Teacher of the AEQ Method® Level 3
Preconditions for the Level 3 seminar
Due to the integrity and complexity of this program and the responsibility that the 3rd-level Teacher has, only those 2nd-level teachers who will meet the following conditions will be admitted to this program:
- completed second degree of the practical teaching of the AEQ Method® for working with individuals and groups;
- ability to satisfactorily recognize one's feelings and states and understanding of the influence of the past on movement and character patterns;
- sufficient improvement in the ability to control muscular tensions in everyday life;
- the appropriateness of development is determined with the interview (in person or via video link), by agreement with the education manager
- regularly writing the texts and articles on topics covered by the AEQ method®;
- regular participation in learning in the AEQ student and teacher closed Forum
- participation at the AEQ workshops as an assistant and a co-host of the Level 5 teacher events;
- participation in the AEQ method follow-up seminars.
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
The condition for further education of teachers at the advanced level of the AEQ Method® is the successful perception and practical application of the knowledge of the previous elementary levels of the AEQ method and the fulfillment of the prerequisites for entering the educational process at the intermediate level.
The basic and intermediate level explores the relationships and understanding of the meaning of the mind and the body and the communication between them. The future Level 3 teachers can deepen their knowledge only through practical work, by exercising and understanding the principles they do themselves, and teach others, of course, with the theoretical explanation. The theoretical explanation must be thoughtful and clear because a person can correctly perform and understand individual moves and sets of movements that comprise each exercise only by understanding the method and its principles. This illustrates the development of soma, which works well only when communication between the mind and the muscles is without or with mild SMA. A teacher who understands the meaning of soma also transfers this understanding to clients.
The basic and intermediate level of education enables understanding of the physical condition, the influence of self-awareness, expression, and self-control, which all determine a person’s character and also encompass soma’s welfare and characteristics. The student becomes aware of the importance of a clear connection between membrane and consciousness and realizes the function of pleasure and pain.
Advanced-level education builds on understanding these links through a more advanced interpretation of physical and biological laws and the anatomy of bones, muscles, and myofascia. An essential part of learning at this level is to improve the ability to observe a client’s body posture, appearance, and personal approach. The Teacher determines which parts of a client membrane are in a chronic spasm and where the control over the membrane was lost.
The Level 3 teacher is skilled to connect well enough, by observing, palpating, and listening, to what he senses and sees with what he hears or recognizes from the personal testimony of a client during the individual treatment, and then gradually, through discussion and practical work, presents his understanding of a client’s condition and reasons for client’s problems.
Because of his in-depth knowledge, the advanced-level Teacher is more successful at individual treatments than the intermediate-level Teacher; he can influence the condition of the SMA much faster than a client himself by learning the exercises and moves from the books, individual teaching of level 1 and 2 and at group workshops. A teacher’s ability to direct attention to the critical client’s problems and conditions is certainly the most crucial advantage of this educational level. This is the right way for the teacher to connect with a client optimally. Joint attentiveness and actions of a client and a teacher successfully reduce the alienation of the mind and membrane, which enables the elimination of SMA pain, chronic pain, and emotional states.
The Level 3 teacher is skilled to connect well enough, by observing, palpating, and listening, to what he senses and sees with what he hears or recognizes from the personal testimony of a client during the individual treatment, and then gradually, through discussion and practical work, presents his understanding of a client’s condition and reasons for client’s problems.
Because of his in-depth knowledge, the advanced-level Teacher is more successful at individual treatments than the intermediate-level Teacher; he can influence the condition of the SMA much faster than a client himself by learning the exercises and moves from the books, individual teaching of level 1 and 2 and at group workshops. A teacher’s ability to direct attention to the critical client’s problems and conditions is certainly the most crucial advantage of this educational level. This is the right way for the teacher to connect with a client optimally. Joint attentiveness and actions of a client and a teacher successfully reduce the alienation of the mind and membrane, which enables the elimination of SMA pain, chronic pain, and emotional states.
Overview of the advance level education
Advanced level of AEQ education for the AEQ method enables the acquisition of the title» Teacher of the AEQ Method Level 3«.
