Teacher of the AEQ Method® Level 4

Prerequisites

For the sake of the integrity and complexity of this programme and the responsibility that the Level 4 teacher carries, only those Level 3 teachers who meet the following conditions will be accepted:

Training takes place at the AEQ Method Center in Brežice, Slovenia

 

Your teacher

Aleš Ernst, author of the AEQ Method

I work daily with clients who turn to me mainly because of chronic muscular pain. I teach them different perspectives on the causes of pain and constraints that they feel every day. They will eliminate pain and improve movement and poor posture with better understanding and exercises, if exercises are performed regularly, of course. My clients are also professional athletes, coaches, and recreational athletes who want to keep up with the success they have achieved with hard work. AEQ Method enables you to successfully overcome stress and pain by increasing the effectiveness and control of the movement, thus improving results, restoring motivation, and redefining goals and ambitions, all without pain. AEQ Method teaches us to control our bodies better, as well as the mind, and to increase control and complexity of movements and work. I am the author of the book » Out of chronic pain with ease«. I witness daily significant positive changes that the AEQ Method brings into the lives of my clients and their results.

About the seminar

Training Level 4 follows the structure and purpose of training Level 3, with the difference that in the areas where we put our attention to the physical part in certain modules in Level 3, we will now direct our time and attention to the emotional – energetic part in Level 4. In this way, the entire training for the teacher of the AEQ method will be rounded and allow a holistic somatic understanding and its inherently related contrasts in the form of physical – emotional / classical physical – quantum physical. This way, the Level 4 teacher will gain adequate emotional maturity and integrity, which will give him the opportunity to have an appropriate influence on his clients and sufficient stability and groundedness to retain the role of a guide and a teacher even when his clients will require that he places himself in the role of a savior or a co-martyr.

Regulating the emotional part of the body due to the high opposition of the subconscious is much more demanding than regulating the physical part. Therefore, training Level 4 is set as higher education and is much harder and more demanding than Level 3. Level 3 teacher must be ready for this and accept the physical fact that it is not possible to raise emotional maturity without pain. However, without increasing emotional maturity and efficiency, it is not possible to get out of the grip of chronic pain and grow up enough emotionally to leave behind our emotionally immature parents, who have prevented us from developing and maintaining our authenticity and spontaneity of perception and behavior, and make us push ourselves into a spiral of increasing SMA, which we then pass on to our children.

An essential part of training Level 4 is also completing the process of raising our overall intelligence, which is a product of experience and knowledge. A sufficiently high overall intelligence prevents overthinking and keeps the person in the realm of thinking, which can then be turned into appropriate and effective actions without the obstructions of the subconscious, with which he can then create sufficiently high syntropy that will influence his clients and help them out of their entropy. Sensory-motor amnesia (SMA) prevents sufficiently developed overall intelligence and thus prevents effective expression and actions that eliminate chronic imbalance – this is why increasing the somatic connection with where experience, knowledge and awareness lie is necessary. The whole process of an AEQ teacher becomes rounded up inside of him – in the 7-9 years of AEQ training he increases his inner integration, emotional maturity and his efficiency high above from what he got from his parents in his childhood. After this, he gets the right to lead those who want follow the path that he himself has walked through the training, to learn to have a more efficient effect on the environment, which prevents chronic problems and conditions.

The cooperation between a teacher Level 4 and a client is primarily focused on making the necessary changes to change the subconscious. In doing so, the teacher must abide by the rules that increase the likelihood that the client will understand the logic and rules of cooperation well enough and that he/she will learn, understand and determine:

  • what is not ok
  • why it is not ok
  • how it should be to be ok
  • how can he/she consciously change whatever is necessary for appropriate changes to happen
  • how quickly can he/she change this without creating too much of subconscious resistance
  • What is the role of AEQ exercises in this process
  • How does the subconscious respond to changes in emotional maturity and effectiveness
  • How does the environment respond to changes in emotional maturity and effectiveness
  • How does the function and structure of the conscious and the subconscious change
  • The role of time in these processes
  • How does the function and structure of the body change, as a consequence of changes in consciousness and the subconscious
  • Why is it important to achieve a holistic change in the somatic structure and function if we want to permanently change our behavior and life
  • what is not ok
  • why it is not ok
  • how it should be to be ok
  • how can he/she consciously change whatever is necessary for appropriate changes to happen
  • how quickly can he/she change this without creating too much of subconscious resistance
  • What is the role of AEQ exercises in this process
  • How does the subconscious respond to changes in emotional maturity and effectiveness
  • How does the environment respond to changes in emotional maturity and effectiveness
  • How does the function and structure of the conscious and the subconscious change
  • The role of time in these processes
  • How does the function and structure of the body change, as a consequence of changes in consciousness and the subconscious
  • Why is it important to achieve a holistic change in the somatic structure and function if we want to permanently change our behavior and life

