Originally designed as a form of movement-based psychotherapy, and often taught from this perspective, the Moving Cycle can nonetheless be adapted to many different disciplines. Blending Moving Cycle principles and techniques into your particular discipline creates an organic platform from which to navigate your work in the world in a more 'bodyful' way.Read More
The Moving Cycle training courses ask participants to blend their moving body’s capabilities with their thinking, feeling, and sensing. We work together in groups of 10 to 20, practicing the essentials of Moving Cycle sessions, and applying them to various populations. As a trainee you are supported to adapt this work to your own professional practice, whether as a therapist, a teacher, or an artist.Read More
The Moving Cycle speaks to and embraces our body's intelligence, its creativity, and its resources. By allowing our moving body to express its stories and engage with creative impulses, we access our inherent capacity to heal, to learn, and to innovate.
Moving Cycle (MC) sessions unlock our body’s intelligence, its creativity, and its resources. By allowing our moving body to express its stories, we access our inherent capacity to heal, to learn, and to innovate. Many clients use MC sessions as a form of psychotherapy that can then be applied to a variety of pursuits. Sessions involve inner explorations as well as attuned relational experiences with the facilitator, and loosely follow four phases: Awareness – Paying attention to ones present moment, physical states, and seeing them as signals and metaphors for further exploration. Owning – Engaging with ones current body states by allowing associations to emerge and finding how they want to move you. Carefully supporting these movements as they emerge as body narratives, or ‘non-verbal stories that heal.’ Appreciation – Feeling the inner coherency that can result when we consciously sequence our body stories, and taking time to integrate this increased ‘embodied wholeness’. Action – Taking time to make the events of the session applicable to our daily life, through practicing elements of our body stories within the context of daily events and relationships. In all MC sessions, the overarching themes of understanding our body’s capacity to solve problems and live creatively (called body authority), as well as our body’s ability to directly navigate the complexities of relationships is valued and practiced.
Practitioners who use touch and somatic education benefit from the MC Training through learning the nuances of the relationship between physical behavior, neuromuscular patterns, emotional processes, and metacognitive states. Trainees learn how to combine touch with emotional and movement processing, as well as how to help thinking and speaking cooperate with moving, sensing, breathing, and relating. In these ways bodywork, within its scope of practice, can hold a more holistic frame.
Most therapists are trained in some version of ‘the talking cure,’ where talking about things creates insight. While thinking about and talking about ones problems can be immensely useful, this top down strategy can be limited in its ability to change behavior. By integrating a more bottom up approach through the lived experiences of the body, the client gains resources for change that are not accessible otherwise. The training helps the practitioner gracefully help a client to transition from talking about their experience to having experiences directly, ones that create therapeutic outcomes. Participants learn to support non-verbal body narratives, which often hold our unprocessed emotional and psychological patterns.
Making art involves a widening and deepening of perception, an openness to novel and paradoxical experiences, and a quest to express in ways that experientially engage people who witness it. The MC Training teaches these processes, through the lived experiences of our moving bodies. Creativity emerges when felt experiences are allowed to form from non-ordinary states, states that are cultivated through practices and disciplines involving high quality attention, engaging with material from the unconscious, holding and caring for novel elements in ones conscious presence, and applying self-experiences to wider applications in the world.
Education is optimized when the learner is present, focused, stable, and caring. Teachers know that these qualities are strongly influenced by the atmosphere created in the classroom, as well as the emotional regulation of each student and their teacher. The MC Training works in detail with our ability to pay high quality attention, as well as our openness to input and the involvement of the body in learning outcomes. In many ways what happens in therapy is a type of learning – experiential learning – and this ability to learn can be effectively enhanced and applied in classrooms. In addition, the MC Training studies the overlap between what it means to be a therapist with what it means to be an educator, from a somatic perspective.