The basis of higher-level education is the somatic model of thinking developed by Moshe Feldenkrais and upgraded by his contemporaries Thomas Hanna and Martha Peterson. His approach is called Awareness Through Movement because, for the first time, an internal sense of pain relief was used intentionally.
Learning to work actively on the table is based on the fundamental somatic active therapy protocols developed by Thomas Hanna, Ph.D. This method is manual; the therapist’s hands play a crucial role which directing and synchronizing the teacher’s and client’s attention for a better learning effect to go through SMA. The method enables the re-learning of the human primordial natural movement with improving self-awareness. A person suffering from chronic or acute muscular pains or disorders learns to observe, modify and control their body’s nervous and muscular systems.
I complimented the findings of Feldenkrais, Hanna, and Peterson, updated them, and improved them substantially. Thus, through work with clients and education, the AEQ Method® was created, of which I, Aleš Ernst, am the author, the Level 5 teacher.
Education of this kind is entering an area that science and health care do not yet address satisfactorily. Namely, relieving pain, relaxation of muscle tonus, and improving the muscles and nervous system function are crucial for a healthy life and smooth movement. The AEQ Method® of the intermediate level seizes the roots of most chronic muscular pains, which can be alleviated only with proper motion. The latter can only be achieved with the help of understanding that changes the brain and membrane work. They send the impulses to the body, and the brain can also be reprogrammed using the AEQ Method®, which is essential in treating the defects of the muscular, nervous and skeletal systems. It is the path to relaxation and regulation of soma and its syntropy.
Details about the mid-level program schedule and work between the modules
The program consists of six modules. Each module takes place from Sunday to Saturday, from 9 am to 5 pm with a 90-minute break for lunch at 12.30.
The five modules encompass a total of 340 hours of supervised learning.
Total hours of lessons: 650.
As an addition to the lessons, students will:
- perform and document 3 active therapies between each module; documentation may be in written form or as a video recording where it will be possible to assess the suitability of the approach and the implementation of active therapy (18 hours);
- actively participate in discussions in the closed FB group of teachers of the AEQ method Level 3;
- between each module, organize and carry out at least one 6-hour workshop of the AEQ method basics with 7-10 participants (30 hours);
- between each module, publish at least five articles with their thoughts on topics related to the AEQ Method (30 hours);
Contents of the modules
Getting to know the specific technique of assessing the loss of feelings and connecting the mind and the body based on recognition of permanently activated reflexes: red light reflex (fear and sadness), green light reflex (anger and joy), trauma reflex (adaptation) and freeze response (block of feelings). Students will get to know each other and learn five methods used in active work on the table (kinetic mirroring, means-whereby, guided pandiculation, reciprocal inhibition, and differentiation).
These five methods provide the AEQ method® and teachers more effective support when teaching their clients to change the sensory-motor feedback loop between the membrane and the consciousness. The first module includes:
- Lessons on membrane philosophy.
- The protective role of sensory-motor amnesia.
- A deeper understanding of the teaching methods for the individual work with a client on the table.
Learning active work on the table will include:
- Working with fellow students.
- Being a receiver of protocols from a level 5 teacher.
- Implementing parts of protocols on the Teacher.
Each student will step into the role of practitioner, observer, and recipient of active therapy. We will process in detail the reflex of anger and action and the function of pressure that the reflexes allow in the membrane. We will learn to implement protocols 1 and 2 properly. Students will observe a client’s demo session of protocols 1 and 2.
We will deal with approaches that allow the client to understand the AEQ method. We will also discuss the appropriate arrangement of the room for the therapy and learn how to communicate with clients as an explanation that is appropriately understood makes 60% effect of clinical work.
After renewing and clarifying inconsistencies in the implementation of protocols 1 and 2 and complementing the assessment of a client’s current state, we will invest much attention in monitoring and adjusting Teacher’s attitude towards a client.
We will continue by studying the muscle functions and body structures and with a more profound understanding of the connections between the membrane and the consciousness. We will discuss the rules for changing the superego and its automated patterns with regular exercises. We will observe the impact of active therapies on the speed and depth of the change of consciousness and subconsciousness.