The above must be addressed appropriately in cooperation between teacher and client, in order to achieve appropriate circumstances and to lay the basis for a gradual medium-term change, with which the consequences of a stronger sensory motor illusion, that come from childhood, can be eliminated

About the AEQ method

AEQ Method® has been developed to provide useful and understandable relief to people in chronic pain and with physical limitations in movement as well as for those who want to improve physical and mental capacity and raise their quality of life. AEQ exercises are simple, gentle, and very effective as they restore the optimum function to the painful, tense, short muscles. The condition of chronically tight muscles – called sensory-motor amnesia (SMA) – derives from the adaptation of the subconscious part of the nervous system to accidents, injuries, operations, or repetitive stress. SMA is the cause of most of the common conditions with muscle aches which are wrongly assumed to have an origin in structural deficiencies.

The somatic exercises, which were primarily developed by Dr. Thomas Hanna, were later adapted and improved through the AEQ Exercises® by Aleš Ernst, due to the development of the method and practice, as well as the demands and burdens of modern life. They prepare you to learn how to move effectively and be more coordinated in any chosen work, sport, or activity. Exercises teach, restore and improve sensory-motor awareness, reduce sensory atrophy, and thus restore proper control of the neuromuscular system over the length and function of the muscles.

Contents of the modules

The thread of the module is the emotional component of the chronically activated green light reflex. Learning P1 in a way that enables higher emotional efficiency.

Learning about the role of fascia in the functioning of the membrane and its role in the green light reflex. Learning AEQ fascia to reduce the impact of chronically activated green light reflex on behavior and emotions.

Learning about homeostasis and the functioning of body and nervous system connections to properly understand the deep causes of SMA, SMO and SMI formation. Understanding the role of feelings and emotions on the correctness of investing time, energy and attention in changing the present to achieve a painless future.

Understanding the environmental impact on the child and forms of SMA for the child’s adaptation to the family; the ways in which the child balances the relationship between the parents, thus creating a membrane for the needed self-expression, which affects the stability of the child’s personality.

Learning about the need to distort and suppress aggressive feelings towards the environment as the main reason for the creation of SMA. Learning to increase orderliness and connectedness in the primary family of a Level 4 AEQ student, which is necessary for the appropriate relationship with oneself and the client in the process of working with the client.

Learning and understanding the importance of conscious conversation to increase the orderliness in relationships.

Getting to know and practically using the Karpman Triangle to properly determine and create order in the teacher-client relationship.

Getting to know and learning about the principles, rules and approaches for quality management of AEQ method and AEQ breathing online programs as a basic way of learning AEQ methods.

The thread of the module is the emotional component of the trauma reflex. Learning P3 in a way that enables higher emotional efficiency.

 

Learning about the energy fluidity within the membrane that is needed to understand body shape, posture, movement, speech, voice color and facial expression.

 

Deepening into the role of fascia and learning AEQ fascia to reduce the impact of chronically activated trauma reflex on behavior and emotions.

 

Understanding the impact of our parents’ pasts and social changes after World War II.

 

Continuing to learn to increase orderliness and connectedness in the primary family of a Level 4 AEQ student, which is necessary for a suitable relationship with oneself and the client in the process of working with the client.

 

Detailed knowledge of membrane states, which create personality forms of aircrafts, submarines, zombies and activators; why they form and how they are connected with each other. The correct classification of the client’s condition enables a clearer determination of the relationship between his past and present family and a more accurate development of the AEQ method learning plan, as well as a better understanding of the client – why he is the way he is and what he needs to change to be different, both in himself and in the environment in which he lives and works.

 

To learn about differences between the area of normality, apparent normality, the area of learning and the decomposition area, to correctly determine the condition of the client and to have a suitable impact on him – to achieve a higher syntropy needed to eliminate strong SMA.

 

Continuing to learn protocols to get more information about emotional blockages. In-depth learning of influences and relationships between the principle of pleasure and the principle of reality, action and reaction of the emotions, ego and super ego.

 

Continuing to learn principles, rules and approaches for quality management of AEQ method and AEQ breathing online programs as a basic way of learning AEQ methods.

The thread of the module is the emotional component of the red light reflex. Learning P5 in a way that enables higher emotional connection and efficiency.

