in precisely structured movement explorations that involve thinking, sensing, moving, and imagining. Many are based on developmental movements and ordinary functional activities. Some are based on more abstract explorations of joint, muscle, and postural relationships. The lessons consist of comfortable, easy movements that gradually evolve into movements of greater range and complexity. There are hundreds of AWARENESS THROUGH MOVEMENT lessons contained in the FELDENKRAIS METHOD that vary, for all levels of movement ability, from simple in structure and physical demand to more difficult lessons.

11. AWARENESS THROUGH MOVEMENT lessons attempt to make one aware of their habitual neuromuscular patterns and rigidities and to expand options for new ways of moving while increasing sensitivity and improving efficiency.

12. A major goal of AWARENESS THROUGH MOVEMENT is to learn how one’s most basic functions are organized. By experiencing the details of how one performs any action, the student has the opportunity to learn how to

attend to his/her whole self
eliminate unnecessary energy expenditure
mobilize his/her intentions into actions
learn.

13. FUNCTIONAL INTEGRATION is the other form of expressing the Feldenkrais Method. Just as FELDENKRAIS METHOD practitioners can guide people through movement sequences verbally in AWARENESS THROUGH MOVEMENT, they also guide people through movement with gentle, non-invasive touching in FUNCTIONAL INTEGRATION.

14. FUNCTIONAL INTEGRATION is a hands-on form of tactile, kinesthetic communication. The FELDENKRAIS METHOD practitioner communicates to the student how he/she organizes his/her body and hints, through gentle touching and movement, how to move in more expanded functional motor patterns.

15. The FUNCTIONAL INTEGRATION lesson should relate to a desire, Absicht, or need of the student. The learning process is carried out without the use of any invasive or forceful procedure. Through rapport and respect for the student’s abilities, qualities, and integrity, the practitioner/teacher creates an environment in which the student can learn comfortably.

16. In FUNCTIONAL INTEGRATION, the practitioner/teacher develops a lesson for the student, custom-tailored to the unique configuration of that particular person, at that particular moment. The practitioner conveys the experience of comfort, pleasure, and ease of movement while the student learns how to reorganize his/her body and behavior in new and more effective manners.

17. In FUNCTIONAL INTEGRATION, the practitioner/teacher’s intention is instructive and communicative.

18. FUNCTIONAL INTEGRATION is usually performed with the student lying on a table designed specifically for the work. It can also be done with the student in sitting or standing positions. At times, various props are used in an effort to support the person’s body configuration or to facilitate certain movements.

19. The Method is based on principles of physics, biomechanics and an empirical understanding of learning and human development.

Sektion 2: Was die Feldenkrais-Methode ist nicht

1. The Method is not a medical, massage, bodywork, or therapeutic technique. The Method is a learning process.

2. The FELDENKRAIS Practitioner has no sexual intent and does not touch the sexual or other intimate parts of a person.

3. Chemical or mechanical aids are not used in the practice of the FELDENKRAIS METHOD

Sektion 3: Was für ein Feldenkrais-Methode Praktiker weiß, versteht und macht in der Feldenkrais-Methode zu praktizieren

The practitioner/teacher:

1. Understands that all actions in the FELDENKRAIS METHOD are a product of a way of experiencing and thinking as originally developed by Moshe Feldenkrais, and structured in the curriculum of FELDENKRAIS METHOD Professional Training Programs. All expressions of the FELDENKRAIS METHOD in the design and teaching of AWARENESS THROUGH MOVEMENT or in the implementation of a FUNCTIONAL INTEGRATION lesson, represent that way of thinking.

2. Is sensitive to the interdependency of acting, sensing, thinking, and feeling that constitute human activity, and recognizes that changes in movement influence all these factors.

3. Understands the rationale, design strategies and principles of FUNCTIONAL INTEGRATION and AWARENESS THROUGH MOVEMENT lessons. This understanding can be implicit and/or explicit, empirical and/or cognitive.

4. Understands the effectiveness of and can communicate the basic learning strategies of the FELDENKRAIS METHOD in teaching AWARENESS THROUGH MOVEMENT, such as:
ein: orienting to the process of learning and doing rather than working towards a goal;

b: using slow, gentle movement;

c: directing awareness toward sensing differences and perceiving whole inter-connected patterns in movement;

d: allowing the student to find his/her own way with the lesson;

e: directing students to move within the limits of safety by avoiding pain and strain.

5. Observes and interacts with students from the initial contact and interview in a manner that leads to the development of Functional Integration lessons coherent with the principles as stated above. This means the practitioner/teacher knows how to translate the way students present their problems into the framework of thinking of the FELDENKRAIS METHOD.

6. Distinguishes between solving a problem that the student presents and evoking a response designed to create a new way of thinking, feeling, sensing and moving.

7. Knows the difference between learning to accomplish a particular skill or function and learning how to achieve new strategies and possibilities for action in relation to one’s intentions in the environment.