We will learn and understand the role and need of trauma reflex and study how to correctly define, apply and implement protocols three and four.
Learning active work on the table will include:
- Working with fellow students.
- Being a receiver of protocols from a level 5 teacher.
- Implementing parts of protocols on the Teacher.
Each student will step into the role of practitioner, observer, and recipient of active therapy. We will process in detail the trauma reflex and the function of pulsation for soma to live.
Students will observe a client’s demo session of protocols three and four.
Part of the module will be dedicated to understanding the organization and management of longer live and online workshops (6 hours).
Understanding the functioning of the body’s center and the red light reflex. Implement protocols five and six to treat the problems related to the chronically activated startle reflex. Managing the loss of sensation and control over the abdomen, chest, upper limbs, neck, and head.
We will examine and refine protocols 1, 2, 3, and 4 and elaborate on the details of the nervous, fascial, and muscular systems. An essential part of this module will also be an appropriate combination of protocols to achieve the optimum elimination of unreal and unclear communication between the nervous system and the upper part (above the pelvis) of the muscular system. Part of module 3 will also be dedicated to neurotic behavior connected to SMA in the form of red light reflex.
We will also cover marketing and approaches that allow the environment to better understand your work and skills with the creative writing of articles.
Learning active work on the table will include working with fellow students, being a receiver of protocols from a level 5 teacher, and implementing parts of protocols on the Teacher. Each student will step into the role of practitioner, observer, and recipient of active therapy. We will detail the startle reflex and breathing function for soma to live.
Students will observe a demo session of protocols five and six on a client.
Understanding the functioning of the center of the body, the upper periphery, the functions of the bones and joints, and the upper part of the body in the light of soma. Implementing protocols 6 and 7 to treat the shoulder, hand, wrist, neck, and head problems. Managing the loss of sensation and control over the upper limbs, neck, and head.
We will examine and refine protocols 1, 2, 3, 4, 5, and 6 and begin to elaborate on the details of the nervous and muscular systems. An essential part of this module will also be an appropriate combination of protocols to eliminate unreal and unclear communication between the nervous system and the upper part of the muscular system.
We will also cover marketing and approaches that allow the environment to understand the AEQ method® better and the creative writing of articles.
Learning active work on the table will include:
- Working with fellow students.
- Being a receiver of protocols from a level 5 teacher.
- Implementing parts of protocols on the Teacher.
Each student will step into the role of practitioner, observer, and recipient of active therapy. We will process in detail the reflex of anger and action and the function of pressure that the reflexes allow in the membrane. We will learn to implement protocols seven and eight properly. Students will observe a client’s demo session of protocols seven and eight.
We will deal with approaches that allow the client to understand the AEQ method. We will also discuss the appropriate arrangement of the room for the therapy and learn how to communicate with clients as an explanation that is appropriately understood makes 60% effect of clinical work.
Somatic understanding of the role of the body’s center and lower periphery and the function of the bones and joints of the lower body. We will learn and implement protocols nine and ten for managing the pelvis, hip, knee, ankles, and feet problems.
That will help us to manage the loss of sensation and control of our feet after implementing the basic protocols of the center. We will examine and refine protocols 1, 2, 3, 4, 5, 6, 7 and 8 and go further into the details of the nervous-muscular system.
An essential part of this module will also be how to properly combine the learned protocols to eliminate unreal and unclear communication between the nervous and the lower part of the muscular system.
We will learn the basics of emotional responses and connections between character patterns and behavior on the table and the attitude to exercise.
Learning active work on the table will include:
- Working with fellow students.
- Being a receiver of protocols from a level 5 teacher.
- Implementing parts of protocols on the Teacher.
Each student will step into the role of practitioner, observer, and recipient of active therapy. We will process in detail the reflex of anger and action and the function of pressure that the reflexes allow in the membrane. We will learn to implement protocols eight and nine properly. Students will observe a client’s demo session of protocols nine and ten.