 

Learning about the role of fascia in the functioning of the membrane and its role in the red light reflex. Learning AEQ fascia to reduce the impact of chronically activated red light reflex on behavior and emotions.

 

Learning the right approaches for parents whose child is having problems; appropriate guidance for parents to learn about their emotional maturity, and for relationships at the 2nd and 3rd degree of emotions; how to link this to a child’s behavior and problem caused by unrealistic expression of emotions.

 

Coping with your own 2nd emotional degree, shown by the child’s or partner’s behavior; how learning the AEQ method changes this and allows the child to have adequate physical and emotional maturity.

 

Explanation and practice of appropriate ways of working with past traumas that were created in the relationship between a Level 4 AEQ student and his parents in his childhood; how to feel the suppressed emotions and allow yourself to recognize the realistic relationships in your childhood. Embracing the emotional states that occurred at the time through the elimination of illusions and nostalgia, and the strengthening of emotional maturity and efficiency that comes as a result, which is needed to work with clients with high SMA.

 

Continuing to learn the appropriate use of AEQ fascia with the protocols of AEQ method and AEQ breathing.

Learning about the role of fascia in the functioning of the membrane and its role in the pelvis and the legs. Learning AEQ fascia to reduce the impact of chronically activated freezing reflex in the lower half of the body on behavior and emotions.

 

Learning about the emotional function of legs and pelvis that is needed for appropriate emotional maturity and efficiency.

 

Deepening into already learned models of thinking, observation, sensing, active therapy skills and AEQ fascia for creating effective, clear and long-term changes in clients. Raising the integration of the teacher and the client to increase the ability to work with current and past entropy, which prevents the transfer of disorderly relationships from our ancestors.

 

Learning and understanding the importance of conscious conversation to increase the orderliness of relationships and the client’s ability to learn.

 

Continuing to learn about the practical use of the Karpman Triangle to properly determine and create order in the client-teacher relationship.

 

A deeper understanding of Newton’s first, second and third law from the perspective of accepting and expressing emotions.

 

Learning to work with couples by regulating the differences between them, and recognizing the influence of tradition from the subconscious on their relationship with the intention to prevent a recurrence of their parents’ relationship history.

Learning about the role of fascia in the functioning of the membrane and its role in the upper half of the body. Learning AEQ fascia to reduce the impact of chronically activated freezing reflex in the upper half of the body on behavior and emotions.

 

Learning about the emotional functions of hands, shoulders, neck, chest and head that are needed for appropriate emotional maturity and efficiency.

 

Interconnecting all the knowledge received at AEQ teacher trainings from Level 1 onward; working on the missing components of perception and integration of the effects of childhood on chronic stiffness and inability to develop appropriate emotional maturity; complementing the understanding of the impact of time, gravity and laws of physics on the ability to influence the environment to achieve the appropriate client-teacher balance that is needed for honest communication in the process of learning the AEQ method, both individually and in AEQ learning programs.

 

Final exam for receiving the title of Teacher of AEQ method Level 4.

Časovnica

Program sestavlja pet modulov. Vsak modul poteka od ponedeljka do sobote, od 9. do 17. ure z 60 minutnim odmorom za kosilo ob 12.30 uri.

Kot dodatek učnim uram bodo učenci izvedli in dokumentirali 2 aktivni terapiji med vsakim modulom. Dokumentacija je lahko pisna ali v obliki video posnetka, kjer bo mogoče oceniti primernost pristopa in izvedbe aktivne terapije (150 ur).

Aktivno bodo sodelovali v razpravah v skupini učiteljev AEQ metode® 4. stopnje;

Med vsakim modulom bodo izvedli vsaj en 30 dnevni program učenja po AEQ pristopu (30 ur).

Med vsakim modulom bodo objavili vsaj 5 člankov z lastnim razmišljanjem o temah, povezanih z AEQ metodo® (30 ur).

V času vsakega modula bodo prebrali in obnovili določeno strokovno literaturo (180 ur).

Skupno učnih ur: 630.

Podelitev licence 4. stopnje

Zahteve, ki morajo biti izpolnjene za pridobitev licence, so:

Cena enega modula je 4.500 evrov. 
Plačilo posameznega modula mora biti urejeno mesec dni pred njegovim pričetkom.
Ob sprejetju v program bodo učenci prejeli povezavo do zaprte skupine  za učence 4. stopnje.
Vsak učenec mora sam poskrbeti za prevoz, stanovanje in hrano. Število učencev v modulu je omejeno na 6.
Zadnji rok za prijavo na šolanje 
Prijava na mail: education@aeq.si

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