8. Uses his/her voice, body, presentation and presence in relation to the student’s, so as to encourage a supportive environment for learning.

9. Continually reorganizes him/herself in relationship to perceived changes in the student undergoing AWARENESS THROUGH MOVEMENT lessons and FUNCTIONAL INTEGRATION.

10. Contacts another person through touch in a manner that is supportive, non-invasive in intention, and non-corrective.

11. Meshes his/her movements with the easiest directions in which the student moves.

12. Becomes aware when support is given to the student, when quality of action improves, and when function becomes more integrated.

13. Alters his/her self-organization in order to evoke greater feelings of comfort, greater capacity for learning and improved ability to function in the student.

14. Has the necessary skills to evoke the student’s self-regulating abilities.

15. Determines what movement patterns a person needs to learn in order to learn a function.

16. Makes distinctions between a more or less efficiently executed action, becomes aware of the presence of extraneous efforts and can feel where a student interferes with intended actions.

17. Detects changes in muscular patterns, skeletal configurations, respiration, and autonomic nervous system signs in both him/herself and the student.

18. Makes basic distinctions about differences in muscular tonus throughout the student’s body and more importantly, knows how to find those differences by increasing one’s own sensitivity when needed.

19. Is sensitive to the amount of input a student can receive during each lesson and regulates the intensity and duration of each lesson accordingly.

20. Can discuss and describe to others what his/her intentions are or were during a FUNCTIONAL INTEGRATION lesson.

21.Organizes FUNCTIONAL INTEGRATION lessons understanding both the symbolic and bio/mechanical aspects of self-expression and how they are interwoven.

22. Most importantly, knows how he/himself or she/herself, learns.

Sektion 4: Organisation von Prozessen der Feldenkrais-Methode

1. At the core of the FELDENKRAIS METHOD is a state of mind that fosters a process of inquiry rather than one that seeks to define solutions. The practitioner and the student join together to discover and promote the awareness necessary in order to improve functioning in the student.

2. The following questions are unique coordinates for the FELDENKRAIS METHOD. When they are all brought together as a constellation they represent a unique signature of the FELDENKRAIS METHOD. Practitioners teach the FELDENKRAIS METHOD by translating the answers to these questions into actions, whether the questions are asked or answered explicitly or implicitly.

3. These questions might never be brought into language by a FELDENKRAIS METHOD practitioner but rather form a sea of thoughts which might occasionally bubble to the surface in an articulate form, and be asked by the practitioner of themselves or another directly.

Fragen Praktiker / Lehrer bezeichnen sich selbst

1. How am I presenting myself in relationship to my student?

2. What can I do to achieve greater rapport with my student?

3. What must I do with myself to create the environment for learning for any lesson?

4. How am I organized to make contact with another person?

5. How do I organize myself to be able to feel more sensitively (for feedback)?

6. How am I organized to communicate and to act (for feedforward)?

7. What can I do to communicate support and ease with my student?

8. What must I do to evoke a response from my student without being overly directive?

9. How can I work so that my intention is clear but not imposed on the student?

10. What feelings are evoked in myself while working with my student and how is this affecting my actions?

Fragen im Zusammenhang mit dem Schüler zu beobachten.

1. How can I discover the needs or wants of my student and how can I arrange myself to address them?

2. How does the student succeed in his/her life or in any particular actions of importance in life?

3. If the student feels unsuccessful, has he/she felt successful previously and how did he/she organize themselves to succeed in the past?

4. What can I sense in the way of differences about this person that reveals what is needed, z.B., one side compared to the other, high and low tone, between this person and others, etc.?

5. What can I see, feel or sense that will allow me to discover for myself and to reveal to my student the pattern of organization he/she is currently maintaining? And how can I feel and reveal the direction he/she might be moving towards from their current pattern of organization?

6. What can I feel, see, or sense that will allow me to move the student in the direction that will evoke greater learning and increased ability?

7. How can I perceive what is missing or unattended in the student’s self-image as it is revealed in his/her body?

Kognitive Fragen in den Köpfen der Praktiker / Lehrer, dass er / sie die Auffassung,.

1. What is the student doing and not doing to fulfill his/her intentions in life?

2. How can I find what the student wants in the context of his/her life? What function or functions might be involved?

3. What movement sequences can be organized around a theme which can create a possible learning experience for the student, that will help complete what is missing or unattended in their self-image?

4. What kind of lessons are most appropriate for this person’s needs?

5. Is there a major function I would like to explore with my student and what steps are necessary to embark on the exploration of that function?

6. What movement possibilities and/or what functions are developmentally required prior to working with the function we intend to restore?

7. What can this student learn right now? What is the time frame for his/her learning and what would be required to deepen it?

8. What are the distinctions I need to make and what are the categories and abstractions I might need to form in order to continue my and my student’s learning?