Repetition and review of what we’ve learned in all protocols. Examining the approaches in the first four modules and insight into their discoveries and innovations in learning the method, investigating more complicated cases, and reviewing the plan for particularly difficult situations.
In particular, we will focus on the problems like scoliosis, spondylitis, calcination, artificial joints, and severe wear and tear of joints, thus rounding up the whole medium-level education.
We will address the understanding of the basics of the influence of emotions on the connection of the membrane and the mind, the role of pleasure and pain in their mutual communication, and the impact of emotions on the syntropy and entropy of soma and its surroundings.
Part of the module will be dedicated to organizing and managing the all-day workshops (8+ hours).
Students will complete the course by performing active therapy on a client and a mutual evaluation.
Contents of the modules may also change during the course, depending on a group in the program.
Representatives of the AEQ world
Moshe Feldenkrais
(1904 -1984) was an active athlete and excellent physicist, engineer, and scientist. He was a respected judoka, judo instructor, and author of some books on this skill. By age 50, he was mainly concerned with physics when the old knee injury returned and significantly hampered his walk. He refused the knee surgery. Since the initial injury did not have such dramatic consequences, he believed that his incapacity at that time might not originate from the injury itself but was only a response to the injury. He began to observe how he walked, how his knees responded, and how he used them. He discovered that short, gentle movements were helpful; everything else was painful.
He focused his trained analytical mind on the question of how we function as human beings. He began to study human anatomy, neurology, and the like. Experiences he gained in judo and other forms of movement certainly helped him to cope with pain. He learned to walk without pain.
Moreover, he developed a revolutionary understanding of how people learn and function, which has become the basis of the Feldenkrais method. In his work Body and Mature Behavior, he described this method and then raised many practitioners.
Thomas Hanna
(1928-1990) spent his entire life discovering ways to extract hidden potential from man and develop it because he considered it to be the key to physical and intellectual as well as mental freedom. He believed everyone had the power to take responsibility for their own lives and conduct.
He wrote about his method of somatic education in his breakthrough book Somatic: Reawakening The Mind’s Control Of Movement, Flexibility, And Health. The book clearly shows the influence of Feldenkrais’ functional integration and awareness through movement.
Hanna upgraded his discovery of sensory-motor amnesia and his simple solutions to mysterious pain states into the Hanna somatics method. An educational program for teachers of the Hanna somatics was developed. Unfortunately, the further development of his approach was interrupted by a fatal car accident, which happened literally during the schooling of the first group of 38 students. As he said, it was the beginning of confrontation with more frequent chronic pains brought about by the modern way of life. Luckily, he transferred at least part of his extensive knowledge to others, thus enabling further development of somatic methods, including the AEQ Method®.
Avtor AEQ metode in vaš učitelj na šolanju 3. stopnje Aleš Ernst
I am a Level 5 teacher of the AEQ Method®, and I work daily with clients who turn to me because of various movement and movement patterns problems. I am also the author of “out of chronic pain with ease.” Teaching the AEQ Method® and the AEQ exercises® has become the central area of my professional life, where I invest my time, attention, and energy. I took what I had learned from Teacher Martha Peterson and, throughout many years, worked hard to upgrade the method and phase out the shortcomings caused by the premature death of Thomas Hanna. I also noticed that the Feldenkrais method was inadequate for permanently regulating more severe loss of control over the body. Its interpretation was somewhat illogical for a modern way of life. That’s why I have combined various somatic models with other knowledge like physics, psychology, mechanics, electrical engineering, and sports and developed my method, which reliably helps anyone willing to invest time and attention. The AEQ method is gaining popularity and recognition by the general and professional public in the field of medicine as well as sport.
Level 3 license
Requirements to be met for acquiring the license are:
- Active participation in the learning process.
- Participation (practice, work experience) at the online mentor sessions.
- Completed homework assignments, including 15 documented active therapies in written form or as video recordings; they must be submitted in an appropriate number (3) before each subsequent module.
- Adequate preliminary assessment of the student's practical work in his/her work practice at the AEQ Method centre.
- Participation in all six modules
- To pass final evaluation of performance in the sixth module.
